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Grade 3 Content in NGSSFundamentals and applicationsPedagogy and AndragogyAndragogy as a study of adult learning originated in Europe in 1950's and was then pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000).What do you mean by 'adult learning principles'?Adults are internally motivated and self-directedAdults bring life experiences and knowledge to learning experiencesAdults are goal orientedAdults are relevancy orientedAdults are practicalAdult learners like to be respected

http://www.qotfc.edu.au/resource/?page=65375DiscussionIn what ways are the practices that are appropriate for andragogy and pedagogy alike and different?

Adult learning principlesAdults are internally motivated and self-directedAdults bring life experiences and knowledge to learning experiencesAdults are goal orientedAdults are relevancy orientedAdults are practicalAdult learners like to be respected

What It Means to Learn Science

The NRC report Taking Science to School concluded that proficiency in science is multifaceted and therefore requires a range of experiences to support students learning. That report defined the following four strands of proficiency, which it maintained are interwoven in successful science learning:

Knowing, using, and interpreting scientific explanations of the natural world.

Generating and evaluating scientific evidence and explanations.

Understanding the nature and development of scientific knowledge.

Participating productively in scientific practices and discourse.

Framework, p. 251.

Some Assumptions for TodayAdults can learn content through direct instructioneven lecturewhen they are motivated to do so

Content knowledge is importanta teacher does not have to know all the science in the world, but needs to know the science being taught

It is a good idea for the teacher to know more content than will be shared in the lesson

It is a good idea for the teacher to know some likely misconceptions and how to address them

It is a good idea for the teacher to know what sorts of ideas are and are not age appropriate

Some modeling of pedagogy is valuable, but creative teachers are capable of recognizing curriculum potential

One of the most valuable resources in education is the pedagogical content knowledge (PCK) of teachersnot just content knowledge, but also how to teach the content

It is more important to gain understanding than to be right, which means asking questions is often better than knowing answersTodays ActivitiesMany great activities are available at:

Toys from Trashhttp://www.arvindguptatoys.com/toys.html

Steve Spangler (Experiments)http://www.stevespanglerscience.com/lab/experiments

Next Generation Science Standards

Grade 33-PS2 Motion and Stability: Forces and Interactions 3-LS1 From molecules to Organisms: Structures and Processes 3-LS2 Ecosystems: Interactions, Energy, and Dynamics 3-LS3 Heredity: Inheritance and Variation of Traits 3-LS4 Biological Evolution: Unity and Diversity 3-ESS2 Earth's Systems 3-ESS3 Earth and Human Activity 3-5-ETS1 Engineering Design

CollisionsBuild the device.

When everyone is ready, drop the device from 10 cm.

Describe what happens to the objects.

Predict will happen if you drop the device from different heights.5 cm20 cm100 cm

Describe the relationship between the height at which the device is dropped and the action after it hits the surface.

http://www.arvindguptatoys.com/toys/twoballs.html

Collisions -- MomentumMomentum = m x v

In a collision, momentum transfers from one object to another.

Momentum is related to what we call kinetic energy, which is energy of motion

This means that when momentum is transferred, energy is transferred.Collisions in real lifeNot all the energy transfers as momentum.

An object not connected to the colliding object will continue to move due to inertia.

First Law of ThermodynamicsThe total energy of an isolated system is constant; energy can be transformed from one form to another, but cannot be created or destroyed. (Note: This can be stated in several ways.)

But what is energy?

Energy is the capacity to do work or cause change.

Work = force x distance

Change is, wellchange.

Collisions -- MomentumWhen the only change in energy is the transfer of momentum, then conservation of energy implies:

Momentum before = Momentum after

Momentum1 = Momentum2 m1 x v1 = m2 x v2

If m1 is large and m2 is small, Then v1 can be small and v2 will be large.

m1 x v1 = m2 x v2

Simulating Forces Collisions, Pushes, and PullsForce and motion basicshttps://phet.colorado.edu/en/simulation/forces-and-motion-basics

Forces and motionhttps://phet.colorado.edu/en/simulation/forces-and-motion

Ramp forces and motionhttps://phet.colorado.edu/en/simulation/ramp-forces-and-motion

Motion 2Dhttps://phet.colorado.edu/en/simulation/motion-2d

Ladybug Motion 2Dhttps://phet.colorado.edu/en/simulation/ladybug-motion-2d

Collision Labhttps://phet.colorado.edu/en/simulation/collision-lab

Forms of Energy (One list)Forms of Kinetic Energy

Mechanical- changing motion or position of an object, including living things.Thermal/Heat- the measure of kinetic energy in the particles of an object or substance. Often results from friction.

Radiant light and other forms of electromagnetic radiation

Sound A special case of Mechanical energy caused by vibrations that people can hear.

Electrical Energy- moving electrical charges. Example: static electricity, current electricity.

Forms of Potential Energy

Chemical- Potential energy holding chemical bonds and compounds together stored as potential energy. Examples: chocolate, wood, wax.

Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars.

Gravitation- The energy resulting from the force exerted between objects, which is proportional to the mass of the objects and inversely proportional to the distance separating them.

Adapted from: www.bisd.us/Changing forms of energy

Object In A Balloonhttp://www.arvindguptatoys.com/toys/deatofwell.html

Forms of Energy (One list)Forms of Kinetic Energy

Mechanical- changing motion or position of an object, including living things.Thermal/Heat- the measure of kinetic energy in the particles of an object or substance. Often results from friction.

Radiant light and other forms of electromagnetic radiation

Sound A special case of Mechanical energy caused by vibrations that people can hear.

Electrical Energy- moving electrical charges. Example: static electricity, current electricity.

Forms of Potential Energy

Chemical- Potential energy holding chemical bonds and compounds together stored as potential energy. Examples: chocolate, wood, wax.

Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars.

Gravitation- The energy resulting from the force exerted between objects, which is proportional to the mass of the objects and inversely proportional to the distance separating them.

Adapted from: www.bisd.us/Forces & InertiaInertia the tendency for a body to stay in motion or at rest

Friction force between two objects in contactalways opposes motion

Centripetal force acting toward the center of a system in which at least one body is revolving

Gravity pull that results from masses interactingobjects do not need to be in contactWhy does one object behave differently?How do we know the forces are not balanced?When are the forces balanced?Forms of Energy (One list)Forms of Kinetic Energy

Mechanical- changing motion or position of an object, including living things.Thermal/Heat- the measure of kinetic energy in the particles of an object or substance. Often results from friction.

Radiant light and other forms of electromagnetic radiation

Sound A special case of Mechanical energy caused by vibrations that people can hear.

Electrical Energy- moving electrical charges. Example: static electricity, current electricity.

Forms of Potential Energy

Chemical- Potential energy holding chemical bonds and compounds together stored as potential energy. Examples: chocolate, wood, wax.

Nuclear Energy- Potential energy stored in the nucleus of an atom. Fission is when the atom splits. Fusion is when nuclei join together to produce electricity. Nuclear power plants use fission reactions to produce electricity. Nuclear fusion occurs in the sun and other stars.

Gravitation- The energy resulting from the force exerted between objects, which is proportional to the mass of the objects and inversely proportional to the distance separating them.

Adapted from: www.bisd.us/It makes my head spinhttp://www.arvindguptatoys.com/toys/paperstatic.html

Oh My Stars

Water Molecules

Drops on a Penny

BasicsBohr Model

Probably more like an electron cloud Are you sure? I'm positive.http://imgur.com/cVwIso2

http://imgur.com/cVwIso2http://physicsworld.com/cws/article/news/2013/may/23/quantum-microscope-peers-into-the-hydrogen-atom

Electron Clouds/munger/2009/09/first-detailed-pics-of-single.html

Nanographene moleculehttp://www.zmescience.com/research/individual-chemical-bonds-imaged-ibm-zurich-0123332/

Spin, Orbit, ChargeApril 20, 2012

Until now, standard physics generally accepted that an Electron was a fundamental particle that it was not made of smaller components.

However, as early as 1980 theorists had predicted an electron could be made of three smaller pieces: A Spinon (providing spin), an Orbiton (providing the orbit) and a Holon (carrying the charge).

http://cosmologyscience.com/cosblog/electron-is-not-a-fundamental-particle/

The Higgs Eventhttp://home.web.cern.ch/topics/higgs-boson

Or, by analogyhttp://scico.gr/articles/what-is-the-higgs-boson/

Most importantly, theHiggs Boson completesthe theory of everything.

Every field has a particle:

Electro-magnetism = electronRadiation (light) = photonGravity = Higgs boson

For a more correct list:http://en.wikipedia.org/wiki/Force_carrier

But getting back to fundamentals

Static Electricity is Fun!!!http://www.stevespanglerscience.com/lab/experiments/static-flyer-flying-bag

Getting a charge out of sciencehttp://phet.colorado.edu/en/simulation/balloons

How is this like and unlikeMagnets around us

Static Electricity and Magnetism The are different in thatStatic charges are + and Magnet poles are north seeking and south seeking

Static can discharge spontaneously returning to balanceMagnetism tends to be longer lasting, though can be lost

Static discharge generally produces heat and lightMagnetism generally does not produce heat or light

They are alike in thatThere is a connection between at the subatomic levelLike repels like; Opposites attract

Magnetic needleRub a needle with a magnetPut two pieces of styrofoam on the needle.Float the needle on the water

http://www.arvindguptatoys.com/toys/magneticneedle.html

The Earth acts as a giant magnet with field lines extending from pole to pole.

Which image is correct?Magnetic North vs. Geographic North

Magnetism aligned magnetic domains

Curie Temperature

And now forSir Francis BaconPortrait 1617The Scientific Method

Alfred Wegener 1912

Alfred Wegener Continental DriftReaction to Wegener's theory was almost uniformly hostile, and often exceptionally harsh and scathing; Dr. Rollin T. Chamberlin of the University of Chicago said, "Wegener's hypothesis in general is of the footloose type, in that it takes considerable liberty with our globe, and is less bound by restrictions or tied down by awkward, ugly facts than most of its rival theories." Part of the problem was that Wegener had no convincing mechanism for how the continents might move. http://www.ucmp.berkeley.edu/history/wegener.htmlhttp://volcanoes.usgs.gov/about/edu/dynamicplanet/wegener/

Fossil Evidence for Pangea

Geologic Evidence for Pangeahttp://www.geology.ohio-state.edu/~vonfrese/gs100/lect25/

Sea Floor Spreading and Plate TectonicsIn a 1962 paper entitled "History of Ocean Basins," Harry Hess, a geologist at Princeton University, proposed that the mid-ocean ridges marked regions where hot magma rose close to the surface (Hess, 1962). Further, he suggested that the extrusion of magma at the ridges pushed the ocean floor away from the ridges like a conveyor belt. In deep trenches like those found off the coast of South America and Japan, the spreading ocean floor was forced down below the thick continents in regions he called subduction zones. Hess's theory of "seafloor spreading" offered a compelling driving mechanism for Wegener's continental drift, but it needed more proof.http://www.visionlearning.com/en/library/Earth-Science/6/The-Origins-of-Plate-Tectonic-Theory/65http://pubs.usgs.gov/gip/dynamic/HHH.htmlhttp://pubs.usgs.gov/gip/dynamic/HHH.html

Paleomagnetismmagnetic reversalshttp://cosscience1.pbworks.com/w/page/8286032/Lesson%2010-6%20Testing%20Plate%20Tectonics

Magnetic Reversalshttp://istp.gsfc.nasa.gov/earthmag/reversal.htmhttp://earthref.org/drupal/content/magnetic-anomaly-mapping-and-walvis-ridge

Curie Temperature and Lava

Age of Oceans

When I think about the ancient Earth, I thinkfossil collecting!The types of things I find

Crinoids

Crinoids are unusually beautiful and graceful members of the phylum Echinodermata. This is the phylum that brings you starfish, sea urchins, and sand dollars. The crinoids are a breed apart however, they resemble an underwater flower. Some even have parts that look and act like roots anchoring them to the ocean floor. They are commonly called sea lilies. Their graceful stalks can be meters long. Other varieties have no stalks or root like parts. They are commonly known as feather stars. Unlike the sea lilies the feather stars can move about on tiny hook like structures called cirri.

http://www.fossils-facts-and-finds.com/crinoids.html

Horn Corals

What do these fossils suggest?

http://eas.unl.edu/~tfrank/History%20on%20the%20Rocks/Nebraska%20Geology/Cretaceous%20Webpage/Timescale/Timescale.htmlThe map at the left is a reconstruction of North America from 75 million years ago (Campanian Stage). Global sea levels were much higher than today, and a large seaway dissected North America into several large landmasses. This body of water has been named the Western Interior Seaway. Note that Nebraska was almost completely inundated by marine water during this time interval.Dating Fossils Carbon-14There are three naturally occurring isotopes of carbon on Earth: 99% of the carbon is carbon-12, 1% is carbon-13, and carbon-14 occurs in trace amounts, i.e., making up about 1 part per trillion (0.0000000001%) of the carbon in the atmosphere. The half-life of carbon-14 is 5,73040 years.[3] Carbon-14 decays into nitrogen-14 through beta decay.[4] The primary natural source of carbon-14 on Earth is cosmic ray action upon nitrogen in the atmosphere.

Wikipedia C-14

Dating Fossils

Concept of Half Life

Limits of C14 Dating

Carbon Dating Good for awhile

Elegant Methods

Several Isotopic Dating Methods

Misconceptions

And speaking of timeIts time to meet Bob What about a pendulum affects its swing?

What are the variables that might affect the rate of swing of a pendulum?LengthMass of the bobAmplitude of the swingContext

Create a pendulum that can measure 20 seconds accurately.

And then theres the questionWhen the pendulum is pulled back and released, why does it swing?Why doesnt the bob stop at the equilibrium point?Why does the pendulum slow down and eventually stop swinging?What assumptions would have to be made to calculate the swing based on length?

Highs and LowsAt which point is amplitude highest?

At which point is velocity highest?At which point is velocity lowest?

At which point is acceleration highest?At which point is acceleration lowest?

MisconceptionsStudents think that if speed is increasing that acceleration is also increasing.

Students regard objects at rest as being in a natural state in which no forces are acting on the object.

Students who recognized a holding force, differentiated it from pushing or pulling forces.

Students think air pressure, gravity, or an intervening object (like a table) is in the way keeps and object stationary.

Students think that the downward force of gravity must be greater than an upward force for the book to be stationary.http://www.physicsfirstmo.org/files/Misconceptions.pdfMisconceptionsStudents think of actively moving objects as having impetus within them that keeps them moving in the same horizontal direction.

Students think that an object that is moving horizontally will fall straight down when it reaches a cliff.

Students believe:If there is movement, there is a force acting.If there is a force acting, there is movement.All forces acting on a moving object act in the direction of the movement.Constant speed implies constant force.How to find misconceptionsSearch online: misconceptions

Visit some favorite misconceptions websites:AAAS Science Assessment http://assessment.aaas.org/topics

Environmental sciencehttp://beyondpenguins.ehe.osu.edu/

Airhttp://www.chemistryland.com/CHM107/AirWeBreathe/AirMisconceptions.html

Weatherhttp://www.csulb.edu/~lhenriqu/NARST2000.htm

Mostly physics, but much morehttp://www.amasci.com/miscon/opphys.html

Living versus non-livinghttp://ed-share.educ.msu.edu/PMsum02/almostsmart/AlmostSmart/Research/livmov.htm

Ask the children what they think.