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Energetic Forces: Grades 3-5 Curriculum Enhancement

Enhance science learning in grades 3-5 with hands-on activities on energy, forces, and motion. Explore electromagnetism, circuits, and more to deepen understanding. Access resources and standards to support teaching. Presented by North Carolina experts.

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Energetic Forces: Grades 3-5 Curriculum Enhancement

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  1. Energy, Forces, and MotionA Grades 3-5 SITE Initiative2010 North Carolina Professional Development Institute Author: Ms. Barbara Glover and Dr. Sue Kezios Instructors: Ms. Beth Brampton, New Hanover County Schools Dr. Dennis Kubasko, UNC Wilmington

  2. Karen Shafer – Director, Science and Mathematics Education Center • http://www.uncw.edu/smec/ • SITE: 3-5 Science is a five-day institute that focuses on the two-three major science themes that run through the NC Science Standard Course of Study for Grades 3-5. 

  3. Instructors Ms. Beth Brampton • Gregory School of Mathematics, Science, and Technology, New Hanover County Schools • http://www.nhcs.k12.nc.us/gregory/ Dr. Dennis Kubasko, Jr. • Watson School of Education, UNC Wilmington • http://people.uncw.edu/kubaskod/

  4. Agenda • Introductions • SITE 3-5 Initiative • PowerPoint Presentation • Instructional Strategy – Learning Cycle • Content Background - Electromagnetism • Activity - Building a Galvonometer • Conclusion

  5. Content Themes • The institute content themes include: • Rock Cycle (soil properties, composition/uses of rocks & minerals, & landforms); • Ecology (plant growth & adaptations, animal behavior & adaptations, & interdependence of plants & animals) • Energy/Forces/Motion (light, heat, magnetism & electricity, forces & motion) • Weather & Climate (water & water cycle, clouds & climate, global climate change)

  6. Energy, Forces and Motion (EFM) Topics • The institute content topics include: • Investigating Force and Motion • Investigating Work and Simple Machines • Investigating Heat and Energy Transformation • Investigating Electricity – Circuits • Investigating Magnetism • Investigating Electromagnetism • Investigating Light

  7. Organizing Topics • The understanding of energy in early grades is built upon experiences with light, heat, sound, electricity, magnetism, and the motion of objects. • Each type of energy is viewed as a separate form. • http://tonto.eia.doe.gov/kids/index.cfm

  8. Organizing Topics (Cont.) • In the early grades of science education it is imperative to provide an experiential approach to energy, forces, and motion. • http://www.physics4kids.com/index.html • It is important to develop accompanying vocabulary as it becomes relevant to the students through their experiences. • http://tonto.eia.doe.gov/kids/energy.cfm?page=about_home-basics • A more in-depth theoretical understanding of energy, forces, and motion need not be undertaken until middle school. • http://tonto.eia.doe.gov/energyexplained/

  9. Relevant Content in the National Standards Document • Benchmarks for Science Literacy (AAAS, 1993), a major source of the ideas in the NC SCOS provides valuable perspective on learning about energy, force and motion. • Benchmarks is online at: • http://www.project2061.org/publications/bsl/online/bolintro.htm

  10. Relevant Content in the National Standards Document • National Science Education Standards (NRC, 1996) • This nation has established as a goal that all students should achieve scientific literacy. The National Science Education Standards are designed to enable the nation to achieve that goal. • http://www.nap.edu/readingroom/books/nses/

  11. Relevant Goals and Objectives from the North Carolina Standard Course of Study • Grade 3 - Competency Goal 3:The learner will make observations and use appropriate technology to build an understanding of the earth/moon/sun system. • Grade 4 - Competency Goal 3: The learner will make observations and conduct investigations to build an understanding of magnetism and electricity. • Grade 5 - Competency Goal 4: The learner will conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.

  12. Instructional Strategy • Engage – Make A Galvonometer • Explore – Build a Circuit • Explain – Vocabulary Intervention • Elaborate – How do Coal-Powered Power Plants Work? • Evaluate – Build a Flashlight • Making Connections – Future Energy Sources without a Turbine

  13. Introduction • From the electromagnetexperiment we know that electricity can generate a magnetic field. The reverse is also true. A magnetic field can be used to generate electricity. • http://www.howstuffworks.com/electromagnet.htm • A coil moving in a magnetic field or moving magnets around a coil will generate electric current in the coil. • In fact this is the principle that is used to generate the electricity for our homes, schools, and businesses.

  14. Science Background • A magnet is surrounded by a magnetic field. • If the magnet moves, the magnetic field also changes. • Charges in a wire would move if the wire was moved in an magnetic field. • So if you move wire loops in a magnetic field or move magnets around loops of wire, you cause an electric current to flow. • Such a devise is known as a generator. • Electricity for our everyday use comes from generators.

  15. Science Background • Usually the generator consists of many coils of wire that are free to spin inside stationary magnets. • http://new.wvic.com/index.php?option=com_content&task=view&id=9&Itemid=46 • There needs to be an energy input to make the coils spin. • The device that transfers the motion is called a turbine.

  16. Engage • Observe how a compass reacts to a magnet and a wire connected to a battery. • http://en.wikipedia.org/wiki/Compass • Make the Galvanometer as described in Aims activity (see appendix: Make a Galvanometer AIMS Electrical Connections, p. 63). • Change the direction of the battery, i.e. change in direction of the current. It will change the deflection of the compass. • http://micro.magnet.fsu.edu/electromag/java/faraday2/ • http://www.kean.edu/~gkolodiy/physics/lenz/

  17. Explore • How do you generate electricity? How is magnetism involved? Build the circuits on as shown in Stop Faking it! Energypp. 95-97 (see appendix). • This first circuit has no power source and the compass shows no magnetic field. • The second circuit adds a battery. • Now there will be a magnetic field and the compass needle will deflect. • Why? (it is not making as strong a magnetic field).

  18. Explain • What are the components needed to generate the electricity? • Coils and Magnetic Field. • What other form of energy do you need to generate electricity? • Motion/ Mechanical • How is work done in the generator? We have explained work as the transfer of energy through motion. The work done is in moving the coils or magnet. The mechanical energy is transformed into current (moving charge).

  19. Elaborate • What are generators used for? How do power plants work? • Most of the electricity generated comes from a turbine driven generator. A turbine is a device that spins the coils or magnet in a generator. • In the case of coal-powered plants, burning coal heats water into steam that is forced into a steam turbine that rotates a magnet inside stationary coils of copper wire. • Other similar ways that electricity is generated. • Nuclear reactors use heat to make steam which runs turbines • Wind driven turbines • Geothermal

  20. Evaluate • At a hydroelectric power plant, water from a dam is used to run a turbine. • A turbine has a blade (like a propeller) which is turned by the flow of water. What else is needed to generate the electricity? • http://people.howstuffworks.com/hydropower-plant1.htm • Draw a diagram to indicate how you think this might be accomplished. • A resource for the discussion can be found at: • http://www.we-energies.com/educators/photos/building_electricity.pdf • http://www.we-energies.com/educators/photos/electmade_photo.htm • http://www.duke-energy.com/about-energy/generating-electricity/coal-fired-how.asp • http://www.tva.gov/power/coalart.htm

  21. Evaluate • Other similar ways that electricity is generated. • Nuclear reactors use heat to make steam which runs turbines • http://www.ehow.com/how-does_4565219_nuclear-reactors-work.html • http://www.nrc.gov/reading-rm/basic-ref/students/reactors.html • Wind driven turbines • http://www.eia.doe.gov/kids/energy.cfm?page=wind_home-basics-k.cfm • http://www.energy.siemens.com/hq/en/energy-topics/videos/west-wind.htm • Geothermal • http://tonto.eia.doe.gov/kids/energy.cfm?page=geothermal_home-basics • http://geothermal.marin.org/video/vid_pt1.html

  22. Evaluate • Students may also be interested in building another flashlight. • This one is a little bit more complicated than the simple electric circuit flashlight, but it works by building a very simple generator. • It is called a “forever flashlight”. • http://www.arborsci.com/CoolStuff/cool7.htm (see appendix: using a generator to build a flashlight).

  23. Summary • How might electricity be generated without the use of a turbine? • Solar power (molecular) • Batteries (chemical) • Fuel cells (chemical) • Lightening (static electricity) • See appendix: Energy Fuel for Thought, Science and Children, May 2002, p.35 • A Literature connection could be made by reading stories about surviving during hurricanes and ice storms as generators are used to supply power during power outages.

  24. Energy, Forces, and MotionA Grades 3-5 SITE Initiative2010 North Carolina Professional Development Institute Author: Ms. Barbara Glover and Dr. Sue Kezios Instructors: Ms. Beth Brampton, New Hanover County Schools Dr. Dennis Kubasko, UNC Wilmington Email: kubaskod@uncw.edu

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