XI. Exploring Physical Phenomena: Summary of Equipment and Supplies for Unit 1

Set of white board markers and erasers

2 meter sticks

Chart paper

Masking tape

Large whiteboard for class moon observations

1 meter stick,

1 plastic bin with set of magic markers;

Example NSTA journal, NSTA newsletter,

Children’s books about light, thermal phenomena, weather, climate change

(Need second meter stick for each group for exploring reflection in Unit 1)

Whiteboard marker;
Whiteboard eraser

Half of an old manila folder with which to make paper “tent’ name plate
________
/______/\

Unit 1

Week 1

Day 1

Q1.1 Exploring ways to foster science learning

2 sheets chart paper on which volunteers alternately record findings reported by small groups about ways to foster science learning

1 sheet of chart paper on which group members draw pictures and record ways that fostered their own science learning

U1H2 Student information Form

If weather permits, go on field trip outside to start sky journals

Sky journal (see Unit 5, Question 5.6)

U1H8 Diagnostic Questions about the Sun, Moon, and stars

Sky Journal (See Unit 5, Question 5.6)

Basketball with “stand” (masking tape roll)

Sheet of chart paper to cover whiteboard to serve as opaque screen

Lamp with clear bulb so can see filament if available; otherwise frosted LCD bulb

Sheet of chart paper to cover whiteboard to serve as an opaque ‘screen’

Shaded table lamp with bendable stem

Barrier  (board, book, or hand)

U1H3 Exit ticket

2 U1H5 Physics Notebook Pages

U1H9 Table1.1, Light and Shadows (use near end of class)

Near end of class: cardboard cutout to take home and use in exploring light and shadows with friend or family member

Day 2

Q1.9 – Q1.2 Exploring pinhole phenomena:

Bright lamp with bulb that is not a sphere, no shade

(2 paper cups, 1 paper towel roll; 1 Al foil square, 3 wax paper squares, 6 rubber bands, 1 pin)

(paper cups replace previous use of empty toilet paper rolls – they are clean, only need one rather than 2 ends added, and provide a larger projection)

U1H3 Exit ticket

If remote learning: paper cup, empty paper towel roll, cereal or snack box;

translucent cover such as cereal box liner or plastic bag;

Al foil square or Al from candy bar wrapper unless using a paper cup;

1 or 2 rubber bands,

pin or needle

U1H10 Table1.1cont; Table 1.2, Pinhole Phenomena (use near end of class)

Week 2

Day 3

Q1.16 Using pinhole phenomena to estimate diameter of Sun:

If not a sunny day:  Bright lamp with bulb that is not a sphere, no shade

Extra physics notebook pages if students have not brought their own

(White paper on cardboard screen, cardboard holder with Al foil with pinhole; cardboard holder with wax paper screen if not a sunny day)

U1H3 Exit Ticket

U1H13 Solving Pinhole Math Problems

U1H12 Diameter of the Sun Handout; Table 1.3 (Use near end of class)

Day 4

Q1.18 – Q1.20 Exploring  reflection phenomena:

(If there is a holiday during the term, combine reflection and refraction explorations)

2 meter sticks, yard sticks, rulers, or pencils

Mirror

Computer (provided; or laptop brought in by group member)

Logger lite software

TI Light Probe or other light sensor* ($16) or cell phone APP: LUX meter

Interface** ($61)

Reflectivity Envelope (samples of Al foil, cardboard, wax paper, colored paper including black, paper towel, dark cloth)

U1H3 Exit Ticket

U1H14 Reflection Phenomena (use near end of class)

Week 3

Day 5

Q1.21 Exploring refraction phenomena

Tray, straw or wooden stirrer

U1H3 Exit Ticket

U1H15 Refraction Phenomena
(use near end of class)

Day 6

Q1.23-1.24 Exploring dispersion phenomena and explaining rainbows

(note: CDs can make rainbows but this involves a different mechanism than dispersion)

(sunny day or bright light)

Red, blue, and black whiteboard markers

U1H3 Exit Ticket

prism or some drinking glasses, glass plates or jewelry crystals, or access to hose and spray of water on a sunny day

U1H16 Dispersion Phenomena (use near end of class)

U1H17 NGSS Practices