4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
*Order Potassium Chlorate from Frey Scientific (I need to find a lab grade test tube or ceramic & clamp) for Gummy Bear Energy Transfer*
1 What is energy?
-Clips & images: What is energy? What do we mean by do work?
-Journals: Table with Form / Generate / Application
-For each type, watch clips and images, discuss, and fill in tables.
-day 2: Bill Nye + Gummy Bear Energy Transfer
-List All the Forms We Experience in Daily Life
2 How do we generate and transfer heat energy?
-Clips & Images: How do we generate heat?
-Clips & Images: What work can it do (emphasis transfer from warmer to cooler)?
-Clips & Images: Can it be transferred to other forms of energy?
-Day 2 Solar Bag
-Draw diagrams of solar bag, including state change, density, and pressure changes.
3 Start Snap Circuits
1- What does mass measure?
-Pass out object cards (2 identical sets). Arrange 1 set in order of mass. Arrange the other in order of density.
-Explanations in journal: How can two object that are the same size have different masses? Which has greater mass? Which has greater density?
-Day 2: comparisons in groups: small balloon and solid of same size, cup of water and cup of air, water in 3 states, common materials
2 (1 day) What is gravity and how do we measure it?
-slides and videos: gravity, weight
-Gravity videos and slideshow: Does gravity push or pull? What does it push or pull on? What makes it stronger or weaker?
-Visuals: Units & Weight: Do you think weight is the same everywhere (constant)?
-Video: Mass is constant; weight is not.
-Calculate mass and weight on different planets.
-Spring scale demonstration and diagrams.
3 (2 days) Why do you need two measurements to calculate rate (v=d/t)?
*Have students bring in scooter and skateboard for tomorrow.
-Slides and Videos: distance, time, per
-What does it mean when a car is going 35 mph? What does the per mean?
-Put my bike on bottom bracket rack: Why is this measured in revolutions per minute?
-Rate slideshow: Why do you need two measurement for rate (the amount of change) per (the time it took to change)?
-Show different rate formulas: Why do they all mean the same thing?
-Do a few task sheets to preview tomorrow
-Day 2: Task sheets to calculate rate with either distance or time given. (# times legibly write name per minute / bike revolutions per minute on video loop / flat paper drop per second /tennis ball 3 bounces from desk height per unit of time / if time: 3 steps per unit of time / one pencil sharpened per unit of time / multiplication math facts per minute)
4 (1 day) How can you compare speed and distance if time is equal?
-Have students scoot, skate, and walk for equal time.
-How can you compare distance and speed because the time is equal / constant?
-Velodrome Video Problem
-Rote word problems.
5 (1 day) How can you compare speed and time if distance is equal?
-How can you compare their speeds?
-What is controlled? Measured? Manipulated?
-How can you compare their speeds?
-Is this a fair test?
6 (2 days) Calculate speed given distance and time
-Slideshow: Units of Time and Distance. What units would you use for each scenario.
-3 Act Math: Glowstick, Pencil
-day 2: More 3 Act Math (skydiving problem?) and rote word problems.