Monday, 22 April 2013

Physical World, Earth and Space, and Living World- Ideas

So here's the part of the K-6 NSW syllabus for the Australian Curriculum that's about the branch of science called physics.
Since physics is probably one of the harder areas of science, and has some specialist knowledge, I have decided to " decode' it a bit for you"
I've added a bit more!
Objective
Students:
        develop knowledge of the Natural Environment through understanding about the Physical World, Earth and Space, and Living World
Early Stage 1 outcomes
A student:
Stage 1 outcomes
 
A student:
Stage 2 outcomes
 
A student:
Stage 3 outcomes
 
A student:
STe-6NE
identifies that the way objects move depends on a variety of factors
 
In physics, an object means anything, but usually we think of an inanimate object, like a ball or a box.
How about a paper aeroplane?? This would a great place to get your students measuring how far they can fly a paper aeroplane.Or even comparing a plane to a flat piece of paper. If you've got a second storey in your school, you could also time how long it takes for a parachute toy to fall compared to a toy without the chute.
ST1-6PW
describes some sources of light and sound that they sense in their daily lives
 
 This is really about energy. They need to identify that Tv's, ipods, radios etc are giving out sound, and Tv's, light globes, torches are giving out sound. many of these sources are electrical, which is another form of energy.

 
ST1-7PW
describes effects of pushes and pulls on objects they encounter
ST2-6PW
identifies ways heat is produced and that heat moves from one object to another
 
 The first part to me suggests a brainstorming about how we get heat; Heat is produced by burning  a candle, or buring petrol in a car or fire or by electricity or by rubbing ( like rubbing a rubber on the page and it feels hot).
Heat transfer refers to the conduction of heat through a conductor ie a metal but not through an insulator, like wood.
 
So this might be a nice place to do an experiment to test which kids of spoons ( metal, wood, plastic, metal with plastic handle) will get hot when sitting in a pot of warm water ( not boiling, or too hot to touch).
To test this experiment properly, you should make sure the spoons are the same length. that is conduct a fair test by controlling the variable of spoon length. you can just feel if it gets warm ( as long as its safe !), obviously we with use a thermometer in high school, but the idea is transfer of heat energy here.
 

 
 
ST2-7PW
describes everyday interactions between objects that result from contact and non- contact forces
A contact force relates to the things having to touch ie the forces of friction and bouyancy are contact forces.
Friction can be demonstrated when objects are rubbed together. Its friction that you use by having rubbery soles on your shoes. Walking on ice or a slippery floor shows you what happens with no friction.
Perhaps a cartoon of someone slipping on a banana peel to write a story about why we need friction.
Non-contact forces are also called field forces. we have lots of real magnets at high school, but you can easily see that fridge magnet work even with a piece of paper in the way. Gravity is also a non- contact force.
ST3-6PW
describes how scientific understanding about the sources, transfer and transformation of electricity is related to making decisions about its use.
Sources means how its made- in NSW most electricity is made by buring coal, so contributing to the greenhouse effect, so that's why we try to conserve electricity from the grid, by turning off lights etc. However, if the electricity comes from a re-newable source, like solar panels, there's no harm to running these panels all day, so that's why road signs or garden lights are often solar powered.
Transfer: There is a lot of safety with electricity that is related to our understanding about the transfer of electricity. For instance, water with conduct electricity, especially when it has thing dissolved in it like chlorine and fluroride, so one of the safety thing we do is not mix water with electricity.
Also, most electrical parts are insulated in a material like plastic, that stops electricity being transferred. The wired themselves that need to conduct electricity are metal. If you need really great conductivity, like in the Space shuttle, you'd use gold wires, although copper is good enough for every day use.
Transformation: in year 7 student will learn that when energy changes from one form to another, like electricity changing into light energy in a torch, this is called TRANSFORMATION. A lot of toys are a great way to show electrical energy being transformed into other forms of energy such as movement energy, sound, light and heat.
 
 
 
ST3-7PW
uses scientific knowledge about the transfer of light to solve problems that directly affect people’s lives
STe-7NE
observes, using their senses, how daily and seasonal changes in the environment affect them and other  living things
How about a weather chart where students write there observations of the weather, and the numbers for temp, rainfall off an online weather report.
ST1-8ES
describes some observable changes that occur in the sky and landscape
 
 this is leading to astronomy, so the sun and moon are the main focus. Note for instance that you see the moon during the day time, it never a full moon.
Major events like conets, eclipses are a great place to do some astonomy using technology. You can also download apps that tell you what stars are above you, even though you can't see them thanks to the sun light
 
 
 
ST1-9ES
identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources
ST2-8ES
describes some observable changes over time on the Earth’s surface that result from natural processes and human activity
  Erosion, where material from the earth is moved rain and wind.
 
ST2-9ES
describes how relationships between the sun and the Earth cause regular changes
ST3-8ES
describes how discoveries by people from different cultures and times have contributed to advancing scientific understanding of the solar system
 
ST3-9ES
explains rapid change at the Earth’s surface caused by natural events, using evidence provided by advances in technology and  scientific  understanding

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