standards of learning grades 3-5 physical science instruction hollins university department of...

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

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?

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.”


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.”


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.”


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.”

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]

Tailoring My Instruction to Your Needs

“Other” Hands-on science activities Teach science in a way that will excite my students

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

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

“MATTER”

Session I

“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

“Matter”



seen without magnification Physical properties remain the same as the material is


Atoms, elements, molecules, and compounds (1) Mixtures including solutions (1) The effect of heat on the states of matter

“Matter”



seen without magnification (2) Physical properties remain the same as the material is



“Matter”


Objects are made of one or more materials (3) Materials are composed of parts that are too small to be


reduced in size (3) Grade Five


“Matter”


Objects are made of one or more materials (3) Materials are composed of parts that are too small to be


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)

“Matter”

Exploring the concepts of: “mixtures” “compounds” “elements” “molecules” “atoms”

“Matter”

Classification scheme (finding simplicity in all the complexity around us)

Atoms (protons, neutrons, electrons) Pure substances (compounds, elements) Mixtures (heterogeneous, homogeneous)

M a tte r

“Matter”

“Matter”

Matter – Anything that occupies space and has mass.

M ix tu re P u re S ub s ta n ce

M a tte r

“Matter”

“Matter”


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.

Mixture or Pure Substance?

“Matter”


Coffee MIXTURE

“Matter”


Coffee

Coca-Cola MIXTURE

“Matter”


Coffee

Coca-Cola

Milk MIXTURE

“Matter”


Coffee

Coca-Cola

Milk

Sugar PURE SUBSTANCE

“Matter”


Coffee

Coca-Cola

Milk

Sugar

Salt PURE SUBSTANCE

“Matter”


Coffee

Coca-Cola

Milk

Sugar

Salt

Water PURE SUBSTANCE

“Matter”


Coffee

Coca-Cola

Milk

Sugar

Salt

Water

Air MIXTURE

“Matter”


Coffee

Coca-Cola

Milk

Sugar

Salt

Water

Air

Granite MIXTURE

“Matter”

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”

Heterogeneous or Homogeneous?

“Matter”

Describe what you see in this picture.


“Matter”

What’s another name for homogeneous mixture?


“Matter”

What’s another name for homogeneous mixture?Solution!


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”

“Matter”




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.


M ix tu re

C o m p ou nd

A tom

E le m e nt


M a tte r

“Matter”

“Matter”






Atom – The smallest representative particle of an element.


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


M a tte r

“Matter”

“Matter”







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.


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


M a tte r

“Matter”









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”

“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.)

“Matter”

Atom Model Activity Identify strengths and weaknesses of this model?

Perimeter = 1.7 miCircumference = 1.7 mi

“Matter”

“Matter”

Exploring the concept of: “too small to be seen without magnification”

“Matter”

Approximately how many atoms of copper are in a pre-1982 penny?

A lot!

“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)

“Matter”

How does ~30,000,000,000,000,000,000,000 compare to other numbers we know?

“Matter”

How does ~30,000,000,000,000,000,000,000 compare to other numbers we know? People . . .

“Matter”


. . . in this room?

“Matter”


. . . in this room? (~30)

“Matter”


. . . in this room? (~30) . . . in Roanoke City

“Matter”


. . . in this room? (~30) . . . in Roanoke City (~100,000)

“Matter”


. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area

“Matter”


. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000)

“Matter”


. . . in this room? (~30) . . . in Roanoke City (~100,000) . . . in the Roanoke metropolitan area (~300,000) . . . in the United States of America

“Matter”


. . . 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)

“Matter”


. . . 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

“Matter”


. . . 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)

“Matter”


. . . 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!]

“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!


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


M a tte r

“Matter”

“Matter”


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


M a tte r

“Matter”

“Matter”

Exploring the concepts of: “materials” “Physical properties remain the same as the material

is reduced in size”

“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?

“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?

“Matter”

Is it true that physical properties remain the same as the material is reduced in size?

The answer is . . .

“Matter”


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?

“Matter”


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?

“Matter”

Exploring the concepts of: “the effect of heat on the states of matter”

“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

“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)

“FORCE, MOTION, AND ENERGY”(WITH EMPHASIS ON FORCE, WORK, ENERGY, AND

MACHINES)

Session II

“Force, Motion, and Energy”


Types of simple machines How simple machines function Compound machines Examples of simple and compound machines found in the

school, home, and work environment


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


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?


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.



. . . that the greater the force, the greater the change in motion will be.



. . . that the more massive an object is, the less effect a given force will have on the object.



. . . that unless acted on by a force, objects in motion tend to stay in motion and objects at rest remain at rest.


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


FORCE Let’s consider Newton’s Second Law of Motion:

F = m x a



F = m x a

(This means force is equivalent to mass times acceleration.)



F = m x a

(This means force is equivalent to mass times acceleration.)

Let’s discuss what this means


WORK What is work and how is it related to force? Mathematically, work is defined in the following way:

W = F x d



W = F x d

(This means work is equivalent to force times distance.)



W = F x d

(This means work is equivalent to force times distance.)

Let’s discuss what this means


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


ENERGY WORK FORCE


ENERGY Kinetic Energy . . .

. . . is energy of motion Potential Energy . . .

. . . is energy of position




. . . is energy of position (it’s stored energy)





“HOT WHEELS CAR”DEMONSTRATION(with discussion)





“CATCH THE CAN”DEMONSTRATION(with discussion)


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!


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.



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.



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.



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.



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.



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.


A fun simple-machine game:

http://www.msichicago.org/fileadmin/Activities/Games/simple_machines/

“FORCE, MOTION, AND ENERGY”(WITH EMPHASIS ON ELECTRICITY, MAGNETISM,

SOUND, AND LIGHT)

Session III


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


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.


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


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



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)




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





Rubbing certain materials together creates static electricity [What do you tell your students about static electricity and lightning?]





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


Electricity Activities

Leyden Jar Conventional Circuits

Using dry cells, wires, switches, bulbs, and bulb holders, create and diagram a functioning . . .




Using dry cells, wires, switches, bulbs, and bulb holders, create and diagram a functioning . . .• . . . series circuit




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?]




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


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


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


Magnetism Activities

Lines of Magnetic Force Fe Co Ni Cu Al

Attraction and Repulsion Finding Magnetic Materials (Use your Magnetic Wand)


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


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)


Sound “Longitudinal” sound wave


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)


Light “Transverse” light wave



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



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?]


Light Light absorption and pigment color


Light Activities

Reflection Refraction

handouts

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“Matter”









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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