Energy, Forces, and Motion A Grades 3-5 SITE Initiative 2009 North Carolina Professional Development Institute Author: Ms. Barbara Glover and Dr. Sue Kezios Instructors: Ms. Beth Brampton, New Hanover County Schools Dr. Dennis Kubasko, UNC Wilmington

Agenda Introductions Introductions SITE 3-5 Initiative SITE 3-5 Initiative Instructional Strategy – Learning Cycle Instructional Strategy – Learning Cycle Domino Rally Domino Rally Thumper Thumper Building our Roller Coaster Building our Roller Coaster Content Background Content Background Conclusion Conclusion

Introductions Karen Shafer – Director, Science and Mathematics Education Center Karen Shafer – Director, Science and Mathematics Education Center SITE: 3-5 Science is a five-day institute that focuses on the two-three major science themes that run through the NC Science Standard Course of Study for Grades 3-5. SITE: 3-5 Science is a five-day institute that focuses on the two-three major science themes that run through the NC Science Standard Course of Study for Grades 3-5.

Introductions The Institute themes include: The Institute themes include: –Rock Cycle (soil properties, composition/uses of rocks & minerals, & landforms); –Ecology (plant growth & adaptations, animal behavior & adaptations, & interdependence of plants & animals) –Energy/Forces/Motion (light, heat, magnetism & electricity, forces & motion) –Weather & Climate (water & water cycle, clouds & climate, global climate change)

Organizing Topics In the early grades of science education it is imperative to provide an experiential approach to energy, forces, and motion. In the early grades of science education it is imperative to provide an experiential approach to energy, forces, and motion. It is important to develop accompanying vocabulary as it becomes relevant to the students through their experiences. It is important to develop accompanying vocabulary as it becomes relevant to the students through their experiences. A more in-depth theoretical understanding of energy, forces, and motion need not be undertaken until middle school. A more in-depth theoretical understanding of energy, forces, and motion need not be undertaken until middle school.

Organizing Topics (cont) The understanding of energy in early grades is built upon experiences with light, heat, sound, electricity, magnetism, and the motion of objects. The understanding of energy in early grades is built upon experiences with light, heat, sound, electricity, magnetism, and the motion of objects. –Each type of energy is viewed as a separate form. –

Instructional Strategy Engage – The Domino Theory, Thumper Activity Engage – The Domino Theory, Thumper Activity Explore – Energy Toys Learning Center Explore – Energy Toys Learning Center Explain – Cartoon Explain – Cartoon Elaborate – Motion Detectors Elaborate – Motion Detectors Evaluate – Roller Coaster Evaluate – Roller Coaster Making Connections Making Connections

Engage The two kinds of energy are stored energy (Potential) and moving energy (Kinetic). The two kinds of energy are stored energy (Potential) and moving energy (Kinetic). The classic domino rally stores up energy or gains potential energy as the dominos are set up. As they fall they have moving or kinetic energy. The classic domino rally stores up energy or gains potential energy as the dominos are set up. As they fall they have moving or kinetic energy.

Engage Thumper is a ‘model’ for the magic trick where a table cloth is pulled off the table while leaving the dishes on the table. Thumper is a ‘model’ for the magic trick where a table cloth is pulled off the table while leaving the dishes on the table. –If the table cloth is pulled off rapidly, the dishes remain in place (inertia) because the force (a push or pull) is not transferred from the table cloth to the dishes. –If the table cloth is pulled out slowly, then friction will transfer the force to the dishes and all will fall off the table. – tablecloth-from-under-a-dinner-service tablecloth-from-under-a-dinner-servicehttp:// tablecloth-from-under-a-dinner-service

Engage Place index card over the mouth of the glass. Place index card over the mouth of the glass. Position the clothespin on top of the card so that is standing upright in the center. Position the clothespin on top of the card so that is standing upright in the center. Quickly and forcefully thump the card from under the clothespin. Quickly and forcefully thump the card from under the clothespin. –From Thump! Janice VanCleave’s 200 Gooey, Slippery, Slimy, Weird, and Fun Experiments. John Wiley & Sons, Inc. 1993

Evaluate Make a roller coaster that will have the following elements: hill, turn and loop. Make a roller coaster that will have the following elements: hill, turn and loop. State a time limit, work in groups. State a time limit, work in groups. The expectation is that you will: The expectation is that you will: –explain the order of the elements, –explain energy input and output, –explain problems encountered, and –how well were expectations met.

Evaluate – Web extensions Have your students build their own roller coaster! Have your students build their own roller coaster! – Test the hills and loops and control some variables Test the hills and loops and control some variables – How do roller coasters really work? Check here! How do roller coasters really work? Check here! – Roller Coaster animation – See the KE and PE applications Roller Coaster animation – See the KE and PE applications – Design your own interactive roller coaster Design your own interactive roller coaster –

Making Connections A real life connection would be automobile accidents. Forces, motion and energy transfer have very graphic results. The type of car (mass), and the speed of the vehicle will determine the forces applied. The condition of the road, if it is icy, wet, sand, etc., would bring friction into the discussion. A real life connection would be automobile accidents. Forces, motion and energy transfer have very graphic results. The type of car (mass), and the speed of the vehicle will determine the forces applied. The condition of the road, if it is icy, wet, sand, etc., would bring friction into the discussion.

Content Background Newton’s 1 st Law or the Principal of Inertia: If an object is left alone, not disturbed, it continues to move with constant velocity in a straight line if it was originally moving or it continues to stand still if it was just standing still. Newton’s 1 st Law or the Principal of Inertia: If an object is left alone, not disturbed, it continues to move with constant velocity in a straight line if it was originally moving or it continues to stand still if it was just standing still.

Content Background Newton’s 2 nd Law: The more the force on an object, the more it accelerates (speeds up in the direction of the force i.e. increase velocity). But the more massive the object, the more force needed to accelerate it. This is often written as Newton’s 2 nd Law: The more the force on an object, the more it accelerates (speeds up in the direction of the force i.e. increase velocity). But the more massive the object, the more force needed to accelerate it. This is often written as F = ma where F is force, m is mass and a is acceleration. where F is force, m is mass and a is acceleration.

Energy, Forces, and Motion A Grades 3-5 SITE Initiative Author: Ms. Barbara Glover and Dr. Sue Kezios Instructors: Ms. Beth Brampton, New Hanover County Schools Dr. Dennis Kubasko, UNC Wilmington