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Lesson plan for Measurements 21330832 (1)

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Different methods of incorporating nature of science into experiments in the measurement topic

https://edu.rsc.org/download?ac=516566

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5. Links to key skills and/or principles

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5. Links to key skills and/or principles

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Links to JCF keys skills and or principles (1)

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1. Links to other learning outcomes justification

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1. Links to other learning outcomes justification

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Why don't students always learn best from demonstrations?

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Why don't students always learn best from demonstrations?

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In this study, it was shown that a demonstration alone in class was not sufficient for students comprehension of the matter. It was concluded that students needed more theory before observing the demonstration to build on prior knowledge and connect theory to experience. Also, students queries about the explanation of the demonstration were never gathered or clarified.

A demonstration that I conducted in class was to measure the error of Parallax. I got 3 students to come up to the front of the room and write down the volume of water that they read from the graduated cylinder. The 3 results that the students wrote down were different. When I asked the class why we began a class discussion and, with some prompting, they suggested it may not have been from reading the level of the meniscus at eye level.

From here I described ways the error of Parallax could be avoided. Then I called the same 3 students up again to read a different level of water from the graduated cylinder. This time the students were aware of the error of Parallax and so were the rest of the students who were observing. The students all got the same value when they read the reading from the graduated cylinder the second time. Students had opportunities to ask questions on the process and outcome if the error of Parallax was not taken into account.

Reference: Roth, W.M., McRobbie, C.J., Lucas, K.B. and Boutonné, S. (1997), "Why may students fail to learn from demonstrations? A social practice perspective on learning in physics", Journal of Research in Science Training, 34(5), 509-533, available: https://doi.org/10.1002/(SICI)1098-2736(199705)34:5%3C509::AID-TEA6%3E3.0.CO;2-U

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Increasing creativity through discovery based learning

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Increasing creativity through discovery based learning

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Reference: Azainil, A. and Ramadiani, R. (2019) "Contextual teaching learning with discovery methods to increase motivation, creativity, and outcomes learning science students in elementary school", International Journal of Innovation, Creativity and Change, 5(3), 115-131, available: https://repository.unmul.ac.id/bitstream/handle/123456789/3471/International%20Journal%20of%20Innovation,%20Creativity%20and%20Change.pdf?sequence=3 [Accessed 20 April 2023]

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These both measure distances of curved lines, why do we need both of these to exist?

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These both measure distances of curved lines, why do we need both of these to exist?

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Effect on students academic achievement when discovery based learned invokes student inquiry

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Effect on students academic achievement when discovery based learned invokes student inquiry

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Reference: Balim, A.G. (2009) "The Effects of Discovery Learning on Students' Success and Inquiry Learning Skills", Eurasian Journal of Educational Research, (35), 1-20, available: https://d1wqtxts1xzle7.cloudfront.net/30221910/qcy520_desmond_j1-libre.pdf?1390881019=&response-content-disposition=inline%3B+filename%3DThe_Effects_of_Discovery_Learning_on_Stu.pdf&Expires=1682595851&Signature=Kmc6ruEblkt0pIiK9wmkDk-8vQDamrlGKnnbkYo6~FVwxUe1HyNKiplXbaxdhhUgnVUzMbYuNe5DqgsKDDt4S-kUWnOSgBDcCFAVXoLBqXhJY3fThy179rAyY1pTKJPUEIydg9Iu2c35-TtFJyOtkt77ymlJiJOKGiTYvF7fVRci1A5burMcG7A0T7BNAGS8B6zsMiHTYMZ0yJsDhzE82VngeLwpczbOouB5rT1rTSKUyvAACKF231K1SHdZ6oaHpVhupEkr0hXKJlgLc4ci7nCT1p72WYsJceu61993MMh6trs44JQusGjR3uwlZxlWUlYtxr2L7GR~XdprmcTuTQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA [accessed 20 April 2023]

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Effects of discovery learning and students' inquiry and success

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Scientific Argumentation in Classrooms that focus on understanding scientific epistemology to enhance scientific literacy

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Scientific Argumentation in Classrooms that focus on understanding scientific epistemology to enhance scientific literacy

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Reference: Driver, R., Newton, P. and Osborne, J. (2000) "Establishing the norms of scientific argumentation in classrooms", Science education, 84(3), 287-312 available: https://doi.org/10.1002/(SICI)1098-237X(200005)84:3%3C287::AID-SCE1%3E3.0.CO;2-A

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Inquiry based learning example through "Dancing raisins" Experiment

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Inquiry based learning example through "Dancing raisins" Experiment

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From this article, I adapted the technique used to incorporate inquiry based and discovery based learning in the classrooms into my own lessons. I used this in experiments for density using the overflow can. Initially I asked students ways that they could measure an irregular solids volume. Students participated in a classroom discussion identifying problems that would be encountered by using the regular volume equipment e.g. beaker and how inaccuracies could occur.

From here I gave each group of students an overflow can and told them to use this piece of equipment to measure the volume of an irregular object. I did not provide guidance as to how far to fill the water in the can or any method. The students from here adapted a discovery based technique, learning from their errors and repeating the experiment until they were satisfied.

We then started another classroom discussion as to the methods that students tried. LOQ and HOQ were also intertwined e.g. why would you have to put the object into the overflow can gently? What way could you lower the object in? Do you think not filling the water up until directly under the spout would make a difference to the end result? Do you think the shape of the irregular object matters? Do you think the water being a different temperature would affect the volume recorded?

Reference: Huber, R.A. and Moore, C.J. (2001) "A Model for extending hands-on science to be inquiry based", School Science and Mathematics, 101(1), 32-42, available: https://doi.org/10.1111/j.1949-8594.2001.tb18187.x

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School Sci   Mathematics - 2010 - Huber - A Model for Extending Hands‐On Science to Be Inquiry Based

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What will give the most precise and accurate measurement for 5ml of water and for 100ml of water? Which of these will give the least precise measurement, no matter what the volume being measured is?

https://edu.rsc.org/download?ac=507608

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Visual representation of difference between accuracy and precision.

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Ask students if they think that sea water and tap water have the same density. Get the students to carry out an experiment to test their hypothesis. Once students have obtained their results, get students to reflect on their results and evaluate and explain their results.

https://edu.rsc.org/download?ac=522003

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Links topic to everyday life and highlights the importance of SI units

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Where in the world is the Metric system used?

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Where in the world is the Metric system used?

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Links to chemical world (CW1) and incorporates inquiry. Will a measured volume ice have the same mass as a measured volume of water?

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Links to chemical world (CW1) and incorporates inquiry. Will a measured volume ice have the same mass as a measured volume of water?

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Reference: The conservation of matter during physical and chemical changes (n.d.) National Geographic available: https://education.nationalgeographic.org/resource/conservation-matter-during-physical-and-chemical-changes/ [accessed 20 April 2023]

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Image

Photograph by OJO Images Ltd.

Matter makes up everything visible in the known universe, from porta-potties to supernovas. And because matter is never created or destroyed, it cycles through our world. Atoms that were in a dinosaur millions of years ago-and in a star billions of years before that-may be inside you today.

Matter is anything that has mass and takes up space. It includes molecules, atoms, fundamental particles, and any substance that these particles make up. Matter can change form through physical and chemical changes, but through any of these changes matter is conserved. The same amount of matter exists before and after the change-none is created or destroyed. This concept is called the Law of Conservation of Mass.

In a physical change, a substance's physical properties may change, but its chemical makeup does not. Water, for example, is made up of two hydrogen atoms and one oxygen atom. Water is the only known substance on Earth that exists naturally in three states: solid, liquid, and gas. To change between these states, water must undergo physical changes. When water freezes, it becomes hard and less dense, but it is still chemically the same. There are the same number of water molecules present before and after the change, and water's chemical properties remain constant.

To form water, however, hydrogen and oxygen atoms must undergo chemical changes. For a chemical change to occur, atoms must either break bonds and/or form bonds. The addition or subtraction of atomic bonds changes the chemical properties of the substances involved. Both hydrogen and oxygen are diatomic-they exist naturally as bonded pairs (H ₂ and O ₂, respectively). In the right conditions, and with enough energy, these diatomic bonds will break and the atoms will join to form H ₂ O (water). Chemists write out this chemical reaction as:

2H ₂ + O ₂ → 2H ₂ O

This equation says that it takes two molecules of hydrogen and one molecule of oxygen to form two molecules of water. Notice that there are the same number of hydrogen atoms and oxygen atoms on either side of the equation. In chemical changes, just as in physical changes, matter is conserved. The difference in this case is that the substances before and after the change have different physical and chemical properties. Hydrogen and oxygen are gases at standard temperature and pressure, whereas water is a colorless, odorless liquid.

Ecosystems have many chemical and physical changes happening all at once, and matter is conserved in each and every one-no exceptions. Consider a stream flowing through a canyon-how many chemical and physical changes are happening at any given moment?

First, let's consider the water. For many canyon streams, the water comes from higher elevations and originates as snow. Of course that's not where the water began-it's been cycled all over the world since Earth first had water. But in the context of the canyon stream, it began in the mountains as snow. The snow must undergo a physical change-melting-to join the stream. As the liquid water flows through the canyon, it may evaporate (another physical change) into water vapor. Water gives a very clear example of how matter cycles through our world, frequently changing form but never disappearing.

Next, consider the plants and algae living in and along the stream. In a process called photosynthesis, these organisms convert light energy from the sun into chemical energy stored in sugars. However, the light energy doesn't produce the atoms that make up those sugars-that would break the Law of Conservation of Mass-it simply provides energy for a chemical change to occur. The atoms come from carbon dioxide in the air and water in the soil. Light energy allows these bonds to break and reform to produce sugar and oxygen, as shown in the chemical equation for photosynthesis:

6CO ₂ + 6H ₂O + light → C ₆H ₁₂O ₆ (sugar)+ 6O ₂

This equation says that six carbon dioxide molecules combine with six water molecules to form one sugar molecule and six molecules of oxygen. If you added up all the carbon, hydrogen, and oxygen atoms on either side of the equation, the sums would be equal; matter is conserved in this chemical change.

When animals in and around the stream eat these plants, their bodies use the stored chemical energy to power their cells and move around. They use the nutrients in their food to grow and repair their bodies-the atoms for new cells must come from somewhere. Any food that enters an animal's body must either leave its body or become part of it; no atoms are destroyed or created.

Matter is also conserved during physical and chemical changes in the rock cycle. As a stream carves deeper into a canyon, the rocks of the canyon floor don't disappear. They're eroded by the stream and carried off in small bits called sediments. These sediments may settle at the bottom of a lake or pond at the end of the stream, building up in layers over time. The weight of each additional layer compacts the layers beneath it, eventually adding so much pressure that new sedimentary rock forms. This is a physical change for the rock, but with the right conditions the rock may chemically change too. In either case, the matter in the rock is conserved.

The bottom line is: Matter cycles through the universe in many different forms. In any physical or chemical change, matter doesn't appear or disappear. Atoms created in the stars (a very, very long time ago) make up every living and nonliving thing on Earth-even you. It's impossible to know how far and through what forms your atoms traveled to make you. And it's impossible to know where they will end up next.

This isn't the whole story of matter, however, it's the story of visible matter. Scientists have learned that about 25 percent of the universe's mass consists of dark matter-matter that cannot be seen but can be detected through its gravitational effects. The exact nature of dark matter has yet to be determined. Another 70 percent of the universe is an even more mysterious component called dark energy, which acts counter to gravity. So "normal" matter makes up, at most, five percent of the universe.

National Geographic Society

October 19, 2023

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The Conservation of Matter During Physical and Chemical Changes

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Matter makes up all visible objects in the universe, and it can be neither created nor destroyed.

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Visual representation of differences between perimeter, area and volume

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Students can learn about the error of Parallax on their devices

https://www.stefanelli.eng.br/en/virtual-vernier-caliper-simulator-05-millimeter/

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PW2:  Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power

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PW2:  Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power

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Nature of science: NOS2, NOS3, NOS5, NOS10

Other Strands: PW1, CW1, CW2, CW10

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5. Links to JCF key skills and/or principles

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5. Links to JCF key skills and/or principles