Details
| Type of Product: | Book Chapter |
| Average Rating: | 
based on 1 review |
| Publication Title: | Brain-Powered Science: Teaching and Learning With Discrepant Events |
| Publication Date: | 2/18/2010 |
| Pages: | 41 |
| Grade Level: | Elementary School, Middle School, High School |
| See Also: | View all available chapters for this book
View the full version of this book
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Description
Air has weight and exerts a pressure of 10 N/cm2 (or 14.7 lbs/in2) at sea level. Gases are not “no thing.” Gases have mass, occupy space, exert pressure, and are composed of molecules separated by truly “empty” space. Inertia, or the tendency of a body at rest to stay at rest, is also a relevant factor in this experiment. This free selection includes the Table of Contents, Introduction, a Science Education Topics section, and the Index.
Ideas For Use
Depending on where this activity is used in a 5E science unit (i.e., Engage versus Explain or Elaborate; see Appendix B for a discussion of the 5E Teaching Cycle) and the grade level, the teacher may have students calculate the effective weight of air that is pressing down on the surface area of a single piece of newspaper.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Air
Inertia
Gases
Observing
Predicting
Scientific habits of mind
Using mathematics
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| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Curriculum, Inquiry learning, Instructional materials, Learning theory, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies |
Technical
| Resource Format: | application/pdf |
| Size: | 125 KB |
| Requirements: | Requires Adobe Acrobat Reader |
National Standards Correlation
This resource has 15 correlations with the National Standards.
[HIDE CORRELATIONS]
- Physical Science
- Structure and properties of matter
- Solids, liquids, and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. (9-12)
- In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart. (9-12)
- Motion and Forces
- An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. (inertia) (5-8)
- Earth Science
- Properties of earth materials
- Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use data to construct a reasonable explanation.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Use mathematics in all aspects of scientific inquiry.
- Understandings about scientific inquiry
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Process Standards for Professional Development
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Teaching Standards
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
Customer Reviews
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Who Thought That Would Happen?! |
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Reviewed by: Caryn Meirs (Smithtown, NY) on August 4, 2011 |
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Air pressure is amazing and one of those concepts that baffles elementary students and teacher alike. Not only does this chapter provide the perfect walk through for a teacher using this in class, but there is also a terrific section of the introduction included that details ways to use the book as professional development tool. |
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