Re: Great Lesson

Author: Caroline Hall-Managing Editor
Posted: Mar 26, 2013 7:20AM UTC

> On Mar 21, 2013, Yvette Giron posted:
>
> I have a wide
> variety of different learners in IPC and the lesson
> was able to reach all levels of learners.

Glad this was beneficial to your students, Yvette. The author is a veteran teacher who has created an impressive collection of lessons to accompany PhET simulations. To see more of her lessons, type "Trish Loeblein" in the Physics Front search box.

• Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (HS-PS1-1)

• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (6-8)
• Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (9-12)
• The periodic table orders elements horizontally by the number of protons in the atom's nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (9-12)
• The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (9-12)

• Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (6-8)
• Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (9-12)

• Phenomena that can be observed at one scale may not be observable at another scale. (6-8)
• The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (9-12)

• Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (6-8)

• Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. (6-8)

• Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
  • Analyze data using computational models in order to make valid and reliable scientific claims. (9-12)

• Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
  • Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (9-12)

• Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. (9-12)
  • Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. (9-12)

• Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)
  • Create a computational model or simulation of a phenomenon, designed device, process, or system. (9-12)

• Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)

• Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)

• Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. (9-12)

• Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)

• 6-8: 4D/M1a. All matter is made up of atoms, which are far too small to see directly through a microscope.
• 6-8: 4D/M1b. The atoms of any element are like other atoms of the same element, but are different from the atoms of other elements.
• 9-12: 4D/H1. Atoms are made of a positively charged nucleus surrounded by negatively charged electrons. The nucleus is a tiny fraction of the volume of an atom but makes up almost all of its mass. The nucleus is composed of protons and neutrons which have roughly the same mass but differ in that protons are positively charged while neutrons have no electric charge.
• 9-12: 4D/H2. The number of protons in the nucleus determines what an atom's electron configuration can be and so defines the element. An atom's electron configuration, particularly the outermost electrons, determines how the atom can interact with other atoms. Atoms form bonds to other atoms by transferring or sharing electrons.
• 9-12: 4D/H3. Although neutrons have little effect on how an atom interacts with other atoms, the number of neutrons does affect the mass and stability of the nucleus. Isotopes of the same element have the same number of protons (and therefore of electrons) but differ in the number of neutrons.
• 9-12: 4D/H5. Scientists continue to investigate atoms and have discovered even smaller constituents of which neutrons and protons are made.

• 6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
• 6-8: 11B/M4. Simulations are often useful in modeling events and processes.

• 6-8: 11D/M3. Natural phenomena often involve sizes, durations, and speeds that are extremely small or extremely large. These phenomena may be difficult to appreciate because they involve magnitudes far outside human experience.