Download Physical Science STEM Academy Syllabus

Physical Science STEM Academy Syllabus
Instructors: Christine Bell and Kristin Covaleskie
Organizer/Content Lead: Katya Denisova, PhD
Location: JHU School of Education, 2800 N. Charles St.
Meeting Place/Time: Room 216, alternating Wednesdays 5-7pm
Email: [email protected], [email protected], [email protected]
Description: This course is designed as an introduction to basic physics and chemistry concepts addressed in the Next Generation
Science Standards. Topics will include: Properties of Matter, Motion, Energy, Electricity, Magnetism, and Waves. Emphasis will be
placed on the Science and Engineering Processes and Inquiry learning. This course is designed to deepen your understanding of basic
physics and chemistry to increase your confidence in teaching these subjects in inquiry-based ways.
Objectives:
 Learn basic concepts of various physical science topics and hands-on learning methods
 Practice hands-on, inquiry-based learning and learn implementation approaches for particular classroom settings
 Learn and implement effective strategies for STEM curriculum
 Develop an understanding of science content, pedagogy, and science and engineering practices necessary for the successful
implementation of the STEM curriculum
 Learn best teaching practices relevant to the teaching of STEM
 Develop an understanding of assessment methods and tools used to measure students progress
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.

Understand the value and importance of working collaboratively with other teachers
Materials:
Edmodo
Laptop or other personal computer device (not required for every session)
Attendance Policy: Participants are expected to arrive on time and to participate in all classes as scheduled. Participants may miss no
more than 2 sessions. A participant who is absent from a class is responsible for contacting the facilitator(s) as soon as possible to
obtain make-up assignments. All make-up assignments are due two weeks following the missed day. If a participant is absent from a
class session, she/he is still responsible for completing the homework assigned for every session.
Homework: Every topic will be explained via video podcasts and demonstrations uploaded to the Edmodo class site. Before attending
a class, participants are responsible for viewing all materials posted online and come to class prepared with questions, or email the
facilitator(s) ahead of time to address questions. The in-class portion will be focused on reinforcing the concepts covered in the
podcasts and videos through hands-on activities and discussions. At the conclusion of every class, a homework assignment will be
explained and posted on the Edmodo class site. This assignment should be completed independently by the following class period (2
weeks). Collaborative work is contained to in-class time.
Grading: All homework assignments will be given a fraction grade. A grade of 7/10 and above is considered passing. If a participant
earns less than 7/10 on a homework assignment, he/she has until the next session to correct it and re-submit for grading.
4
Effort and
Completion
Usage of
Scientific
Vocabulary
Evidence of
Scientific
Reasoning and
Logic Applied
to Reponses
Exceptional evidence of
scientific reasoning
and/or logic in response
3
Effort is evident on
assignment and
assignment was fully
completed
Scientific vocabulary was
used throughout
response and was used
correctly
2
Effort is evident on
assignment but it was
only partially completed
Adequate evidence of
scientific reasoning
and/or logic in response
Some evidence of
scientific reasoning
and/or logic in response
Some scientific
vocabulary was used in
response and most was
used correctly
1
Minimal effort was given
on assignment and/or
assignment was not fully
completed
Minimal scientific
vocabulary used in
response and/or
vocabulary was used
incorrectly
Minimal evidence of
scientific reasoning
and/or logic in response
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
0
Insufficient evidence of
effort and/or assignment
was not completed
No scientific vocabulary
used in response or
vocabulary was used
incorrectly
No evidence of scientific
reasoning and/or logic in
response
During each class, each participant will be issued a “participation grade” based on his/her engagement in the work. This means that
participants should be on task at all times, and all side conversations and use of technology (i.e. cell phones/tablets) should be at a
minimum, or not occur at all.
Participants are responsible for watching all podcast videos prior to each session. The content in these videos will be referenced during
the face-to-face sessions and will help to ensure rich conversations.
A pre/post assessment is used for data purposes only. The assessment contains information covered both in class and in the podcast
videos. There will be no graded quizzes, exams or projects.
Three AUs will be awarded for the successful completion of the course; ‘successful completion’ will be evaluated based on session
attendance, assignment grades, and participation grades.
Statement of Academic Continuity: Please note that in the event of weather and/or in other extraordinary circumstances, the School of
Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In
the event such changes become necessary, information will be posted on the Edmodo site.
Tentative Schedule of Topics:
Session #
Date
Objectives
1
Properties of
Matter
September 24
2
Physical and
October 8
 Identify the charge of
protons, neutrons, and
electrons.
 Build a simple atomic
model.
 Identify and distinguish
between physical and
chemical properties of
matter.
 Describe the common
states of matter and their
particulate
characteristics.
 Identify and distinguish
between physical and
Phenomena to
Explain
Science Concepts
NGSS
Correlation to
SABES Units


5-PS1-1
2-PS1-1
5-PS1-3
Grade 3:
What’s the Matter


MS-PS1-4
2-PS1-4
Grade 5:
Matter Mania
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Chemical
Changes/
Conservation of
Matter


3
Properties of
Water
October 22



4
Heat
November 5





chemical changes at the
particulate level.
Use models to represent
both physical and
chemical changes.
Use experimental design
to prove the Law of
Conservation of
Mass/Matter.
Explore the solubility of
assorted solids and
liquids in water.
Describe the polarity of
water and its role in
water’s uniqueness.
Define density of matter,
in relation to mass and
volume.
Identify the difference
between heat and
temperature.
Identify direction of heat
flow
Explain Specific Heat
Capacity
Explain the three
mechanisms of heat
transfer
Explain how heat
conductors and
insulators are different
5-PS1-4
MS-PS1-5
5-PS1-2

 Why is ocean water
warmer than air at
night?
 Why is the sand so
much hotter than water
at the beach?
 Why do some things
seem cooler to the
touch?
 Why is pie crust cooler
than stuffing?
 When does heat stop
flowing?

5-PS1-3
HS-ESS2-5
 Temperature and
Heat
 Thermal
conductors and
insulators
 Mechanisms of
Heat Transfer:
conduction,
convection,
radiation
 Specific Heat
Capacity
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Grade 4:
Float Your Boat
Grade 4:
Hot, Hot, Hot
5
Velocity/
Acceleration
November 19




6
Newton’s Laws
December 3
Explain the difference
between distance and
displacement
Describe motion at
constant speed
mathematically (d vs t
graphs)
Explain the difference
between average speed
and average velocity
Describe relationships
between time, position,
distance traveled, and
speed (by using d vs t
graphs)
 Define contact and noncontact forces.
 Reason through
Newton’s first law by:
 Explaining what
happens when
single force is
acting on an
object initially at
rest.
 Explain what
happens when a
single force
pushes
continuously on
an already moving
object.
 Explore the direct
relationship between
acceleration and force
and the inverse
relationship between
acceleration and mass
(F=m*a)
 Why are the terms
“velocity” and
“acceleration” so often
confused?
 How can you predict
what will happen to an
object’s motion by
using graph d vs t?
 What is speed?
 What is velocity?
 What is
acceleration?
 How to draw and
interpret d vs t
graphs
 How are forces of
gravity, magnetism and
electrostatics the
same?
 Why is gravity such an
odd force?
 Can things interact
without touching?
 How can objects move
without any forces
acting on them?
 Why doesn’t the Moon
fall onto the Earth?
 Why does a bug die
when hitting a
windshield of a
moving car?
 How do rockets fly?
 Why are orbits round
(elliptical)?
 Inertia
 Action- reaction
 Relationship
between mass and
Force
 What is Force?
 Force of Friction
Grade 3:
Sheep in a Jeep
MS-PS2-2
MS-PS2-1
3-PS2-1
3-PS2-2
K-PS2-1
K-PS2-2
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Grade 3:
Sheep in a Jeep
7
Gravity/
Free Fall/
Weightlessness
December 17
8
Static Electricity
January 14
9
Current
Electricity
January 28
 Explain how when one
object applies a force to
another object, the
second object also
applies a force to the first
 How does gravity act
upon objects?
 How can air resistance
be used to slow a falling
object?
 What is “free fall”?
Terminal velocity?
 How do graphs of d vs t
look like for free fall and
fall at terminal velocity
 Students will understand
that atoms are made up
of protons, neutrons, and
electrons.
 Students will understand
that electron build-up
and movement account
for static electricity and
current electricity.
 Students will understand
the relationship between
charge and
attraction/repulsion.
 Students will understand
that electron movement
is electrical current.
 Understand that electron
movement is electrical
current.
 Observe and identify
differences between
open and closed circuits.
 Understand how the
molecular make up of
 Why do astronauts
float in space?
 Do light and heavy
objects REALLY fall
together at the same
rate?
 How do parachutes
work?
 How come all the
planets are round?
 Acceleration due
to gravity
 Gravity
 Free Fall
 Weightlessness
 Terminal Velocity
 Air Resistance/Sir
drag
 What causes static
electricity in your hair?
 Why do balloons with
static charges stick to
walls?
 How do objects get
charged?
 Electric Charge
 Charge
Polarization
 Attraction and
Repulsion of
charges
 How should Christmas
light be wired?
 Where do electrons in
wires come from?
 Why is a battery often
compared to a water
pump?
 Electric Circuits
 Series and Parallel
circuits
 Voltage, Current,
and Resistance
MS-PS2-4
K-PS2-2
3-PS2-1.
MS-PS2-2
Grade 3:
Sheep in a Jeep
Grade 4:
It’s Electric
4-PS3-2
4-PS3-4
3-PS2-3
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Grade 4:
It’s Electric

10
Magnetism
February 11






11
Energy and
Energy
Conservation
February 25




materials dictates their
conductivity (conductors
vs insulators).
Compare how electricity
flows in a simple, series
and parallel circuit.
Students will identify the
relationship between
various types of
magnets.
Students will identify the
poles of a magnet.
Students will identify a
magnet's field.
Students will apply
knowledge of magnetic
fields to the Earth.
Students will observe an
electromagnet.
Students will identify
how metals are polarized
by magnets and
electrical current.
Define energy and
identify types of energy
Explore the law of
conservation of energy
by explaining the
relationship between
kinetic, potential, and
total energy
Practice drawing energy
transfer diagrams for
windup toys and
motors/generators
Explain how the internal
components of motors
and generators operate in
terms of energy
 How do objects
become magnetic?
 Why is it a bad idea to
bring a credit card next
to a magnet?
 Where does the Earth’s
magnetism come
from?
 How do we know there
are magnetic fields?
 Are magnetism and
electricity really ONE
single phenomenon,
called
‘electromagnetism”?
 Magnetic poles
 Magnetic domains
 Permanent and
temporary magnets
 Magnetic Field
 Magnetic
Repulsion and
attraction
 Connection
between
magnetism and
electricity
 How come scientists
say energy cannot be
created or destroyed
(and yet some energy
sources are nonrenewable)?
 Why is a motor a
‘generator in reverse”?
 Why is energy NOT a
force?
 What is Energy?
 Where does
energy come
from?
 Mechanical
energy: Kinetic
and Potential
 Other types of
energy
 Conservation of
Energy
 Energy transfer
Grade 4:
May the Force Be
With You
MS-PS3-1
MS-PS3-2
MS-PS3-4
MS-PS3-5
4-PS3-4
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Grade 4:
Rollercoaster
Grade 5:
Windmill
12
Properties of
Waves
March 11
13
Sound
March 25
14
Light (Refraction
and Lenses)
April 15
 Differentiate between
mechanical and
electromagnetic waves
 Differentiate between
transverse and
longitudinal waves
 Differentiate between
pulses and continuous
waves
 Describe waves and
vibrations in terms of
their characteristics
(frequency, period,
wave speed, amplitude)
 Define mathematical
relationships between
period, frequency, and
wave speed.
 Students will explore
various sounds and begin
to make inferences about
nature and properties of
sound.
 Students will learn that
sounds can make things
vibrate and can travel
through gas, liquid, or
solid.
 Students will experiment
with various sounds
produced by their bodies
to learn that humans can
feel the vibrations of the
sounds that they make.
 Explain refraction of
light as it travels from
one medium to another.
 Examine how the higher
the optical density
 How are light and
sound waves different?
 What happens to light
and sound when their
frequencies change?
 What happens to light
and sound when their
amplitudes change?
 Vibrations and
Waves
 Wave Motion
 Transverse and
Longitudinal
waves
 Wavelength,
amplitude, and
frequency
 Can you hear an
explosion in space?
 Why do we hear better
under water?
 Can sound REALLY
shutter glass?
 What is the Doppler
effect?
 Speed of sound in
different media
 Sound as a
vibration
 Relationship
between pitch and
frequency
 Relationship
between volume
and amplitude
 Where do rainbows
come from?
 Why do we see an
imaginary patch of
water on the road on a
 Electromagnetic
spectrum
 Refraction of light
 Index of refraction
(optical density)
1-PS4-1
4-PS4-1
4-PS3-2
MS-PS4-1
MS-PS4-2
Grade 3:
Music to my Ears
Grade 3:
Music to my Ears
1-PS4-3
MS-PS4-2
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Grade 5:
There’s More to
Light Than Meets
the Eye


15
Light (Reflection
and Color)
April 29


(Index of Refraction) of
a material the smaller
the Angle of Refraction
is (in other words, when
a ray of light travels
from a low optical
density material to a
higher optical density
material, the beam bends
towards the normal)
Examine how the lower
the optical density
(Index of Refraction) of
a material the larger the
Angle of Refraction is
(in other words, when a
ray of light travels from
a high optical density
material to a lower
optical density material,
the beam bends away
from the normal)
Understand the speed of
light is inversely
proportional to the Index
of Refraction of the
material it travels
through (the higher the
optical density[Index of
Refraction] of material,
the slower the speed of
light is. In other words,
optically dense materials
slow light down.)
Students will explain
reflection of light as it
relates to mirrors.
Students will explore
how light interacts with
everyday objects to
hot day?
 How do lenses work?
 Why do we see a false
location of an object in
a bath tub?
 What’s a mirage?
 Can light change its
speed?
 What is invisible light?
 Why is the sky blue
and sunset red?
 Why do all color
printers use colors
Magenta, Yellow, and
Cyan ?
 Color science
 Primary and
secondary colors
 Color addition
(filters) and color
subtraction
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.
Grade 5:
There’s More to
Light Than Meets
the Eye
explain the basic
properties of light.
 Students will
approximate the distance
of an object from a
mirror based on the
reflection.
 Students will explore the
electromagnetic
spectrum by using
filters.
 Why in science are
Primary Colors Red,
Green, and Blue (and
NOT Blue, Red, and
Yellow)?
 How does a mirror
form an image?
 Can you see more of
yourself in a mirror if
you move away from
it?
 Can anything travel
faster than light?
(pigments)
 Reflection of light
 Image formation
by mirrors
 Diffraction
SABES is supported by the National Science Foundation under Grant No. DUE-1237992.