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US$210

for 14 classes
수업

물리학 소개: 접촉력과 충돌

6 명의 학생이 수업을 완료함
연령대: 11-14 세
실시간 그룹 수업
7주간 진행되는 탐구 기반의 물리 과학 과정에서 학습자는 시뮬레이션, 모델, 데이터 및 기본 자료를 사용하여 충돌이 왜 때때로 손상을 일으키는지 이해하고 사람과 물건을 보호하는 설계를 만듭니다.
평균 평점:
5.0
수강 후기 수:
(331 수강 후기)
인기 수업

실시간 화상 수업
7주 동안 주당 2회
3-6 수업 정원
45분

무엇이 포함되어 있나요?

14개의 라이브 미팅
수업 10 시간 30 분 시간
숙제
주당 2-4시간. Learners will have two homework assignments a week including small labs, simulations, reading, videos, and writing.
학습 평가
Students will complete three transfer task assessments and complete a final project pitch. They will receive written feedback on all projects and assessments.
보고계신 지문은 자동 번역 되었습니다

수업 소개

영어 수준 - 알 수 없음
미국 6학년 - 8학년 학년
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 will explore contact forces, collision, energy and other fundamentals of physics building upon previous studies through the grounded phenomena of dropping a phone or other device as we explore the question" Why do things sometimes get damaged when they hit each other"? We will explore the factors leading into damage, develop free-body diagrams, mathematical models, system models, and explore the work of other scientists to explain relative forces, mass, speed, and energy in collisions. Then they will engineer something to protect a fragile object in a collision and solve design related problems through several sports themed transfer tasks. 
Week 1:  Students will model their initial understanding of collisions by modeling it at several time points and considering both damaging and non-damaging collisions. We will create a driving question board and brainstorm possible investigations. Students will use slow motion videos to observe colliding objects and develop a model about their energy transfer using systems thinking. 
Week 2: Students will expand on their observations and make a claim on whether all objects bend when or deform when they are in a collision and perform testing using household objects to discover the relationship between contact force applied and deformation in different materials. They will create graphs of this information to share with others and develop a model of elastic and inelastic behavior. 
Week 3: Students will explore how changing factors including mass and speed impact the collision through investigations including using their own fingers as force detectors. They will discover Newton's third law and use a model to represent peak forces from a collision in relation to energy. They will be introduced to free body diagrams. Students will complete a transfer task as an assessment applying what they have learned to the sport of Soccer (football) and related injuries. 
Week 4: Learners will carry out an investigation to determine whether doubling the speed or doubling the mass of an object in a collision causes more damage and work through data to quantify. We will develop mathematical models of these relationships and use them to predict and explain collisions. We will also explore how energy moves through out launcher system and further expand our model to cover relational motion. 
Week 5: Students will also conduct independent investigations to discover how other forces impact the collision including friction and air resistance. Learners will explore why some objects do not break in collisions by a transfer task involving baseball bats as a formative assessment. This will launch learners into the second part of our unit exploring how we can create designs to better protect objects in a collision.
Week 6:  We will conduct material tests compare the structure and functions of materials to protect objects and notice similarities. We will create models to explain why some materials are more protective than others and use this to revise our designs. We will determine how designers and engineers develop criteria and concerns for a design through talking with stakeholders and how they use decision matrixes to make decisions. 
Week 7: We will create pitches for our designs and discuss how engineers get support from investors using persuasive writing and presenting skills. Then we will take our final assessment evaluating other engineer's designs for a helmet to protect competitive cheerleaders. We will review the driving question board to see what we've learned.

학습 목표

MS-PS2-1:
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

MS-PS2-2:
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS3-1:
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-LS1-8:
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-ETS1-2:
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3:
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

그 외 세부 사항

학부모 가이드
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.
수업 자료
Learners will need the teacher created printable workbook, empty cd case or similar fragile plastic, safety goggles, crackers, heavy books, tennis or golf balls, marbles, wooden stirrers, reclaimed styrofoam, tape, metal s hook, a rubber band,  index cards, a fan, tape, an infared thermometer, a rubber eraser, bubble wrap, a plastic folder (cut into strips), large washers, and museum putty
2 5 Newton spring scales and a Dynamics Cart
Outschool 외 필요 앱/웹사이트
이 수업에서는 아웃스쿨 교실 외에도 다음의 툴을 사용합니다:
출처
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.

선생님을 만나보세요

가입일: April, 2021
5.0
331수강 후기
인기 수업
프로필
교사 전문성 및 자격증
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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