HMHScienceDimensions_ModI_U1_L3.Harcourt Presentation

HMHScienceDimensions_ModI_U1_L3.pptx

1. Teaching Notes: Unit & Lesson Slides The content, vocabulary, videos and activities shown on the following slides come directly from your student and teacher text. PDFs are referenced on slides and can be downloaded by teachers and students online at Ed: Your Friend in Learning (Ed: YFIL) All slide content is editable, as you may add, remove or edit content to meet your individual classroom needs. Many slides include notes such as: the Performance Expectations, Anchor Phenomenon, lesson objectives, building on prior knowledge, lab notes. It is recommended that students utilize an evidence notebook as they ask questions, collect evidence and data throughout the lessons. This will help them with sense-making of the Anchor Phenomenon. Look for the notebook icon on the first and last slide of each lesson as a reminder. Support for Evidence Notebooks can be found in the front of your Teacher Edition, and prompts will be shown in the student text throughout each lesson. 1 Teaching Notes

2. Teaching Notes: Using Unit & Lesson Slides It is recommended you play/present slides when using for instruction. Note: Some videos may not play with Google Slides. All videos can be found in the Student & Teacher eBooks Slides that contain animations will have content that is initially hidden and revealed with click in play/presenter view. You can see all slide content in normal view. To manage animations: Open in PowerPoint Click Animations Click Animation Pane Click the X to remove 2 Teaching Notes

3. Teaching Suggestions: In-Person, Remote or Hybrid This editable, flexible resource can be used in a growing number of ways to meet your needs while supporting remote, hybrid or in-person teaching and learning for all: In-person instructional and learning tool for teachers and students Digital or remote presentation tool for online or virtual meetings Easy-to-follow for parent-led instruction or substitute teachers Flipped model instructional support for student distance learning Student collaboration or alternative to collecting student responses 3 Teaching Notes

4. Module I Unit 1: Energy Lesson 3: Engineer It: Transforming Potential Energy

5. 5 ELD Language Support Lesson Vocabulary field — any region in which a physical force has an effect ELL/ELD Strategy Differentiate Meanings Describe what comes to mind when you hear the word field . Remember that many words have multiple meanings in English. Pay attention to descriptions of fields as you complete the lesson and use them to define a field in your own words. Mod I Unit 1 Lesson 3

6. 6 Can You Explain It? Why do these two balls bounce differently? This time-lapse photo shows the paths of two bouncing balls. Other than color, the balls are identical. The two balls begin at rest at different heights. Then they fall to the ground. Notice that the balls do not bounce in quite the same way. Mod I Unit 1 Lesson 3

7. Potential energy is the energy an object has because of its position, condition, or chemical composition. It is stored energy, and it can be transformed into kinetic energy to do work. People store energy in many different ways to use for a variety of tasks. Some tasks, such as riding in a car, meet needs. Some tasks are only for entertainment, such as playing with a pogo stick. 7 Analyzing Potential Energy Mod I Unit 1 Lesson 3

8. When the person steps on the pogo stick, the spring is compressed. Energy is stored in the spring. The person then jumps up by pushing down on the foot pegs. This causes the spring to compress even more, storing more energy. The spring then rebounds transforming the stored potential in the spring to kinetic energy and the person moves upward. When the person reaches maximum height, the person stops momentarily. At this point the person has all stored potential energy. 8 Energy in a System Mod I Unit 1 Lesson 3

9. As the person begins to fall, the stored gravitational potential is being converted to kinetic energy. The downward pointing rod touches the ground and begins to compress the spring. The kinetic energy of falling is converted back into elastic potential energy. The spring then rebounds transferring the stored potential in the spring to kinetic energy and the person moves upward again. The whole process repeats. 9 Energy in a System Mod I Unit 1 Lesson 3

10. 10 Fie lds and Potential Energy A field is any region in which a noncontact force has an effect on objects in the field. Any object with mass will be surrounded by a gravitational field. Another object in that field that has mass will be acted on by a gravitational force Since gravity always attracts, moving massive objects further apart will increase their potential energy. Mod I Unit 1 Lesson 3

11. 11 Fie lds and Potential Energy Different objects can have different potential energies depending on where they are in the field. Magnets are surrounded by magnetic fields. An iron object in the field will be acted on by a magnetic force. Magnetic fields act in a different manner, from gravitational fields Depending on whether two objects attract or repel each other, they may gain or lose potential energy as they move apart. Mod I Unit 1 Lesson 3

12. 12 Elastic Potential Energy Unlike magnetic and gravitational potential energy, elastic, chemical, and other forms of stored energy do not depend on a field. Instead they depend on the state of matter. A rubber band may be stretched, a spring compressed or wound up, and archer’s bow may be bent. All are ways of storing energy. Work must still be done or energy added to the system. It takes work to wind up the spring in this toy. Mod I Unit 1 Lesson 3

13. 13 Chemical Potential Energy Many toys are powered by the chemical potential energy in batteries. This energy is transformed into electrical energy that may then be transformed into light or sound. Sometimes, the electrical energy is used to power a motor. Within the motor, the flowing electrical energy interacts with magnets to make parts of the motor turn. Mod I Unit 1 Lesson 3

14. 14 Chemical Potential Energy Describe how energy is related to the height a ball reaches when it bounces. Record your evidence. Mod I Unit 1 Lesson 3

15. 15 The Design Process The engineering design process can be used to solve many problems. It is an iterative process, which means its steps are repeated as needed to find the best possible solution to a problem. The best solution will be the one that best meets the unique criteria for the problem while staying within the constraints, or limitations. Mod I Unit 1 Lesson 3

16. 16 HANDS-ON LAB Designing a Toy to Teach Potential Energy Design a toy that will introduce children aged 8–10 years to potential energy. The device should demonstrate different forms and amounts of potential energy. See the Student eBook for a downloadable worksheet or pages 50-51 for ideas to help you get started. Mod I Unit 1 Lesson 3

17. 17 Use Science to Make Design Decisions. As you design a solution to a problem, you make many decisions. It is important to use scientific practices to help make these decisions. Basing your decisions on science, rather than on random guessing, will lead to a satisfactory solution more quickly because your decisions will be more likely to have the desired effect. Mod I Unit 1 Lesson 3

18. 18 Use Science to Make Design Decisions Evaluate and Optimize a Solution You must test the solution and evaluate whether or not it meets your design criteria, given your constraints. Some criteria may be more challenging to measure. You must develop a method to measure and evaluate your solution’s performance for each criterion. The design may be changed to better meet criteria. After making a change, the design must be retested to make sure that the criteria and constraints are still met. This process may be repeated until the solution has the best performance that is possible for all the criteria. This is the optimized solution. Mod I Unit 1 Lesson 3

19. 19 HANDS-ON LAB Optimize a Toy to Teach Potential Energy You will evaluate the prototype you built in the previous part of this lesson. You will determine how well your toy satisfies the criteria within the given constraints. Then you will redesign the toy to improve it. Finally, you must test the redesigned toy to verify that the performance is improved. See the Student eBook for a downloadable worksheet or pages 54-55 for ideas to help you get started. Mod I Unit 1 Lesson 3

20. 20 Use Science to Make Design Decisions How can a system be adjusted to change the amount of potential energy to bounce a ball higher or lower? Record your evidence. Mod I Unit 1 Lesson 3

21. 21 TAKE IT FURTHER Steve Okamoto, Roller Coaster Designer Steve Okamoto designs roller coasters. This requires extensive knowledge of mechanical, civil, and electrical engineering. The coaster must be visually appealing so Steve must be an artist as well. With a partner, discuss the skills and knowledge necessary for designing a roller coaster. How might these same skills and knowledge be used to design other devices? Mod I Unit 1 Lesson 3

22. 22 Can You Explain It? Refer to the notes in your Evidence Notebook to help you construct an explanation for why the balls bounce differently. State your claim. Make sure your claim fully explains why the balls bounce differently. Summarize the evidence you have gathered to support your claim and explain your reasoning. Mod I Unit 1 Lesson 3

23. Image Credits Mod I Unit 1 Lesson 3 roller coaster ©Andrew Gombert / epa europeanpressphoto agency b.v. / Alamy ; steel dragon ©TORU YAMANAKA/AFP/Getty Images 23 Mod I Unit 1 Lesson 3