Product Detail: SciPack

Description

SciPacks are 10 hour online learning experiences teachers can use to enhance their understanding of a particular scientific concept. Teachers access topics “on demand” from the Internet. Topics are based on science literacy goals in the national standards and tied to state standards. Pedagogical Implications also address student misconceptions. Expert content help is available via email as well as a final assessment to demonstrate understanding of the SciPack content.

The Energy SciPack explores the many forms of energy and the concept that energy can change from one form to another. The focus is on Standards and Benchmarks related to energy, energy transfer, and the conservation of energy. Work and simple machines are used throughout the SciPack to explain energy transformations.

Ideas For Use

SciPacks are ten hour discrete learning experiences teachers can use to enhance their understanding of a particular scientific concept. Each SciPack contains a collection of three to five free Science Objects, which provide an understanding of the science content that supports curricula requirements by providing a structured set of learning experiences through simulations and practice assessments. Science Objects challenge teachers to explore and explain real world phenomena. Science Objects are founded on the principle that learners must be challenged with a problem, observation, data, etc., in order to develop scientific understanding. Science Objects present problems, phenomena, demonstrations, and simulations utilizing inquiry-based learning.

In addition to comprehensive inquiry-based learning materials tied to Science Education Standards and Benchmarks, the SciPack includes the following additional components:

• Pedagogical Implications section addressing common misconceptions, teaching resources and strand maps linking grade band appropriate content to standards.
• Access to one-on-one support via e-mail to content “Wizards”.
• Final Assessment which can be used to certify mastery of the concepts.

Learning Outcomes:

• Recognize that energy can be associated with non-living objects.
• Reject the notion that energy is some physical entity or casual agent.
• Recognize some common forms of energy, such as chemical, thermal, etc.
• Classify different forms of energy as being either kinetic or potential energy (or both).

• Recognize that there are ways to measure the amount of different kinds of energy that allow us to track how much of one form is changed into another.
• Recognize that energy is conserved, meaning it is not “used up” and does not appear out of nowhere.
• Give examples of transformation of energy, including recognizing the forms of energy involved.
• Construct an argument against an example that claims to be a perpetual motion machine.

• Distinguish between thermal energy and heat.
• Explain thermal energy as the random motion of particles.
• Cite examples of thermal energy being transferred and explain it as conduction, radiation, or convection.

• Explain why an energy transformation always appears to be less than 100% efficient.
• Explain the apparent “loss” of energy in a transformation.
• Relate the “spreading out” of thermal energy to the decrease in the usefulness of energy.

Additional Info

Technical