Student Objectives
Watch the segments "Friction" and "Constant Speed" inDiscovery Science Library:
The Basics: Physical Science
Write a paragraph explaining how friction and gravity affect four sports.
Draw a picture illustrating the effect of friction and gravity on these sports.
Materials
Procedures
1.
Begin the lesson by asking students if they are familiar with the terms "friction""and "gravity."
Write their ideas on a sheet of newsprint. Then explain to students that gravity is a force that keeps
objects in motion, and friction works in opposition to gravity to help objects stop. Together these forces
affect the way almost everything moves on Earth.
2.
Tell students that they will explore how friction and gravity affect the way sports are played.
Working with a partner, have students focus on the following sports:
auto racing
skiing
skating
bicycling
To begin their research, have students watch the segments "Friction" and "Constant
Speed." In addition, the following Web sites have information on this topic:
o
http://www.fearofphysics.com/Friction/frintro.html
o
http://wiki.answers.com/Q/What_is_constant_speed
After students have finished watching the program and completed their research, ask
them to write a paragraph describing how friction and gravity affect the way these sports are played.
Make sure students include an illustration showing the effect of the forces on each sport.
To help students organize their paragraphs, have them use the following points as a
guide:
o
o
During the next class period, ask students to share their ideas. Make sure they
understand that in a sport such as skating, athletes want to decrease friction so that they will go
faster. In biking, however, athletes control how fast they go by pedaling faster or pedaling slower.
Reiterate that the forces of friction and gravity affect all sports.
Conclude the lesson by asking students what they learned about forces and sports.
How will this knowledge affect they way they participate in sports? Can it help them become better
athletes?
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Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
3 points: Students were highly engaged in class and small-group discussions and
produced clear and accurate paragraphs and illustrations, with all the requested
components.
Vocabulary
acceleration
Definition: The rate at which an object increases speed
Context: In a bicycle race, riders pedal faster for greater acceleration.
air resistance
Definition: The force on an object pulling it upward; the greater the surface area of an object, the
greater the air resistance
Context: The surface area of a leaf is greater than that of an acorn, so air resistance is greater, and
the leaf falls more slowly than the acorn.
force
Definition: A push or pull working on an object
Context: Kicking a soccer ball is an example of a force.
friction
Definition: The force between two substances rubbing against each other
Context: Ice skaters add a thin layer of water to the ice to decrease friction and move faster.
gravity
Definition: The force working on objects that pulls them toward each other
Context: The force of gravity keeps roller coasters moving down a steep hill.
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Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K12 Education
addresses 14 content areas. To view the standards and benchmarks, visitwww.mcrel.org.
This lesson plan addresses the following national standards:
Objectives
|
Materials
|
Procedures
|
Adaptations
|
Discussion Questions
|
Evaluation
|
Extensions
|
Links
|
Academic Standards
|
Credit
Objective
Students will
Understand that there are eight main types of electromagnetic waves, classified on the
electromagnetic spectrum according to their wavelengths.
Understand how each of the types of electromagnetic radiation is used or found in our
everyday lives.
Materials
For this lesson, you will need:
Chart paper
Construction paper
Magazines
Scissors
Procedures
1.
Prior to this lesson, students should have an understanding of the two kinds of waves that
exist in nature: compressional and transverse waves. They should be able to identify the
characteristics of each wave and how they differ. Here are some important facts to know:
o
energy.
o
o
o
Begin by asking students what they know about transverse waves and compressional waves. Work
with students to create a t-chart on the board and compare and contrast the two types of waves.
Identify key concepts associated with each wave. It may be helpful to create this chart on a
transparency or chart paper for later reference and reinforcement.
Now draw a picture of the sun and the Earth. Ask students to describe how energy
from the sun reaches the Earth. Draw transverse waves showing how electromagnetic energy is
transferred from the Earth to the sun. Tell students that energy from the sun is called radiation. Write
this term next to the word transverse waves on the illustration. Ask students in what context they have
heard that word before. (For example, a radiator gives off heat, or radiation therapy is used to treat
cancer.) Encourage students to use mnemonic devices to remember the concept of radiation as it
relates to the sun's energy. For example, students can use the sound "ray" in "radiation" to remind
them of the sun's rays warming their skin on a sunny day.
Explain to students that transverse waves that transfer radiation or energy are called
electromagnetic waves. These waves are created by electrically charged particles that move. The
terms "electromagnetic waves" and "electromagnetic radiation" are used interchangeably because the
waves carry the sun's radiation, which is composed of electrically charged particles. Refer back to the
chart created at the beginning of class and ask students to come up with a list of possible
characteristics of electromagnetic waves. Because they are transverse waves - and can travel in a
vacuum they can travel through space.
Explain to students that there are different types of electromagnetic radiation existing
in the universe. One type of electromagnetic radiation is visible light. The electromagnetic spectrum is
something scientists use to classify the different types of electromagnetic radiation. Show students a
picture of the electromagnetic spectrum. Explain that, like the periodic table where elements are
classified according to their structure, electromagnetic radiation is classified according to wavelengths
and frequencies. Although there are different types of electromagnetic radiation, they all travel at the
same speed - the speed of light or 186,000 miles per second. Humans are only able to see one small
portion of the spectrum visible light.
Send students to the Electromagnetic Spectrum Tutorial. Students will learn facts
about each area of the spectrum, including where areas of the spectrum are found in the natural world
and how areas are used in science, space exploration, communications, and medicine.
When students have returned from the tutorial, recap what they have learned. Explain
that electromagnetic radiation is arranged in the spectrum from the longest wavelength to the
shortest. Ask students to identify the waves with the longest and shortest wavelengths. (It may be
helpful to draw wavelengths decreasing from left to right above a labeled diagram of the spectrum.)
Based on what they have learned about frequency as it relates to wavelength (the longer the
wavelength, the lower the frequency), ask students which waves have the lowest frequency and which
have the highest frequency. It may be necessary to prompt them with some clues the longer the
wavelength, the lower number waves in a given space; the shorter the wavelength, the more waves
there are in a given amount of space. One easy way for students to remember the relationship
between frequency and wavelength is to consider that the longer the wavelength, the lower the
frequency, emphasizing the 'l' at the beginning of each word. And the shorter the wavelength, the
higher the frequency, emphasizing the 'h' in each word. (Again, it may be helpful to reinforce this
relationship by labeling lower frequency by the radio waves on the spectrum and higher frequency by
the gamma rays.)
Now explain to students that they will taking a closer look at one of the eight types of
electromagnetic energy in the spectrum radio waves, microwaves, infrared waves, visible light,
ultraviolet light, x rays, gamma rays, and cosmic waves.
Divide the class into eight groups. Each group will focus on a portion of the
electromagnetic spectrum assigned to them. Students should use traditional forms of research, for
example reference books or class texts, as well as Internet links and the electromagnetic spectrum
tutorial. Explain to students that groups must work together to research the following information
about their form of radiation:
What are the characteristics of this type of radiation (wavelength, frequency, key
o
facts)?
o
Each member of the expert group must have the necessary information and materials
to make a class presentation on their area of the spectrum. Encourage students to be creative in their
presentations. Have a variety of materials for students to use for their presentations including
construction paper, chart paper, markers, overheads, chalk board, colored chalk, and magazines. Tell
students that the key to a successful and interesting presentation is to use visuals, such as labeled
diagrams.
As students watch the presentations, have them complete a learning chart with
important facts and questions about each type of radiation. Student learning charts may look like this:
Type of Radiation
As a final step, have students chose one question from their learning chart and
research the answer.
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Adaptations
Have students debate whether the federal government should be allowed to control the frequency
bandwidths for communication. In the United States, radio and television stations emit two types of
frequencies. In order for people to hear broadcasts, radio and television stations need to transmit
along an audio frequency (AF) within the range of human hearing, which is 20 20,000 Hz. This
audio frequency is transmitted along with a radio frequency that has been designated by the
government. Radio frequencies distinguish each station. Some of the radio ranges designated by the
Federal Communications Committee are:
The FCC also assigns ranges within radio and TV waves for use by airplanes, ships, police, military,
cellular phone and amateur ham radio users The federal government restricts usage of specific
bandwidths within radio frequency for military use only.
Before you begin the debate, have students familiarize themselves with frequency ranges currently in
use. Students can access the US Frequency Allocation
Charthttp://www.ntia.doc.gov/osmhome/allochrt.htmland the Federal Communications Committee
Web site Charthttp://www.fcc.gov/ to aid in their research. They should also research how other
countries divide their "air wave" space. Students should consider any international implications of
these designated ranges and find out what happens at the border between two different countries
where the signals emitted by radio and television stations overlap.
Once all students have completed this preliminary work, divide the class into two debate groups. It is
nice to let students choose their "side." however, if the numbers are uneven, it may be necessary to
split students evenly between both sides of the debate. Debate teams should present salient points to
support their opinions. After the debate, ask the class as a whole to come to an agreement on
whether it is better for the government or for private industry to "divvy up" the frequency ranges within
the electromagnetic spectrum.
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Discussion Questions
Use the following three-point rubric to evaluate students' work during this lesson.
1.
2.
3.
4.
5.
6.
7.
Evaluation
Visit each group as they research and create their presentations. Each student should help in the
discussion and preparation. A 3-point rubric may be used to evaluate the content of the presentation.
Three points: Students accurately and thoroughly address each of the three
presentation questions. Visuals enhance the presentation.
Two points: Students attempt to address each of the three questions with minor
misunderstandings. Visuals are used, but may not enhance the presentation.
One point: Students do not address all three questions. Those attempted are
inaccurate with major misunderstandings.
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Extensions
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Standards
Grade level: 6-8, 9-12
Subject area: Science
Standard:
Understands energy types, sources, and conversions, and their relationship to heat and temperature.
Benchmarks:
Knows how the Sun acts as a major source of energy for changes on the Earth's surface (i.e., the Sun
loses energy by emitting light; some of this light is transferred to the Earth in a range of wavelengths
including visible light, infrared radiation, and ultraviolet radiation)
Benchmark 9-12:
Knows that all energy can be considered to be either kinetic energy (energy of motion), potential
energy (depends on relative position), or energy contained by a field (electromagnetic waves)
Grade level: 6-8, 9-12
Subject area: Science
Standard:
Understands motion and the principles that explain it.
Benchmarks:
Knows that only a narrow range of wavelengths of electromagnetic radiation can be seen by the
human eye; differences in wavelength within that range of visible light are perceived as differences in
color
Benchmark 9-12:
Knows the range of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared radiation,
visible light, ultraviolet radiation, x-rays, gamma rays); electromagnetic waves result when a charged
object is accelerated or decelerated, and the energy of the electromagnetic waves is carried in
packets whose magnitude is inversely proportional to the wavelength
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Credit
Tracy L. Coulson, a middle school learning disabilities teacher for Fairfax County Schools, Fairfax,
Virginia; Karen Kennedy, former chemistry and physics teacher, now educational consultant.
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Ninth Grade Lesson Plans for Science Subjects
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Subject:
Science
Grades:
9, 10, 11, 12
Research Sheet
Research Sheet Research Topic 1: _______________________________________________
Resources Used: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________ Your answer to the topic:
__________________________________________ (If you need more room, use a separate lined
piece of paper and write the topic at the top. If artwork is part of
Subjects:
Science, Social Studies
Grades:
8, 9, 10
Students armed with Excel spreadsheets calculate the biotic potential of a tomato plant
taking over the world
Title Tomatoes Take Over The Earth! By Erik Hanchett Primary Subject Science Grade Level
6-9 Objective: Determining the biotic potential of a tomato using an excel spreadsheet Standards:
Technology: TSS6C2PO3 Science: MSS4C3PO3, 4, 5 Description: Students will determine
Subject:
Science
Grades:
6, 7, 8, 9
The Mexican Grey Wolf Dilemma Creating a Persuasive Essay with PowerPoint
Presentation
Title The Mexican Grey Wolf Dilemma By Erik Hanchett Primary Subject Science Secondary
Subjects Language Arts Grade Level 6-9 Introduction: This lesson is based on an educational
project produced by the Arizona Game and Fish Department. Their
Subjects:
Language Arts, Science
Grades:
6, 7, 8, 9
Science
Grades:
6, 7, 8, 9, 10, 11, 12
The role organelles play in a cell is compared here to the function of bicycle parts
Title Cell Organelles By Danielle Stevens Primary Subject Science Grade Level 9-12 Unit
Cells in Living Things Objective: Students will be able to explain the role of organelles in cells by
completing an activity. Overall Question: What
Subject:
Science
Grades:
9, 10, 11, 12
Title Eye Safety By Rob Duncan Primary Subject Science Secondary Subjects Health /
Physical Education Grade Level 8th to 10th Objective: To make the students aware of the need for
eye safety in the classroom through
Subjects:
P.E. & Health, Science
Grades:
8, 9, 10
This lettuce project demonstrates cell diffusion, passive diffusion and selective barrier
Title Lettuce Project By Vernon Alexander Primary Subject Science Grade Level 9-12 Aim:
How do materials move in and out of a cell? Standards: 1 & 2 Scientific Thinking and Communication
Objective: Students will use a lettuce leaf
Subject:
Science
Grades:
9, 10, 11, 12
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Students massage spreadsheet data by using sorts to tease out the relationships between
latitude, angle of the sun, surface area of light beam and temperature.
Also introduces possible confounding variable of elevation and the need to control for
elevation.
Uses data in a spreadsheet and a flashlight beam lab or Sketchup file to see light surface
area increase or decrease with angle change.
The student lab worksheet and teacher guide are included (below).
Download the Latitude/Angle of the Sun Spreadsheet here or when asked to do so below.
The structure and composition of the universe can be learned from studying
stars and galaxies and their evolution.
e. As a basis for understanding this concept, students know the appearance, general
composition, relative position and size, and motion of objects in the solar system, including
planets, planetary satellites, comets, and asteroids.
3.
6.
Partner 2 ___________________
Hold the meter stick perpendicular to the floor with the flashlight pointing down.
Turn the flashlight on and focus the beam so that you get a nicely defined small circle of light
projecting on the floor.
4.
5.
6.
7.
Estimate and record how much more surface area the 45 angle circle covers versus the 90
angle circle (2x, 3x, 3.5x?).
8.
Now compare the brightness of the light where it hits the floor surface by shining the light at
45 and 90.
Record which setting had a brighter area of light?
Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.
It looks like there is somewhat of a relationship between temperature and latitude and angle of the
sun. Lets explore more.
Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.
There does seem to be a direct inverse relationship between angle of the sun and latitude. At noon on
Spring Equinox day at 71.3 latitude of Barrow, Alaska, the sun is at an 18.7 angle in relation to the
surface of the earth.
1.
What is the mathematical relationship between angle of the sun and latitude (hint:
scroll down to Quito, Ecuador at 0 on the equator?
_________________________________________________________________
When you go outside on a sunny day it is usually hotter than on a cloudy day. As you may have
guessed, the heat is due to the sunlight but it is not heat energy that travels here from the
sun. Do you know why? ____________________________________________
What does travel from the sun to Earth is light energy, in the form of photons that hit the planet
surface. That light energy is then converted to thermal energy.
2.
Beside clouds, what else might influence how much light energy hits a specific area
of the planet (hint: think about the little lab we just did)?
___________________________________________________________________________
___
Look at your spreadsheet. There also seems to be another direct inverse relationship
between angle of the sun and something else besides latitude.
3.
As the angle of the sun increases, what decreases?
______________________________________
4.
If the same amount of energy (1 square meter) is distributed over either 3 square
meters of earth surface or . 1 square meter, which surface receives a more intense or
concentrated amount of energy, say in just one of its square centimeters?
_______________________________________
For the most part, the closer to the equator as city is the higher the angle of the sun AND the
less surface area a square meter of sunlight is distributed over AND the higher average annual
temperature. There are some exceptions. You may have noticed the average annual
temperature of Quito, Ecuador is only 15 Celsius and yet, its on the Equator! There might be
some other factor or factors at work.
5.
Can you see any data in our spreadsheet about Quito, Ecuador that might be
different than most other cities?
____________________________________________________________________
6.
In California it rains over most of the state during the winter months, but on the very
same day, high in the Sierra mountains, it will be snowing. Can anyone guess why its colder in
the mountains?
___________________________________________________________________________
____
If we suspect the higher altitude might be why Quito has a colder climate than expected, how
might we check to see if altitude has an effect on average annual temperature?
___________________________________________________________________________
________
Now lets get back to the original question Why is it hot in the summer?
7.
8.
2.
3.
4.
5.
Due to the tilt of the Earth, which always points the same way, as the earth revolves around the
sun, the angle of the sun changes no matter where one is located. As summer solstice
approaches, the sun beam at 90 angle (at noon) is positioned a little more north each day,
until the solstice when it is at latitude 23.5 N. From then on, until to winter solstice, the 90
angle moves further southward with each day.
9.
10.
11.
What will the approximate surface area be for 1 square meter of light (hint: you have
a large dataset to pick the answer from)?_____
12.
If the surface area for 1 square meter of light is smaller, will the energy be more
concentrated?_____
13.
If the surface area is smaller and the energy more concentrated, how will that affect
temperature? _______
14.
What will the suns angle be in Columbus on winter solstice (its 90 at 23.5 S)?
______
15.
What will the approximate surface area be for 1 square meter of light?_____
16.
If the surface area for 1 square meter of light is larger, will the energy be more
concentrated?______
17.
If the surface area is larger and the energy less concentrated, how will that affect
temperature? ______
18. Rochester, NY is at 43.12 latitude and Fort Worth, TX is at 32.83 (theyre both at
about the same elevation). Predict which of these two cities might have the higher
average temperature?
____________________________________________________________________
____________
18.
If we suspect that latitude/angle of the sun/surface area (they are all directly related)
might effect average annual temperature, why is it better to look just at cities of the similar
elevation?
___________________________________________________________________________
_____
18.
Denver, CO is at the same latitude as Atlantic City, NJ. However, Denver is at 5,280
ft. elevation and Atlantic City is at 66 ft. Predict which of these two cities might have the higher
average temperature?
_____________________________________________________________________
Teacher Worksheet and Lab: Latitude, Angle of Sun and Solar Energy
Names:
Partner 1 ___________________
Partner 2 ___________________
Hold the meter stick perpendicular to the floor with the flashlight pointing down.
Turn the flashlight on and focus the beam so that you get a nicely defined small circle of light
projecting on the floor.
4.
5.
6.
7.
Estimate and record how much more surface area the 45 angle circle covers versus the 90
angle circle (2x, 3x, 3.5x?).
8.
Now compare the brightness of the light where it hits the floor surface by shining the light at
45 and 90.
Record which setting had a brighter area of light?
NOTE: Teachers should become familiar with the spreadsheet ahead of time to make sure you can do
the sorts. The spreadsheet should initially be set to a sort by city names A Z.
Gathering and analyzing data:
Lets look at some data to try to see patterns that might relate to the question as to why its hotter in
the summer. Open the file Latitude/Angle of the Sun Spreadsheet. There are six columns of
data: City, State,Latitude, Angle of the Sun (at noon on Spring Equinox day), Surface Area covered by
a square meter of light energy and Elevation.
Science is often driven by data. Huge amounts a data. Data that can look like this messy and
unwieldy. Lets try to organize it to see if any patterns emerge that might help us answer the question
why its hot in the summer.
There are a number of different data points associated with every city. We are interested in factors
(there may be more than one) that might influence temperature. How can we organize the
spreadsheet so that a pattern or patterns might emerge. Well, since were interested in temperature,
lets organize the data by temperature.
Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.
It looks like there is somewhat of a relationship between temperature and latitude and angle of the
sun. Lets explore more.
Click on any cell (box) in the spreadsheet and hold the command key (apple key for Macs)
and push A to select all.
There does seem to be a direct inverse relationship between angle of the sun and latitude. At noon on
Spring Equinox day at 71.3 latitude of Barrow, Alaska, the sun is at an 18.7 angle in relation to the
surface of the earth.
1.
What is the mathematical relationship between angle of the sun and latitude (hint:
scroll down to Quito, Ecuador at 0 on the equator?
At noon on the equinox days the angle of the sun added to its specific latitude always totals 90.
NOTE: This is only true at noon on equinoxes.
When you go outside on a sunny day it is usually hotter than on a cloudy day. As you may have
guessed, the heat is due to the sunlight but it is not heat energy that travels here from the
sun. Do you know why?
Heat cannot travel through a vacuum (not many will know this).
What does travel from the sun to Earth is light energy, in the form of photons that hit the planet
surface. That light energy is then converted to thermal energy.
2.
Beside clouds, what else might influence how much light energy hits a specific area
of the planet (hint: think about the little lab we just did)?
Angle of the sun
Look at your spreadsheet. There also seems to be another direct inverse relationship
between angle of the sun and something else besides latitude.
3.
As the angle of the sun increases, what decreases?
Surface area hit by a specific beam of light
4.
If the same amount of energy (1 square meter) is distributed over either 3 square
meters of earth surface or . 1 square meter, which surface receives a more intense or
concentrated amount of energy, say in just one of its square centimeters?
1 square meter
For the most part, the closer to the equator as city is the higher the angle of the sun AND the
less surface area a square meter of sunlight is distributed over AND the higher average annual
temperature. There are some exceptions. You may have noticed the average annual
temperature of Quito, Ecuador is only 15 Celsius and yet, its on the Equator! There might be
some other factor or factors at work.
5.
Can you see any data in our spreadsheet about Quito, Ecuador that might be
different than most other cities?
Its at 9350 feet.
6.
In California it rains over most of the state during the winter months, but on the very
same day, high in the Sierra mountains, it will be snowing. Can anyone guess why its colder in
the mountains?
Air is less dense and traps less reflected heat.
If we suspect the higher altitude might be why Quito has a colder climate than expected, how
might we check to see if altitude has an effect on average annual temperature?
Check other high altitude cities and compare with cities at lower altitude BUT at the same
latitude NOTE: Cities on coast are often cooler as well.
Now lets get back to the original question Why is it hot in the summer?
7.
8.
2.
3.
4.
5.
Due to the tilt of the Earth, which always points the same way, as the earth revolves around the
sun, the angle of the sun changes no matter where one is located. As summer solstice
approaches, the sun beam at 90 angle (at noon) is positioned a little more north each day,
until the solstice when it is at latitude 23.5 N. From then on, until to winter solstice, the 90
angle moves further southward with each day.
9.
10.
11.
What will the approximate surface area be for 1 square meter of light (hint: you have
a large dataset to pick the answer from)? 1.042948913 or approx.
12.
If the surface area for 1 square meter of light is smaller, will the energy be more
concentrated? Yes.
13.
If the surface area is smaller and the energy more concentrated, how will that affect
temperature? Hotter.
14.
What will the suns angle be in Columbus on winter solstice (its 90 at 23.5 S)?
26.5
15.
What will the approximate surface area be for 1 square meter of light? 2.241158452
or approx.
16.
If the surface area for 1 square meter of light is larger, will the energy be more
concentrated? Less.
17.
If the surface area is larger and the energy less concentrated, how will that affect
temperature? Cooler.
If we suspect that latitude/angle of the sun/surface area (they are all directly related)
might effect average annual temperature, why is it better to look just at cities of the similar
elevation?
To eliminate the possible effect of elevation (control)
18. Denver, CO is at the same latitude as Atlantic City, NJ. However, Denver is at 5,280
ft. elevation and Atlantic City is at 66 ft. Predict which of these two cities might have
the higher average temperature?
Atlantic City, NJ
Page:
1 2 3
4 5
6-12
physical science
Students will
1. discuss and understand the importance of the scientific
method and experimental controls and then put those ideas
into practice;
2. conduct experiments in the classroom to determine whether
length, mass, or starting angle has any effect on the rate of a
pendulums swing;
3. conduct an experiment using an online Moon Pendulumto
determine whether gravitational force has any effect on the
rate of a pendulums swing;
4. create graphs to illustrate the results of their experiments; and
5. draw conclusions from the graphs they have created.
When their final graphs are complete, bring the class together to
discuss the groups results. What did their experiments reveal?
(In phase 1, students should have observed that length has the
greatest effect on the rate of the pendulums swing. The
starting angle also has some effect, but it is often not observable.
If the experiments were done carefully, the mass should have no
effect at all. In phase 2, students should have observed that
gravitational force does indeed have an effect on the rate of the
pendulums swing.) If students did not observe the expected
results, what explanations can they offer for why that may have
occurred? Conclude with a discussion on the significance of
isolating variables. Why is this an essential feature of a useful
scientific experiment?
Figure 1
First Day Activities in Three Classes
Teacher A
Teacher B
Teacher C
Introduction of 2
minutes
Presentation of
21 minutes
call
of rules and
Presentation of 8 Presentation of
minutes
12 minutes
procedures
of rules and
rules and
Election of 2
supply
procedures
minutes
requirements
class officers
Diagnostic test
Preview of 7
minutes
week's activities
Seatwork 18
minutes
Closing 1 minute
21 minutes
Oral review of 2
minutes
Filling out 7
minutes
information cards
Seatwork 33
minutes
of rules and
supply
requirements
Free time: 16
minutes
students talking
or waiting
Figure 10.13a
Burning Candle Demonstration
Activity: Burning Candle (20 minutes)
Mrs. Broadway presents a very large candle to the class (its
about 15 inches tall). She walks around the room so that the
students can observe it closely. She gives each student a sheet
of paper and asks them to write their name and date and period
on the top of the paper, and ask each student to write at least
ten things about the candle. So the students can observe it more
easily, she mounts the candle on the demonstration table for all
to see. After two minutes she say stop writing. Now she lights
the candle, and asks the students to observe the candle, and to
write five more observations of the burning candle. After two
minutes, she tells the students to stop writing and she blows the
candle out. She then goes to the board, and asks for one student
to give at least three observations. A student raises her hand;
Mrs. Broadway calls on her. She continues this, until she has
written about 25 observations of the candle on the board. Mrs.
Broadway explains to the class that this chemistry activity is
important because this where chemistry begins---with observing
things in the natural world. She collects the papers, and tells the
students that during the course, they will do a variety of
activities.
End-of-Class (4 minutes)
After collecting all the papers, Mrs. Broadway tells the
students that she would like them to find pictures of examples of
chemicals in magazines, newspapers and bring at least one into
class tomorrow. She also explains that they should write ten
observations of the "chemical" that they find. Mrs. Broadway
explains that it is her procedure to dismiss the students and they
are not to leave even if the bell rings. She tells them that before
they leave, she expects that the lab (if they used it) or if they
did a hands-on activity at their desk, must be clean before
dismissal. She compliments the class on their behavior, and says
she looks forward to seeing them tomorrow.
Life Science: Day One. This day one activity could be used in a middle
school life science class or in Biology I.
Greeting Students
Mr. Rose greets the students standing outside the door of his
life science classroom. The students are coming from across the
hall where they have been in math. He smiles and says hello to
the students as they enter the classroom.
Introduction (4 minutes)
Mr. Rose introduces himself at the front of the room. He says
that he enjoys teaching life science and was greatly influenced by
where she grew up---in the Colorado Rockies, and as a result has
always loved the outdoors. He tells the students that this course
is called Life Science, and they should be sure they are in the
correct room.
Routines (6 minutes)
Mr. Rose tells the students to raise their hands when he calls
out their name and to tell him if they should be called by a
different name. He then passes out 4x6 cards by giving the
person at the head of each row cards for the row and tells them
to take one and pass the rest back. He asks the students to fill
out the card as shown on the overhead projector, which shows a
sample card with this information: name, address, telephone
number, pets, how many brothers/sisters, favorite animal and
plant.
measured the shells, and drew diagrams showing the shapes and the
environment in which the shells live. He then distributed the
textbooks, and had the students look over the first chapter: Life in
the Sea. Mr. Rose read (rather dramatically) the first section of the
book, and then asked the students to study the first chapter and come
in with three questions about the first chapter, each written on a card.
For the next two weeks, both teachers set in place the character of
their course that would continue throughout the year. The following
chart shows the first two weeks of Mrs. Broadway's chemistry class,
highlighting the activities and procedures. Notice that she introduced
the students to different aspects of her chemistry course (lab, small
group work, use of the computer, the textbook) over the two week
period of time. She took the time to teach and reteach the rules and
routines in a proactive approach to class management
Figure 2
The First Two Weeks of Chemistry Class
Monday
Tuesday
Wednesd Thursday
Friday
ay
Introduct Go over
ion
Rules
Burning
candle
homework Activity
Part II
Chemical
Observati
on
Activity I
Textbook:
Ch.
1:Quality
procedure
s
of Water:
Role Play Lab: Foul
of Water Water
Emergenc
Post-lab
y in
discussion
Riverwood
ChemCom
Monday
Tuesday
Wednesd Thursday
Friday
ay
Cooperati
ve
Introduce No-risk
survey
pop quiz
Post-lab
Introduct
(mixtures ion to use
Learning
Activity:
activity:
"Water
Pre-lab
(rules for
group
use in
your
Lab:
work):
home"
Classifyi
ng
Introduct center in
ion to
class:
using
student
Students
symbols
Presentat mixtures and
in teams
study
ion on
earth's
formulas:
student
chapter 1
and
water:
the water
practice
in teams
answer
cycle
worksheet
problems
of
Computer
will use
program
on
symbols
and
formulas.
Each team
will have
10
minutes
today in
center.