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PhET Circuit Construction Kit: DC - Virtual Lab

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PhET Circuit Construction Kit: DC - Virtual Lab

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Welcome to Circuit Construction Kit: DC. It has 2 interactive screens that you can explore. Choose a screen to start exploring.

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use the model to make sense of science or engineering?

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diagram and label the parts of the model?

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identify the function of each part?

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identify the mechanism behind a phenomenon?

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identify the model's limitations?

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figure out which SEPs and RTCs connect?

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discuss how to improve the model?

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Model 2 - Perspective from Space (Afternoon)

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Model 2 - Perspective from Space (Afternoon)

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Texas Gateway for Online Resources by TEA

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Texas Gateway for Online Resources by TEA

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Focus on the Explain animations.

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The force of friction is first introduced in fourth grade. Students may or may not know about the force of friction at this point in the lesson. This activity addresses friction defining it. We will define friction in the Explain portion of the lesson.

Help your students collect the materials to do these experiments. Push-pull spring scales can be purchased from science material suppliers. Spring scales need to measure force in newtons. Bath towels can be cut into sections and taped down to substitute for carpeted areas in Experiment A.

Facilitation Questions

What were you testing? I was testing whether it took more force to pull a book on carpet or tile.

Was your hypothesis correct? Answers may vary.

What was the only difference in your experiment? The only difference in my experiment was the kind of flooring I used: carpet or tile.

Why did you pull the book three times on each surface? I pulled the book three times to make sure the results were as consistent and reliable as possible.

What things stayed the same in your experiment? The things that stayed the same in the experiment were that I used the same book on both surfaces, I pulled the book with the same amount of force each time, I pulled the book the same distance on both surfaces, and I used the same spring scale and meter stick to take all measurements.

Why is it important to have only one difference in an experiment? I need to know what is causing the results in the experiment. For example, if I used different sizes of books and different types of flooring, I would not know whether the size of book or the type of flooring was affecting the results of the experiment.

Was more force needed to pull the book on carpet or tile? More force was needed to pull the book on carpet.

Why was more force needed to pull the book on one surface than the other? Answers will vary but may include that more force was needed to pull the book on carpet because carpet is rougher or bumpier than tile.

Were all your measurements the same? If not, why not? Answers will vary but may include that the data was relatively the same with an exception. This could be a result of pulling with more or less force during a trial.

Why did you repeat the experiment? I repeated the experiment to make sure I was getting accurate measurements and reliable data. If a scientist does an experiment only one time, he or she might not collect reliable data. The experiment needs to be repeated to make sure the data is similar each time.

What were you testing? I was testing which type of magnet was the strongest.

Was your hypothesis correct? Answers may vary.

What was the only difference in the experiment? The only difference in the experiment was the kinds of magnets used.

What things stayed the same in the experiment? The things that stayed the same in the experiment were that I used the same metric ruler and paper clip and moved the paper clip 1 cm each time.

Why is it important to have only one difference in an experiment? I need to know what is causing the results in the experiment. For example, if I used different kinds of magnets and different types of magnetic objects, I would not know whether the different kinds of magnets or the different types of magnetic objects were affecting the results of experiment.

Which magnet proved to be strongest? Answers will vary based on the magnets used.

Were all the measurements the same? If not, why not? Answers will vary but may include that some answers were similar while others were not. This could be a result of releasing the magnet instead of holding it in place the whole time or pushing the paper clip instead of moving it forward and releasing it. Magnets lose strength if they are dropped, which could also affect the results.

Why did you repeat the experiment? I repeated the experiment to make sure I was getting accurate measurements and reliable data. If a scientist does an experiment only one time, he or she might not collect reliable data. The experiment needs to be repeated to make sure the data is similar each time.

What were you testing? I was testing whether it took more force to move an empty container or a container filled with gravel, rocks, or dry beans.

Was you hypothesis correct? Answer may vary.

What the only difference in your experiment? The only difference in the experiment was the mass of the containers.

What things stayed the same in the experiment? The things that stayed the same in the experiment were that I used the same surface, I pulled the containers with the same amount of force each time, I pulled the containers the same distance on both surfaces, and I used the same spring scale and meter stick to take all measurements.

Why is it important to only have one difference in an experiment? I need to know what is causing the results in the experiment. For example, if I used two different containers and two different surfaces, I would not know whether the different containers or the different surfaces were affecting the results of the experiment.

Was more force needed move Container A or Container B? More force was needed to move Container B.

Why was more force needed to move Container B? Answers will vary but may include that Container B is heavier.

Were all of your measurements the same? If not, why not? Answers will vary but may include that some answers were similar while others were different. This could be a result of pulling with more or less force from one trial to another.

Why did you repeat the experiment? I repeated the experiment to make sure I was getting accurate measurements and reliable data. If a scientist does an experiment only one time, he or she might not collect reliable data. The experiment needs to be repeated to make sure the data is similar each time.

The literacy book, Forces Among Us, is content heavy. Stop frequently to ask students if they have questions or need clarification.

Force is defined as a push or a pull. Magnetism, gravity, and friction are all forces. Spring scales are tools that measure force using the metric unit of newtons.

Students will design experiments to test the effects of force on an object. Each group must develop a question it can answer with an experiment. Groups will develop a hypothesis or a prediction about what will happen in their experiment. A hypothesis also serves as a predicted answer to the question the group asks. Groups will need to construct materials lists based on what they need to do their experiments. Next, groups need to write a procedure detailing how to do their experiments. During the experiments, students will collect data, analyze the results, and come to conclusions. Remind students to repeat their trials (or experiments) at least three times to make sure the data is reliable.

After reading and discussing Forces among Us, students will work through the online activities for the forces of magnetism, gravity, and friction.

Students will be designing their own experiments to test the effects of force in this portion of the lesson. Some students may need you to provide them with questions. Have various materials on hand for students to use.

Allow students to work in small groups to design their experiments. Examples of experiments may include the following:

Does friction affect magnetism?

Students may choose to test this question by following a similar set of instructions as was used in Experiment B of Explore. Students may use two horseshoe magnets positioned 10 cm away from each other on tile. While holding one magnet in place at 0 cm, the other magnet would be moved 1 cm at a time from 10 cm toward the magnet at 0 cm. This experiment would then be repeated on carpet to see if friction affected the distance between the two magnets when attraction was first observed.

Is magnetism more powerful than gravity?

Students may choose to test this question by following instructions similar to the previous experiment. The only difference would be that the metric ruler would be vertical. The magnet resting at 0 cm would not be held in place. Instead, the magnet being moved closer to the magnet at 0 cm would be held in place after each 1 cm move forward. Students would determine whether magnetism is more powerful than gravity based on whether the magnet being moved toward 0 cm could eventually pick up the magnet resting on the floor.

Does friction affect how far an object will roll?

Students could create ramps of equal height and size and cover each with a different material, such as carpet, sand paper, or waxed paper. A ball or toy car could be rolled down the ramps with various coverings. Students would measure how far the object rolled after it reached the bottom of the ramps. Alternately, students could use only one ramp but set it up on different surfaces such as carpet, tile, or concrete. Again, students would measure how far the object rolled after exiting the ramp.

Science Notebook Entry

Answers to the notebook entry may include:

Slipping on a wet floor and bruising your leg or breaking your arm

Putting snow chains on tires to avoid slipping on ice

Sliding into base during a ball game to avoid being tagged out

Hydroplaning on a wet road due to a lack of tread on tires on having a wreck

Sledding down a snow-covered hill to experience speed

Sliding down a playground slide or water slide and not getting stuck

Students may work in groups to complete the assessment.

1. What did the students do correctly?

The layout of the experiment was done well. A question, hypothesis, materials list, procedure, data, and results were all part of the plan. The students repeated the experiment to record more data. The students used the same size books, ramp, toy car, and meter sticks. the students measured and recorded their data in a table.

2. What could the students have done better?

The students should have used the same number of books to place under each ramp. They were testing to see if the car would travel farther on carpet than tile. The height of the books should not be a factor in the experiment.

The same student could have released the car to make sure it was done the same way each time. Judging by Trial 3 on tile, it looks as if someone may have pushed the car instead of releasing it since the distance traveled was much greater than in Trials 1 and 2.

3. Based on the experiment, is the students' hypothesis supported by their data and did they design the experiment to find a true answer to their question? Why or why not?

The students' hypothesis is not supported by their data according to the results. The students did not design the experiment to find a true answer to their question because they had two differences: the type of flooring and the height of the ramp. In order to find a true answer, the students would need to redo the experiment using the same ramp height on both types of flooring.

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A tier 1 force and motion instructional resource for grade 4.

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Texas Gateway for Online Resources by TEA

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Texas Gateway for Online Resources by TEA

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Focus on the diagrams and videos.

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Engage
Students may answer this question in a myriad of ways, but they should observe the layering of rock. These pictures are of sedimentary rocks, which are characterized by layering. Examples of sedimentary rock include sandstone, limestone, and shale. The oldest layers of rock are on the bottom with the newest layers on top.

Explore
Students should begin by clicking on the rock cycle image. It will bring up a PBS website with an online interactive. Instruct students to click on the black box that says "LAUNCH." A pop-up site will appear. Students will need to read and follow directions on the interactive to observe the process of sedimentary rock formation. Instruct students to pay close attention to the vocabulary and definitions. They may need to go through the interactive a few times to grasp all of the concepts.

Sediment forms when wind, water, or ice weathers, or breaks down, rock. These agents then carry the sediment to a new location through the process of erosion. Eventually, the sediment is deposited, or dropped, in a new location. Students first learn about the processes of weathering, erosion, and deposition in fourth grade (TEKS (4)(7)(B)).

Students will learn how igneous and metamorphic rocks form in grade 6 (TEKS (6)(1 0)(B)). However, it might help students to see how the formation of sedimentary rock fits into the rock cycle.

Over time, sediment becomes layered. As the weight of the sediment layers builds, the process of compaction occurs due to increased pressure. Compaction is the process of squishing air or water from between sediment particles.

The process of compaction could be modeled by layering blankets or towels and then sitting or lying on top of them. The addition of weight squishes the air or water from between the layers, causing them to thin due to increased pressure.

Students should begin by clicking on the hand lens image. This will bring up a website by the Geological Society of London. Students should click on the maroon box that says "Play Animation" located at the bottom of the water and sand image. Allow students time to work through the cementation interactive. Instruct students to read the directions and pay close attention to the vocabulary.

Minerals between sediment grains cement, or stick, the individual sediment grains together. This process is called cementation. Once the sediment is cemented together, sedimentary rock is formed.

Cementation could be modeled a number of ways, such as pouring glue onto a pile of rice grains.

Examples of sedimentary rock include sandstone, limestone, and shale.

Explain
Use this time to further debrief the Explore activities.

Solid rock is weathered by wind, water, or ice. The small sediments that break off are eroded and deposited. The deposited sediment then goes through the processes of compaction and cementation to create sedimentary rock.

Fossils from dead plants and animals are found in sedimentary rock. However, students may not know that. If not, tell them that the picture offers clues to the question's answer. If they look closely, they will see the alligator in the water.

Over time, fossils are changed into fossil fuels. Students will see this in the short video and will learn more about the process in Elaborate.

Elaborate
Instruct students to click on the image. It will bring up a website created by Earth Day Canada. Students will need to click on the "Start" button located on the blue "EcoKids" tablet to begin the interactive. They will need to read through the "Fossil Fuels" section followed by coal, oil, and natural gas. They can use the navigation keys to scroll up and down and to go back to the main menu.

Fossil fuels are made from the remains of ancient organisms that were buried under many layers of sediment millions of years ago. With increased heat and pressure, fossils are turned into fossil fuels. Fossil fuels are found in sedimentary rock, which is often located beneath a body or former body of water such as an ocean or swamp.

Fossil fuels are nonrenewable resources that include oil, natural gas, and coal. They either have to be mined or drilled from Earth and cannot be easily replaced in a short amount of time. Students should have begun learning about fossil fuels as nonrenewable resources in fourth grade (TEKS (4)(7)(C)).

Student illustrations of fossil fuel formation will vary. Generally, they should begin with a living organism such as a fish swimming. The following picture could be a dead fish lying on top of the sand. The next picture might be the fish covered with a few layers of sediment. The last picture would be of the fish as a pool of fossil fuel under several sediment layers.

Evaluate
The quiz has five questions. Students will have three attempts to correctly answer a question before the next question is introduced. Each question provides the student with immediate feedback. Following the completion of the quiz, students may review the quiz in its entirety to view correct and incorrect answers.

Answer Key
1. true
2. sedimentation, compaction, cementation
3. weathering, erosion, deposition
4. Compaction is the process of squishing air or water from between particles of sediment. Cementation is the process of minerals sticking individual grains of sediment together.
5. plant and small organisms lying on top of sand, plant and small organisms under layers of sediment, plant and small organisms grayed out under more layers of sediment

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Engage Students may answer this question in a myriad of ways, but they should observe the layering of rock. These pictures are of sedimentary rocks, which are characterized by layering. Examples of sedimentary rock include sandstone, limestone, and shale. The oldest layers of rock are on the bottom with the newest layers on top.

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Design Challenge:

As a Human-Powered Vehicle team, design and build a rickshaw that can be used to transport passengers for short distances along the streets and paths throughout the city.

Criteria:

The rickshaw must have seating/room for two passengers.

The rickshaw must have a canopy.

The rickshaw must travel safely over smooth and rough terrain.

Constraints:

The length of the rickshaw must be smaller than 30 cm by 18 cm.

The rickshaw must travel a distance of 2 meters without breaking or losing its load.

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Model 2 - Perspective from Space (Morning)

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Model 2 - Perspective from Space (Morning)

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Overview and Purpose

Welcome to the TEKS Guide, BETA, for reading language arts. The purpose of the TEKS Guide is to help teachers understand each student expectation in the Texas Essential Knowledge and Skills (TEKS) and to provide valuable resources to support instruction.

Bookmark us now and return often as we respond to your feedback, evolve, and grow.

What are the TEKS?

The Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do in each subject and grade level. The Texas State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum. The SBOE periodically reviews and revises the TEKS for each subject area. To learn more about the process and timelines for review and revision of the TEKS please visit https://tea.texas.gov/curriculum/teks-review/.

Take a tour of the TEKS Guide

This video provides a guided overview of each component of the TEKS Guide, BETA.

Unpack Student Expectations:

Teachers can begin unpacking each standard by exploring the following information on the overview tab for the student expectation:

Detailed explanations of the standard

Glossary support for key terms

Supporting information including:

Related 2009 student expectation(s)

Summaries of research related to the student expectation

Demonstrated Proficiency:

For each student expectation, the overview tab includes one example of how the standard might be assessed. This could be a formative assessment activity or a released STAAR assessment item. These examples assist teachers in measuring their students' demonstrated proficiency of the TEKS. In addition to the activity or question, the demonstrated proficiency section includes rationales for STAAR answer choices and further explanations for teachers about the assessment example.

Alignment:

Information in the alignment tab helps teachers make connections within and among the student expectations. Breakouts allow teachers to visualize each component of a student expectation while the vertical alignment shows related knowledge or skills in other grade levels. The focal points are intended to show the multiple connections among student expectations within the grade level.

More to Come:

Why is TEKS Guide in BETA?
Planned enhancements will make this resource even more useful for teachers. For example, TEA will solicit examples of student work aligned to the TEKS from Texas classrooms throughout the 2019-2020 school year. Student work will be added as exemplars in the TEKS Guide 2.0 that is scheduled to be available in Summer 2020. If you have a great example of student work, please contribute it!

To see what has been added or changed recently, please review the version log.

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Welcome to the TEKS Guide, BETA, for reading language arts. The purpose of the TEKS Guide is to help teachers understand each student expectation in the Texas Essential Knowledge and Skills (TEKS) and to provide valuable resources to support instruction. Bookmark us now and return often as we respond to your feedback, evolve, and grow.