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Preface
About the Authors
I. Introduction
II. Identifying Student Resources
III. Developing Central Ideas Based on Evidence
IV. Using Central Ideas to Develop an Explanation for Intriguing Phenomena
V. Developing Mathematical Representations of Pinhole Phenomena
VI. Using Mathematical Representations to Estimate an Interesting Quantity
VII. Developing Additional Central Ideas Based on Evidence
VIII. Using Additional Central Ideas about Light to Explain an Intriguing Phenomenon
IX. Historical and Current Perspectives on the Nature of Light
X. Making Connections to Educational Policies
XI. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 1
IV. Using Central Ideas about Thermal Phenomena to Explain an Intriguing Phenomenon
V. Developing Additional Central Ideas about Thermal Phenomena
VI. Developing an Additional Central Idea about Thermal Phenomena and Its Mathematical Representations
VII. Developing a Mathematical Representation of Thermal Phenomena Based on Theoretical Considerations
VIII. Using Mathematical Representations to Estimate a Quantity of Interest
IX. Engaging Friends or Family Members in Exploring Thermal Phenomena
XI. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 2
U2.Solving a Thermal Math Problem
IV. Developing Additional Central Ideas Based on Evidence
V. Using Central Ideas to Explain Intriguing Phenomena Involving Local Weather at the Beach
VI. Using Mathematical Representations to Estimate a Quantity of Interest
VII. Making Connections to Educational Policies
VIII. Physical Phenomena: Summary of Equipment and Supplies for Unit 3
IV. Using Central Ideas about Light and Thermal Phenomena to Explain the Greenhouse Effect
V. Considering the Evidence for Global Climate Change
VI. Using Central Ideas Based on Evidence to Consider the Impact of Global Climate Change
VII. Developing Mathematical Representations of Changing Quantities
VIII. Exploring Internet Resources about Taking Action to Address Climate Change Issues
IX. Making Connections to Educational Policies
X. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 4
IV. Using Central Ideas to Develop Two Explanatory Models For Day And Night
V. Using Central Ideas to Develop an Explanatory Model for the Phases of the Moon
VI. Developing Additional Central Ideas Based on Evidence about the Sun, Earth, and Stars
VII. Using Central Ideas Based on Evidence to Develop Two Explanatory Models for Seasonal Patterns in the Constellations Visible at Night
VIII. Using Central Ideas Based on Evidence to Develop an Explanatory Model for the Earth’s Seasons
IX. Estimating the Tilt of the Earth
X. Developing and Using Mathematical Representations to Estimate an Intriguing Quantity
XI. Pondering Additional Issues
XII. Making Connections to Educational Policies
XIII. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 5
10 week Example Schedule
Example Equipment for Remote Learning
Example Homework
Creative Commons License
Recommended Citations
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Exploring Physical Phenomena Copyright © 2020 by Emily Van Zee & Elizabeth Gire is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.