Next Generation Science Standards (NGSS) Performance ...bycesarah.weebly.com/uploads/2/5/9/5/25958022/sci_319.pdf · Next Generation Science Standards (NGSS) Performance Expectation

4th Grade Getting Energy From Here to There! Sarah Byce

Next Generation Science Standards (NGSS) Performance Expectation

4-PS3-2: Make observation to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric current

MI GLCEs

P.EN.M.4 – Energy Transfer

P.EN.06.42 - Illustrate how energy can be transferred while no energy is lost or gained in the

transfer.

S.IP.00.12 – Generate questions based on observations

S.IP.00.13 – Plan and conduct simple investigations

S.IA.00.12 – Share ideas about science through purposeful conversation

S.IA.00.13 – Communicate and present findings of observations

Learning Objectives

The student will: Explain the difference between an observation and an inference. Document observation related to the energy transfer through sound. Document observation related to the energy transfer through light. Document observation related to the energy transfer through heat. Document observation related to the energy transfer through electric current. Use evidence from the investigation to explain that energy is transferred from place to place

through sound. Use evidence from the investigation to explain that energy is transferred from place to place

through light. Use evidence from the investigation to explain that energy is transferred from place to place

through heat. Use evidence from the investigation to explain that energy is transferred from place to place

through electric current. Misconceptions

Sound: only passes through objects with holes (Wild)

Light: traveling distance depends on the time of day (Uzun)

Electric Current: no matter where the bulb and battery are connected a circuit will be made (Making

the connection)

Heat: room temperature materials feel like they are at different temperatures (Colburn)

All of these misconceptions are addressed in the explore portion of the lesson. Students will investigate the sound misconception when working with the can covered in a balloon and paper clips; there are no holes in any of these yet they still hear sounds. Students will consider the idea that the time of day does not impact light traveling distance, seeing as each group will be doing the experiment at different times of the hour. Each child will be able to move around the light bulb and battery within the circuit to see just how it doesn’t matter where they are located to make the circuit work. And finally students can inspect how although each item is at room temperature they feel differently based upon the material they are made of and the idea of conduction.


Materials* & Setup

Engage 1: Commit & Toss (FACT) Materials: paper (25) Setup: n/a

Engage 2: Observations vs. Inferences Materials: PowerPoint slides (*attached*) Setup: pull up the PowerPoint presentation on the computer and project it for all students to see

Engage 3: Can You Hear That? Materials: audio clips (hyperlink located below), easel paper (1 pad), marker (1) Setup: have the audio clips prepared before starting the lesson, place the easel paper at the

front of the room for all students to see Engage 4: Light Sources

Materials: Light Source photo and worksheet (*attached*) (25 worksheets), laser pointer (1), and baby powder (1 bottle)

Setup: pull up the photo on the computer and project it for all students to see Engage 5: Caution HOT, Don’t Touch! Materials: oven mitt Setup: n/a Engage 6: Shocking!

Materials: Van de Graaff generator, balloons (25), hair combs (25), tissue paper (10 sheets) Setup: be sure to have the correct plugs for the generator

Explore: Where is All the Energy From? Sound –

Materials: tin cans (25), balloons (25), paper clips (20), tuning fork (4), glass cup (5), water, wood plank (5), nails (10), rubber bands (10), ruler (5)

Setup: wood planks with two nails about 4 centimeters apart should be made prior to the lesson, all other materials should be set up at the stations (5 groups of 5 students)

Heat – Materials: spoons (wood (5), plastic (5), and metal (5)), mugs (Styrofoam (5), ceramic (5),

metal (5)), thermometer (5), and hot/boiling water. Setup: n/a

Light – Materials: poster board (5), flashlight (5), small object (1) Setup: cut the poster board into 8in x 8in size pieces before the lesson

Electric Current – Materials: wires (15), light bulb (10), switch (5), battery (5) Setup: n/a

Elaborate 1: Pitch Perfect Materials: video clip (hyperlink located below), miscellaneous craft supplies (pipe cleaners,

pomp oms, tissue paper, rice/beans, rubber bands, balloons, tin cans, etc.) Setup: have video clip up on the computer, ready to project

Elaborate 2: Dimming the Lights Materials: wires (15), light bulb (10), switch (5), battery (5), nails (10), wood piece (10), penny

(10), paper clip (10), ping pong ball (10), marble (10), and aluminum foil Setup: n/a


Elaborate 3: Exploring the Rainbow Materials: construction paper (black, red, green, blue, white) (1 of each color), ice cubes, heat

lamps (5) Setup: n/a

*based on a classroom of 25 students Safety

Engage 6: Shocking! Students need to be careful when touching the van de Graaff generator, they can/will be shocked

Explore: Where is All the Energy From? Sound –

Students should be cautious when tapping the top of the balloon, depending on how aggressive, the paper clips could go flying. With rubber bands, students should be careful not to accidentally shoot them across the room.

Heat – Students need to be watchful when touching the materials that have been in the boiling water, it will be very hot.

Electric Current – Students need to be careful to look for exposed wires so then don’t get shocked.

Elaborate 2: Dimming the Lights

Students need to be careful to look for exposed wires so then don’t get shocked. Elaborate 3: Exploring the Rainbow

Students should be aware the lamp will be hot, so not to touch it. Requisite Knowledge/Skills for Students (from previous NGSS)

For this lesson students should already know or be aware of: - the definition of energy - what it means for something to be “transferred” - sound, light, heat, and electric currents are a form of energy - writing good description of observations and conclusions

Engage

1. Commit and Toss (FACT) (Keeley) This will determine where the students understanding is about the transfer of energy. Each student will be given a blank sheet of paper. They will be asked to write down a statement answering the question, “What do you know, or what have you heard before, about energy transfer?” Once they have had time to think and record an answer, about three minutes, they will crumple up their papers, stand up and throw their papers nicely across the room in a random location all at the same time. After everyone has found another piece of paper that is not their own, each student will be asked to read out loud what the paper they are now holding says. While each student reads off their slip one at a time, it would be a good idea to record ideas/answers on the white board to create a discussion later.


2. Observations vs. Inferences *attached PowerPoint Presentation* (Padilla) Notes for each slide (also on the attached handout):

1. n/a 2. Simply ask students, “What do you see?” “What is happening?”

Potential answers: I see a parked car, there are four cars driving, the sign says “Get your kicks, Maplewood, 66”, the building says, “Fass”, etc…

If students are struggling ask them: Are there cars parked on the side of the street? (Yes) What color is the car with their door open? (Silver/Grey) Are there any pick-up trucks around? (No) What does that white and green sign say? (“Get your kicks, Maplewood, 66”) Do you see a speed limit sign? What does it say? (No) Are there any people in the picture? (Yes)

If at any point a student makes an inference, ask them, “How do you know that?” This should probe them to determine what they said was a guess.

3. Define the term observation Make sure students know what the five senses are, ask the class to name them

(seeing, hearing, tasting, touching, smelling) Ask students to make their own observations

4. Define the term inference Ask students to make their own inferences

5. n/a 6. Observations? (there is snow, most kids are wearing jackets, there is a snowman, etc)

Inferences? (the snow in the air is from that girl kicking it, the child on the left is going to make a snowball, etc)

Be sure to correct students if they are making inferences and not observations, just remind them of definitions or ask them, “How do they know?”

7. Observations? (there are footprints, dog, human, shoes; there is water; etc.) Inferences? (some one was waking a dog, there is more than one person and walking

in opposite directions, etc.)

3. Can You Hear That? (Bailey) To introduce the idea of sound, begin by playing audio clips for students to listen to: http://youtu.be/4pITgoOymTo?t=23s http://youtu.be/yKC3bQC8dek?t=20s Create a Know, Wonder, and Learned (KWL) chart with the entire class. Ask students what they know about how sound travels from the source to our ears. Some examples of answers are, “Jump”, “It just moves”, etc. Record all ideas in the Know column of the chart, resisting to correct ideas or direct them in any way. Then have students come up with questions to find out if these ideas are factual, which will be written in the Wonder column. Possibly add some questions that the students will cover in the lab such as, “Can sound travel in water?”, “Can sound travel through solids?”, or “Can we always see things vibrate when we hear something?”

4. Light Sources Begin by showing the students a photo (http://www.illustratedmaps.com/images/Cutaway-house-cross-section.jpg)

http://youtu.be/4pITgoOymTo?t=23s

http://youtu.be/yKC3bQC8dek?t=20s


of potential light sources in a household. Ask them to write down everything they see in the photo that creates light on their worksheet. Then pose the question, “What blocks light and what lets it through?” For a fun extra, have students watch what happens when baby powder is sprinkled over top of a laser pointer. It should show them light really does travel in a straight line.

5. Caution Hot, Don’t Touch! Simply talk about oven mitts. Show students what an oven mitt looks like and have students think about what they are used for and why they are necessary. Some of them may say oven mitts are used to protect your hands from the hot pan. This can lead to a discussion about why some things feel hot and cold in our hands.

6. Shocking! When talking about electricity and electric currents it can be fun to play around with the

Van de Graaff generator. Students can explore with static electricity. As a class have

students make a chain by holding hands and then see how the charge travels through all

of them.

Explore

Where is All the Energy From? Students will be asked to form groups of five. They will then, with their groups, investigate the four different energy transfers previously discussed: sound, light, heat and electric current. Each student will have their own worksheet booklet to record observations and conclusions (*attached*), directions for each station are on the worksheet.

Explain

http://www.eschooltoday.com/energy/kinds-of-energy/all-about-energy.html 1. Sound (Bailey)

Once students have completed all of their stations, come together as a class to discuss their findings. Take a moment to determine if some of their Wonder questions from the KWL chart, were answered in the lab. Accurate facts should be written in the Learned column of the KWL chart that was started at the beginning of the lesson. It is also important at this time to explicitly define words such as sound, vibration, medium, and waves. Sound: energy traveling away from a vibrating object Vibration: to move rapidly back and forth Medium: a material (solid, liquid, or gas) through which a wave travels Waves: a transfer of energy as it travels away from the energy source

2. Energy Dictionary

Heat, electric currents, and light will all be defined by the class based on their observations and inferences from the lab stations. These definitions will be written in their Science Journal (*attached*). An example of good definitions could be as follows:

Heat (thermal energy): a form of energy associated with the motion of atoms or molecules and capable of being transmitted through solid and fluid media by conduction, through fluid media by convection, and through empty space by

http://www.eschooltoday.com/energy/kinds-of-energy/all-about-energy.html


radiation; or the transfer of energy from one body to another as a result of a difference in temperature or a change in phase (heat).

Electric Current: the movement of electrically charged particles, atoms, or ions, through solids, liquids, gases or free space (electric current).

Light: electromagnetic radiation that has a wavelength in the range from about 4,000 (violet) to about 7,700 (red) angstroms and maybe perceived by the normal unaided eye; electromagnetic radiation of any wavelength (light).

Elaborate

1. Pitch Perfect (Bailey) Students create their own musical instruments. They will be given craft materials to produce an instrument using what they learned at their lab station; for example sound is produced by the vibration of longitudinal waves. Video: fireworks – incorporate sound and light, what do you see first? (light) What does this tell you about the quickness of light waves vs. sound waves? (light travels faster than sound)

2. Electricity

What causes the light in the circuit to be brighter and dimmer? Using various materials

intermixed with the circuit such as nails, wood, pennies, paperclips, ping pong balls,

marbles, and aluminum foil.

3. Light Using different colored paper, students will investigate the idea of absorption from light. They will place ice cubs underneath different colored paper (black, red, green, blue, and white) then under a heat lamp and see which melts faster. They can then use this information when thinking about what color of clothes to wear in each season.

Evaluate

Objective Instructional Activity Assessment

Explain the difference between an observation and an inference.

Engage 2: Observations vs. Inferences

Classroom discussion; furthering the knowledge in their lab stations

Document observation related to the energy transfer through sound.

Explore: Where is All the Energy From?

Classroom discussion when forming definitions; worksheet for lab stations

Document observation related to the energy transfer through light.



Document observation related to the energy transfer through heat.



Document observation related to the energy transfer through electric current.




Use evidence from the investigation to explain that energy is transferred from place to place through sound.



Use evidence from the investigation to explain that energy is transferred from place to place through light.



Use evidence from the investigation to explain that energy is transferred from place to place through heat.



Use evidence from the investigation to explain that energy is transferred from place to place through electric current.



Evaluation Materials*

*attached after References Scientific Background

Wave: A wave is a disturbance that travels through a medium. A medium is a physical substance or material that is able to transport or carry a wave. Examples are the air in a room and the water in the ocean. The medium is at rest or equilibrium when all the particles are evenly spaced. To start a wave, the first particle is displaced from its equilibrium. This displacement can be up, down, or sideways. This creates a disturbance. The first particle returns to equilibrium and the movement or disturbance travels throughout the medium. A single movement traveling through a medium is called a pulse (Henderson).

Types of waves: Based on the way the particles move, waves can be classified into three major categories. In a transverse wave the particles move perpendicular to the motion of the wave. For example, if the wave is moving left to right the particles will be moving up and down. Light waves are transverse. In a longitudinal wave the particles move parallel to the direction of the wave movement. For example, if the wave is moving left to right the particles will also be moving left to right. Sound waves are longitudinal. In a surface wave the particles on the surface move in a circular


motion. Waves in water are surface waves. Electromagnetic waves are started by a charged particle. These waves are able to travel through a vacuum (such as outer space) and include all light waves. Mechanical waves require a medium to travel and therefore cannot travel through a vacuum. Sound waves are an example (Henderson).

Wave Anatomy: A crest is the highest point that the particles will reach during the motion of the wave. Points A, E, and H on the diagram show the crests of the wave. A trough is the lowest point that the particles will reach during the motion of the wave. Points C and J are troughs. A wavelength is one complete wave cycle. A wavelength can be from one crest to another crest or from one trough to another trough. On the diagram this would be from A to E or E to H. For electromagnetic waves, the wavelength determines what specific type of wave it is (infrared, visible, or ultraviolet). For visible waves, the wavelength determines what color we perceive. The amplitude of a wave is the maximum amount of distance that a particle moves from the rest position. This can be from crest to crest or from crest to trough. Rest is when there is no wave moving through the medium and is shown by the dotted line. Amplitude is labeled on the diagram (Henderson).

Movement: A wave transports energy, it does not transport matter. This means that the particles of the medium return in their original position. After they move the short distance up, down, or sideways, they return to their original starting position. While moving, their kinetic energy is transferred to the particles they collide with. In this way, the energy applied at the beginning of the wave is transferred throughout while the particles ultimately stay in the same position (Henderson).

Wave history: In the 17th century, there were two major theories to explain light. Isaac Newton’s theory was called the “corpuscular theory of light.” He believed that light was a stream of particles shot out from a source. He thought that light could not be a wave because it could not travel through a solid medium. This was the widely accepted view at the time. Christiaan Huygens however proposed that light was a type of longitudinal wave that moved through something he called aether. His theory was not widely supported. A third theory, developed by Max Planck in 1900 combines both of theories to account for light behaving as a wave and as a particle (Gibbs 2013). It was Planck’s work that determined the formula, E=Nhf, energy (E) is equal to the product of integer (N), Planck’s constant (h), and frequency (f); this formula explained the heating process of a black surface, one that absorbs all light frequencies (Rosenberg). It also shed light on the fact that energy, transmitted in waves, is emitted in small light packets, known as quanta (Rosenberg).

Energy: Energy is defined as the capacity for work or vigorous activity. There are two different types of energy, kinetic and potential. Kinetic energy occurs while the object or system is in motion, whereas potential energy is the built up energy an object has before movement.


There are many forms of kinetic energy. Radiation, or light, is a form of energy that can be emitted from the sun, x-rays, or radio waves. Light energy, in the form of photons, can be transmitted, passing through an object; reflected, bouncing off an object; or absorbed, entering the material but not pass through (Summary).

The vibration of atoms creates thermal or heat energy. This heat energy can be transferred in three ways: conduction, convection, and radiation. Conduction is when the heat moves from a warmer substance to a colder, such as touching a hot metal with your hand (Summary). Conduction occurs when particles from a hotter substance travel to the cooler end. The idea that hot air rises is an example of convection. Convection occurs because cooler air is more dense, thus lays lower to the ground than hot air does. And radiation includes light as well but can be best described as energy coming from the sun (Summary). This form of heat transfer is due to the emission of electromagnetic waves from the heat source; and it does not need any medium for it to travel (Mechanisms of Heat Loss or Transfer).

Sound energy is produced when a force acts upon a substance causing it to vibrate, producing longitudinal waves. And finally, electrical energy is produced when charged particles, electrons, move from place to place, such as lightening or through wires. Electrical generating plants take most of these energies and transfer them into electrical current. For example, “power plants can convert chemical energy, in the form of fuels, into thermal energy, which then produces steam; this steam is converted to chemical energy to move turbines, thus producing electricity” (Electrical Energy).

Energy History: Resources: The U.S. Energy Information Administration & AE Kids: Energy Inventors Benjamin Franklin - discovered positive and negative charges; lead to electricity in the “kite to key” experiment.


Michael Faraday - discovered electromagnetic induction, meaning passing a magnet through looped wire would result in the wire becoming electrified.

Thomas Edison - discovered electric waves in space, resulting in the creation of radios, televisions, etc.

Nikola Tesla - discovered alternating current electricity and hydroelectric power; his device generated electric current in a piece of iron which was spinning between two electrified coils of wire.

John Dalton - investigated how elements behave, resulting in the atomic model theory

All of these scientist had an influence on our knowledge of energy. The mentioned scientists mostly influenced the idea of electric current, but these in turn lead to others as well.

References

4-PS3-2 Energy. Next Generation Science Standards. Retrieved October 15, 2014, from http://www.nextgenscience.org/4-ps3-2-energy

4-PS4-1 Waves and Their Applications in Technologies for Information Transfer. Next Generation Science Standards. Retrieved October 5, 2014, from http://www.nextgenscience.org/4-ps4-1-waves-and-their-applications- technologies-information-transfer

Adapted from: Padilla, D., Johnson, D., Marconi, E. Observations vs. Inferences [PDF document]. Retrieved from http://mrdispenza.com/yahoo_site_admin/assets/docs/observation.308111416.pdf

http://s.hswstatic.com/gif/energy-timeline-649x3040.jpg


AE Kids : Energy Inventors. (n.d.). Retrieved November 24, 2014, from http://www.alliantenergykids.com/EnergyBasics/EnergyInventors/

Bailey, J., & Coulson, T. (2001). The Phenomenon of Sound: Waves. In Discovery Education. Retrieved November 9, 2014, from http://www.discoveryeducation.com/teachers/free-lesson-plans/the-phenomenon-of-sound-waves.cfm#top

Colburn, A. (2009). Understanding Heat and Temperature. Science Teacher, 76(1), 10. Retrieved October

12, 2014, from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=23e8ae49-6033-481c-b324-d25ffc29984a%40sessionmgr4004&vid=33&hid=4206

Electric current. (n.d.) Webster's Revised Unabridged Dictionary. (1913). Retrieved November 23 2014

from http://www.thefreedictionary.com/electric+current

Electrical Energy. (n.d.). Retrieved November 24, 2014, from http://www.energyeducation.tx.gov/energy/section_1/topics/forms_of_energy/electrical_energy.htm

Gibbs, K. (2013). Theories of light. School Physics. Retrieved October 15, 2014, from http://www.schoolphysics.co.uk/age16- 19/Wave%20properties/Wave%20properties/text/Theories_of_light/index.html Heat. (n.d.) The American Heritage® Science Dictionary. (2005). Retrieved November 23 2014

from http://www.thefreedictionary.com/heat

Henderson, T. What is a wave? The Physics Classroom. Retrieved October 5, 2014, from http://www.physicsclassroom.com/class/waves/Lesson-1/What-is-a-Wave Keeley, P. (2008). Science: Formative Assessment - 75 Practical Strategies for Linking Assessment,

Instruction and Learning (pp. 65-67). Thousand Oaks, CA: Corwin Press. Light. (n.d.) The American Heritage® Science Dictionary. (2005). Retrieved November 23 2014

from http://www.thefreedictionary.com/light

Making the connection: Addressing students' misconceptions of circuits. (2007). Science Scope, 31(3), 10-14. Retrieved October 12, 2014, from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=23e8ae49-6033-481c-b324-d25ffc29984a%40sessionmgr4004&vid=5&hid=4206

Mechanisms of Heat Loss or Transfer | EGEE 102: Energy Conservation and Environmental Protection. (2014, January 1). Retrieved November 24, 2014, from https://www.e-education.psu.edu/egee102/node/2053

Rosenberg, J. (n.d.). 1900 - Max Planck Formulates Quantum Theory. Retrieved November 23, 2014, from http://history1900s.about.com/od/1900s/qt/quantumtheory.htm

http://www.thefreedictionary.com/electric+current

http://www.thefreedictionary.com/heat

http://www.thefreedictionary.com/light


“Summary of NMSEA Solar Energy Curricula/Projects.” Curriculum/Project Summary. N.p., n.d. Web. Retrieved November 17, 2014, from http://www.nmsea.org/Curriculum/Primer/how_is_energy_transferred.htm

The U.S. Energy Information Administration. (1998). History of Energy - Famous People. In Energy Kids: U.S. Energy Information Administration. Retrieved October 15, 2014, from http://www.eia.gov/kids/energy.cfm?page=pioneers

The U.S. Energy Information Administration. (1998). What is Energy?. In Energy Kids: U.S. Energy

Information Administration. Retrieved October 15, 2014, from http://www.eia.gov/kids/energy.cfm?page=1

Thermal Energy Transfer: Conduction, Convection, Radiation. (n.d.). Retrieved November 23, 2014, from http://schoolworkhelper.net/thermal-energy-transfer-conduction-convection-radiation/

Uzun, S., Alev, N., & Karal, I. (2013). A cross-age study of an understanding of light and sight concepts in physics. Science Education International, 24(2), 129-149. Retrieved October 12, 2014, from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=23e8ae49-6033-481c-b324-d25ffc29984a%40sessionmgr4004&vid=41&hid=4206

Wild, T. A., Hilson, M. P., & Hobson, S. M. (2013). The Conceptual Understanding of Sound by Students

with Visual Impairments. Journal Of Visual Impairment & Blindness, 107(2), 107-116. Retrieved October 12, 2014, from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=23e8ae49-6033-481c-b324-d25ffc29984a%40sessionmgr4004&vid=37&hid=4206


Engage 2: Observation vs. Inference


Engage 4: Light Sources


Name: _____Engage 4: Light Sources____________ Date: ____________

Things that Give us LIGHT…

Use the pictures provided to make a list of things that give us light and things that make sound. When you have found everything possible from the pictures, try to think of some on your own. Compare your

list to a friends, if they have something you do not, add it to your list.

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

6. _____________________________________________________________________

7. _____________________________________________________________________

8. _____________________________________________________________________

9. _____________________________________________________________________

10. _____________________________________________________________________

11. _____________________________________________________________________

12. _____________________________________________________________________

13. _____________________________________________________________________

14. _____________________________________________________________________

15. _____________________________________________________________________

16. _____________________________________________________________________

17. _____________________________________________________________________

18. _____________________________________________________________________


Name: ______Explore______________________ Date: _________

Where is all the energy from? Directions: In the following table, there are directions for each station and some questions.

Station #1 – Sound

You will draw a picture of your observations and answer a couple questions at each sound station.

Drumming Place two or three paper clips on top of the drum; begin to tap lightly and then harder.

Picture: What do you see?

What do you hear?

Where is the energy starting? Ending?

Speaking Gently place your hand on the side of your neck and say “ahh” softly and loudly.

Picture: What do you feel when you say “ahh”?

What do you hear?



Tuning Fork Gently strike the tuning fork on the edge of the table and then place it in the cup of water.


What do you hear?


Rubber Bands Wrap the rubber band around the two nails. Gently pluck the rubber band.


What do you hear?


Rulers Carefully, hold one end of the ruler firmly on the table. Snap the other side that is hanging off the table.


What do you hear?



Station #2 – Light

Place the small object in the middle of the desk. Place a flashlight on its side on the desk. Point the

flashlight in the direction of the object. Have a group member stand a sheet of poster board on the desk,

the poster board should be between the flashlight and the object. Turn on the flashlight. Record

observations. Then have a group member slide the paper across the desk until the light shines on the

object. Records observations, and the positions of the object, flashlight and paper.

Observation Conclusion

No light on

the object

Light on the

object

What path does light seem to travel in?

What evidence do you have of this?

Station #3 – Heat

First touch the three spoons in front of you and write your observations in the table. Raise your hand for

me to come over and fill the cups with the hot water. Wait one minute then gently touch each spoon.

Again record your observations. Repeat the same steps with the mugs as well. Once you are finished

answer the questions.

Spoons:

Wood Plastic Metal

Dry

After One Minute


Mugs with hot water:

Styrofoam Ceramic Metal

Dry

After 30 seconds

After 60 seconds

After 90 seconds

After 120 seconds

What conclusions can you make based on your observations?

Station #4 – Electric Current

First try to create a circuit with the materials provided. Draw a picture of your complete circuit.

Were you able to create a circuit on the first try?

What worked? What did not work?

Directions: Now experiment with additional materials and record if they will make the light

brighter or dimmer.

Prediction Observation Inference

Nail

Wood

Penny

Paper clip

Ping pong ball

Marble

Aluminum foil


Science Journal

Definitions

Sound Light Heat Electric Current

WHAT DO YOU SEE?VS.

WHAT IS HAPPENING?

1

LET’S LOOK AT THIS PICTURE…

2

OBSERVATIONS

• Using one or more of the five senses to gather information

• Recording of facts

• Example:

• The walls are white.

3

INFERENCES

• Making guesses, based on prior knowledge and experience

• Based on observations, or facts already determined.

• Example:

• When you entered the classroom, you probably inferred the person at the front of the room was your teacher.

4

WHAT IS THE DIFFERENCE?

• Scientist record OBSERVATIONS during experiments

• INFERENCES help make conclusions

Let’s do it again…

5

6

7

Documents

Next Generation Science Standards (NGSS) Performance ...bycesarah.weebly.com/uploads/2/5/9/5/25958022/sci_319.pdf · Next Generation Science Standards (NGSS) Performance Expectation