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Ideas and Activities for Physical Science. INSTITUTION Houston Univ., Tex DOCUMENT RESUME ED 292 651 SE 049 001 AUTHOR Chiappetta, Eugene L., Ed. TITLE Ideas and Activities for Physical Science. INSTITUTION Houston Univ., Tex. Coll. of Education. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 87 GRANT DPE-8470550 NOTE 404p.; Some drawings may not reproduce well. AVAILABLE FROMDr. Eugene L. Chiappetta, Dept. of Curriculum & Instruction, College of Education, University of Houston, 4800 Calhoun, Houston, TX 77004 ($15.00 plus $1.50 shipping and handling). PUB TYPE Guides - Classroom Use Materials (For Learner) (051) -- Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Chemistry; Junior High Schools; Middle Schools; *Physical Sciences; Physics; *Science Activities; *Science Curriculum; Science Education; *Science Instruction; Secondary Education; *Secondary School Science; Student Attitudes; Surveys; *Teaching Methods ABSTRACT This manual is designed to supplement an existing physical science curriculum and to assist in providing the learning experiences required to implement an effective course. The first chapter outlines the purposes of this manual and provides a set of teaching tips. Topics such as electricity, wave motion, light, sound, periodic table and nuclear chemistry have been treated in some detail whereas more familiar topics which are addressed in texts have received less emphasis. Each unit contains background information, paper-and-pencil exercises, demonstrations, and laboratory activities. Units include: "Turning Students on to Chemistry"; "Structure of Matter"; "The Periodic Table"; "Chemical Compounds and Equations"; "Acids and Bases"; "Nuclear Chemistry"; "Safety in the Laboratory"; "Electricity"; "Motion"; "Newton's Laws of Motion"; "Friction"; "Waves and Light"; and "Sound and Music." Also included is a questionnaire for assessment of a science course by students. (CW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as eceived from the person or organization originating it 0 Minor changes have been made to improve reproduction Quality I Pointsolvieworopinionsstatedinthisdocu- menl do not necessarily represent official OE RI position or policy. vINP71111111 "PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY a. HAS a: EEN GRANTED BY .0 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." N4.) OTAI Li) '7470, 711111111.11111.1MRft... 0 --..... Air O 14.1 FUNDED BY A GRANT FROM THE NATIONAL SCIENCE FOUNDATION IDEAS AND ACTIVITIES FOR PHYSICAL SCIENCE Eugene L. Chiappetta, Editor University of Houston Published by: College of Education, University of Houston Houston, Texas 77004 Copyright © 1987 The information, findings, and opinions expressed herein do not necessarily reflect the position or policy of the National Science Foundation. 3 ACKNOWLEDGEMENT The develoment of these instructional materials was made possible bya grant from the Teacher Preparation Program Section of the Directorate for Science and EngineeringEducation, of the National Science Foundation (Grant No. DPE-8470550). Theinstructional materials component of the project consists of this physical science demonstration/laboratorymanual and videotaped sessions which focus on the effective utilization of demonstrationsand laboratory experiences for students.The information, findings, and opinions expressed hereindo not necessarily reflect the position or policy of the National ScienceFoundation. Grants for energy education programs in area schools andprograms for the improvement of physical science instruction in the Houston ISD by Shell Oil Companyhave in large measure provided the impetus for this project.These grants have helped to focus theresources of business, industry, and the educational community on the improvementof science instruction, and they have provided the means for developing a communicationnetwork among groups. Support has been provided by the Houston Lighting and Power Companythrough the sponsorship of courses, institutes, and field trips. These special projectshave enabled teachers to learn new information and to share experiences with their colleagues. Cooperative projects such as these focus multiple resourceson specific student and teacher needs, and generate the kind of enthusiasm which isnecessa, for the improvement of educational programs. On behalf of the educational community,we express our appreciation to the National Science Foundation, Shell Oil Company, and Houston Lighting andPower Company for the generous and continued support of science education. In addition, we would like to acknowledge the valuable contributions ofthe following people: Marcile Hollingsworth, former Director of Science in the Houston IndependentSchool District, for identifying a need for a physical science manual which explains selectedconcepts and principles, and provides laboratory activities for use by teachers. Russe'l Geanangel, Professor of Chemistry at the University of Houston,for getting us started on the Apple Macintosh computer system for the production of this manual and for hisassistance in helping us solve problems that arose when using this new technology. Godrej Sethna, Project Manager, for using the desktop publishing capabilitiesof the Apple Macintosh computer system to produce this manual. Only through his continuoushard work did the production of the manual become a reality. James Hutchison, Counseling Coordinator, Diagnostic Learning Center, Universityof Houston, for his proofreading and excellent suggestions on how to make thetext clearer. He also assisted in the data collection. Mary Sinclair, Physical Science Teacher, Katy Independent School District,Katy, Texas. She permitted us to videotape her presenting demonstrations and laboratoryexercises in a live classroom. PREFACE This manualisdesigned to supplementan existing physical science curriculum and to assist in providing the learningexperiences required to implement an effective course. Itincludes teaching tips, background information on science subject matter, and instructionalactivities that can be used to gain and maintain student interest duringthe study of a variety of physical science topics. Topics such as electricity,wave motion,light,sound, periclic table, and nuclear chemistryhave been treated in some detail.More familiar topics such as friction, andacid and base chemistry, which are addressed in most currentphysical science texts and reference materials, have received somewhat lessemphasis. The first chapter in this manual outlines itspurpose and provides a set of teaching tips.This introduction should be studied and followedby anyone who wishes touse the manual.Instructional activities, which followin subsequent chapters, have been designedtoaccomplish themajor objectives of this physical science improvement project:namely to raise students'interest and achievement. Any science teacher who. is committed toimproving what students learn about physicalscience can benefit by using the questioning techniques and instructional strategies detailed in the manual. Each unit begins with background information, whichserves as a review for the teacher on the key concepts and major ideasaddressed in that unit. In some instances, such as in the electricity andnuclear chemistry units, information that may be new to physical scienceteachers is given to build their conceptual background.The paper and pencil exercisesmay be used to reinforce facts and concepts, while the demonstrationsare designed to gain student interest and to stimulate curiosityas well as toillustrate physical science concepts and principles.The teacher's version of the laboratory exercises is thoroughly prepared and includesprelaboratory and postlaboratory discussions. Itindicates where to obtainsome of the materials and equipment necessary to conduct thelaboratories, and also contains answers to the questions. Careful implementationof these instructional activities can produce an exciting and productivelearning environment. 5 ii AUTHORS AND CONTRIBUTORS THOMAS M. ANTHONY, Teacher, Klein Independent School District,Texas. EUGENE L. CHIAPPETTA, Professor of Education, University ofHouston.Project director, editor-in-chief, narrator for the video tapes, and author of the units:Purpose for this Manual, and Sound and Music. CAROLYN DESSENS, Research Assistant, Department of Curriculum andInstruction, University of Houston.Illustrator for diagrams and pictures that appear in the manual. BARBARA DUNN, Physical Science Teacher, Houston Independent SchoolDistrict, Texas. Author of the unit: Chemical Cc:npounds and Equations. BRENT FISHER, Physical Science and Physics Teacher, Cypress FairbanksIndependent School District, Texas. Author of the units: Motion, Newton's Laws of Motion, andFriction. RUSSELL A. GEANANGEL, Professor of Chemistry, University ofHouston.Author of the units: Structure of Matter and The Periodic Table, and reviewer of thechemistry units for content accuracy. HUGH T. HUDSON, Professor of Physics, University of Houston.Reviewer of the physics units for c-Nntent accuracy and author of the background information forthe unit on electricity. JAMES HUTCHISON, Counseling Coordinator, Diagnostic LearningCenter, University of Houston.
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