Projectile Motion - Studying Physics

NGSS Practice: Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address a scientific question. [1]

Question: At what angle do have to set the cannon in order to hit the target?

Structured Inquiry Directions:

1. Do NOT change the height of the pedestal canon.
2. Do NOT move the target
3. Change the angle of the cannon until the cannonball hits the target when fired.

---

[1] - Grades 3-5 (Extend quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions.)

Forces and Motion - Studying Physics

NGSS Practice: Record information (observations, thoughts, and ideas).[1]

Question: What happened? (use the word force in your answer)

Structured Inquiry Directions:

1. Touch the image to go to the science simulation
2. Place a medium blue figure on the 4th rope knot on the left side of the trolley 
3. Place two red figures on the 1st and 3rd rope knots on the right side of the trolley 
4. Touch the Go button

---

[1] - Grades K-2 (Analyze data by collecting, recording, and sharing observations)

Mapping NGSS Science Practices to PhET Science Simulations

Science Investigations that can be done in 10 - 20 minutes with K - 6 students.

1. Resistance in a Wire - Studying Physics
1. NGSS Practice: Make observations to collect data that can be used to make comparisons.
2. Question: What is the relationship between length and resistance in a wire?
2. Forces and Motion - Studying Physics
1. NGSS Practice: Record information (observations, thoughts, and ideas).
2. Question: What happened? (use the word force in your answer)
3. Projectile Motion - Studying Physics
1. NGSS Practice: Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address a scientific question.
2. Question: At what angle do have to set the cannon in order to hit the target?

Resistance in a Wire - Studying Physics

NGSS Practice: Make observations to collect data that can be used to make comparisons. [1]

Question: What is the relationship between length and resistance in a wire?

Directions:
(1.) Touch the image to go to the science simulation
(2.) Use the sliders to help you answer the question
(3.) Construct a data collection table to help you organize your investigations

Resistance in a Wire

---

[1] - Grades K-2 (Conduct simple investigations, based on fair tests, which provide data to support explanations or design solutions)

Organize Data to Reveal Patterns: [A Strongly Guided Engaged Exploration to support NGSS Science Practice #5]

Hey 3rd graders, use the engaged exploration on this blog post to help you answer this question: What is the relationship between current and the brightness of a light bulb?

By completing this scientific investigation, you are answering a question about the cause and effect relationship of electric interactions between two objects not in contact with each other. 

---

Conference Presentation: PDSF + (TCs+BSCP) = SL; Tracing the Development of a STEM Unit

When Professional Development School faculty (PDSF) work with teacher candidates (TSs) and a SUNY Buffalo State professor (BSCP), fifth grade students learn (SL) how chemistry and physics influence an engineering project The content of this presentation explains how a summer conference idea from a Lake Shore 1st grade and 5th grade teacher and elementary principal led to the development and implementation of a STEM unit. In the fall 2015—spring 2016 semesters, Buffalo State teacher candidates and a math/science methods professor planned the unit and tried out the lessons.

When the unit was ready, a 5th-grade teacher, a Buffalo State TC, and the college professor taught STEM unit lessons to 5th graders and helped them engineer “squishy,” electric circuits that sent messages over a distance using light.

Presenters: Dr. Christopher Shively, Mary Brumagin, and Jill Clark

[link to presentation]

Conference Presentation: Making Invisible Science Concepts…Visible: “Hands-on” Investigations Are Not Enough

Elementary school students cannot see electrons flowing through a closed electric circuit or the forces acting on a floating boat. When elementary school students participate in “hands-on” investigations regarding these two phenomena, it is very hard for a teacher to know what concepts students have assimilated.

This presentation described how teacher candidates planned, taught, and analyzed three science lessons intended to improve elementary students’ conceptual knowledge of electricity and forces.

Presenters:  Kelly Beller, Natalie Galvin, Jenna Murphy, and Dr. Chris Shively

4th Grade Student and Natalie Construct a Physical Circuit
[link to presentation]

Important Website

[PhET Circuit Construction Kit]

The PhET Team Released Four new HTML5 sims for Math in the Area Model Suite

The New Area Model sims are: 

(1.) Area Model Introduction is an approachable introduction to the concept of multiplication as area. Students can develop a strategy that uses an area model to simplify a multiplication problem.

(2.) Area Model Decimals allows students to apply their previous understandings of multiplication using an area model to multiply of rational numbers.

(3.) Area Model Multiplication extends the area model to multi-digit numbers. Students can explore the product of multi-digit numbers on a proportional grid and progress to using a generic model.

(4.) Area Model Algebra includes an additional Variables screen that allows students to multiply polynomial expressions, and a game screen to test their multiplication and factoring skills.

[Link] to Math Sims