Gradesss8-Lesson29-CREATING CRATERS.pptx

science evolution

1. Lesson 29: CREATING CRATERS Region XII

2. Short Overview

3. Question 1: Q1. What is a crater? A crater is a circular bowl-shaped depression in the ground; or on the surface of an astronomical body such as planet or moon. It usually has a circular rim due to soil or rocks being forces outwards from the depression.

4. Question 2: Q2. What can form craters and where can they be seen?

5. Question 2: 2. Craters can be formed from: - Volcanic rock being forced out from the neck of a volcano - the impact of a meteorite or other celestial body on the surface of a planet or a moon - an explosion in or on the ground.

6. Question 3: 3. How can models help with understanding and explaining the natural world?

7. Question 3: Models allow scientists and learners to understand things that are too big or too far away to see. Scale models allow detailed accurate measurements that simulate real-life situations. They can be developed to help understand things that are invisible or abstract (ideas that people have in their minds that explain how things work).

8. Lesson Purpose and Intention

9. Explain to the students that this lesson is about reinforcing that model can be used to predict the effects of natural phenomena in order to better understand the natural world, and make predictions based on experimental evidence Lesson Purpose and Intention

10. Lesson Language Practice

11. Experiments / Experimentation Impacts Models / Modelling Variables

12. Lesson Activity

13. Component 4A: Modelling the impact of masses in forming craters

14. Component 4A: Can we predict the effect of a force?

15. Component 4B: Q1. What was the size and weight of the largest stainless-steel balls used in the experiment? The largest stainless-steel ball was 3.0 centimeters in diameter and weighed 110.0 grams

16. Component 4B: Q2. What are the factors (variables) that the student should consider and be able to measure accurately if this experiment is to be valid?

17. Component 4B: Q2. - The size and shape of the stainless-steel balls; - The weight (mass) of the stainless-steel balls; - The height of dropping of the stainless-steel balls; - The level of the fine dry clay powder; - The force acting on the stainless-steel balls – here it is Gravitational force – providing an acceleration of approximately 9.8 m/s/s.

18. Component 4B: Q3. How could the investigation be improved?

19. Component 4B: Q3. 1. It would be a more valid investigation if the student could drop objects that are the same size but different weights (masses); in the experiment, as shown, there are two variables being tested at the same time (the size of the stainless-steel are different AND the weights are different – a valid scientific investigation would test one variable (factor) at a time – so the objects should be all the same size but with different densities, OR all the same weight but with different sizes. 2. Also, the student should conduct the experiment with at least three trials to see if the results are reliable . Only one trial is shown in the data table.

20. Component 4C: Q1. What impact did Ball 2 have on the fine dry clay powder? It went into the fine dry clay powder to a depth of 1.0 cm; It caused a crater of fine dry clay powder that was 1.3 cm high; It formed a crater that was 6.6 cm in diameter.

21. Component 4C: Q2. What were the similarities and differences in the three craters formed in the fine dry clay powder?

22. Component 4C: S IMILARITIES : All three craters appeared to be the same general shape. The bases of all three craters are deeper than the original level surface of the fine dry clay powder. DIFFERENCES : The three craters are different sizes. The base of the three craters is at different depths from the original level surface of the fine dry clay powder.

23. Component 4C: Q3. What can the student conclude from the experiment?

24. Component 4C: Q3. The student can conclude that bigger craters are produced by bigger and heavier objects. There might need to be some modifications, but the experience could potentially conclude that there is a direct proportional relationship between the force applied and the mass (size and weight) of the objects.

25. Lesson Conclusion

26. Question 1: Q1. Has this lesson helped you to better understand about using models in science? In what ways?

27. Question 2: Were you able to visualize craters being formed by space objects colliding with planets and moons ?

28. REMINDER: Collect student workbooks after each lesson to review and analyze student’s learning