Science Meeting January 23, 2016

Agenda Expectations Google Drive Sharing of resources

Welcome

Read the document you were given. Understand what you are specifically looking for during the learning experience that you are about to observe.

Make sure to take good enough notes to be able to justify what you scored the “lesson” on CHETL and Framework Crosswalk .

Modeling and Guided Practice

Tim Schneider – Campbell County Sean Elkins – Boone County Kevin Stinson – Kenton County

Modeling and Guided Practice

Why do some things float and others sink?

Why do some things float and others sink?

Time to Observe

What items (variables) were the same in your observation? Different? What do you not know? How did the ice float???? Did it sink slightly into the fluid or float completely on the surface???

What do you see???

Group DiscussionObservations

What exactly did we see, hear, smell, feel, or taste?

InferencesWhat can we infer or

presume from our observation?

QuestionsWhat questions does this observation generate?

Journal Questions

FA: Thinking questions: Designed to uncover misconceptions and provide insight into student reasoning.

What happened to the fluid level when the ice was added? Why?

Did the amount of fluid change when the ice was added to the fluid? Explain your reasoning.

Imagine the beaker was completely full of liquid and a cube of ice was then added. Describe what would happen.

Force Diagrams1. Using arrows to show direction with length to show relative size, draw and label

the forces acting on the ice cube: The forces can be labeled as ICE and FLUID

a. (as it floats)

b. (as it is sinking)

Fluid in Beaker 1

Fluid in Beaker 2

Are forces balanced in both scenarios?

Stating Reasons Using the force diagrams for reference, explain

the possible reasons that the ice did not float in the second beaker?

Construct your reasons using evidence from the force diagrams ONLY.

Thinking questions: You may not be able to answer these yet….

What is another name for the force called Ice?What is another name for the force called Fluid?

Time for Research

Understanding why some things float and others sink will require students to research this topic. Topics for research might include “Buoyancy and Archimedes’ Principle, How does ice float?” or When does ice sink?”. Teachers may steer research using these criteria or allow students to generate research ideas on their own if time is not an issue.

Collaborative Research

Brainstorm with your lab partners and/or perform research for answers to why things float and sink.

Buoyancy, and/or Archimedes Principle are good starting points

After performing the research/reading, you may revise your possible reasons in number 3 and answer:

What is another name for the force called Ice? What is another name for the force called Fluid?

Research ResourcesArchimedes' Principle

The buoyant force on a submerged object is equal to the weight of the fluid displaced. This principle is useful for determining the volume and therefore the density of an irregularly shaped object by measuring its mass in air and its effective mass when submerged in water (density = 1 gram per cubic centimeter). This effective mass under water will be its actual mass minus the mass of the fluid displaced. The difference between the real and effective mass therefore gives the mass of water displaced and allows the calculation of the volume of the irregularly shaped object (like the king's crown in the Archimedes story). The mass divided by the volume thus determined gives a measure of the average density of the object. Archimedes found that the density of the king's supposedly gold crown was actually much less than the density of gold -- implying that it was either hollow or filled with a less dense substance.

Examination of the nature of buoyancy shows that the buoyant force on a volume of water and a submerged object of the same volume is the same. Since it exactly supports the volume of water, it follows that the buoyant force on any submerged object is equal to the weight of the water displaced. This is the essence of Archimedes principle.

Application to determining density

The Buoyant Force I want you to try a little experiment. Find a swimming pool and jump on in. While you're underwater, take note of how easy it is to lift the entire weight of your body. You can do somersaults, flips, and jump really high! Now, try all of those things out of the water. It's a lot harder to lift yourself like that on land, right?

This is because of something you experience in the water called the buoyant force, which is the upward force of a fluid. Buoyancy is an easy concept to understand if you know a little about pressure in a fluid. In a fluid (either a gas or a liquid), pressure increases with depth. So when an object is submerged in water, meaning that it is completely in that fluid, the pressure on the bottom of the object is greater than on the top. This creates a net upward force on the object, so the object is buoyed upward against gravity.

When you jumped in the pool, the pressure against your feet was greater than on your head because your feet were deeper in the water. Therefore, the buoyant force acted upward, pushing you upward and making it easier to lift yourself in the water.

Archimedes' Principle Think that's cool? It gets even better! Not only does the buoyant force create an upward lift on an object in a fluid, but it's also equal to the weight of the fluid displaced by that object. This was discovered by Archimedes back in the 3rd century B.C., so we call this Archimedes' Principle. Again, it's important to remember that we're talking about fluids, so both liquids and gases, like water and air.

Imagine that you have a full glass of water sitting on the counter. It's so full that if you put anything else into it, the water will spill over the top of the glass and on to the counter. If you were to collect the water that spills out, you would find that this is the same volume as that of the object you put into the glass.

This is what we mean by displacing the fluid, and it's a simple way to measure the volume of an irregularly shaped object since we can easily measure the fluid it pushes out of the way. And remember, the buoyant force is equal to the weight of this displaced fluid, NOT the weight of the object itself.

This means that if the weight of the submerged object itself is equal to the buoyant force (the weight of the displaced fluid), then the object will neither sink nor float. But if the weight of the object is greater than the buoyant force (the weight of the displaced fluid), then the object will sink. And, if the weight of the object is less than the buoyant force (still the weight of the displaced fluid!) then it will rise to the surface and float.

Fish don't float or sink because their weight is equal to the buoyant force. But a heavy boulder sinks to the bottom of a lake because its weight is more than that of the fluid it displaces. And a piece of wood floats on the surface because its weight is much less than that of the fluid it displaces.

Calculating Archimedes' Principle Archimedes' principle describes the relationship between the buoyant force and the volume of the displaced fluid, but also the density of the displaced fluid.

We can write this principle in equation form as:

More Resources

https://www.youtube.com/watch?v=RyYt4U-phh0

https://www.youtube.com/watch?v=nMlXU97E-uQ

https://www.youtube.com/watch?v=w92H76E_gng

Making the Plan

Together, you and your lab partners will develop a plan to accurately and precisely collect the data needed to support your reasoning.

As you answer questions (4,5,& 6) refer to the rubric for planning investigations.

FA: Thinking questions: Check for Understanding From Previous work What does it mean to measure accurately? What does it mean to measure precisely?

Reflecting on the Lesson

Large group discussion: Were there any groups that differed in what

they were investigating? Did we find multiple methods for planning the

same investigation? What was missing in the lesson that would

allow students to demonstrate the practice of planning an investigation?

Using the Crosswalk tool: Individually first:

Use your notes and comments to attach the defensible statements to the crosswalk tool to defend your score for each part of the document

In your small groups discuss your findings – be ready to discuss and note the findings that were different among the group and similar.

On chart paper share the overall score from the group and your evidence. Give at least one suggestion to the teacher on how to improve the lesson.

Analyze artifacts (products & practices) for congruency of standards/

assessments/ instruction using appropriate tools

Each table take the questions you have been assigned and capture your thoughts onto your chart paper.

During the gallery walk take notes of AHHA moments, comments, questions.

After the gallery walk be ready to share you your findings with your group.

Determine what are the top “vocab”, ideas, etc.

Rubric !!!!!!!

Looking at the Work

With a partner, use the rubric for Planning an Investigation to analyze the work for congruency to this practice.

Make notes about areas where the work falls short of proficiency (3) on the rubric. Give evidence why the work fell short of

proficiency Give feedback as to what the work needed to

reach proficiency

Using the sample rubric given could you provide defensible evidence using the scripting you for the lesson presented.

Where does the lesson fall for utilizing the Rubric points. Where did the Rubric points come from.

How does this one rubric assist in the completion of additional rubrics regarding the Practices?

Rubric

1      What would a continuum look like?2.       Would you use the same rubric for grades 6, 7 & 8, since the EV templates for END of grade band?3.       How would you reflect the 3-dimensions?  A single rubric?  Multiple rubrics, one per dimension?4.       Are all components of the EV template necessary all the time?5.       How should it (the EV templates) actually be used?6.       When do you have 1 pt rubric vs 4 pt?  Is there a time when both could be used simultaneously?7.       What role does the appendices play in rubric development? 

Questions to Ponder

Based on discussions and what other groups have come up with as suggestions (not being the be all end all)

How would you modify the density lesson based upon artifact analysis, rubric discussion and the CHETL characteristics? You will have 15 minutes to ponder and alter –

be ready to share.

Modification

LUNCH

Pair yourself up with someone outside your “circle”

Make sure to have your Learning Experience, Student Work, and Scoring guide to give to the other person.

That person will use the crosswalk paper to “score” your learning experience (how does it match CHETL and Framework). Remember you are judging from the evidence

of the learning experience and the student work.

Silent Partners

Make sure you provide:Highlights of where they have

met the criteriaAny questions you may have for

them to clarify ideas/thoughtsOverall thoughts, etc

Silent Partners

You will have 10 minutes to use the document and score

Once you have completed this: You will return the items with comments to the

owner They will have 5 minutes to read, digest and

come up with questions, etc The scorer then will have 5 min to “discuss”

their findings without the owner commenting. The owner will have 5 minutes to ask

questions, clarify, etc.

Silent Partners

Based on your partners feedback – what would you change/modify, etc within the lesson

Make note of the changes to “use “ later in the day

Chose one ahha moment to share with the group.

Silent Partners

Keeping in mind and utilizing the material we used this am.

Create a new learning experience that matches the key components of CHETL and Framework (that you could defend).

Create your new Learning Experience

Using the material from this morning discussion on rubrics. Create a rubric that is congruent with the point assessed within the lesson experience.

Rubric

Place your plan on chart paper to be shared with the other groups with in the room

During the Gallery walk note ideas you really like or Districts you wish to connect with based on their plan

What questions/comments do you have – overall?

District PLC Plan

411/911

Next timeExpectations

Evaluations

Closing