物理概論：工程、熱傳遞與化學反應
透過動手實驗室、影片和模擬探索基於探究的科學。使用化學和工程原理來應對現實世界的挑戰，設計和完善解決方案
Malikai Bass M.A
平均評分：
5.0
評論數量：(327)
熱門課程
包含什麼
10 現場會議
7 小時 30 分鐘 上課時間作業
每週 1-2 小時. Students will complete readings, investigations, and project work outside of live meetings. It is required for optimal understanding and progression. Learners homework will be reviewed but not graded before the next class meeting.評估
Learners will complete a final transfer task to evaluate understanding and mastery. This will be begun in class but learners are welcome to work on it after the meeting until they are happy with their results.我們無法翻譯此文，請刷新頁面並再試一次。
課堂經歷
英語程度 - 未知
美國 6 - 9 年級
In this immersive 21-day unit, students explore the core phenomenon of Meal, Ready-to-Eat (MRE) flameless heaters, which provide hot meals through water activation. Beginning by investigating the internal workings of the MRE heater and examining analogous devices such as hand warmers, students gather evidence supporting the occurrence of chemical reactions. Engaging in the engineering design process, they define stakeholders, refine criteria, and establish constraints. Moving forward, students embark on designing their homemade heaters, determining optimal quantities of food and reactants. Through iterative testing, peer feedback, and thoughtful refinement, they enhance their prototypes, considering potential design consequences and stakeholder impacts. Ultimately, this iterative cycle leads to the development of optimized designs and comprehensive instructions for homemade heaters, fostering collaborative learning experiences through shared testing. 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. Week 1: - Introduce our grounding phenomenon - Intitial Models - Driving Question Board - Investigation Planning - Classroom Consensus Model Week 2 - Temperature of Flameless Heaters Investigation - Understanding heat as energy - Investigating Chemical Reactions which release heat Week 3 - Investigating different amounts of reactants - Defining Constraints - Refining Criteria -Initial Heater Design Week 4 - Testing and Redesign - Peer Feedback and Comparison - Cascading Consequences Charts Week 5 - Design Optimization - Final Presentations - Transfer Task
學習目標
MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
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.
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process so that an optimal design can be achieved.
PS1.B: Chemical Reactions
Some chemical reactions release energy, while others store energy.
ETS1.B: Developing Possible Solutions
Models of all kinds are important for testing solutions.
A solution needs to be tested and then modified on the basis of the test results in order to improve it.
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
ETS1.C: Optimizing the Design Solution
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
其他詳情
學習需求
This class is designed and led by a neurodivergent educator (ASD, ADHD, Dysgraphia) and has been specifically adapted by including transcripts hands-on learning opportunities, multiple communication strategies, and sensory accommodation.
父母的引導和規範
Learners will use Nearpod an online third party tool which does not require an account or collect any identifying information other than learner's first name and initial. Learners will be conducting simple household chemistry experiments including those which generate heat. Learners should have a supervising adult off-screen on "lab days" and when conducting experiments outside of class. They should follow safety guidelines provided in class including wearing gloves, tying back long hair, not eating or drinking during lab days, and making sure to conduct experiments in a well ventilated environment.
供應清單
Complete supply list and a teacher created guided notetaking/workbook will be provided before class begins.
外部資源
除了 Outschool 教室外，本課程也使用：
來源
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
Holly Hereau, Unit Lead, BSCS Science Learning
Tara McGill, Reviewer, Field Test Unit Lead, Northwestern University
Renee Affolter, Writer and Reviewer, PD Design, Boston College
Arlene Friend, Writer, Von Tobel Middle School
Sue Gasper, Writer, University Of Illinois Urbana‐champaign
Meghan McCleary, Writer, University Of Illinois Urbana‐champaign
Betty Stennett, Writer, BSCS Science Learning
Wayne Wright, Writer, BSCS Science Learning
Joel Donna, Conceptual design, University of Wisconsin – River Falls
Michael Novak, Conceptual design, Northwestern University
Katie Van Horne, Assessment Specialist, Concolor Research
Joi Merritt, Unit Advisory Chair, James Madison University
T.J. Smolek, Advisory Team, Michigan Department of Education
Angela Webb, Advisory Team, James Madison University
Christy Krenek, Advisory Team, New Mexico Public Education Department
Hope Brown, Advisory Team, Prairie Lakes Area Education Agency
David Fortus, Expert Advisor, Weizmann Institute of Science
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.
已加入 April, 2021
5.0
327評論
熱門課程
教師專業知識和證書
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. 評論
現場團體小班課程
US$160
用於 10 課程每週2次，共 5 週
45 分鐘
有4 位學習者完成此課程
即時視訊會議
年齡: 11-14
3-6 每班學員人數
