Physics Phun - or what is physics, anyway?
by Sylvia Zinser
Essential questions
• What is Physics?
• Can Physics be Fun?
• How can Physics be Fun?
Introduction and Student outcomes
Gifted students between 5 and 10 years of age get an introduction into the different areas and concepts of physics. They will learn about planning and doing experiments, understanding and questioning the results and display them. Some of the lessons will involve projects, as for example to build a roller coaster. Other projects like the weather observation will occupy them for many days, each day a bit. In the context of these projects they can partially direct their own learning and research follow-up questions and problems.
The curriculum is based on Bloom’s Revised Taxonomy. Activities can be categorized (and backwards mapped) into six levels of thinking skills plus a seventh category, “Discover and Play”, which is not part of Bloom’s Revised Taxonomy. This last category was added because play and autonomous discovery is a large part in scientific work. Activities are marked accordingly (Remember, Understand, Apply, Analyze, Evaluate, Create, and Discover and Play. Additionally the activities are categorized into the knowledge dimension: Factual, Conceptual, Procedural, and Metacognitive.
Affective components are marked separatedly in the curriculum.
This model fits very well to a science curriculum for cognitively gifted children of a broad age range. The younger children will be able to do the simpler activities, but yet using higher level thinking skills and simultaneously be introduced into concepts and procedures while the older children get a solid basis on concepts and can design new experiments and research based on this knowledge.
Dear Parents,
Welcome to Physics Phun. We are looking forward to two exciting weeks for learning about different topics of physics. Your child will learn things about mechanics, electricity, weather, states of matter, light and sound. Some of the experiments will be conducted outside, so make sure your child brings a hat. At the end of the two weeks, you are invited to visit our mini physics phair.
Greetings,
Sylvia Zinser
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Tentative outline of the class |
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Day 1: |
Introduction;Meteorology |
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Day 2: |
Sound |
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Day 3: |
Light;Light and colors |
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Day 4: |
Light and colors;Moving things |
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Day 5: |
Roller coasters |
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Day 6: |
Roller coasters |
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Day 7: |
Rockets |
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Day 8: |
Electricity/Magnets |
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Day 9: |
Electricity/Magnets |
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Day 10: |
Mixed; Mini Physics Phair |
1 Introduction into areas of physics
1.1 Objectives
The student will
• learn the concepts of how to do an experiment
• perform simple experiments
The teacher will
• introduce into the components of experimenting (Determine Problem - Hypothesis - Test H. - Analysis - Conclusion)
• introduce into the different areas of physics
1.2 Procedures
The teacher shows a marble and asks
• What happens if I put a marble on the table?
• Can it move?
• When will it move?
• Why will it move?
• What about an inclined table? What makes things move?
• Compare this with a block on the table and a rock. Examine differences in moving. What happens if wet soap is on the table? Students try on individual tables
Brainstorming
• Mechanics - what is connected with it? Possible answers: mechanics - everything that has to do with motion, balance, rotation, velocity, acceleration, friction, weight or pressure of things, solids, liquids, gasses, rockets.
• What are other areas of physics research? (Possible answers: Electricity Magnetism, Meterology, Optics, Acoustics, but also Quantum mechanics, thermodynamic etc.)
• Discuss word origins
• What are experiments? (Ways to proof, correct or disprove ideas, concepts, hypotheses.
• Errors are part of experiments
Materials
Marbles, block, rock, soap
Il Standards and Lesson Time
11.A.1a, 12.D.1a, 12.D.1b., 13.A.1c
1 hour
2 Meteorology
2.1 Objectives
The student will
• learn about measurements vs. predictions
• explore measurements for weather parameters
• measure weather parameters
• educate about dangerous weather
The teacher will
• explain difficulties in predictions
2.2 Procedures
Brainstorming: What can one measure about weather? Draw chart on whiteboard.
Discussion: Figure out methods how to measure the different features.
Compare Weather predictions with other physics experiments - predictions.
Feelings when an alert is on the TV news
Small group and individual activity: Use box containing materials: The children build hygrometer, barometer, thermometer (film container + straw...), anemometer/wind bag, rain gauge, weather vane. Put them in place.
Start each day with weather watch and note each value on a chart.
2.3 Extensions
Experiment Water cycle/precipitation (Hydrology Website).
Positive and Negative effects of precipitation.
Humidity, p254, in (Churchill, Loeschnig, & MandellChurchill et al.2004) and feeling hot.
Cloud chamber, p. 265 in (PopelkaPopelka2000)
Have in the classroom “Cloudy with a chance of meatballs”. Imagine other types of precip. Weather books in the classroom.
Materials
Paper plates, jars, balloons, U-tubes, tubes, film containers, rubbing alcohol, food color, paper towels, rubber bands, thermometer, glue, stapler, chemistry jars, styrofoam ball, paper, empty bottles, tape, yarn straws, pencils, pins, poster board, flower pots, plastic bags, wet fingers
Il Standards and Lesson Time
11.A.1a, 11.B.1-2, 12.B.1b, 13.A.2b, 13.B.1e, 13.B.2d,
2-3 hours
3 Sound
3.1 Objectives
The student will
• learn the concept of longitudinal and transversal waves
• find the connection between movement and sound
• learns to distinguish the pitches and volume
• learn about sound pollution
The teacher will
• help exploring different sound sources
• introduce one kind of measurement of sound
3.2 Procedures
Experiments for preparation
• Build a structure out of Dominoes.
• Drop ball on it so that a chain reaction happens.
• Do waves with a piece of rope.
• Do waves with a slinky.
• Do waves in a pan with water.
• Explore the differences and likeness.
Sound is movement
Discussion: Sound propagates through waves along the direction it moves (longitudinal)
Small group experiment: Can we see these waves? Use glass and tuning fork.
p. 110 in (Churchill, Loeschnig, & MandellChurchill et al.2004).
Demo: Balloon Box Blaster (p. 130 in (PopelkaPopelka1997)) - it even can blow out a candle
Individually: Experiment with tuning fork (sound propagation through bone - feel vibration.
Glasses with different water levels, Bottles to blow into, Musical instruments (Bring guitar)
Individually: build talking string: see p. 42 in (Churchill, Loeschnig, & MandellChurchill et al.2004)
Rotate ruler on string. What happens? What moves? How does speed change the sound?
Discussion: Find relation between the different notes. (fractions handout)
Demo and individually: Verify with Oscilloscope. Explore sounds/pitch and volume - what can be measured.
Demo: Use function generator to generate sound
Discussion: What sounds better: sinus waves or ...?
Sound propagation
Individual activity: Listen through balloons (hold to ear, listen to tapping - sound travels well because of high air pressure)
Group discussion: How does sound travel better: air or matter? (Back to longitudinal waves)
Group discussion: Sound pollution. Small group work: Noise extinguish box - Who builds the best? Evaluate and improve boxes.
3.3 Extensions
Build simple instruments/noise makers (grass, kazoo, comb, balloon)
Spaceplace: Hearing aid
Metallic Music - p. 124 (PopelkaPopelka1997)
Cup phone
Materials
Dominoes, ball, slinky, pan with water, glasses, tuning fork, musical instruments, ruler, oscilloscope, microphone, speaker, frequency generator, Oatmeal box or Salt boxes, candle, buttons, yarn, balloons, rubber band, tiny mirror or glass piece, for the box: shoeboxes, soft padding material, cloth, newspaper, aluminum foil.
Il Standards and Lesson Time
11.A.1a-b, 11.A.2a-b, 11.B.1-2, 12.C.1b, 12.C.2a-b
2-3 hours
4 Light
4.1 Objectives
The student will
• be able to define light and some basic optical laws.
The teacher will
• conceptualize waves vs. particles
• guide exploration of devices
4.2 Procedures
Optical devices
• Brainstorm words connected with Light (Map on the Whiteboard)
• Discuss differences between sunlight, electrical light; what sources of light are there?
• Small group work: Play with lenses and light sources, build blinds.
• Small group work: Build liquid lense (on overhead transparency and in paper clip loop)
• Small group work: Explore total reflection - Light fibres and where else?
• Small group work: Play with mirrors - explore angles and symmetry
• Each small groups explains findings to the class.
• Pictures of MC Escher - Beauty in Symmetries
Explain Wave/Particle dualism:
• Light pressure - demo of the light driven wheel
• Laser and CD - demo of wave features of light (Let laser light reflect on CD and explore the light pattens in a dark room)
• Polarization - demo on Overhead. Small groups explore other polarizing processes (blue sky, reflections from somewhere)
4.3 Extensions
Shimmering Stream - see p. 88 in (PopelkaPopelka2000)
Materials
Optical lenses, mirrors, several light sources, prisms, quartz, overhead transparency, light fibres (lamp), endoscope fiber, protractor, light wheel, CD, laser pointer, polarizing material, tape, paper clips, forceps, poster board
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 12.C.1b, 12.C.2a
1-2 hours
5 Light and colors or how many ways can we make rainbows?
5.1 Objectives
The student will
• explore colors and mixing of colors
The teacher will
• introduce into color theory
5.2 Procedures
• Demo of rainbow in the sun with water hose - explore angles and shape
• Each child explres rainbows with diffraction grid paper
• Each child expores rainbows with CD
• Demo of rainbow made with prism
• Small groups explore a rainbow with oil/nail polish on water p. 168 in (PopelkaPopelka1997)
• Demo of Rainbow with water bowl and mirror as p. 25 in (KardosKardos1996)
• Show spectrum using an overhead projector - How else can we see all the colors of the rainbow? What are the invisible colors? Why is a rainbow beautiful?
• Fluorescent markers (light up when in violet range).
• Others might see what we can not see
• Large group experiment: Page 8 in (KardosKardos1996) Absorption of light heats up things - Water heater, discuss intensity vs temperature. Energy in the light/EM waves
• Discussion: heat is another thing we feel but can not see.
• Demo: Blue sky and sunset experiment.
• Each child spins tops with different colors, build rotating color disks or “motion pictures”, page 19 in (KardosKardos1996)
• Demo and individual experiments: Color Mix or how does a screen/TV work? Three lamps clarify RGB. Color mix exploration: Add and subtract colors.
5.3 Extensions
Fluorescent Flashes (PopelkaPopelka1997) p.76
Frequency in neon tubes
Materials
Water hose (connected - and sunshine), CD, oil, nail polish, bowl of water (old pie pan), black construction paper, tape, string, fluorescent markers, water tank, milk, flashlight, colormix tops, RGB lamps, cardboard, crayons
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 12.C.1b, 12.C.2a
2-3 hours
6 Moving things and Momentum
6.1 Objectives
The student will
• be introduced in mechanical concepts of momentum, energy, acceleration, elastic, inelastic collisions
• perform experiments for visualization
The teacher will
• help building and designing experiments
6.2 Procedures
Demo: Build Pendulum from ceiling. Measure frequencies vs. weight or string length
Demo: Build spring pendulum. Measure frequencies vs. weight or string length
Discuss kinetic energy, potential energy
Demo and small groups: Hang second pendulum from the ceiling, in reach of the first.
Bounce them into each other
Experiment with different weights and consistencies (Steel balls - bouncy - elastic collision, silly putty), similar experiments can be done on the table with marbles
Demo and indiv.: Unbreakable egg experiment (Egg on “hammock”), measure heights from which the egg “survivs”.
Discuss reliability - would any egg survive?
Build Egg cushioned cart
6.3 Extensions
Explore mechanics experiments on Walter Fendt’s Web page (http://www.walter-fendt.de/ph14e/) Inclined plane, drop things, gravity Acceleration (+/-), Way for deceleration Levers, Potato gun
Materials
Cardboard, yarn, weights or clay, stopwatch, spring, silly putty, bouncy balls, pins, egg(s), hard boiled, pieces of cloth, line, straws, tape, cushioning/soft material.
Il Standards and Lesson Time
11.A.1a-c, 12.D.1-2
1-2 hours
7 Rotation, acceleration and roller coasters
7.1 Objectives
The student will
• learn about physical features of roller coasters
• build and evaluate a roller coaster
The teacher will
• direct and facilitate the construction of a R.C. (incl. help cutting, glueing etc)
• redirect to the pre-experiments, if necessary.
7.2 Procedures
Experiments for preparation (small groups and indiv.):
1. Use the cardboard as an inclined plane. Bend it. Which heigth does one have to start a marble so that it reaches a certain height?
2. Check different kinds of marbles.
3. Fold the board and let the marble run perpendicular over the fold. Does it change speed?
4. Put a weight (pail, ruler,...) on a string and rotate it. (Outdoors and with distance to others) The same with a rubber band tied into the string. What happens to the rubber band? What happens if you let loose? What happens if you rotate in different speeds?
Circular Course (p. 34f in (PopelkaPopelka1997))
Revved up revolving ring (p. 30f in (PopelkaPopelka1997))
KWL Chart, then go back to pre-experiments if necessary. Have the children build a roller coaster including one to two hills and a loop (Large group work).
While the students build, talk about if they like or do not like roller coasters and why
• One possible method: Cut stripes from the poster board, bend sides up, cut into the sides so that the poster board can bend. Staple together so that a looping and other shapes are built.
• To avoid losing marbles some kind of stopper should be mounted at the end.
Evaluate your roller coaster
• Does the marble pass the whole coaster?
• Does the marble run smoothly through the coaster or does it “hop”?
• Does a heavier marble run through it, too? What changes? What about a ball of clay?
7.3 Extensions
What we see here is the change of energy: potential energy (mgh) vs. kinetic energy (mv/2).
• Which kinds of energy do you know?
• Where else is energy “changed”?
Computer simulations of roller coasters (e.g.
http://www.funderstanding.com/k12/coaster)
Materials
Poster board, stapler, masking tape, marbles, rubber bands, paper plates, glue, yarn or string, empty pen or hard tube, Lifesaver candy, clay, scissors
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 11.B.1-2, 12.D.1-2
4-5 hours
8 Rockets
8.1 Objectives
The student will
• understand action and reaction
• build and evaluate rockets
The teacher will
• introduce rocket motors in two concepts: ionic and chemical
8.2 Procedures
Discussion: What is a rocket?
Basic mechanics equations/rules (see section 6
What makes it move? What could we use for thrust?
Each student builds a different rockets:
• Balloon along a line
• Balloon and Bent Straw (Visualize direction-dependence of the output air.)
• Loop Launcher (PopelkaPopelka1997) p. 40 (Rocket with external air thrust)
• Rubber band rocket (Rocket with external rubberband starter)
• NASA rocket - build it. (Motor consists of film container and Alka Seltzer)
• Varied NRA rocket
Evaluate the differences between the types of rockets
Measurements: How high does it fly? What shape is the way it flies?
How do the fins affect the movement? Remove them, put them on like a propeller, backwards, only one or two.
Is it useful to put a weight into the top part? Watch the movement with and without weight.
If appropriate, discuss space accidents
8.3 Extensions
Look up “heights of orbit”, “start velocity”, “fuels”, etc. (sources: internet, books)
Materials
Balloons, string, straws with different diameters, rubber bands, paper, cardboard, pennies, clay, film containers, Alka Seltzer, tape, glue, empty small squeezable soft drink bottle.
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 11.B.1-2, 12.D.1-2. 13.A.1a, 13.A.2a
2-3 hours
9 Weight of Matter, Statics, Pressure (Extension)
9.1 Objectives
The student will
• build things with the goal to make them very stable
The teacher will
• give hints about the construction.
• perform experiments explaining pressure and density
9.2 Procedures
Large group work: Geodesic Dome
Individual: Leaning Tower (PBS) Or: Use Blocks. Explore center of Gravity
Demo: Air pressure (newspaper and meter stick)
Demo: Water pressure is dependent on heigth - “model dam” (DavisDavis2004); connect with air pressure at different heights. Visualize on blackboard - molecule distribution; connect with air pressure and heigth
Demo: Density - Diet Coke is really light...
Demo: Rainbow liquids (DavisDavis2004)
Small groups: Oil/water, p. 120 in (Churchill, Loeschnig, & MandellChurchill et al.2004)
9.3 Extensions
Show Galileo thermometer
Materials
Old newspapers, masking tape, measuring tape. yard stick, 2l bottle, coke/diet coke cans, sugar, food color, lots of small bottles, glasses, cardboard
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 11.B.1-2
1-2 hours
10 Electricity
10.1 Objectives
The student will
• build a battery
The teacher will
• introduce into usage of a multimeter,
• explain battery, concept of electron flow
10.2 Procedures
The children are given material box. Their task is to build a battery to light the bulb as light as possible without giving it too much power. See p. 42 in (Churchill, Loeschnig, & MandellChurchill et al.2004) The second task is to build a circuit including a light. Explore what conducts electricity and what not.
Materials
Lemons, paper clips, light bulbs, cable, wire cutter, multimeter, paper, pencil, insulating and not insulating materials, different metal pieces, handout electrochemical voltage.
11 Electricity/Magnets
11.1 Objectives
The student will
• learn about the connection between electricity and magnetism
• explore the basic construction of a electrical motor
The teacher will
• explain transversal EM waves
11.2 Procedures
The children are given some time to play with strong magnets and iron items.
They sort them by strength
Discussion: “How do we know there are magnetic fields?
Magnetic ring launcher
Make pictures of the magnetic field using iron dust. Fixate.
Magnetifying pins and build a compass on water
Small group work: An electro-magnet is built. Find relation between strength and number of windings. (Measure crudely attraction on distance or construct device to measure induction current in a separate wire)
Check magnetic field with this electro magnet.
Demo: Build swing in magnetic field, watch and deduce movement. Either with power on or try to measure power.
Demo: P. 42 in (KardosKardos1996) - measure current induced into coil of wire. Individual: Build electro-motor (scitoys)
11.3 Extensions
Build more compasses: Horseshoe magnet on a stand made of pen and pin, rectangular magnet hanging down. Take old tape, magnetify it - check audible music. Curie Heat motor, explore heat- and mechanical demagnetization (scitoys website) Build railgun (scitoys)
Materials
Nails, Board, long nail, ring magnets, pins, cork or styrofoam pieces, strong magnets, thin insulated wire (laqued), bolts, iron dust, adhesive spray, big magnet, battery holder with battery, paper clips, tape, Oscilloscope, multimeter Ext: Tape, Cardboard, aluminum foil, strong disk magnets, cable clips (alligator)
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 12.C.1a, 12.C.2a, 13.A.1a
4-5 hours, sections 10 and 11.
12 States of matter and hydrodynamics (Extension)
12.1 Objectives
The student will
• explore the different states of matter.
• explore changes in volume
The teacher will
• perform experiments as demonstration
12.2 Procedures
• Individual: Fill coke bottles with balloon
• Individual: Build steam boat (Use pre made steam boat)
• Demo: Whoosh bottle experiment (DavisDavis2004): Talk about dangers of volatile gas.
• Individual: Titanic and the iceberg - kids figure out the percentage of the iceberg in the water one possible way: dip and swim, dip totally and see what runs out
12.3 Extensions
Crush the can (DavisDavis2004), Bernoulli experiments (p. 30 (KardosKardos1996))
Materials
Methanol (HEET), 5 Gallon Plastic bottle, clear packing tape, lighter, eggs, cardbord, wire, tea light, metal cans, Coca Cola bottles (small), balloons, lab glasses, ice cubes, soap, scale or measuring cup.
Il Standards and Lesson Time
11.A.1a, 11.A.2a-b, 13.A.1a
1-2 hours
13 Web page (Extension)
13.1 Objectives
The student will
• demonstrate learned material on a web page
• have some means of recalling the products of the class
The teacher will
• introduce into the language HTML
13.2 Procedures
The teacher gives handout with the basic HTML commands to the student. The teacher takes electronic pictures or has picture CD made for including them.
Materials
Computer
IL learning standards
11.A.2d-e
14 Mini Science Fair / Evaluation
14.1 Objectives
The student will
• explain content and products to others
The teacher will
• direct the students in how to display products
14.2 Procedures
Students arrange and display their products of the class. Each student or group of students is responsible for explaining one.
Materials
Posterboard, maybe computer
IL learning standards
11.A.2d-e
15 And remember it / Evaluation
15.1 Objectives
The student will
• remember the class
The teacher will
• provide with material for a photo booklet for the students
15.2 Procedures
Pictures of all the course products and the students are taken, and distributed to the students. They make a memory book out of them.
Materials
Camera, film, paper, stapler
IL learning standards
11.A.2d-e
16 Classroom environment
16.1 Objectives
The student will
• Be able to move
• learn by reading, listening.
The teacher will
• Lay out books about the respective topic.
• Help with internet research.
• Have the science songs play in the beginning of the class
Materials
MP3/CD player with speakers, science songs, books, computer with internet
17 Handouts
• copy “Humidity” p254 in (Churchill, Loeschnig, & MandellChurchill et al.2004).
• Fractions of pitches (DavisDavis2004)
• EM Spectrum
• Handout:The scientific Process
• Electrochemistry Voltages
17.1 Handout: Formulas in Mechanics
Speed/velocity: - change of place
Rotational speed/velocity: - change of angle
Acceleration: - change of speed
Force: F=ma mass times acceleration
Centripetal force:
Momentum: p=mv
Kinetic energy:
Potential energy: mgh
Rotational energy: with for a marble.
Newton’s Laws
1. Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it.
2. The relationship between an object’s mass m, its acceleration a, and the applied force F is F = ma. In this law the direction of the force is the same as the direction of the acceleration.
3. For every action there is an equal and opposite reaction.
References
[Churchill, Loeschnig, & MandellChurchill et al..2004]Churchill, E. R., Loeschnig, L. V., & Mandell, M. (2004). 365 Simple Science Experimants with everyday materials. New York: Scholastic.
[DavisDavis2004]Davis, M. (2004). Teacher Demonstration Manual. IAGC Conference Presentation.
[KardosKardos1996]Kardos, T. (1996). 75 Easy Physics Demonstrations. Portland, Me: J. Weston Walch.
[PopelkaPopelka1997]Popelka, S. (1997). Super Science with Simple Stuff. Parsippany, NJ: Dale Seymour Publications.
[PopelkaPopelka2000]Popelka, S. (2000). More Super Science with Simple Stuff. Parsippany, NJ: Dale Seymour Publications.
© by Sylvia Zinser
