3. What is Physical Science?
All of physical science is simply
understanding energy and matter
and the reactions between them.
www.lmunet.edu/academics/physics/feed_back.htm
6. Matter
• The universe is made of matter.
• Different kinds of matter has different
characteristics (properties).
• Anything made of matter takes up space.
• We often call different kinds of matter
“materials.”
7. Matter
• We can use our senses to describe
materials (heavy, light, rough, smooth,
hard, soft, elastic, firm, magnetic, not
magnetic, conductor, insulator).
Picture from http://ladyfi.files.wordpress.com/2008/09/five-senses_vmo0128.jpg
8. Matter
• We can use tools to help us discover the
properties of different kinds of materials.
• Some common materials are wood,
plastic, paper, glass, metal, and cloth.
• The properties of a material determine
how it can be used.
9. Matter
• Matter often exits in one of three
states: solid, liquid, or gas.
• Common misconception: All matter is
either solid, liquid, or gas. Wrong.
There are also plasmas and various
colloids (mixtures of different states).
10. Matter
• All matter has mass, which means
that gravity pulls on it. The more
mass something has, the harder
gravity pulls on it.
• Higher level concept: Mass attracts
mass. That is essentially what gravity
is.
11. Matter
• Matter is made up of small particles too
small to see. These particles move
around all the time but because they are
too small to see, we can’t see them
moving.
12. Matter
The physical state (solid, liquid, gas)
something is in depends on how fast the
particles are moving.
In solids, the particles are moving slowly.
In liquids, much faster, and in gases, very
very fast; so fast they may escape from
the container they are in if it is open.
13. Matter
• How fast the particles move depends on
how much energy there is in the system.
“To heat” something means to add more
energy (more movement) within the
molecules. This can change the state.
Picture from http://www.grc.nasa.gov/WWW/
K-12/airplane/Images/state.gif
14. Matter
• Heat: The amount of energy motion (kinetic
energy) in the atoms or molecules
• Temperature: Measure of the amount of kinetic
energy
• Cold: In scientific terms, there is no such thing
as cold. More heat/less heat
15. Activity: Oobleck
• More about Ooblick on this site:
http://education.jlab.org/beamsactivity/
6thgrade/oobleck/index.html
16. Matter
• Atoms have mass, which means that
gravity pulls on them.
• Common misconception: Mass and
weight are the same thing. Wrong.
Mass is the amount of matter in
something; weight is the pull of
gravity on the mass).
18. Matter
• Atoms can be combined in different ways
(molecules).
• There are only a limited number of
atom-types; these are combined in
different ways to make all the matter in
the universe.
• The nature of the molecules in matter
determine the way it reacts with other
matter (its chemical properties).
19. Matter
• When we observe physical changes, we
change the shape or state of the matter,
but we do not change the molecules that
make up the matter.
• When we observe chemical changes, the
molecules are changing -- new
combinations -- so after a chemical
change you have new kinds of matter.
20. Matter
• Matter behaves in predictable ways
everywhere in our universe.
• The same (atoms, molecules) act the same
way under the same conditions.
• Matter cannot be created or destroyed except
in a nuclear reaction where it can change into
energy or be created from energy. The total
amount of mater + energy in the universe is
constant.
21. Understanding Energy
• What do elementary students need to
know?
▫ Forms of Energy
▫ How some common forms of energy
behave
▫ How energy can be converted from one
form to another
22. Forms of Energy
• Thermal energy (heat)
• Chemical energy
• Electrical energy
• Radiant energy (such as light)
• Magnetic energy
• Elastic energy
• Sound Energy
• Mechanical energy
• Nuclear energy
(Wikipedia, http://en.wikipedia.org/wiki/
Energy_forms)
23. What do they need to know about
thermal energy (heat)?
• The internal motion of the atoms is called
heat energy, because moving particles
produce heat.
• Heat energy can be produced by friction.
• Heat energy causes changes in
temperature and phase of any form of
matter.
24. Examples of when heat energy is
involved
• Phase changes
• Water cycle
• Friction
• Rock cycle
• Students need to understand what is happening.
Why are the particles moving (slower, faster)?
How does this change the system?
25. Trace the heat energy in this system.
Picture from http://1to10reviews.files.wordpress.com/2007/06/water_cycle_01.gif
27. Chemical Energy
• Fuel, food, and
batteries are
forms of stored
chemical
energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
28. Electrical and Magnetic Energy
• What do students need to know?
▫ Static and current electricity
▫ Conductivity and insulation
▫ Circuits
▫ How magnets behave.
▫ That electricity can cause magnetism in some
materials; that magnetism can cause electrical
energy in some materials.
29. Let’s Make a Battery!
• http://www.youtube.com/watch?
v=o908BE8nUS8
• Explain how this works. Where is the energy?
What kinds of energy?
30. Electromagnetic Energy
• Light is a form of
electromagnetic energy.
• Each color of light (Roy G Bv)
represents a different amount
of electromagnetic energy.
• Electromagnetic Energy is
also carried by X-rays, radio
waves, and laser light.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
31. Nuclear Energy
• The nucleus of
an atom is the
source of
nuclear energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
32. Nuclear Energy
• When the nucleus splits (fission), nuclear energy
is released in the form of heat energy and light
energy.
• Nuclear energy is also released when nuclei
collide at high speeds and join (fuse).
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
33. Nuclear Energy
The sun’s energy is
produced from a
nuclear fusion
reaction in which
hydrogen nuclei fuse
to form helium
nuclei.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
34. Mechanical Energy
• When work is done to an object, it
acquires energy. The energy it
acquires is known as mechanical
energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
35. Mechanical Energy
• When you kick
a football, you
give mechancal
energy to the
football to make
it move.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
36. Mechanical Energy
When you throw a
balling ball, you give
it energy. When that
bowling ball hits the
pins, some of the
energy is
transferred to the
pins (transfer of
momentum).
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
37. Energy Conversion
• Energy can be changed from one form to
another. Changes in the form of energy are
called energy conversions.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
38. Two Categories of Energy
Kinetic and Potential
• Kinetic Energy is the energy of motion.
• Potential Energy is stored energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
39. Kinetic Energy
• The energy of motion is called kinetic energy.
• The faster an object moves, the more kinetic
energy it has.
• The greater the mass of a moving object, the
more kinetic energy it has.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
40. Potential Energy
• Potential Energy is stored energy.
▫ Stored chemically in fuel, the nucleus of atom, and
in foods.
▫ Or stored because of the work done on it:
– Stretching a rubber band.
– Winding a watch.
– Pulling back on a bow’s arrow.
– Lifting a brick high in the air.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
41. Gravitational Potential Energy
• Potential energy that
is dependent on
height is called
gravitational
potential energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
42. Potential Energy
• Energy that is stored due to being
stretched or compressed is called elastic
potential energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the
Internet on February 3, 2010.
43. Gravitational Potential Energy
• A waterfall, a suspension bridge, and a
falling snowflake all have gravitational
potential energy.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the Internet on February 3,
2010.
44. The Law of Conservation of Energy
• Energy can be neither created nor destroyed by
ordinary means.
▫ It can only be converted from one form to another.
▫ If energy seems to disappear, then scientists look
for it – leading to many important discoveries.
Adapted from education.jlab.org/jsat/powerpoint/
energy_forms_and_changes.ppt . Retrieved from the Internet on February 3,
2010.
45. Teaching about Energy
• Teach students to:
▫ Identify the kind of energy involved
▫ Know the basic characteristics of that kind of
energy
▫ Understand that energy can be converted from
one form to another
▫ Trace the energy through the system
46. Teaching about Force
• Force is simply a description of what the energy
is doing (usually pushing and pulling). Force is
energy + direction.
• Students learn that a force is a push or a pull,
but they need to understand that we are talking
about putting energy into the system.
47. Simple Machines
• There are many excellent resources available for
teaching simple machines. Teaching students to
recognize simple machines and to identify then
within more complex machines is important;
however, remember the “Big Picture.”
• Simple machines do not make the work “go away.”
Remember the conservation of energy. Just as much
energy must be put into a system to do the work
whether a simple machine is used or not.
48. Simple Machines
• Using a simple machine makes the work EASIER
to do by:
▫ Changing the direction of the force,
▫ Multiplying the force,
▫ Transferring the force from one place to another,
or
▫ Increasing the speed of a force.
49. Simple Machines
• In other words, they organize the job so that
there is less friction and so the direction,
distance, and other elements of the force work
most efficiently with how we do work.
• Help students not only identify the simple
machines, but to understand what they change
that makes work easier.
50. Simple Machines: Examples
• A wheel works by reducing friction. Without the
friction, less energy is needed to do they work.
• A lever works by allowing distance to take the
place of force (less force needed because a bigger
distance is used). It’s a trade-off, but one that
makes the work easier.
• The wedge or inclined plane similarly trades
more distance for less force.
51. The Point!
• Remember: Memorization is not enough.
Students must understand.
• Ask higher level questions.
• Make sure students understand the Big Picture.
• Matter and Energy. Refer to them often. They
are the twin concepts that form the universe.
