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Use video clip to spark curiosity and questions about inertia. Use for Newton’s Laws of Motion Unit.

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Introduction: What is energy?

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Energy Overview: Energy Is Everything | PBS NC Science | PBS LearningMedia

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What is energy? And why is it so important that we keep trying to get more, save it and make it more efficient? Watch this video to learn more about what energy is, where to find it and how to use it.

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To learn about geothermal energy, how the earth is heated and cooled. Connect to everyday uses.

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In this video segment from Las Vegas PBS, visit a construction site where a geothermal heat pump system is being installed to provide a new building with an energy-efficient way to meet its heating and cooling needs.

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To learn about Newton's First Law of Motion Interactively

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Newton's First Law of Motion | PBS LearningMedia

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Find out about Newton's First Law of Motion, plus a little bit of baseball, with this animation.

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To learn about Newton's Second Law of Motion.

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Newton’s Second Law of Motion | PBS LearningMedia

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Learn about Newton’s second law of motion, plus a little bit of baseball, with this animation.

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To learn about Newton's Third Law of Motion.

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Newton's Third Law of Motion | PBS LearningMedia

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Learn about Newton's Third Law of Motion, the Law of Action and Reaction, and how it applies to the game of baseball. According to Newton's third law of motion, when one object exerts a force on a second object, the second object exerts a force on the first object of equal size, but in the opposite direction.

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Connect all three laws to baseball!

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Newton's Triple Play: Baseball Science | PBS LearningMedia

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In this lesson, students watch a video and animations that relate Isaac Newton's three laws of motion to baseball and apply what they've learned about these laws to another sport or other real-life situation. During the lesson, students complete three formative online assessments-one for each law-and a summative review, in which students fill out a chart by matching descriptions to each law.

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Video clip discussing how onions gather sulfur from the ground, which is released when you cut it open. (unit 1: chemical change).

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Description: This phenomenon can be used to illustrate both chemical reactions and the particle nature of matter. Onions gather sulfur from the ground to form large organic compounds. When the cells in an onion are breached (during cutting or eating) they release sulfenic acid which becomes a sulfur containing gas that eventually reaches your eye. Your eyes produce tears to remove the irritant. Students could speculate on how the irritant reaches your eyes and even investigate possible solutions to this problem. This phenomenon was submitted by Brian Babulic.
Web Resource: Science News for Kids - Informational Text Article

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Why Does Cutting an Onion Make You Cry? - The Wonder of Science

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Description: This phenomenon can be used to illustrate both chemical reactions and the particle nature of matter. Onions gather sulfur from the ground to form large organic compounds. When the cells in an onion are breached (during cutting or eating) they release sulfenic acid wh

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Explore chemical changes while making slime with various ingredients.

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Description: Everyone loves slime...especially elementary students. This phenomenon is a great introduction into chemical reactions. The properties of the reactants can be compared to the properties of the products to show that a chemical reaction has occurred. In high school the chemistry of polymers and cross-linking can be explored through slime.

Web Resource: The Science of Slime - American Chemical Society

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Description: Everyone loves slime...especially elementary students. This phenomenon is a great introduction into chemical reactions. The properties of the reactants can be compared to the properties of the products to show that a chemical reaction has occurred. In high school the

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A video (which can be hands-on with materials) is used to see if various materials will/will not conduct electricity.

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Description: Conductivity is an excellent way to classify material by their observable properties. Conducting material (e.g. metal), non-conducting material (e.g. plastic), and semi-conducting material (e.g. graphite) should all be used. A simple circuit with a lightbulb is used to determine the conductivity of different materials. These properties can be used to determine if a chemical change has occurred by testing before and after substances have been mixed. These properties can also be used in the design of an engineering solution.

Web Resource: Teach Engineering - Conductivity

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Will It Conduct? - The Wonder of Science

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Description: Conductivity is an excellent way to classify material by their observable properties. Conducting material (e.g. metal), non-conducting material (e.g. plastic), and semi-conducting material (e.g. graphite) should all be used. A simple circuit with a lightbulb is used to determine the conductivity of different materials.

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Energy Skate Park interactive. Explain the Conservation of Mechanical Energy using kinetic, gravitational potential, and thermal energy .Describe how changing the mass, friction, or gravity affects the skater's energy. Predict position or estimate speed from energy bar graph or pie chart. Calculate speed or height at one position from information about a different position.

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Learn about the conservation of energy at the skate park! Build tracks, ramps, and jumps for the skater. View the skater's kinetic energy, potential energy, and thermal energy as they move along the track. Measure the speed and adjust the friction, gravity, and mass.

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Relate the gravitational force to masses of objects and distance between objects.Explain Newton's third law for gravitational forces.

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Visualize the gravitational force that two objects exert on each other. Discover the factors that affect gravitational attraction, and determine how adjusting these factors will change the gravitational force.

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Introduction and Lab simulation on building a circuit.

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Unit 8.3 L8 Circuit Construction Kit - OpenSciEd

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Explore the lift and drag of a baseball pitcher’s curveball and relate it to the wings of an airplane.

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Curveball

With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect the aerodynamic forces on the ball. These are the same forces that generate the lift and drag of an aircraft wing.

Play Ball!
Please note: the simulation below is best viewed on a desktop computer. It may take a few minutes for the simulation to load.
General Instructions

This program is designed to be interactive, so you have to work with the program. There are a variety of choices which you must make regarding the analysis and the display of results by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection. The current values of the design variables are presented to you in boxes. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program. For most input variables you can also use a slider located next to the input box. Click on the slider bar, hold down and drag the slider bar to change values, or you can click on the arrows at either end of the slider. At any time, to return to the original default conditions, click the red Reset button at the upper right of the program.

If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it. If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow images should appear, and they should reappear.

Screen Layout

The program screen is divided into two main parts:

1. In the upper half of the screen are the graphics windows. On the right are two graphics windows that show the trajectory of the pitch as viewed from the side and from the top. On the left is a view from behind the plate and a graphic of a spinning ball. The spin axis of the ball is shown on the ball and you can adjust the axis using the input devices described below. By adjusting the spin axis, you can make the aerodynamic force cause the ball to loft or dive. If the spin axis is vertically oriented, the ball curves from side to side. You can see the effects of spin and gravity on the flight path in the side view at the top right. And you can see the side to side effect in the top view located beneath the side view. You can see the combined effects of aerodynamics and weight in the catcher's view at the upper left. We have drawn a strike zone in each of the view windows so that you can adjust the input parameters to throw a strike. In the blue window at the left your pitch is judged as a ball or a strike. The side and top view windows tell you how far from the center of the plate and how high above the plate the pitch first crossed the front of the plate.

2. The input parameters for the pitch are specified in the bottom half of the screen.

Beginning on the left, you must specify the the speed of the pitch, the spin on the ball, and the orientation of the axis of the spin. As mentioned above, if the spin axis is vertical (angle equals zero), the aerodynamic force is purely side to side. If the axis is horizontal (angle equal to +/- 90 degrees), the side force lifts or dives the ball, depending on the direction of rotation (+/- value of spin). For values between zero and ninety degrees you get both a horizontal and a vertical component of the aerodynamic force. You can be a right hander pitcher or a lefty by clicking on the round buttons below the spin axis inputs. The direction of rotation is reversed between righty and lefty. In the lower left, we see some colored buttons. The green "PITCH" button throws the ball. The blue "Save" button can be used to freeze the graphics of a completed pitch for comparison with a later pitch. The white "Clear" button erases all the graphics and prepares you for the next pitch. When you click on the "PITCH" button, the ball is thrown and the boxes below the buttons record the time, speed, and magnitude of the forces during the flight of the ball. The orange "Reset" button can be used at any time to return the program to its initial conditions.

Moving to the right lower half of the screen, we find the inputs needed to specify the point on the pitcher's mound from which you release the ball, and the angle at which you release the ball. A small arrow on the ball in the graphics window will help you determine these values. And the red stitches on the ball shows the direction and rate of spin. You can vary the height and the vertical angle of release, and the side distance and angle from the center of the pitcher's rubber. Below the Release inputs are some choice buttons to select the stadium location and the weather conditions. Changing the stadium location changes the atmospheric conditions. The default weather conditions are an Average Day at the selected stadium. The average is based on an NASA model of the atmosphere and how the pressure and temperature change with altitude. For the average day, we have the temperature set to 59 degrees at each stadium. A Hot Day sets the temperature to 89 degrees, and a Cold Day sets the temperature to 35 degrees. You can change all of the atmospheric conditions by using the Specify option on the choice button. You can change the temperature, the atmospheric pressure, and the relative humidity of the air; the program will calculate the air density that affects the magnitude of the aerodynamic forces.

Try setting up a pitch and then change the location. What happens to the trajectory?

Have fun!
Learn more about the aerodynamics of baseball. The original source code for the simulations is available for users to download at the BGA Simulations on GitHub.

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Baseball Motion Interactive Simulator | Glenn Research Center | NASA

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Curveball With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect

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Students will use what they know and can investigate gravity, motion, and forces to design and build a shock-absorbing system that will protect two "astronauts" when they land.

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Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions

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Educator Guide: Touchdown | NASA/JPL Edu

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Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions

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Students learn about rocks by making connections between familiar candy bars and unfamiliar samples.

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Students learn to describe meteorites using candy bars as edible models.

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Use pictures of stone towers to spark curiosity about the creation of stone towers/cross-over to SS curriculum.

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Teacher guide, classwork, and slides about life cycle using a twig/nature.

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The Mystery of the Winter Twig for Parents