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Science of NHL hockey: Newton’s three laws of motion

By admin

Posted on 2012-04-24

Photo of Washington Capitals forward Keith Aucoin (#23) collision with Toronto Maple Leafs forward Nikolai Kulemin (#41)

Is this your first look at the Science of NHL Hockey? Welcome! This installment focuses on Newton’s laws of motion. It’s just one of series of ten video-lesson plan packages developed by NBC Learn in partnership with NSF and NSTA.

What’s your fall-back position for helping students visualize Newton’s laws? Looking for something punchy that will really grab students’ attention? Give this lesson package a try. Colliding hockey players and pucks sailing across the ice give students a new way to look at how Newton’s laws govern the motion of everything!

Consider showing the Science of NHL Hockey video Kinematics as a “bell-ringer” activity to remind students of the basic components of motion. Then delve into Newton’s Three Laws of Motion, where the action will bring Newton’s laws to life.

—Judy Elgin Jensen

Image courtesy of Clyde Caplan

Video: In “Newton’s Three Laws of Motion,” NHL players sprint down the ice and crash into one another while scientists explain how Newton’s laws tell you exactly what is happening.

Middle school lesson: In this lesson, students use a Newton’s cradle, hockey pucks, and more to construct their own demonstrations of Newton’s laws of motion.

High school lesson: In this lesson, students use skateboards and other materials to develop their own demonstrations of Newton’s laws of motions.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

Photo of Washington Capitals forward Keith Aucoin (#23) collision with Toronto Maple Leafs forward Nikolai Kulemin (#41)

Is this your first look at the Science of NHL Hockey? Welcome! This installment focuses on Newton’s laws of motion. It’s just one of series of ten video-lesson plan packages developed by NBC Learn in partnership with NSF and NSTA.

 

Learning doesn't take a vacation

By Mary Bigelow

Posted on 2012-04-23

Table of Contents


Although it’s snowing on this April day in the Northeast, I suspect that many students (and teachers) are thinking of the summer break. But as the theme of this issue suggests, students will keep on learning. How can we as teachers build on their experiences when they return from a break? How can we encourage them to take advantages of learning opportunities in their neighborhoods and communities?
If you’re thinking of what to do in a summer program, Slithering Into Summer has ideas for helping students to explore reptiles and amphibians. [SciLinks: Amphibians, Reptiles] I could see also this being adapted for a teacher professional development project, such as the one described in Bayou-tiful Data. The author describes how her summer experience led to the creation of similar learning opportunities for her students to investigate water quality. Just Me and You—And a Whole Community Down by the Stream has ideas for starting a science club and engaging the students in studies of nearby habitats. [SciLinks: Water Quality, Wetlands]
A teacher summer institute that also includes a summer camp for students sounds like a win-win program. The authors of Is Your Soil Sick? describe how teachers and students collaborated on an investigation of soil quality. Learning and getting dirty—sounds like a good combination. [SciLinks: Soil, Soil Types]
Summer Science has more suggestions for family involvement, particularly for younger students. And get out the sunblock for Solar Energy: Fun in the Sunas you read about solar activities at a camp for junior naturalists, especially building and cooking in solar ovens. [SciLinks: Alternative Energy Resources]
The title Studying Zooarchaeology brought back memories of a student who was really interested in word origins. He would probably have figured out that this is about the study of animals remains such as bones, shells, or teeth found in archeological digs. The investigation describe here focuses on observing artifacts and making inferences about their history. [SciLinks: Animal Bones]
I’ve always admired those who keep journals that are more than dates and events. Notebooking Like a Naturalist has ideas for using trade books and modeling for young naturalists interested in this lifelong process. As an alternative to sending home find-a-word puzzles or coloring pages, take a look at the four enrichment activities and photos in A Traveler’s Guide to the Universe. Students and their families or friends can do these together under starry skies with a pair of binoculars. [SciLinks: Stars, Moon Phases, Constellations]
Birdwatching, sports events, wildlife viewing, and stargazing are popular vacation activities. How Do Binoculars Work? has a brief primer on the principles of optics that bring objects up close and personal. I’ve visited many national, state, and local parks that have a lending program for visitors—a nice way for families who can’t afford (or forgot to bring) equipment. [SciLinks: Lenses]
Many of these articles have extensive resources to share, so check out the Connections for this issue (April/May 2012). Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.

Table of Contents

 

Science of NHL hockey: kinematics

By admin

Posted on 2012-04-19

As we mentioned last time, NSTA and NBC Learn have teamed up with the National Science Foundation (NSF) to launch “Science of NHL Hockey,” an online video series that explores the science and math of the sport.

Do your students sometimes confuse the concepts of speed, velocity, and acceleration? Look no further for a real-life example they will remember! NHL skaters can reach speeds in excess of 20 miles (32km) per hour, and during some short bursts approach 30 miles (48 km) per hour. They skate around a rink that’s 200 feet (about 26 m) long and 85 feet (about 61 m) wide, so they have plenty of room to move. Consider using the video in small chunks as you discuss each concept and their relationship with your students.

With the NHL Stanley Cup playoffs in full swing, and the finals set for June, NOW is the perfect time to start using these high-interest learning packages in your classroom!

—Judy Elgin Jensen

Image courtesy of Prince William Hockey Club

Video: The   “Kinematics” video visually illustrates this branch of classical mechanics by defining a player’s position, velocity and acceleration as he moves across the ice.

Middle school lesson: In this lesson, students will gain an understanding of the basics of kinematics and measure speed and acceleration with simple equipment.

High school lesson: In this lesson, students will gain an understanding of the basics of kinematics and measure speed and acceleration with simple equipment.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

As we mentioned last time, NSTA and NBC Learn have teamed up with the National Science Foundation (NSF) to launch “Science of NHL Hockey,” an online video series that explores the science and math of the sport.

 

Please attend, then tell me all about the NSTA STEM Forum & Expo in Atlantic City

By Peggy Ashbrook

Posted on 2012-04-18

I’ll be having a wonderful time at home with a sister visiting and celebrating a family birthday BUT, I do wish I could also go to the 1st Annual NSTA STEM Forum & Expo in Atlantic City, New Jersey on May 17–19, 2012. Register soon–before April 20 at a lower cost.
There are 36 sessions in the PreK-2nd strand and others that will be of interest to early childhood educators. Select “Preschool” in the “Select by Grade” menu, then click on the “Browse Events” button. Engineering is well represented.
The Exhibit Hall will be open in the evening on Wednesday May 16 for a preview.
When you go, will you post a comment about it here so I can vicariously learn from your participation? Maybe on Sunday while you’re processing the conference material while on the beach…
Peggy

I’ll be having a wonderful time at home with a sister visiting and celebrating a family birthday BUT, I do wish I could also go to the 1st Annual NSTA STEM Forum & Expo in Atlantic City, New Jersey on May 17–19, 2012. Register soon–before April 20 at a lower cost.

 

Science of NHL hockey: mass, volume, and density

By admin

Posted on 2012-04-17

NSTA has teamed up once again with NBC Learn and the National Science Foundation (NSF) to bring you another exhilarating video series with connected lesson plans that will excite your students and add to your hands-on repertoire. Science of NHL Hockey consists of 10 learning packages that will bring life to your STEM efforts.

“Uh … hockey? I don’t know anything about hockey.”

No need to! You already know the science, or will quickly learn. Just follow the puck around the rink as it ricochetes off the boards and its parabolic path coming off the stick. Learn how a Zamboni® works. Or calculate how much work is done just “playing a game.”

“But I teach in the south! No one plays hockey here. My kids won’t be interested.”
Are you sure? Warm-weather areas such as south Florida and southern California boast NHL teams with loads of fans. If you’re not already one, you might find yourself following one of these teams after watching how cool the game can be. (Pun intended!)

See how NBC Learn filmed NHL players in action and learn from NSF science and math experts. Then use the NSTA-developed middle- and high-school lesson plans that complete the packages. The series is available cost-free on www.NBCLearn.com and www.NSF.gov.

NSTA will also post portions of each package in this blog over the next several weeks, under the NSF Videos and Lessons category, and we hope you will try them out in the classroom. If you do, please leave comments below each posting about how well the information worked in real-world classrooms. And if you had to make significant changes to a lesson, we’d love to see what you did differently, as well as why you made the changes. Leave a comment, and we’ll get in touch with you with submission information.

Get started with Mass, Volume & Density!

—Judy Elgin Jensen

Image courtesy of Stefan Van der Straeten.


 

Video: In “Mass, Volume & Density,” scientists and ice technicians explain the science and math that goes into building and maintaining the ice surface at a hockey rink through the long NHL season.   

Middle school lesson: In this lesson, students use large regular shaped ice cubes to gain understanding of the physical properties of mass and volume and the relationships among mass, volume, and density.

High school lesson: In this lesson, students will measure physical properties of solids, liquids, and gases to gain a better understanding of the relationships among mass, volume, and density.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

NSTA has teamed up once again with NBC Learn and the National Science Foundation (NSF) to bring you another exhilarating video series with connected lesson plans that will excite your students and add to your hands-on repertoire. Science of NHL Hockey consists of 10 learning packages that will bring life to your STEM efforts.

“Uh … hockey? I don’t know anything about hockey.”

 

Science for all

By Mary Bigelow

Posted on 2012-04-15

Table of Contents


Although schools may have mission statements and other documents about providing opportunities for all students, the real work occurs in the classrooms—and this issue has many suggestions for doing so.  For example, Accommodating Differences describes strategies to involve all students in class activities, noting that “All classes, even homogeneous ones, show varying levels of ability and motivation.”
I’ve seen how many strategies for accommodate English Language Learners (ELLs) work for all students. Striking a Balance has examples for ramping up the use of learning centers to include activities in reading, writing, content review, and vocabulary in science. The Snowball Questioning Methoddescribes a variation on the Think-Pair-Share and Wait Time strategies for getting students involved in discussions. The author notes an increase in student engagement and an improvement in quiz scores when using this method! [SciLinks: Student Equity]
A colleague in social studies always emphasized the “story” in history. He crafted lessons that put events into a narrative context that emphasized the people involved. Las Rocas Nos Cuentan Su Historia (Rocks Tell Their Stories) takes a similar approach to geology—exploring the stories told in rocks. Students compare and contrast the characteristics of rock samples (a sample worksheet is provided) rather than memorize names of rocks. [SciLinks: Identifying Rocks and Minerals, Rock Formations, Rock Types, Rock Cycles]

Science terminology and text reading is a struggle for all students, but especially for ELLs. The authors of Every Word You Speak describe five levels of language development and provide examples of prompts or questions that can be used at each level to encourage participation. There are also examples of word maps and organizing charts that can help all students who struggle with learning the language of science.
Taking the Leap is subtitled “A classroom bungee jump activity helps students understand physics concepts.” I had visions of students leaping out of windows, until I read that this is a variation on the egg-drop activity that many teachers use. The investigation includes a number of physics concepts, graphing, and mathematical applications. [SciLinks: Acceleration, Elasticity, Force of Gravity, Hooke’s Law, Potential and Kinetic Energy]
One way to engage students is through projects that are connected to a real-life need or situation. Hands-On Hydroponics illustrates a 5e inquiry lesson in which students build hydroponic growing systems (photographs are provided) and use them to investigate questions related to sustainability and plant biology as related to the increasing need for food. [SciLinks: Hydrophoncs, Plant Growth]
Don’t forget to look at the Connections for this issue (April/May 2012). Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.

Table of Contents

“The idea for Everyday Engineering began with our interest in design and production issues related to the simple ballpoint pen. We were struck by the elegance of the means for retracting the reservoir and transferring the ink to paper …. For some months, we found ourselves taking a number of things apart—becoming more and more intrigued with the design of the seemingly simple. When thought about in this light, paper clips and pump soap dispensers become fascinating; so, too, is learning the history of how these everyday objects were developed.”
“The idea for Everyday Engineering began with our interest in design and production issues related to the simple ballpoint pen. We were struck by the elegance of the means for retracting the reservoir and transferring the ink to paper …. For some months, we found ourselves taking a number of things apart—becoming more and more intrigued with the design of the seemingly simple. When thought about in this light, paper clips and pump soap dispensers become fascinating; so, too, is learning the history of how these everyday objects were developed.”
“‘What was your favorite book as a child?’ In more than 10 years of facilitating workshops, we have never heard anyone reply, ‘My fourth-grade science textbook.’ Clearly, textbooks have an important place in the science classroom, but using trade books to supplement a textbook can greatly enrich students’ experience.” —from Teaching Science Through Trade Books
“‘What was your favorite book as a child?’ In more than 10 years of facilitating workshops, we have never heard anyone reply, ‘My fourth-grade science textbook.’ Clearly, textbooks have an important place in the science classroom, but using trade books to supplement a textbook can greatly enrich students’ experience.” —from Teaching Science Through Trade Books

Teaching Science Through Trade Books

“‘What was your favorite book as a child?’ In more than 10 years of facilitating workshops, we have never heard anyone reply, ‘My fourth-grade science textbook.’ Clearly, textbooks have an important place in the science classroom, but using trade books to supplement a textbook can greatly enrich students’ experience.” —from Teaching Science Through Trade Books
“‘What was your favorite book as a child?’ In more than 10 years of facilitating workshops, we have never heard anyone reply, ‘My fourth-grade science textbook.’ Clearly, textbooks have an important place in the science classroom, but using trade books to supplement a textbook can greatly enrich students’ experience.” —from Teaching Science Through Trade Books

The Everyday Science Sourcebook, Revised 2nd Edition: Ideas for Teaching in Elementary and Middle School

“This sourcebook was created because science should be memorable, not memorizable.” — from the Introduction to The Everyday Science Sourcebook, Revised 2nd Edition
“This sourcebook was created because science should be memorable, not memorizable.” — from the Introduction to The Everyday Science Sourcebook, Revised 2nd Edition
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