Details
| Type of Product: |
Science Object |
| Average Rating: |
based on 1 review |
| Publication Title: |
Energy |
| Publication Date: |
11/1/2006 |
| Grade Level: |
Elementary School, Middle School, High School |
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Description
Science Objects are two hour on-line interactive inquiry-based content modules that help teachers better understand the science content they teach. This Science Object is the second of four Science Objects in the Energy SciPack. It provides a conceptual and real-world understanding of how energy is transferred, from object to object and from one form of energy to another. Although the various forms of energy appear different, each can be measured in a closed system. This makes it possible to keep track of how much of one form of energy is converted into another form. Most of what goes on in the universe—from exploding stars and biological growth to the operation of machines and the motion of people—involves some form of energy being transformed into another form. The law of conservation of energy states that whenever the amount of energy in one place (or form) decreases, the amount of energy in other places (or forms) increases by the same amount.
Ideas For Use
Science Objects are two hour learning experiences teachers can use to enhance their understanding of a particular scientific concept. Teachers can access any topic “on demand” from the Internet. Topics are based on the science literacy goals in the national standards (NSES, Science for All Americans, Benchmarks, and the Atlas of Scientific Literacy) and tied to state standards.
Each Science Object provides an understanding of the science content by providing a structured set of learning experiences through simulations and practice assessments. Science Objects challenge teachers to explore and explain real world phenomena and are founded on the principle that learners must be challenged with a problem, observation, data, etc., in order to develop scientific understanding. Science Objects utilize the five phases of inquiry-based learning: Engage, Explore, Explain, Elaborate, and Evaluate.
Learning Outcomes:
Energy: Energy Transformations
- 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.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Conservation of energy
Energy transformation
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| Intended User Role: | Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Inquiry learning, Learning theory, Professional development, Teacher content knowledge, Teaching strategies |
Technical
| Resource Format: | application/x-shockwave-flash, audio/mp3, image/gif, image/jpeg, text/html, video/quicktime |
| Installation Remarks: | Run the Science Objects System Check to ensure that your system is capable of viewing the simulations: http://ecommerce2.nsta.org/system_check/ |
| Requirements: | Requires Macromedia Flash Player and Apple Quicktime Player |
National Standards Correlation
This resource has 7 correlations with the National Standards.
[HIDE CORRELATIONS]
- Physical Science
- Conservation of energy and increase in disorder
- The total energy of the universe is constant. (9-12)
- Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. (9-12)
- As energy transfers occur, the matter involved becomes steadily less ordered. (9-12)
- All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves. (9-12)
- Process Standards for Professional Development
- Research-Based
- Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Learning
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
State Standards Correlation
Use the form below to view which of your state standards this resource addresses.
Customer Reviews
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Very Good |
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Reviewed by: Liz M (Interlaken, NY) on August 8, 2009 |
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As an elementary teacher, most of us have reading or math certs, so this is very helpful. Useful ideas for the classroom too. |