Energy, Forces, and MotionEnergy, Forces, and MotionA Grades 3-5 SITE InitiativeA Grades 3-5 SITE Initiative

2009 North Carolina Professional 2009 North Carolina Professional Development InstituteDevelopment Institute

Author: Ms. Barbara Glover andAuthor: Ms. Barbara Glover andDr. Sue KeziosDr. Sue Kezios

Instructors:Instructors:Ms. Beth Brampton, New Hanover County Ms. Beth Brampton, New Hanover County

Schools Schools Dr. Dennis Kubasko, UNC WilmingtonDr. Dennis Kubasko, UNC Wilmington

AgendaAgenda• IntroductionsIntroductions• SITE 3-5 InitiativeSITE 3-5 Initiative• Instructional Strategy – Learning CycleInstructional Strategy – Learning Cycle• Domino RallyDomino Rally• ThumperThumper• Building our Roller CoasterBuilding our Roller Coaster• Content BackgroundContent Background• ConclusionConclusion

IntroductionsIntroductions• Karen Shafer – Director, Science and Karen Shafer – Director, Science and

Mathematics Education CenterMathematics Education Center• SITE: 3-5 Science is a five-day SITE: 3-5 Science is a five-day

institute that focuses on the two-institute that focuses on the two-three major science themes that run three major science themes that run through the through the NC Science Standard NC Science Standard Course of StudyCourse of Study for Grades 3-5.  for Grades 3-5. 

IntroductionsIntroductions•The Institute themes include: The Institute themes include:

– Rock CycleRock Cycle (soil properties, composition/uses of (soil properties, composition/uses of rocks & minerals, & landforms);rocks & minerals, & landforms);

– EcologyEcology (plant growth & adaptations, animal (plant growth & adaptations, animal behavior & adaptations, & interdependence of behavior & adaptations, & interdependence of plants & animals)plants & animals)

– Energy/Forces/MotionEnergy/Forces/Motion (light, heat, magnetism & (light, heat, magnetism & electricity, forces & motion)electricity, forces & motion)

– Weather & ClimateWeather & Climate (water & water cycle, clouds & (water & water cycle, clouds & climate, global climate change)climate, global climate change)

Organizing Topics Organizing Topics • In the early grades of science education it In the early grades of science education it

is imperative to provide an experiential is imperative to provide an experiential approach to energy, forces, and motion.approach to energy, forces, and motion.

• It is important to develop accompanying It is important to develop accompanying vocabulary as it becomes relevant to the vocabulary as it becomes relevant to the students through their experiences. students through their experiences.

• A more in-depth theoretical understanding A more in-depth theoretical understanding of energy, forces, and motion need not be of energy, forces, and motion need not be undertaken until middle school. undertaken until middle school.

Organizing Topics (cont)Organizing Topics (cont)

• The understanding of energy in early The understanding of energy in early grades is built upon experiences with grades is built upon experiences with light, heat, sound, electricity, light, heat, sound, electricity, magnetism, and the motion of magnetism, and the motion of objects. objects. – Each type of energy is viewed as a Each type of energy is viewed as a

separate form. separate form. – http://www.eia.doe.gov/kids/index.html

Instructional StrategyInstructional Strategy

• EngageEngage – The Domino Theory, – The Domino Theory, Thumper Activity Thumper Activity

• ExploreExplore – Energy Toys Learning Center – Energy Toys Learning Center• ExplainExplain – Cartoon – Cartoon• ElaborateElaborate – Motion Detectors – Motion Detectors • EvaluateEvaluate – Roller Coaster – Roller Coaster• Making ConnectionsMaking Connections

EngageEngage

• The two kinds of energy are stored The two kinds of energy are stored energy (energy (PotentialPotential) and moving ) and moving energy (energy (KineticKinetic).).

• The classic domino rally stores up The classic domino rally stores up energy or gains energy or gains potential energypotential energy as the dominos are set up. As they as the dominos are set up. As they fall they have moving or fall they have moving or kinetic kinetic energy.energy.

EngageEngage• Thumper Thumper is a ‘model’ for the magic trick is a ‘model’ for the magic trick

where a table cloth is pulled off the table where a table cloth is pulled off the table while leaving the dishes on the table. while leaving the dishes on the table. – If the table cloth is pulled off rapidly, the If the table cloth is pulled off rapidly, the

dishes remain in place (dishes remain in place (inertiainertia) because the ) because the force force (a push or pull) is not transferred from (a push or pull) is not transferred from the table cloth to the dishes. the table cloth to the dishes.

– If the table cloth is pulled out slowly, then If the table cloth is pulled out slowly, then frictionfriction will transfer the will transfer the forceforce to the dishes to the dishes and all will fall off the table.and all will fall off the table.

– http://www.videojug.com/film/how-to-pull-a-tablecloth-from-under-a-dinner-service

EngageEngage

• Place index card over the mouth of the Place index card over the mouth of the glass. glass.

• Position the clothespin on top of the Position the clothespin on top of the card so that is standing upright in the card so that is standing upright in the center. center.

• Quickly and forcefully thump the card Quickly and forcefully thump the card from under the clothespin.from under the clothespin.– From Thump!From Thump! Janice VanCleave’s 200 Gooey, Slippery, Slimy, Janice VanCleave’s 200 Gooey, Slippery, Slimy,

Weird, and Fun ExperimenWeird, and Fun Experiments. John Wiley & Sons, Inc. 1993ts. John Wiley & Sons, Inc. 1993

EvaluateEvaluate • Make a roller coaster that will have the Make a roller coaster that will have the

following elements: following elements: hillhill, , turnturn and and looploop. . • State a time limit, work in groups. State a time limit, work in groups. • The expectation is that you will:The expectation is that you will:

– explain the order of the elementsexplain the order of the elements, , – explain energy input and outputexplain energy input and output, , – explain problems encounteredexplain problems encountered, and , and – how well were expectations methow well were expectations met..

Evaluate – Web Evaluate – Web extensionsextensions

• Have your students build their own roller coaster!Have your students build their own roller coaster!– http://kids.discovery.com/games/rollercoasters/http://kids.discovery.com/games/rollercoasters/

buildacoaster.htmlbuildacoaster.html• Test the hills and loops and control some variablesTest the hills and loops and control some variables

– http://www.funderstanding.com/k12/coaster/http://www.funderstanding.com/k12/coaster/• How do roller coasters really work? Check here!How do roller coasters really work? Check here!

– http://science.howstuffworks.com/roller-coaster.htmhttp://science.howstuffworks.com/roller-coaster.htm• Roller Coaster animation – See the KE and PE Roller Coaster animation – See the KE and PE

applicationsapplications– http://www.physicsclassroom.com/mmedia/qt/energy/http://www.physicsclassroom.com/mmedia/qt/energy/

precoast.cfmprecoast.cfm• Design your own interactive roller coasterDesign your own interactive roller coaster

– http://www.learner.org/interactives/parkphysics/coaster/http://www.learner.org/interactives/parkphysics/coaster/

Making ConnectionsMaking Connections

• A real life connection would be A real life connection would be automobile accidents. Forces, motion automobile accidents. Forces, motion and energy transfer have very graphic and energy transfer have very graphic results. The type of car (mass), and results. The type of car (mass), and the speed of the vehicle will determine the speed of the vehicle will determine the forces applied. The condition of the the forces applied. The condition of the road, if it is icy, wet, sand, etc., would road, if it is icy, wet, sand, etc., would bring friction into the discussion. bring friction into the discussion.

Content BackgroundContent Background• Newton’s 1Newton’s 1stst Law Law or the or the Principal Principal

of Inertiaof Inertia: If an object is left alone, : If an object is left alone, not disturbed, it continues to move not disturbed, it continues to move with constant velocity in a straight with constant velocity in a straight line if it was originally moving or it line if it was originally moving or it continues to stand still if it was just continues to stand still if it was just standing still.standing still.

Content BackgroundContent Background• Newton’s 2Newton’s 2ndnd Law: Law: The more the force on The more the force on

an object, the more it accelerates (speeds an object, the more it accelerates (speeds up in the direction of the force i.e. increase up in the direction of the force i.e. increase velocity). But the more massive the object, velocity). But the more massive the object, the more force needed to accelerate it. the more force needed to accelerate it. This is often written as This is often written as

F = maF = ma• where F is force, m is mass and a is where F is force, m is mass and a is

acceleration.acceleration.

Energy, Forces, and MotionEnergy, Forces, and Motion

A Grades 3-5 SITE InitiativeA Grades 3-5 SITE Initiative

Author: Ms. Barbara Glover andAuthor: Ms. Barbara Glover andDr. Sue KeziosDr. Sue Kezios

Instructors:Instructors:Ms. Beth Brampton, New Hanover County Ms. Beth Brampton, New Hanover County

Schools Schools Dr. Dennis Kubasko, UNC WilmingtonDr. Dennis Kubasko, UNC Wilmington

E-mail: kubaskod@uncw.eduE-mail: kubaskod@uncw.edu