Looking for ways to plan project based learning activities? Suzie Boss suggests ...
Looking for ways to plan project based learning activities? Suzie Boss suggests borrowing ideas from your colleagues and adapt or remix to fit your context.
Suzie borrowed ideas from professional development and learning conferences for teachers who may need a boost to get their project-based learning off the ground.
In this lesson students will read requested information from a phase diagram ...
In this lesson students will read requested information from a phase diagram and state the primary difference between a generic phase diagram and a phase diagram of water.
This is a short video outlining the causes and effects of a ...
This is a short video outlining the causes and effects of a magnitude 9.2 earthquake in Alaska in 1964. Additional resources include a background essay and discussion questions.
This animation illustrates how seismic waves travel through the earth to a ...
This animation illustrates how seismic waves travel through the earth to a single seismic station. Scale and movement of the seismic station are greatly exaggerated to depict the relative motion recorded by the seismogram as P, S, and surface waves arrive.
In this unit, students will learn about ticker tape diagrams and vector ...
In this unit, students will learn about ticker tape diagrams and vector diagrams. Lessons in this unit include: Introduction; Ticker Tape Diagrams; and Vector Diagrams. This unit includes animations and mini quizzes to check for understanding and facilitate learning.
In this unit, students will learn about the equations that describe the ...
In this unit, students will learn about the equations that describe the motion of an object. Lessons in this unit include: The Kinematic Equation; Kinematic Equations and Problem-Solving; Kinematic Equations and Free Fall; Sample Problems and Solutions; and Kinematic Equations and Graphs. This unit includes animations and mini quizzes to check for understanding and facilitate learning.
In this unit of study, students will learn how to use position ...
In this unit of study, students will learn how to use position versus time graphs to describe motion. Lessons in this unit include: Meaning of Shape for a p-t graph; Meaning of Slope for a p-t Graph; and Determining slope on a p-t Graph. This unit includes videos, animations, and mini quizzes to check for understanding and facilitate learning.
In this unit of study, students will learn how to describe motion ...
In this unit of study, students will learn how to describe motion with velocity versus time graphs. Lessons in this unit include: Meaning of Shape for a v-t Graph; Meaning of Slope for a v-t Graph; Relating the Shape to the Motion; Determining Slope on a v-t Graph; and Determining Area on a v-t Graph. This unit includes videos, animations, and mini quizzes to check for understanding and facilitate learning.
In this unit students will learn how to analyze the motion of ...
In this unit students will learn how to analyze the motion of objects. Students will begin to make a mathematical connection with words that describe motion. This unit will focus on several examples of vector and scalar quantities (distance, displacement, speed, velocity, and acceleration). As students proceed through the lessons, they should give careful attention to the vector and scalar nature of each quantity. This tutorial also includes animations of each of the major concepts. At the end of each lesson students can check for understanding of concepts by answering concept questions.
In this unit, students will learn about free fall and the acceleration ...
In this unit, students will learn about free fall and the acceleration of gravity. Lessons in this unit include: Introduction to Free Fall; The Acceleration of Gravity; Representing Free Fall by Graphs; How Fast? and How Far? This unit includes videos, animations, and mini quizzes to check for understanding and facilitate learning.
In Part 1 of this unit, students will learn about data collection, ...
In Part 1 of this unit, students will learn about data collection, graphing skills (both by hand and computer aided [Desmos]), and the fundamental mathematical patterns of the course: horizontal line, proportional, linear, quadratic, and inverse. Students perform several experiments, each targeting a different pattern and build the mathematical models of physical phenomena. During each experiment, students start with an uninformed wild guess, then through inquiry and making sense through group consensus, can make an accurate data informed prediction.
After researching the needs of different animals, students will choose an animal ...
After researching the needs of different animals, students will choose an animal that interests them. Students will then design and create a habitat for their animal. They will need to think about the different needs for those animals and think about what their habitat would need to help meet those needs.
This activity is intended to introduce students to the distinction between vector ...
This activity is intended to introduce students to the distinction between vector and scalar quantities and to give them practice manipulating vectors (converting between X/Y and magnitude/angle representations) in a context that is concrete and easy to understand.
In this lesson, students collect 3 samples of soil from different outdoor ...
In this lesson, students collect 3 samples of soil from different outdoor locations, recording observations and questions about each location in their science notebooks. On the second day of the investigation, students will work in collaborative groups to investigate the soil using hand lenses, sifters/strainers, and sorting pans. Then students will share what they have learned with their peers.
This animation shows the effect of change the volume of a gas ...
This animation shows the effect of change the volume of a gas phase equilibrium mixture where the numbers of reactant and product molecules are different.
Students can work individually or in groups of 3 or 4 to ...
Students can work individually or in groups of 3 or 4 to create a solar oven out of a pizza box. Students are trying to figure out the best way to make a solar oven in order to melt the chocolate and marshmallow in the S’more. Students will be given a group of objects and tell them the basis of how to create a solar oven. The oven will need to be placed in direct sunlight for most of the day. This experiment works best on a very hot, sunny day.
This is a REMIX of Shelton and Robledo's "Solar Oven Engineering". An ...
This is a REMIX of Shelton and Robledo's "Solar Oven Engineering". An excel document has been added to assist in data collection, record keeping, and graph generation.Students can work individually or in groups of 3 or 4 to create a solar oven out of a pizza box. Students are trying to figure out the best way to make a solar oven in order to melt the chocolate and marshmallow in the S’more. Students will be given a group of objects and tell them the basis of how to create a solar oven. The oven will need to be placed in direct sunlight for most of the day. This experiment works best on a very hot, sunny day.
Students are confronted with a scenario of a student who is texting ...
Students are confronted with a scenario of a student who is texting and driving in the school parking lot and they are tasked to determine the effect of various parameters to see if a student will collide with a pedestrian. Students must begin by breaking the scenario down into more manageable parts to determine what must be studied about the situation. Through a series of labs and activities, students learn how to model and predict situations with constant velocity and acceleration. Then, coding a spreadsheet, students model the complex situation of a texting driver, reacting, and braking during a potentially hazardous situation to create an evidence-based argument.
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