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クラス

物理学入門:音と粒子の物理学

6 人が学習を完了しました
年齢 11 歳-14 歳
ライブグループクラス
この 7 週間にわたる探究型の物理科学コースでは、学習者はシミュレーション、モデル、データ、一次資料を使用して、音がどのように物体を動かすのか、またそこで働く物理学について理解します。
平均評価:
5.0
レビュー数:
(331 レビュー)
Popular

オンラインライブ授業
週に2回、 6 週間
3 人-6 人 1クラスあたりの学習者
45 分

含まれるもの

12 ライブミーティング
9 授業時間
宿題:
週あたり 1-2 時間. Learners will have two homework assignments a week including small labs, simulations, reading, videos, and writing.
この文章は自動翻訳されています

このクラスで学べること

英語レベル - 不明
米国の学年 6 - 8
This course is designed for small communities of learners and is a hybrid of individualized tutoring and traditional instruction covering middle school science content. Each section has no more than six learners which provide a foundation for strong relationships, social-emotional learning, and truly individualized instruction. These classes are specifically designed for the inclusion of neurodivergent learners including dyslexia-friendly font, explicit executive functioning skills instruction, and support for AAC users and through the use of inquiry and project based learning strategies grounded in real-world context. 
This series is designed according to the Next Generation Science Standards organized by subject area. The focus for this year is on physical science . This curriculum is designed to allow students to develop skills to help them in traditional academic settings including high school or colleges such as note-taking and self-led learning. The class meets two days a week and homework reading, activities, and text-based discussions are completed on two additional weekdays. Students will complete a science notebook, a printable designed by the teacher, using graphic organizers and  traditional note-taking strategies.
In this unit students develop their ideas relating to how sounds are produced, travel through a variety of states of matter, and are received by listeners or objects. Our investigations are motivated by the common experience of witnessing a loud truck in a public space and noticing other objects reacting to the sound. We will explore the question "How does sound make something move?" and understand the vibrations tied to physics ideas like amplitude, frequency, and particles. 
Week 1:Students observe a video which has captured the phenomenon to ensure accessibility using a notice and wonder framework. We create a driving question board and initial models to evaluate existing knowledge and create inquiry plans and investigations. We begin instrument exploration. 
Week 2: Students continue to investigate how different instruments make sound using slow motion video to identify the common factors (vibration and force). Students investigate non-instrument objects that make sounds using lasers and mirrors to see if they all vibrate. Students begin to notice differences in vibration.
Week 3: Students explore the differences between loud and soft sounds using wave length ideas including frequency and amplitude using a simple stick based motion sensor. Students also compare vibrations from sounds across a variety of pitch and use math t connect it to frequency. 
Week 4: Students investigate how the same object can create different sounds with a mid-unit assessment and transfer task involving a harp. We will also check in with our Driving Question Board to see where we've made progress and where we want to go next.  Now that we understand the origin of sound, we will switch our focus to how sound travels using simple experiments to prove whether or not sound travels through air or other substances. 
Week 5: Students model sound traveling through solid, liquids, and gasses as they begin to explore particle collisions and physics. We investigate what is actually traveling using computer simulations that allow us to see particles and understand the impact of frequency, amplitude, and density on movement. We will work to understand how sound makes matter around us move and how listeners hear and interpret sounds including basic anatomy of the ear.
Week 6: We will wrap up our unit with an investigation to determine which transfers more energy, greater amplitude or greater frequency, and create some final models that demonstrate our understanding of our initial phenomenon in our final assessment. We will also reflect on our experiences and revisit the Driving Question Board.

学習到達目標

This unit builds toward the following NGSS Performance Expectations (PEs): 

    MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
    MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

This unit helps develop the following elements of Disciplinary Core Ideas (DCIs):
PS4.A: Wave Properties

    A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1)
    A sound wave needs a medium through which it is transmitted. (MS-PS4-2)

その他の情報

保護者へのお知らせ
Learners will use a variety of online tools: nearpod, and jamboard. Both will be accessible through clicking links provided to your learner. Your learner does not need a log-in and no private information is collected. Learners should only use first names or initials on these tools.
受講に必要なもの
Learners will need the teacher created printable workbook. Learners may wish to recreate experiments demonstrated in class but this is not required for course completion.
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
使用する教材
This class is based on open educational resources licensed for commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports. Additionally, the discussions on disability have been revised to come from an identity and human rights perspective and carefully reviewed with the understanding that students with disabilities will be present in the unit. "All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made." It was written by Michael Novak, Unit Lead, Northwestern University Susan Kowalski, Field Test Unit Lead, BSCS Science Learning Zoë Buck Bracey, Writer, BSCS Science Learning Joel Donna, Writer, University of Wisconsin – River Falls Shelly Ledoux, Writer, The Dana Center at University of Texas – Austin Dawn Novak, Writer and Reviewer, BSCS Science Learning Whitney Smith, Writer, BSCS Science Learning Tara McGill, Review, Northwestern University Christina Schwarz, Unit Advisory Chair, Michigan State University Thomas Clayton, Teacher Advisor, Columbia Middle School, Berkeley Heights, NJ Amanda Leighton, Teacher Advisor, Haddonfield Middle School, Haddonfield, NJ Katie Van Horne, Assessment Specialist The license can be found here: https://creativecommons.org/licenses/by/4.0/ This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks. Lessons include additional scientific sources provided to the students.

先生について

参加しました April, 2021
5.0
331レビュー
Popular
プロフィール
教師の専門知識と資格
I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium. 
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests. 
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work: 
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them. 
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96th percentile.
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships. 
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. 

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