February 25, 2011
FossilFootprints
As you consider the evidence:
· Can you tell anything about the size or nature of the
organisms that made the tracks?
· Were all the tracks made at the same time?
· How many animals were involved?
· Can you reconstruct a series of events represented by
this set of fossil tracks?
3
February 25, 2011
Evidence&Explanations
How to teach Science?
· What interpretations can you make about the
animals based on the evidence?
· Can you make any interpretations about the
environment?
7
Students shoulddo science
· Observation and hypothesis
· Measurement
· Collecting, organizing and
interpreting data
8
February 25, 2011
Identifyingthe
FeaturesofInquiry
EssentialFeaturesofClassroomInquiry
· Learners are engaged by scientifically oriented
questions.
· Learners give priority to evidence, which allows them to
develop and evaluate explanations that address
scientifically oriented questions.
· Learners formulate explanations from evidence to
address scientifically oriented questions.
· Learners evaluate their explanations in light of
alternative explanations, particularly those reflecting
scientificunderstanding.
· Learners communicate and justify their proposed 9
Where in the previous activity was each of the
five features exemplified?
Questions
Evidence
Explanations
Connections to scientific knowledge
Communication and justification
10
Alfred Wegener
From 1912 he publicly advocated the theory of "continental drift",
arguing that all the continents were once joined together in a single
landmass and have drifted apart.
11
12
February 25, 2011
The Learning Cycle
Learning theory tells us· Learning proceeds best by an interaction of learner
withenvironment
· If this interaction results in mental disequilibrium, then
when mind may reestablish equilibrium at a higher
mental level
· Peer interaction is important in this process since
peers think along similar ways.
LearningCycle
Exploration
· Open ended
· SocialInteraction
ConceptInventionorFormation
· Guided Activities leading to formation of concept
Application
13
· Use the concept learned
14
Exponents
Our Base Ten Number System
Examine the following
series:
1
10 = 10, or 10
2
100 = 10 x 10, or 10
3
1000 = 10 x 10 x 10, or 10
4
10,000 = 10 x 10 x 10 x 10, or 10
The superscript numbers 1, 2, 3, etc. are called
exponents. Notice that increasing the exponent
by one is the same as multiplying by 10.
Why do we have multiples of 10?
It may help to think of the exponent as the
number of zeroes following a 1.
· We have 10 commandments
· We have 10 symbols
· We have 2 symbols
6
102 = 1 followed by 6 zeroes, or 1,000,000
100 = 1 followed by 2 zeroes, or 100
10 = 1 followed by no zeroes, or 1
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16
February 25, 2011
ScientificNotation
2 x 10
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Our Base Ten Number System
30
6 x 10
8
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NegativeExponents
We can extend this idea even further. Each time the exponent
decreases
by one, the number is divided by 10.
-1
10-2 = 0.1 (or 1/10)
10-3 = 0.01 (or 1/100)
10 = 0.001 (or 1/1000)
2
Remember
that 10 means 1 followed by 2 zeroes. Conversely,
-2
10 means 1 preceded by two zeroes. Counting the one to the
left of the decimal point, 0.01 has two zeroes in front of it.
Any number can be represented as some integer times 10 raised
to some exponent. For example: 1
30 can be represented as 3 x10
4
30,000 can be represented as 3 x10
-3
0.003 can be represented as 3 x10
19
20
February 25, 2011
3.5 x 10
-10
1.5 x 10
-4
21
22
The Metric System
The system of measure used in the United States -- based on
inches, feet, miles, etc. -- is not convenient for scientific use.
The metric system is much simpler and is used for all scientific
measurements, from the distance between galaxies to the size
of an atom.
The metric system was expanded in 1960 into the International
System of Units (metric units are therefore sometimes called SI
units). The major features of both systems are:
23
· The use of decimals
· A system of prefixes
· Standards defined in terms of basic, unchanging
properties
physical
24
February 25, 2011
MetricRuler
The Meter
26
25
1000
100
10
10=101
103
102
kilo
hecto
1 Meter
1/10
1/100
1/100
1=100
.1=10-1
.01=10-2
.001=10-3
deci
centi
milli
deka
1 The length of the object below is ___ cm___ meters
____ km___mm
How long is the block in meters
A 0.32
B 3.2
L= ____ cm _____ m _____
dkm ______km
C 32
27
D 320
E
0.00032
February 25, 2011
Metric Prefixes
28
Metric Prefixes
30
29
February 25, 2011
LargePrefixes
1 yard= _____ meters
1meter= ______ yards
31
2 From the picture below we can say that 1 yd is equal to
about ____ meters and 1 meter is equal to about ____
yards.
32
History of the metric system
A 0.93, 1.1
B 1.1, 0.93
C 93, 39
D 39,93
E
0.6, 1.5
The International Bureau of Weights and Measures (Bureau
international des poids et mesures, acronymed “BIPM”) in
33
Sèvres,France.
February 25, 2011
Astro Distances
Metric Units
Mega
kilo
hecto
deka
Meter
Gram
Liter
Byte
Hertz
deci
centi
milli
micro
106
1000
103
100
102
10
101
1
100
.1
10-1
.01
10-2
.001
10-3
10-6
34
35
Some well known distances (meters)
Radius of Earth
6 x 106
Earth to Moon
8 x 108
Earth to Sun
2 x 1011
Earth to nearest Star
4 x 1016
Length of housefly
5 x 10-3 (5mm)
Dust particles
1 x 10-4 (0.1mm)
Cell
1 x 10-5
Atom
1 x 10-10
Units in Science-Area
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Area
is Units2 squares
2
2
square cm (cm ), square feet (ft ), sq m (m ), sq miles
37
February 25, 2011
Why is L x W not a definition of
Area?
3 The area of the shape below is ___ square centimeters.
1 cm
2
38
4 The area of the surface below to the nearest whole
number is about____ cm2
8 cm
2
40
February 25, 2011
Units in Science- Volume
TheGraduatedCylinder
If a stone is dropped, water
level goes up
3
3
1 cm
1 ft3
1 dm =
1 liter
kiloL HectoL dekaL Liter deciL centi L milli L
Archimedes uncovered a fraud in the
manufacture of a golden crown
commissioned by Hiero II, the king of
Syracuse. Suspecting that the goldsmith
might have replaced some of the gold given
to him by an equal weight of silver, Hiero
asked Archimedes to determine whether the
wreath was pure gold.
41
42
MeasuringMass
79.3 grams
43
kilogram
Hectogr dekagr
Gram
decigr centi gr milligram
44
February 25, 2011
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