Matter and Energy - learningcenter.nsta.org · 15 Closer Look at a Performance Expectation MS-PS1...
Transcript of Matter and Energy - learningcenter.nsta.org · 15 Closer Look at a Performance Expectation MS-PS1...
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Start recording—title slide—1 of 3
April 30, 2013
6:30 p.m. – 8:00 p.m. Eastern time
NGSS Crosscutting Concepts: Energy and
Matter—Flows, Cycles, and Conservation
Presented by: Charles W. (Andy) Anderson
and Joyce Parker
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Introducing today’s presenters…
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Introducing today’s presenters
Charles W. (Andy) Anderson Michigan State University
Ted Willard National Science Teachers Association
Joyce Parker Michigan State University
Instruction
Curricula
Assessments
Teacher Development
6
2011-2013
July 2011
Developing the Standards
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A Framework for K-12 Science Education
Three-Dimensions:
• Scientific and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
View free PDF form The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Scientific and Engineering Practices
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Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Life Science Physical Science LS1: From Molecules to Organisms: Structures
and Processes
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science Engineering & Technology ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology,
Science, and Society
Disciplinary Core Ideas
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Life Science Earth & Space Science Physical Science Engineering & Technology
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and
Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry
and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its
Stars
ESS1.B: Earth and the Solar
System
ESS1.C: The History of Planet
Earth
ESS2: Earth’s Systems
ESS2.A: Earth Materials and
Systems
ESS2.B: Plate Tectonics and
Large-Scale System Interactions
ESS2.C: The Roles of Water in
Earth’s Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on
Earth Systems
ESS3.D: Global Climate Change
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D: Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS1: Engineering Design
ETS1.A: Defining and
Delimiting an Engineering
Problem
ETS1.B: Developing Possible
Solutions
ETS1.C: Optimizing the Design
Solution
ETS2: Links Among Engineering,
Technology, Science, and Society
ETS2.A: Interdependence of
Science, Engineering, and
Technology
ETS2.B: Influence of
Engineering, Technology, and
Science on Society and the
Natural World
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Instruction
Curricula
Assessments
Teacher Development
2011-2013
July 2011
13
Developing the Standards
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Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
16
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Closer Look at a Performance Expectation
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
17
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Closer Look at a Performance Expectation
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
18
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Closer Look at a Performance Expectation
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Energy and matter: Flows, cycles, and conservation
NSTA Webinar April 30, 2013
Charles W. (Andy) Anderson Joyce Parker
Michigan State University
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We Would Like to Know….
What age students are you most interested in?
A. Pre-K to Grade 5
B. Grades 6-8
C. Grades 9-12
D. College
E. Other (adult learners, multiple grade levels)
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NGSS Crosscutting Concepts • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models
• Energy and matter: flows, cycles, conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
• Structure and function • Stability and change
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What’s the Big Deal?
• Why do we single out matter and energy as uniquely important concepts.
• Matter and energy conservation make it possible to TRACE MATTER AND ENERGY:
– At different scales, from subatomic to universal
– Through all kinds of systems: physical, living, Earth, technological systems
– While engaging in many practices: explaining, predicting, modeling, designing, investigating
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Topics for Today’s Webinar
1. What it means to use energy and matter as a crosscutting concept.
2. Learning progressions: What we are learning about how students’ ideas about matter and energy can develop.
3. Teaching students to use matter and energy.
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Topics for Today’s Webinar
1. What it means to use energy and matter as a crosscutting concept.
2. Learning progressions: What we are learning about how students’ ideas about matter and energy can develop.
3. Teaching students to use matter and energy.
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Topics for Today’s Webinar
1. What it means to use energy and matter as a crosscutting concept.
2. Learning progressions: What we are learning about how students’ ideas about matter and energy can develop.
3. Teaching students to use matter and energy.
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Topics for Today’s Webinar 1. What it means to use energy and matter as
a crosscutting concept.
a. Conservation laws as rules
b. Matter and energy in a hierarchy of systems at different scales
c. What makes it hard
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Conservation Laws are RULES
Rules for English grammar:
What’s wrong with this sentence?
He are 16 years old.
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Conservation Laws are RULES
Rules for English grammar:
What’s wrong with this sentence?
He are 16 years old.
You know instantly that a rule has been broken so that this is not a correct English sentence.
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Conservation Laws are RULES
An example from biology:
What’s wrong with this sentence?
Breathing converts O2 to CO2.
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Conservation Laws are RULES
An example from biology:
What’s wrong with this sentence?
Breathing converts O2 to CO2. A scientifically literate person knows instantly that a rule has been broken so that this is not a correct scientific sentence.
Where did the carbon come from?
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Matter and Energy in a Hierarchy of Systems
Scale Forms of Matter Forms of Energy
Solar system, galaxy Planets, stars, gas Electromagnetic (light), heat, gravitational, motion
Earth systems, ecosystems Atmosphere, biosphere, hydrosphere, geosphere
Light, heat, gravitational, chemical, motion
Macroscopic Solids, liquids, gases Material kinds
Light, heat, gravitational, chemical, motion, electrical
Atomic-molecular Atoms bonded together in molecules in solids, liquids, gases
Chemical bond energy Intermolecular forces Particle motions
Subatomic Nuclei, electrons Energy states of valence electrons
Nuclear Protons, neutrons Strong force interactions
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Matter and Energy in a Hierarchy of Systems
Atomic molecular scale
describing arrangement and motions of molecules during changes of state associated with energy changes
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Matter and Energy in a Hierarchy of Systems
Earth systems scale
Same processes driven by sun and gravity
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Matter and Energy in a Hierarchy of Systems
Atomic-molecular model of chemical change
• Energy in to break bonds between atoms
• Energy out as new bonds are formed
• Atoms conserved
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Matter and Energy in a Hierarchy of Systems
Atomic molecular model PS 6CO2 + 6H20 + E C6H12O6 + 6O2
CR C6H12O6 + 6O2 6CO2 + 6H20 + E
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How Many of These Statements about a Burning Match are True?
TRUE FALSE
Some of the wood is converted to heat and light energy when the match burns.
The WOOD of the match is destroyed when it burns.
The MOLECULES of the wood are destroyed when it burns.
The ATOMS of the wood are destroyed when it burns.
The MASS of the wood is destroyed when it burns.
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How Many of These Statements about a Burning Match are True?
TRUE FALSE
Some of the wood is converted to heat and light energy when the match burns. ✔
The WOOD of the match is destroyed when it burns. ✔
The MOLECULES of the wood are destroyed when it burns. ✔
The ATOMS of the wood are destroyed when it burns. ✔
The MASS of the wood is destroyed when it burns. ✔
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Matter and Energy in a Hierarchy of Systems
Subatomic models of chemical properties and chemical change (e.g., describing chemical changes in terms of energy states of valence electrons)
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Matter and Energy in a Hierarchy of Systems
Subatomic models of nuclear change.
• Atoms are not conserved
• Number of protons + neutrons is conserved
• Large energy changes
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Tracing Matter and Energy as Essential Practices
What makes this hard to understand?
– Matter-energy conversion
– Using matter and scale words correctly
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E = mc2 as a Fudge Factor
Examples:
• The burning match loses mass because some of its mass is converted to energy.
• Exercise helps us lose weight by burning off fat as energy.
• Cellular respiration converts glucose to ATP.
• Gasoline is converted to the kinetic energy of a moving car.
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Using Matter and Scale Words Correctly
In physical changes:
• VOLUME is not conserved
• MASS, SUBSTANCES, MOLECULES, and ATOMS are conserved
In chemical changes:
• VOLUME, SUBSTANCES, and MOLECULES are not conserved
• ATOMS and MASS are conserved
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Topics for Today’s Webinar
1. Tracing matter and energy across practices and disciplines.
2. Learning progressions: What we are learning about how students’ ideas about matter and energy can develop.
a. Overview of learning progressions
b. Discourse, knowledge, and practice at different levels: elementary, middle school, high school
3. Teaching students to trace matter and energy.
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Definitions • Learning progressions are descriptions of
increasingly sophisticated ways of reasoning about a topic
• A learning progression includes:
– A learning progression framework, describing levels of achievement
– Assessment tools that reveal students’ reasoning
– Teaching tools and strategies that help students make transitions from one level to the next
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Assessment Example: EatBreathe Question
• Humans must eat and breathe in order to live and grow. Are eating and breathing related to each other? (Circle one) YES NO
• If you circled “Yes” explain how eating and breathing are related. If you circled “No” then explain why they are not related. Give as many details as you can.
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What Order Should These Responses Go In? K: Yes. They are related because the energy made from the cells
respiration can then be used to break down 'food" such as sugars. You can find other ways to breakdown food, but without the help of ATP from cellular respiration the rate would drastically decrease.
L: Yes. They are related because eating allows metabolic processes to work inside the body and breathing allows processes that need oxygen and food to function properly.
M: Yes. When you eat the food gets broken down and put into your bloodstream and brought to cells that need energy. The oxygen you breathe in breaks down the high energy bonds in the food.
From least to most sophisticated:
A: KLM B: LKM C: MLK D: LMK E: Other
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What Progresses?
• Discourse: how we use language to describe and explain the world
• Practices: scientific practices and their precursors
• Knowledge: crosscutting concepts, disciplinary core ideas, and their precursors
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Discourse: Learning Science Is Like Learning a Second Language
• Everyday (force-dynamic) discourse: This is everyone’s “first language” that we have to master in order to speak grammatical English (or French, Spanish, Chinese, etc.)
• Scientific discourse: This is a “second language” that is powerful for analyzing the material world
• We often have the illusion of communication because speakers of these languages use the same words with different meanings (e.g., energy, matter, weight, material, etc.)
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Learning Progression for a Michigan Food Chain
Black Medick
Rabbit
Coyote
Death and decomposition
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Typical Elementary Student Account of the Food Chain: Everyday Discourse
• This is a story about actors—the rabbit and coyote—and their needs: – Food: Is necessary for growth, but is not the materials
that animals are made of. You are NOT what you eat.
– Water
– Air
• The plant is there for the rabbit to eat, but it has a purpose in life, too—to grow
• Explanations focus on why the plants and animals act as they do, not tracing matter or energy
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People & animals
People & animals
• This is really about actors (especially people) and their actions. • Cycles are sequences of events, not tracing matter or energy. • Actors need food, water, air (but not because they are matter). • Energy causes events to happen, especially life.
Learners’ Accounts: “Matter and Energy Cycles” Matter: Green Arrows Energy: Red Arrows
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Important Learning about Tracing Matter in Elementary School
• More successful in simpler physical systems than in living and Earth systems
• Matter: – Distinguishing matter (solids, liquids, gases) from
non-matter (e.g., heat, light, temperature)
– Measuring amount of matter (weight/mass, volume, density)
– Tracing matter through physical changes
• Energy: Wait until middle school
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Typical Middle/High School Account of the Food Chain
• Lots of facts about organisms, cells, and molecules – Not always correct
– Facts about different scales (macrosopic, microscopic, atomic molecular) can be mixed up
– Matter and energy conservation are facts rather than rules
• Large-scale connections: matter and energy cycles – Food chain as flow of matter or energy (matter and energy
both recycle)
– Still separate nutrient and O2-CO2 cycles
– Animals, decomposers, combustion all require food/fuel and O2 and produce CO2
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NGSS Account of the Food Chain • Macroscopic scale: Rabbit, coyote, medick, and
decomposers all are systems that chemically transform matter and energy – Matter and energy endure while systems are
temporary (vs. matter and energy as temporary enablers)
– Gases and chemical energy fully recognized
• Large-scale connections: the carbon cycle – Matter cycles, with the most important matter cycle
being the carbon cycle: CO2 and H2O to biomass and O2
– Energy flows: sunlight to chemical energy to motion and heat
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What Order Should These Responses Go In? K: Yes. They are related because the energy made from the cells’
respiration can then be used to break down 'food" such as sugars. You can find other ways to breakdown food, but without the help of ATP from cellular respiration the rate would drastically decrease. Mid-level: Identifies key process without successfully tracing matter or energy.
L: Yes. They are related because eating allows metabolic processes to work inside the body and breathing allows processes that need oxygen and food to function properly. Lowest level: Cause and effect without trying to trace matter or energy.
M: Yes. When you eat the food gets broken down and put into your bloodstream and brought to cells that need energy. The oxygen you breathe in breaks down the high energy bonds in the food. Highest level: Tracing both matter and energy.
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How Are Carbon-transforming Processes Alike and Different?
Carbon-transforming process
Generating organic carbon
Transforming organic carbon Oxidizing organic carbon
Scientific account
Photosynthesis Biosynthesis Digestion Biosynthesis Cellular respiration Combustion
Linking process
Plant growth Animal growth Breathing, exercise
Decay Burning
Informal account
Natural processes in plants and animals, enabled by food, water, sunlight, and/or air
Natural process in dead things
Flame consuming fuel
Black: Linking processes that students at all levels can tell us about Red: Lower level accounts based on informal discourse Green: NGSS accounts based on scientific models
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Learning Progressions and Scale
Scale Forms of Matter Forms of Energy
Solar system, galaxy Planets, stars, gas Electromagnetic (light), heat, gravitational, motion
Earth systems, ecosystems Matter pools in atmosphere, biosphere, hydrosphere, geosphere
Light, heat, gravitational, chemical, motion
Macroscopic Solids, liquids, gases Material kinds
Light, heat, gravitational, chemical, motion, electrical
Atomic-molecular Atoms bonded together in molecules in solids, liquids, gases
Chemical bond energy Intermolecular forces Particle motions
Subatomic Nuclei, electrons Energy states of valence electrons
Nuclear Protons, neutrons Strong force interactions
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Learning Progressions and Scale
• Elementary: Mostly macroscopic
• Middle school: Macroscopic connected to atomic-molecular and larger systems
• High school: Connections across scales, from nuclear to solar system and beyond
65
Topics for Today’s Webinar
1. Tracing matter and energy across practices and disciplines.
2. Learning progressions: What we are learning about how students’ ideas about matter and energy can develop.
3. Teaching students to trace matter and energy.
a. Conservation laws as rules to follow
b. Inquiry into tracing matter and energy
c. Connecting scales: Modeling matter and energy
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Teaching Conservation Rules
Three facts about atoms: 1. Atoms last forever. Atoms are never created or
destroyed in physical or chemical changes. 2. Atoms make up the mass of all materials. 3. Atoms are bonded to other atoms in molecules. Two facts about energy: 1. Energy lasts forever. Energy is never created or
destroyed in physical or chemical changes. 2. Energy can be transformed from one form to
another.
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Using Facts about Atoms and Energy
• Your explanations and predictions MUST use what we know about matter and energy—you have to follow the rules!
• We can use these facts to interpret what we observe during inquiry activities.
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Tracing Matter and Energy in Inquiry
Investigation tools:
1) Weight before and after a process
2) Bromothymol blue (BTB)
Soda water fizzing on a scale
Turns from blue to yellow in the presence of CO2
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Inquiry: Using Evidence to Trace Matter and Energy
This kind of evidence….
Changes in mass…
Chemical indicators such as BTB…
Temperature changes, light, motion…
….tells you about:
…movement of matter. If mass changes, atoms MUST be moving.
…chemical changes—atoms rearranging into new molecules.
…energy transformations. Energy MUST have changed from one form to another.
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Connecting Scales: Modeling Matter and Energy
Molecular modeling MolecularModelsPosterforPhotosynthesisStartbymakingthemoleculesandenergyunitsofthereactantsandpu ngthemonthereactantsside,thenrearrangetheatomsandenergyunitstoshowtheproducts.
Remember:Atomslastforever(soyoucanrearrangeatomsintonewmolecules,butcan’taddorsubtractatoms)
Energylastsforever(soyoucanchangeformsofenergy,butenergyunitscan’tappearorgoaway)
Reactants Products
Chemicalchange
Glucosewithchemicalenergy
Oxygen
Carbondioxide
Water
LightEnergy
Photosynthesis: Plants Unit
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Tracing Matter and Energy through Photosynthesis
• Tracing matter:
– Molecular modeling: rearranging atoms into new molecules
– Balancing chemical equations is a way of tracing atoms: 6H2O + 6CO2 C6H12O6 + 6O2
• Tracing energy:
– Twist ties represent “units” of energy
– Represent chemical energy by attaching twist ties to high energy (C-C and C-H) bonds
73
Photos
Public domain • Sun – NASA Rube goldberg water cycle-USGS
• Lava Quartz crystal
• Sodium Periodic table
Marshmallow fire - Nina Hale CC-BY
Cook nuclear plant - dwp49423 - CC-BY-SA-3.0
Quartz - JJ Harrison [email protected] CC-BY-SA-2.5
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Thanks to Funders
This research is supported in part by grants from the National Science Foundation: Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems (NSF 0815993), and Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173), CCE: A Learning Progression-based System for Promoting Understanding of Carbon-transforming Processes (DRL 1020187), and Tools for Reasoning about Water in Socio-ecological Systems (DRL-1020176). Additional support comes from the Great Lakes Bioenergy Research Center. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the United States Department of Energy
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Connect & Collaborate with Colleagues
Discussion forum on NGSS in the Learning center
NSTA Member-only
Listserv on NGSS
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NGSS@NSTA Online Short Courses
Moving Toward NGSS: Using Formative Assessment to Link Instruction and Learning
Led by NSTA author and educator Page Keeley Live session dates: April 18, April 25, May 2
(6:30-8 PM EST)
Moving Toward NGSS: Visualizing K-8 Engineering Education
Led by Dr. Christine Cunningham and Martha Davis from the Boston Museum of Science’s Engineering is Elementary program Live session dates: May 16, May 23, May 30
(6:30-8 PM EST)
Registration still open!
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Web Seminars on Crosscutting Concepts
April 30: Energy and Matter: Flows, Cycles, and Conservation
May 14: Structure and Function
May 28: Stability and Change
June 11: Systems and System Models
All sessions will take place from 6:30-8:00 on Tuesdays
Also, archives of last fall’s web seminars about the Scientific and Engineering Practices are available
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STEM Forum and Expo
St. Louis, Missouri, May 15-18
Sample Sessions
• Common Core and Next Generation Science Standards
• STEM and NGSS (K–12)
• Hands-On Science Performance Assessment, the Common Core State Standards, and the Next Generation Science Standards
• Next Generation Science Exemplar PD System
• Earth and Space Science in the Next Generation Science Standards
• Any Arguments? Writing in STEM, NGSS, and CCSS 81
From the NSTA Bookstore
Available Now Available Now
Available Now Available this summer
Preorder Now
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Future Conferences
Charlotte, NC November 7–9
National Conference
Boston – April 3-6, 2014
Portland, OR October 24–26
Denver, CO December 12–14
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Thanks to today’s presenters!
Introducing today’s presenters
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Ted Willard National Science Teachers Association
Charles W. (Andy) Anderson Michigan State University
Joyce Parker Michigan State University
Thank you to the sponsor of today’s
web seminar:
This web seminar contains information about programs, products, and services
offered by third parties, as well as links to third-party websites. The presence of
a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.
Thank you to the sponsor of tonight’s web seminar—1 of 6
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Thank you to NSTA administration—2 of 6
National Science Teachers Association
David Evans, Ph.D., Executive Director
Zipporah Miller, Associate Executive Director, Conferences and Programs
NSTA Web Seminar Team
Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships
Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia
Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk
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