This document outlines the aims and content of a teacher training session on forces. The session aims to develop subject and pedagogical knowledge around investigating forces such as pushes, pulls, friction, movement in air and water, and magnetism. It also covers planning investigations, controlling variables, and relating the content to assignment requirements. Examples of force investigations and activities are provided, along with considerations for adapting them for different ages and contextualizing the learning.
Historian Edward J. Larson has argued that “[i]n science, a theory never stands still. It either evolves with use and new findings or withers away through disuse or in the face of better
scientific explanations.” No theory emerges fully formed, like Athena from Zeus’s head, and remains unaltered over time. New contexts, discoveries, perspectives, tools, ideas, or people – to name but a few possible catalysts— prompt change or further development. In short, everything has a history, even theories. Part of the value of the study of history is understanding the degree to which things have changed and what caused things to change. The historical problem in this Investigation focuses on how a well-articulated and quite important theory – Darwin’s
theory of evolution by natural selection – has changed over time and the various reasons for those changes.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This presentation summarizes the action research project I conducted last spring. The findings of this action research project will be taken into consideration when creating Garland's new Outdoor Club and Outdoor Classroom!
Physical and Earth Science for Young ChildrenRosie Amstutz
A power point presentation containing everything educators need to know about what to do and what not to do regarding physical and earth science for young children. Plenty or ideas and resources are included in the presentation.
A force is a push or pull, which occurs when two or more objects interact with each other.
The shape of an object may change when force is applied on it. Pushing, pounding, compressing, bending, twisting, stretching, or squeezing are some ways of changing the shape of an object.
Historian Edward J. Larson has argued that “[i]n science, a theory never stands still. It either evolves with use and new findings or withers away through disuse or in the face of better
scientific explanations.” No theory emerges fully formed, like Athena from Zeus’s head, and remains unaltered over time. New contexts, discoveries, perspectives, tools, ideas, or people – to name but a few possible catalysts— prompt change or further development. In short, everything has a history, even theories. Part of the value of the study of history is understanding the degree to which things have changed and what caused things to change. The historical problem in this Investigation focuses on how a well-articulated and quite important theory – Darwin’s
theory of evolution by natural selection – has changed over time and the various reasons for those changes.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This presentation summarizes the action research project I conducted last spring. The findings of this action research project will be taken into consideration when creating Garland's new Outdoor Club and Outdoor Classroom!
Physical and Earth Science for Young ChildrenRosie Amstutz
A power point presentation containing everything educators need to know about what to do and what not to do regarding physical and earth science for young children. Plenty or ideas and resources are included in the presentation.
A force is a push or pull, which occurs when two or more objects interact with each other.
The shape of an object may change when force is applied on it. Pushing, pounding, compressing, bending, twisting, stretching, or squeezing are some ways of changing the shape of an object.
Reflective Essay On Science
Sociology as a Science Essay
What Is Earth Science? Essay
Why Science Is Important?
Science Essay
My Passion For Science
Environmental Science Essay
Essay about Life Science
Value of Science Essay
My Science Fair Project
Science and Literature Essay
Science and Religion Essays
Ethics in Science Essay
Guided Response Criteria (respond to a minimum of 2 classmates) 1.docxisaachwrensch
Guided Response Criteria (respond to a minimum of 2 classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why or why not?
please make sure you answer the question above with reponding to my peers work below
Not having your text can make you feel as though you have no idea what is going on during class, hopefully my fact sheet can help you!
Understanding the importance of science in a classroom can help children develop in many different areas as well. Jaruszewicz (2013) explains that scientific thinking includes the approach of curiosity and reasoning to answer questions and teachers enhance the “systematic investigation” that encourage children to ask questions that are open ended.
There are three different types of science that is taught to children that include physical science, life science, and earth science.
Physical science can be explained through simple measures such as when a child pains in art area, or uses magnetic blocks on a light table to even seeing their own shadow while running outside. Children learn through play. As they make observations through everyday objects, they learn about different senses and the different ways things work. For example, Jaruszewicz (2013) suggests that children learn about the natural forces for the world, such as gravity, magnetism, lights and speed through objects they use on a daily basis. Physical science involved lights and shadows, color, magnetism, solids, liquids and gases, weight force and motion, and static electricity. One way to promote development in an educational setting for young children is to use what they already know. For example, when using lights and colors to understand color knowledge. In a preschool classroom, using color shades to mix and make other colors can help children understand that there are other ways to make colors using lights and shades. You can also use shadows as an example because children are able to see their shadow everyday. Incorporating this in the classroom a teacher could use measuring cubes to measure the length of a shadow. Magnet tiles are a good way for children to create shapes and understand the connection that magnets have to make things attach.
Life science focuses on the study of living things and their habitats. Understanding the difference between a living thing that breathes and grows and an object. Our texts suggest that there are concepts that are important for children to focus on. These include
All living things grow and change
Things that are living need food
Living things decompose
Fossils occur when living things decompose and become remains
Organisms that are living have a system that make them work
Things that are living inhabit and interact with different kinds of environments.
Yi-Chin Lan from NAEYC explains 10 different tips that support children’s science learning. Number one being “values your child’s .
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Aims of the Session
To develop subject knowledge and pedagogical
knowledge to support pupils to investigate forces: eg.
Pushes, pulls, twists; friction, movement in air and
water, floating and sinking; magnetism.
Planning an investigation and controlling variables.
Identifying how the content of todays seminar fits with
the assignment brief.
3. Primary Science Curriculum Overview by Theme
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Plants
(Identify, name, sort,
classify)
Living things and their
habitats
(Living/Non-living/dead
Habitats/ Food Chains)
Plants
(Functions of parts
requirements for
growth, water
transportation; life-cycle
of flowering plants)
Living things and their
Habitats
(Grouping,
classification; habitats;
impact of changing
environments)
Living things and their
Habitats
Life cycles of mammal,
amphibians, insect, and
bird. Plant/animal
reproduction
Living things and their
Habitats
Classification;
similarities/differences,
micro-organisms
Animals including
Humans
(Identify, name, sort,
classify)
Plants
(Seeds and bulbs:
simple life-cycles;
conditions for growth)
Animals including
Humans
(Nutrition/Diet;
Movement)
Animals including
Humans
(Teeth, eating,
digestion; food chains,
predator-prey)
Animals including
Humans
Human growth and
development from
pregnancy
Animals including
Humans
Heart and circulation,
impact of diet, exercise,
drugs, lifestyle;
transport of nutrients
and water
Everyday Materials
(Identify objects and
their materials;
properties)
Animals including
Humans
(Life-cycles, survival
needs, nutrition, diet,
exercise, healthy lives)
Rocks
Compare and group on
basis of properties;
fossil formation; rock
cycle, soil formation.
States of Matter
Solids, liquids, gases;
physical changes and
temperature; water
cycle: evaporation/
condensation
Properties and changes
of Materials
Chemical change,
dissolving, mixing,
separating materials,
sieving, filtration,
evaporation
Evolution & Inheritance
Recognising change
over time; fossil
evidence; offspring
inherit characteristics,
adaptation.
Seasonal Changes
(Changes, weather
associated with four
seasons)
Uses of Everyday
Materials
(Identify, compare
suitability of use;
changes in materials)
Light
Light/dark; shadows;
reflections.
Sound
Vibrations; media, the
ear; patterns in sounds;
pitch; changing sounds;
Earth and Space
The Earth’s rotation and
orbit relative to Sun.
Day, night
Light
Light travels in straight
lines; how we see light
sources or reflected
light
Forces & Magnets
Movement on surfaces/
Friction; Magnets
Electricity
Construct simple
circuits; add
components, switches,
conductors, insulators
Forces
Gravity; air resistance,
water resistance,
friction; mechanisms;
levers, pulleys, gears.
Electricity
Changing brightness,
loudness of
components; use
conventional symbols
4. Sir Isaac Newton
1643 - 1727
A very famous scientist who spent many years
investigating forces. What he discovered has helped
us design and build many useful things.
10. Annotated diagrams
• Draw people on the earth in different countries.
• What does this tell you about children’s
understanding?
• Why is it important?
11. Children’s ideas
• Look at the following pictures and decide if
the children have an understanding of the
force that holds people on the world, or are
they extended or emerging in this area?
16. Misconceptions
• Forces get things moving they do not make them stop
• Objects stop moving when the force runs out.
• Objects have forces inside them that make them move
• Forces are involved in moving objects: they are not involved in
equilibriums
• If an object is moving the only force present is moving in the same
direction
• If there is no motion then there are no forces acting
• Only wind has force air doesn’t
• A feather drops to the ground slower than a brick when dropped
from a height because it is lighter
17. Weight as a force
• Weight = Mass x Gravity
• The weight of an object is defined as the product of
the mass x the acceleration due to gravity
• Since weight acts as a force, its unit is the Newton
(N).
• 1 kg on the surface of the Earth weighs 9.81 N,
because 1 kg × 9.81 m/s = 9.81 N.
In daily life on Earth we take 1 Newton (force) ≈
1/9.81 kg ≈ 0.102 kg ≈ 102 grams (weight).
19. Children at KS1 should be encouraged to be
curious and ask questions about what they notice.
They should be helped to develop their
understanding of scientific ideas by using different
types of scientific enquiry to answer their own
questions, including observing changes over a
period of time, noticing patterns, grouping and
classifying things, carrying out simple comparative
tests, and finding things out using secondary
sources of information (NC 2014)
23. Forces
Start things moving
Stop things moving
Make things change speed
Makes things change direction
Makes things change shape/size
24. Newton’s 1st Law of MotionDescribes what happens to the motion of an object when
there is no force acting on it
A body continues in a state of
rest or to move with a steady
velocity in a straight line if it is
not acted upon by forces.
26. Newton’s 2nd Law of motion
When a force acts on an object it produces an
acceleration which is proportional to the
magnitude of the force
Force = mass x acceleration
27. Newton’s 3rd Law of Motion
For every action there is an equal and opposite
reaction
Whenever an object A pushes on an
object B, B pushes on A with an equal
and opposite force.
28. Time to investigate
We can not see forces but we can observe their
effects.
• Try and identify the forces at work
• For each activity decide how you will record your
results and make a recording sheet which you
could use in school.
• Note any questions:
that you (or children might) have and try to answer
them
That could be used to promote thinking/learning
• Try as many activities as you can in 30 Mins
30. Attitudes Involved in Learning
Science
Curiosity Respect for
evidence
Willingness to
tolerate uncertainty
Creativity and
inventiveness
Open mindedness Critical reflection
Cooperation with
others
Sensitivity to living
and non-living
things
Perseverance
31. Investigating Magnets
Which magnet is the strongest?
Do magnets work through other materials?
Can you magnetise a needle?
Can you find magnetic North Pole?
35. Investigate Floating and Sinking
Compare the level of buoyancy of a table tennis ball
with a similar sized lump of plasticine, other objects –
can you explain your observations?
Make the plasticine float
How would you prove upthrust?
How could you demonstrate the effect of streamlining?
Can you make a paperclip float?
36. Using force meters compare the pulling force of
an object in air and in water-what is upthrust?
38. Investigating Gravity
Do light and heavy objects of similar size hit the
ground at the same time?
How can you make a piece of A4 paper drop to the
ground quickly, slowly, ‘medium’ speed?
40. Investigating Friction
Use the children’s shoes and newton meters to
investigate:
Which surface has the most grip?
Which is the has the least amount of grip?
43. Investigating Air Resistance-Plan and
design your own comparative test
Design, make and test two parachutes that will bring the
little bear safely to the ground.
Consider:
What makes the best parachute?
What factors could be changed?
What factor will you keep the same?
What evidence will you collect?
Which parachute was ‘best’ why? What evidence do you have?
44. Success Criteria
Can you identify x3 success criteria? One for each of
the following areas:
Concept
Working Scientifically
Attitude
Can you provide some open person centred questions
for each success criteria?
45. Identifying and controlling variables affecting the descent of
a parachute
Shape
of
canopy
Size of
canopy
Material
of canopy
Type of
strings
Length
of
strings
Weight
of load
48. Additional considerations:
How would you adapt the activities for different age
groups?
How could the activities be contextualised?
What process skills are being developed?
How could you assess learning?
What are the management and safety issues.
49. Timetofalltofloor
Size of parachute
The graph tells us that as the parachute gets bigger the time it takes to
fall gets ______________
This is because the amount of air resistance ______________ as the size
of the parachute increases.
50. Forces activities/quiz
With regards to the time taken to land on the floor,
what do you think will happen when I drop a canister
with playdough in and one without? Now compare
with paper.
If I push a car will it carry on forever, if not why not?
What will your mass be on the moon ?
What happens to the reading on a Newton metre when
an object is suspended in water?
What do forces do? ( 4 things)
57. Big ideas
of force
Magnets can pull things
made of iron and attract
or repel other magnets
without touching them.
Forces can push, pull or
twist objects, making
them change their shape
or motion
when a force is not equal it will
change an object’s motion, to
speed it up or slow it down
The greater the
mass of an object,
the longer it takes
to speed it up or
slow it down
An object which stays at rest
on the surface of the Earth
has one or more forces acting
on it counter balancing the
force of gravity.
Unsupported objects fall
downwards, they are being
pulled by the attraction of the
Earth.
Objects can have an
effect on other objects
even when they are not
in contact with them.
There is a gravitational
force between all
objects, which depends
on their mass and
distance apart.
A field is the region of
the object’s influence
around it, the strength
of the field decreasing
with distance from the
object.
59. Working with Big Ideas of Science
Education (Harlen, 2015, p21-22
2 Objects can affect other objects at a distance
• 7-11 Objects can have an effect on other objects even when they are
not in contact with them. For instance, light, both from close sources
such as light bulbs or flames and from the Sun and other stars very
long distances away, is seen because it affects the objects it reaches,
including our eyes. These sources give out light, which travels from
them in various directions and is detected when it reaches and enters
our eyes. Objects that are seen either give out or reflect light that
human eyes can detect. Sound comes from things that vibrate and can
be detected at a distance from the source because the air or other
material around is made to vibrate. Sounds are heard when the
vibrations in the air enter our ears. Other examples of objects
affecting other objects without touching them are the interactions
between magnets or electric charges and the effect of gravity that
makes things falls to the Earth.
60. Working with Big Ideas of Science
Education (Harlen, 2015, p21-22)
3 Changing the movement of an object requires a net force to be
acting on it
• 5-7 Forces can push, pull or twist objects, making them
change their motion or shape. Forces act in particular
directions. Equal forces acting in opposite directions in the
same line cancel each other and are described as being in
balance. The movement of objects is changed if the forces
acting on them are not in balance.
• 7-11 The speed of a moving object is a measure of how far
it would travel in a certain time. How quickly an object’s
motion is changed depends on the force acting and the
object’s mass. The greater the mass of an object, the longer
it takes to speed it up or slow it down, a property of mass
described as inertia.