STANDARDS OF LEARNING GRADES 3-5 PHYSICAL SCIENCE INSTRUCTION HOLLINS UNIVERSITY DEPARTMENT OF...
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![Page 1: STANDARDS OF LEARNING GRADES 3-5 PHYSICAL SCIENCE INSTRUCTION HOLLINS UNIVERSITY DEPARTMENT OF CHEMISTRY DR. DAN DERRINGER JUNE 20, 22, AND 25, 2012 HOLLINS.](https://reader035.fdocuments.in/reader035/viewer/2022062717/56649e495503460f94b3bfaa/html5/thumbnails/1.jpg)
STANDARDS OF LEARNINGGRADES 3-5
PHYSICAL SCIENCE INSTRUCTION
HOLLINS UNIVERSITYDEPARTMENT OF CHEMISTRY
DR. DAN DERRINGERJUNE 20, 22, AND 25, 2012
HOLLINS ELEMENTARY SCIENCE INSTITUTE FOR
TEACHERS2012
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STANDARDS OF LEARNINGGRADES 3-5
PHYSICAL SCIENCE INSTRUCTION
HOLLINS UNIVERSITYDEPARTMENT OF CHEMISTRY
DR. DAN DERRINGERJUNE 20, 22, AND 25, 2012
HOLLINS ELEMENTARY SCIENCE INSTITUTE FOR
TEACHERS2012
![Page 3: STANDARDS OF LEARNING GRADES 3-5 PHYSICAL SCIENCE INSTRUCTION HOLLINS UNIVERSITY DEPARTMENT OF CHEMISTRY DR. DAN DERRINGER JUNE 20, 22, AND 25, 2012 HOLLINS.](https://reader035.fdocuments.in/reader035/viewer/2022062717/56649e495503460f94b3bfaa/html5/thumbnails/3.jpg)
Introductions
Me Educational background Teaching experience
You Who are you? Where do you teach? What do you teach? What is your high school/college background in
chemistry/physics?
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Physical Science Topics
Grade Three Standards of Learning “In the area of physical science, the standards focus
on simple and compound machines, and a basic understanding of matter.” Force, Motion, Energy
Strand 3.2 – “The student will investigate and understand simple machines and their uses.”
Matter Strand 3.3 – “The student will investigate and
understand that objects are made of materials that can be described by their physical properties.”
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Physical Science Topics
Grade Four Standards of Learning “Students are introduced to basic principles of
electricity and to the concept of motion.” Force, Motion, Energy
Strand 4.2 – “The student will investigate and understand characteristics and interaction of moving objects.”
Strand 4.3 – “The student will investigate and understand the characteristics of electricity.”
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Physical Science Topics
Grade Five Standards of Learning “Students are introduced to more detailed concepts of
sound and light and the tools used for studying them. Key concepts of matter, including those about atoms, molecules, elements, and compounds, are studied, and the properties of matter are defined in greater detail.” Force, Motion, Energy
Strand 5.2 – “The student will investigate and understand how sound is transmitted and is used as a means of communication.”
Strand 5.3 – “The students will investigate and understand basic characteristics of visible light and how it behaves.”
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Physical Science Topics
Grade Five Standards of Learning “Students are introduced to more detailed concepts of
sound and light and the tools used for studying them. Key concepts of matter, including those about atoms, molecules, elements, and compounds, are studied, and the properties of matter are defined in greater detail.” Matter
Strand 5.4 – “The student will investigate and understand that matter is anything that has mass, takes up space, and occurs as a solid, liquid, or gas.”
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Tailoring My Instruction to Your Needs
“Matter” Atomic structure Properties and states of matter Physical and chemical changes
“Force, Motion, and Energy” Force and motion Simple and compound machines Kinetic and potential energy (not so much; why?)
[4.2] Electricity and magnetism (not so much; why?) [4.3]
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Tailoring My Instruction to Your Needs
“Other” Hands-on science activities Teach science in a way that will excite my students
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Synopsis of Syllabus
Session I – Wednesday, June 20, 2012 (1:00 p.m. – 3:15 p.m.; 2 hours 15 minutes) Matter
Session II – Friday, June 22, 2012 (1:45 p.m. – 3:15 p.m.; 1 hour 30 minutes) Force, Motion, and Energy
Machines Motion
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Syllabus
Session III – Monday, June 25, 2012 (9:30 a.m. – 12:00 p.m.; 2 hours 30 minutes) Force, Motion, and Energy
Electricity Magnetism Sound Light
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“MATTER”
Session I
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“Matter”
Key concepts (published in the Standards) Grade Three
Objects are made of one or more materials Materials are composed of parts that are too small to be
seen without magnification Physical properties remain the same as the material is
reduced in size Grade Five
Atoms, elements, molecules, and compounds Mixtures including solutions The effect of heat on the states of matter
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“Matter”
Key concepts (published in the Standards) Grade Three
Objects are made of one or more materials Materials are composed of parts that are too small to be
seen without magnification Physical properties remain the same as the material is
reduced in size Grade Five
Atoms, elements, molecules, and compounds (1) Mixtures including solutions (1) The effect of heat on the states of matter
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“Matter”
Key concepts (published in the Standards) Grade Three
Objects are made of one or more materials Materials are composed of parts that are too small to be
seen without magnification (2) Physical properties remain the same as the material is
reduced in size Grade Five
Atoms, elements, molecules, and compounds (1) Mixtures including solutions (1) The effect of heat on the states of matter
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“Matter”
Key concepts (published in the Standards) Grade Three
Objects are made of one or more materials (3) Materials are composed of parts that are too small to be
seen without magnification (2) Physical properties remain the same as the material is
reduced in size (3) Grade Five
Atoms, elements, molecules, and compounds (1) Mixtures including solutions (1) The effect of heat on the states of matter
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“Matter”
Key concepts (published in the Standards) Grade Three
Objects are made of one or more materials (3) Materials are composed of parts that are too small to be
seen without magnification (2) Physical properties remain the same as the material is
reduced in size (3) Grade Five
Atoms, elements, molecules, and compounds (1) Mixtures including solutions (1) The effect of heat on the states of matter (4)
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“Matter”
Exploring the concepts of: “mixtures” “compounds” “elements” “molecules” “atoms”
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“Matter”
Classification scheme (finding simplicity in all the complexity around us)
Atoms (protons, neutrons, electrons) Pure substances (compounds, elements) Mixtures (heterogeneous, homogeneous)
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M a tte r
“Matter”
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“Matter”
Matter – Anything that occupies space and has mass.
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M ix tu re P u re S ub s ta n ce
M a tte r
“Matter”
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“Matter”
Matter – Anything that occupies space and has mass.
Mixture – A combination of two or more substances in which each substances retains its own chemical identity.
Pure Substance – Matter that has a fixed composition and distinct properties.
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Mixture or Pure Substance?
“Matter”
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Mixture or Pure Substance?
Coffee MIXTURE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola MIXTURE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola
Milk MIXTURE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola
Milk
Sugar PURE SUBSTANCE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola
Milk
Sugar
Salt PURE SUBSTANCE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola
Milk
Sugar
Salt
Water PURE SUBSTANCE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola
Milk
Sugar
Salt
Water
Air MIXTURE
“Matter”
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Mixture or Pure Substance?
Coffee
Coca-Cola
Milk
Sugar
Salt
Water
Air
Granite MIXTURE
“Matter”
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H e tero ge n eo us H o m o ge n eo us
M ix tu re P u re S ub s ta n ce
M a tte r
“Matter”
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Heterogeneous or Homogeneous?
“Matter”
Describe what you see in this picture.
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Heterogeneous or Homogeneous?
“Matter”
What’s another name for homogeneous mixture?
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Heterogeneous or Homogeneous?
“Matter”
What’s another name for homogeneous mixture?Solution!
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H e tero ge n eo us H o m o ge n eo us
M ix tu re
C o m p ou nd E le m e nt
P u re S ub s ta n ce
M a tte r
“Matter”
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“Matter”
Matter – Anything that occupies space and has mass.
Mixture – A combination of two or more substances in which each substances retains its own chemical identity.
Pure Substance – Matter that has a fixed composition and distinct properties.
Compound – A substance composed of two or more elements united chemically in definite proportions.
Element – A substance that cannot be separated into simpler substances by chemical means.
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H e tero ge n eo us H o m o ge n eo us
M ix tu re
C o m p ou nd
A tom
E le m e nt
P u re S ub s ta n ce
M a tte r
“Matter”
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“Matter”
Matter – Anything that occupies space and has mass.
Mixture – A combination of two or more substances in which each substances retains its own chemical identity.
Pure Substance – Matter that has a fixed composition and distinct properties.
Compound – A substance composed of two or more elements united chemically in definite proportions.
Element – A substance that cannot be separated into simpler substances by chemical means.
Atom – The smallest representative particle of an element.
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H e tero ge n eo us H o m o ge n eo us
M ix tu re
C o m p ou nd
E le c tro n (s) N u c le us
A tom
E le m e nt
P u re S ub s ta n ce
M a tte r
“Matter”
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“Matter”
Matter – Anything that occupies space and has mass.
Mixture – A combination of two or more substances in which each substances retains its own chemical identity.
Pure Substance – Matter that has a fixed composition and distinct properties.
Compound – A substance composed of two or more elements united chemically in definite proportions.
Element – A substance that cannot be separated into simpler substances by chemical means.
Atom – The smallest representative particle of an element.
Electron – A negatively charged subatomic particle found outside the atomic nucleus.
Nucleus – The very small, very dense, positively charged portion of the atom; it is composed of protons and neutrons.
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H e tero ge n eo us H o m o ge n eo us
M ix tu re
C o m p ou nd
E le c tro n (s)
P ro to n (s) N e u tro n (s)
N u c le us
A tom
E le m e nt
P u re S ub s ta n ce
M a tte r
“Matter”
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Matter – Anything that occupies space and has mass.
Mixture – A combination of two or more substances in which each substances retains its own chemical identity.
Pure Substance – Matter that has a fixed composition and distinct properties.
Compound – A substance composed of two or more elements united chemically in definite proportions.
Element – A substance that cannot be separated into simpler substances by chemical means.
Atom – The smallest representative particle of an element.
Electron – A negatively charged subatomic particle found outside the atomic nucleus.
Nucleus – The very small, very dense, positively charged portion of the atom; it is composed of protons and neutrons.
Proton – A positively charged subatomic particle found in the nucleus of the atom.
Neutron – An electrically neutral particle found in the nucleus of an atom.
“Matter”
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“Matter”
Atom Model Activity Choose a partner Choose a model
Identify the number of electrons Identify the number of protons and neutrons Identify the atom your model represents (Hint: Use a
Periodic Table.)
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“Matter”
Atom Model Activity Identify strengths and weaknesses of this model?
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Perimeter = 1.7 miCircumference = 1.7 mi
“Matter”
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“Matter”
Exploring the concept of: “too small to be seen without magnification”
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“Matter”
Approximately how many atoms of copper are in a pre-1982 penny?
A lot!
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“Matter”
Approximately how many atoms of copper are in a pre-1982 penny?
A lot! (~30,000,000,000,000,000,000,000 or 30 sextillion)
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know?
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room?
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30)
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000)
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000)
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000) . . . in the United States of America
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000) . . . in the United States of America (~300,000,000)
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000) . . . in the United States of America (~300,000,000) . . . in the world
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000) . . . in the United States of America (~300,000,000) . . . in the world (~7,000,000,000)
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“Matter”
How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .
. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000) . . . in the United States of America (~300,000,000) . . . in the world (~7,000,000,000) [Notice: This number
isn’t even close to the number of copper atoms in a single penny!]
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“Matter”
What if we had as many pennies as there are copper atoms in one penny?
If you stacked them, the pennies would reach the moon from the earth, 10 times, for each person on the planet.
That many pennies is equivalent to $39 billion per person!
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H e tero ge n eo us H o m o ge n eo us
M ix tu re
C o m p ou nd
E le c tro n (s)
P ro to n (s) N e u tro n (s)
N u c le us
A tom
E le m e nt
P u re S ub s ta n ce
M a tte r
“Matter”
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“Matter”
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H e tero ge n eo us H o m o ge n eo us
M ix tu re
C o m p ou nd
E le c tro n (s)
P ro to n (s) N e u tro n (s)
N u c le us
A tom
E le m e nt
P u re S ub s ta n ce
M a tte r
“Matter”
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“Matter”
Exploring the concepts of: “materials” “Physical properties remain the same as the material
is reduced in size”
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“Matter”
In grade three students are required to learn that objects are made of one or more materials.
What materials? Metal Plastic Glass Paper Cloth Water Other?
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“Matter”
They are also required to understand that materials have their own set of physical properties.
What are physical properties? A physical property is any characteristic you can
observe or measure without changing the composition of the material
What are some important ones to know? Color, concentration, density, fluidity, length, luster,
malleability, mass, melting point, solubility, temperature, volume
Others?
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“Matter”
Is it true that physical properties remain the same as the material is reduced in size?
The answer is . . .
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“Matter”
Is it true that physical properties remain the same as the material is reduced in size?
The answer is . . . it depends.If the property is an intrinsic physical property
(meaning it does not depend on amount or size) then the answer is yes, it’s true.
Intrinsic properties include: Color, concentration, density, fluidity, luster,
malleability, melting point, solubility, temperature Others?
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“Matter”
Is it true that physical properties remain the same as the material is reduced in size?
The answer is . . . it depends.If the property is an extrinsic physical
property (meaning it does depend on amount or size) then the answer is no, it’s not true.
Extrinsic properties include: Length, mass, volume Others?
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“Matter”
Exploring the concepts of: “the effect of heat on the states of matter”
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“Matter”
States of Matter Model the three physical states of water by having
people play the role of water molecules Solid water (ice) Liquid water Gaseous water (water vapor)
Have the same people model the effect of heat on the three states of water
Heat is a form of energy Temperature is a measure of kinetic energy
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“Matter”
Physical versus Chemical Change Physical change means physical appearance changes
Salt water becomes salt and water (mixture to pure substances)
Ice becomes water (change of state) Chemical change means chemical identity changes
(look for color changes/gas formation) Iron and oxygen combine to make rust (elements to
compound) Baking soda and vinegar combine to make carbon
dioxide (compounds to compound)
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“FORCE, MOTION, AND ENERGY”(WITH EMPHASIS ON FORCE, WORK, ENERGY, AND
MACHINES)
Session II
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“Force, Motion, and Energy”
Key concepts (published in the Standards) Grade Three
Types of simple machines How simple machines function Compound machines Examples of simple and compound machines found in the
school, home, and work environment
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“Force, Motion, and Energy”
Key concepts (published in the Standards) Grade Four
Motion is described by an object’s direction and speed Forces cause changes in motion Friction is a force that opposes motion Moving objects have kinetic energy
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“Force, Motion, and Energy”
What do we understand about . . . . . . Force? . . . Work? . . . Energy?
How are force, work, and energy related to each other, and how are they related to motion and machines?
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“Force, Motion, and Energy”
FORCE Your students are expected to learn . . .
. . . that a force is any push or pull that causes an object to move, stop, or change speed or direction.
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“Force, Motion, and Energy”
FORCE Your students are expected to learn . . .
. . . that the greater the force, the greater the change in motion will be.
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“Force, Motion, and Energy”
FORCE Your students are expected to learn . . .
. . . that the more massive an object is, the less effect a given force will have on the object.
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“Force, Motion, and Energy”
FORCE Your students are expected to learn . . .
. . . that unless acted on by a force, objects in motion tend to stay in motion and objects at rest remain at rest.
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“Force, Motion, and Energy”
FORCE We know quite a lot about force and have for a long
time thanks to this scientist:
Sir Isaac Newton is considered by many to be the greatest and most influential scientists who ever lived
Godfrey Kneller’s 1689 portrait of Isaac Newton at age 46
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“Force, Motion, and Energy”
FORCE Let’s consider Newton’s Second Law of Motion:
F = m x a
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“Force, Motion, and Energy”
FORCE Let’s consider Newton’s Second Law of Motion:
F = m x a
(This means force is equivalent to mass times acceleration.)
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“Force, Motion, and Energy”
FORCE Let’s consider Newton’s Second Law of Motion:
F = m x a
(This means force is equivalent to mass times acceleration.)
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“Force, Motion, and Energy”
FORCE Let’s consider Newton’s Second Law of Motion:
F = m x a
(This means force is equivalent to mass times acceleration.)
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“Force, Motion, and Energy”
FORCE Let’s consider Newton’s Second Law of Motion:
F = m x a
(This means force is equivalent to mass times acceleration.)
Let’s discuss what this means
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“Force, Motion, and Energy”
WORK What is work and how is it related to force? Mathematically, work is defined in the following way:
W = F x d
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“Force, Motion, and Energy”
WORK What is work and how is it related to force? Mathematically, work is defined in the following way:
W = F x d
(This means work is equivalent to force times distance.)
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“Force, Motion, and Energy”
WORK What is work and how is it related to force? Mathematically, work is defined in the following way:
W = F x d
(This means work is equivalent to force times distance.)
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“Force, Motion, and Energy”
WORK What is work and how is it related to force? Mathematically, work is defined in the following way:
W = F x d
(This means work is equivalent to force times distance.)
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“Force, Motion, and Energy”
WORK What is work and how is it related to force? Mathematically, work is defined in the following way:
W = F x d
(This means work is equivalent to force times distance.)
Let’s discuss what this means
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“Force, Motion, and Energy”
ENERGY What is energy and how is it related to work? It is often said that energy is “the capacity to do work” This means energy is spent whenever work is
performed
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“Force, Motion, and Energy”
ENERGY WORK FORCE
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“Force, Motion, and Energy”
ENERGY Kinetic Energy . . .
. . . is energy of motion Potential Energy . . .
. . . is energy of position
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“Force, Motion, and Energy”
ENERGY Kinetic Energy . . .
. . . is energy of motion Potential Energy . . .
. . . is energy of position (it’s stored energy)
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“Force, Motion, and Energy”
ENERGY Kinetic Energy . . .
. . . is energy of motion Potential Energy . . .
. . . is energy of position (it’s stored energy)
“HOT WHEELS CAR”DEMONSTRATION(with discussion)
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“Force, Motion, and Energy”
ENERGY Kinetic Energy . . .
. . . is energy of motion Potential Energy . . .
. . . is energy of position (it’s stored energy)
“CATCH THE CAN”DEMONSTRATION(with discussion)
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“Force, Motion, and Energy”
MACHINES Your students are expected to learn . . .
. . . that machines are tools that make work easier.
“Easier” doesn’t necessarily mean LESS work!W = F x d
100 = 10 x 10100 = 5 x ?
100 = 5 x 20The force required is halved (made easier), but the distance is
doubled!
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“Force, Motion, and Energy”
SIMPLE MACHINES What are the simple machines and how do they work?
LEVER It is a stiff bar that moves about a fixed point (fulcrum). It is used to push, pull, or lift things. Examples include a seesaw, crowbar, shovel, and
hammer.
Activity: Lift a book with a meter stick. • The ruler is the lever.• The edge of the table is the fulcrum.• It’s easier to move the book when the book is closer to the
fulcrum.
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“Force, Motion, and Energy”
SIMPLE MACHINES What are the simple machines and how do they work?
INCLINED PLANE It is a flat surface that is raised so one end is higher
than the other. It is used to help move heavy objects up or down. Examples include a ramp, slanted road, path up a hill,
and slide.
Activity: Lift a bag of rice tied to a rubber band. • It takes less force to move the bag of rice up the inclined
plane. The rubber band is stretched less.
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“Force, Motion, and Energy”
SIMPLE MACHINES What are the simple machines and how do they work?
WEDGE It is wide at one end and pointed at the other. It is used to help cut or split objects. Examples include a knife, ax, fork, and nail.
Activity: Hammer a bolt and nail into a board. • The nail is a wedge, so it is easier to hammer into the
wood.
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“Force, Motion, and Energy”
SIMPLE MACHINES What are the simple machines and how do they work?
PULLEY It is made of a wheel and a rope. It is used to help move objects up, down, or sideways. Examples include a flag pole, blinds, and crane.
Activity: Lift a bottle.
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“Force, Motion, and Energy”
SIMPLE MACHINES What are the simple machines and how do they work?
SCREW It is an inclined plane that winds around itself. Some screws are used to lower and raise things. Examples include a spiral staircase, light bulb, jar lid.
Activity: Making a screw with paper, pencil, marker, and tape.
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“Force, Motion, and Energy”
SIMPLE MACHINES What are the simple machines and how do they work?
WHEEL AND AXLE The axle is a rod that goes through the wheel. With wheel and axle it is easier to move objects from
place to place. Examples include cars, wagons, bicycles, and door
knobs.
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“Force, Motion, and Energy”
A fun simple-machine game:
http://www.msichicago.org/fileadmin/Activities/Games/simple_machines/
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“FORCE, MOTION, AND ENERGY”(WITH EMPHASIS ON ELECTRICITY, MAGNETISM,
SOUND, AND LIGHT)
Session III
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“Force, Motion, and Energy”
Key concepts (published in the Standards) Grade Four
Conductors and insulators Basic circuits (open/closed, parallel/series) Static electricity The ability of electrical energy to be transformed into
heat, light, and mechanical energy Simple electromagnets and magnetism Historical contributions in understanding electricity
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“Force, Motion, and Energy”
Key concepts (published in the Standards) Grade Five
Frequency, waves, wavelength, vibration The ability of different media to transmit sound Uses and applications The visible spectrum and light waves Refraction of light through water and prisms Reflection of light from reflective surfaces (mirrors) Opaque, transparent, and translucent Historical contributions in understanding light.
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“Force, Motion, and Energy”
Electricity Phenomenon associated with stationary or moving
charged particles Particles can be . . .
. . . ions (Na+, for example) . . . protons (p+) . . . electrons (e–)
When the charged particles are “stationary,” we call the phenomenon STATIC ELECTRICITY
When the charged particles are “moving,” we call the phenomenon CURRENT ELECTRICITY
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“Force, Motion, and Energy”
Electricity Some of the concepts developed in the grade-four
standard include the following: A continuous flow of charged particles creates an electric
CURRENT The pathway taken by the current is called a CIRCUIT
• There WILL be current when the circuit is CLOSED• There WILL NOT be current when the circuit is OPEN• When there is only ONE pathway for the current, the
pathway is called a SERIES CIRCUIT• When there are TWO OR MORE pathways for the current,
the pathway is called a PARALLEL CIRCUIT
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“Force, Motion, and Energy”
Electricity Some of the concepts developed in the grade-four
standard include the following: Currents flow more freely through materials that are
CONDUCTORS (metals) and less freely through materials that are INSULATORS (rubber, plastic, wood)
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“Force, Motion, and Energy”
Electricity Some of the concepts developed in the grade-four
standard include the following: Currents flow more freely through materials that are
CONDUCTORS (metals) and less freely through materials that are INSULATORS (rubber, plastic, wood) [As RESISTANCE increases, current decreases.]
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“Force, Motion, and Energy”
Electricity Some of the concepts developed in the grade-four
standard include the following: Currents flow more freely through materials that are
CONDUCTORS (metals) and less freely through materials that are INSULATORS (rubber, plastic, wood) [As RESISTANCE increases, current decreases.]
Rubbing certain materials together creates static electricity
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“Force, Motion, and Energy”
Electricity Some of the concepts developed in the grade-four
standard include the following: Currents flow more freely through materials that are
CONDUCTORS (metals) and less freely through materials that are INSULATORS (rubber, plastic, wood) [As RESISTANCE increases, current decreases.]
Rubbing certain materials together creates static electricity [What do you tell your students about static electricity and lightning?]
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“Force, Motion, and Energy”
Electricity Some of the concepts developed in the grade-four
standard include the following: Currents flow more freely through materials that are
CONDUCTORS (metals) and less freely through materials that are INSULATORS (rubber, plastic, wood) [As RESISTANCE increases, current decreases.]
Rubbing certain materials together creates static electricity [What do you tell your students about static electricity and lightning?]
The energy associated with electricity (electrical energy) can be transformed into heat, light, or mechanical energy
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“Force, Motion, and Energy”
Electricity Activities
Leyden Jar Conventional Circuits
Using dry cells, wires, switches, bulbs, and bulb holders, create and diagram a functioning . . .
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“Force, Motion, and Energy”
Electricity Activities
Leyden Jar Conventional Circuits
Using dry cells, wires, switches, bulbs, and bulb holders, create and diagram a functioning . . .• . . . series circuit
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“Force, Motion, and Energy”
Electricity Activities
Leyden Jar Conventional Circuits
Using dry cells, wires, switches, bulbs, and bulb holders, create and diagram a functioning . . .• . . . series circuit [How can we use this circuit to find
conductors and insulators?]
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“Force, Motion, and Energy”
Electricity Activities
Leyden Jar Conventional Circuits
Using dry cells, wires, switches, bulbs, and bulb holders, create and diagram a functioning . . .• . . . series circuit [How can we use this circuit to find
conductors and insulators?]• . . . parallel circuit
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“Force, Motion, and Energy”
Magnetism Phenomenon produced by the motion of electric
charge The magnetism associated with the spin of an unpaired
electron is called paramagnetism Multiple unpaired spins can align to give a stronger type
of magnetism known as ferromagnetism Current in a circular motion produces a type of
magnetism known as electromagetism
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“Force, Motion, and Energy”
Magnetism Some of the concepts developed in the grade-four
standard include the following: Lines of force extend from the poles of a magnet in an
arched pattern defining the area over which magnetic force is exerted
Certain iron-bearing metals attract other such metals (also nickel and cobalt)
A current flowing through a wire creates a magnetic field Wrapping a wire around certain iron-bearing metals
(iron nail) and creating a closed circuit is an example of a simple electromagnet
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“Force, Motion, and Energy”
Magnetism Activities
Lines of Magnetic Force Fe Co Ni Cu Al
Attraction and Repulsion Finding Magnetic Materials (Use your Magnetic Wand)
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“Force, Motion, and Energy”
Magnetism Activities
Lines of Magnetic Force Fe Co Ni Cu Al
Attraction and Repulsion Finding Magnetic Materials (Use your Magnetic Wand)
[Is your piece of meteorite magnetic?] Electromagnet
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“Force, Motion, and Energy”
Sound Some of the concepts developed in the grade-five
standard include the following: Sound is a form of energy produced and transmitted by
vibrating matter Sound travels in waves and can be described by the
wavelength and frequency of the waves A wave is a disturbance moving through a solid, liquid, or
gaseous medium The wavelength of sound is the distance between two
compressions The frequency of sound is the number of vibrations in a
given unit of time (the higher the frequency, the higher the pitch)
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“Force, Motion, and Energy”
Sound “Longitudinal” sound wave
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“Force, Motion, and Energy”
Light Some of the concepts developed in the grade-five
standard include the following: Light waves are characterized by their wavelengths
(wavelength of red is greater than the wavelength of violet)
Unlike sound, light does not need a medium through which to move
Visible light is a combination of several different wavelengths of light traveling together (ROYGBIV)
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“Force, Motion, and Energy”
Light “Transverse” light wave
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“Force, Motion, and Energy”
Light Some of the concepts developed in the grade-five
standard include the following: Light travels in straight paths until it hits an object,
where it . . . . . . bounces off (is REFLECTED) . . . is bent (is REFRACTED) . . . passes through the object (is TRANSMITTED)
• Transparent • Translucent• Opaque
. . . or is absorbed
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“Force, Motion, and Energy”
Light Some of the concepts developed in the grade-five
standard include the following: Light travels in straight paths until it hits an object,
where it . . . . . . bounces off (is REFLECTED) . . . is bent (is REFRACTED) . . . passes through the object (is TRANSMITTED)
• Transparent • Translucent• Opaque
. . . or is absorbed [How does this relate to an objects color?]
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“Force, Motion, and Energy”
Light Light absorption and pigment color
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“Force, Motion, and Energy”
Light Activities
Reflection Refraction
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handouts
![Page 137: STANDARDS OF LEARNING GRADES 3-5 PHYSICAL SCIENCE INSTRUCTION HOLLINS UNIVERSITY DEPARTMENT OF CHEMISTRY DR. DAN DERRINGER JUNE 20, 22, AND 25, 2012 HOLLINS.](https://reader035.fdocuments.in/reader035/viewer/2022062717/56649e495503460f94b3bfaa/html5/thumbnails/137.jpg)
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“Matter”
![Page 138: STANDARDS OF LEARNING GRADES 3-5 PHYSICAL SCIENCE INSTRUCTION HOLLINS UNIVERSITY DEPARTMENT OF CHEMISTRY DR. DAN DERRINGER JUNE 20, 22, AND 25, 2012 HOLLINS.](https://reader035.fdocuments.in/reader035/viewer/2022062717/56649e495503460f94b3bfaa/html5/thumbnails/138.jpg)
Matter – Anything that occupies space and has mass.
Mixture – A combination of two or more substances in which each substances retains its own chemical identity.
Pure Substance – Matter that has a fixed composition and distinct properties.
Compound – A substance composed of two or more elements united chemically in definite proportions.
Element – A substance that cannot be separated into simpler substances by chemical means.
Atom – The smallest representative particle of an element.
Electron – A negatively charged subatomic particle found outside the atomic nucleus.
Nucleus – The very small, very dense, positively charged portion of the atom; it is composed of protons and neutrons.
Proton – A positively charged subatomic particle found in the nucleus of the atom.
Neutron – An electrically neutral particle found in the nucleus of an atom.
“Matter”