DOCSLIB.ORG

Turning 'Ordinary' Classroom Situations Into Nature of Science Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Turning 'Ordinary' Classroom Situations Into Nature of Science Learning Physics Education PAPER • OPEN ACCESS Related content - Development of Lesson Plans and Student Working with the nature of science in physics Worksheets Based Socio-Scientific Issues on Pollution Environmental Topic class: turning ‘ordinary’ classroom situations into S Rahayu, M Meyliana, A Arlingga et al. - Recent advances in classroom physics nature of science learning situations Beth Ann Thacker - Learning to teach inquiry with ICT To cite this article: Lena Hansson and Lotta Leden 2016 Phys. Educ. 51 055001 Trinh-Ba Tran, Ed van den Berg, Ton Ellermeijer et al. Recent citations View the article online for updates and enhancements. - What’s inside the pink box? A nature of science activity for teachers and students Freek Pols - Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics Tsedeke Abate et al - Lotta Leden and Lena Hansson This content was downloaded from IP address 170.106.33.14 on 24/09/2021 at 18:38 IOP Physics Education Phys. Educ. 51 P A P ERS Phys. Educ. 51 (2016) 055001 (6pp) iopscience.org/ped 2016 Working with the nature of © 2016 IOP Publishing Ltd science in physics class: turning PHEDA7 ‘ordinary’ classroom situations 055001 into nature of science learning L Hansson and L Leden situations Working with the nature of science in physics class Lena Hansson1,2 and Lotta Leden1,2 Printed in the UK 1 Swedish National Resource Centre for Physics Education, Lund University, Lund, Sweden 2 Kristianstad University, Kristianstad, Sweden PED E-mail: [email protected] 10.1088/0031-9120/51/5/055001 Abstract In the science education research field there is a large body of literature on 0031-9120 the ‘nature of science’ (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. Published socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific September and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also 5 highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted. 1. The relevance of ‘nature of science’ look like? What is the role of experiments? Is the perspectives for science/physics teaching research process objective and rational, or are there also subjective and creative elements? How How certain is scientific knowledge? How can can the relation between science and the sur- the relation between scientific models and nature rounding society be described? Are there limits be described? What does a research process for science, or will science in the future be able to answer all types of questions? These questions, Original content from this work may be used and many more, all deal with nature of science under the terms of the Creative Commons ‘ ’ Attribution 3.0 licence. Any further distribution of this work (NOS). Thus we use the concept of NOS in a must maintain attribution to the author(s) and the title of the broad sense including also socio-cultural aspects work, journal citation and DOI. (see Lederman 2007, Erduran and Dagher 2014). 0031-9120/16/055001+6$33.00 1 © 2016 IOP Publishing Ltd L Hansson and L Leden The research field of science education has and despite its inclusion in curricula, there is no for a long time, and with numerous arguments, tradition working with NOS in the science class- advocated that these kinds of NOS perspectives room (Lederman 2007). Instead, science teach- should be included in science teaching (e.g. ing is still focused on what teachers speak about Lederman 2007, Hodson 2009, Matthews 2012). as ‘facts and labwork’ (Leden et al 2015), in Research shows that students often have views which broader perspectives on NOS are seldom about science that are too simplistic. McComas included. (1998) speaks about the presence of a number Among scholars, scientists as well as philos- of myths about science. Such myths include that ophers and sociologists, there are different views the researcher always uses one specific research of what characterizes science. However, regard- method—‘the scientific method’, that the research less of disagreements, and differences between process relies more on procedures than on creativ- scientific disciplines, there are suggestions from ity, and that scientific research is an entirely objec- different scholars of a number of NOS aspects or tive and universal enterprise (independent of the NOS categories that could be considered appro- researcher as well as of the surrounding society). priate for K-12 students (e.g. Osborne et al 2003, When the ‘scientific method’ is followed, accord- Lederman 2007, Erduran and Dagher 2014). ing to such a stereotypical picture, the research Such suggestions could function as guidelines for process results in absolute, objective facts about teachers. They can also, at least partly be viewed nature. These kinds of myths are reproduced in as a response to stereotypical and mythical pic- various situations, for example in school. tures of science, as well as an attempt to change The myths described above are not challenged these pictures. if the teaching only focuses on physics concepts and models, or through involving students in tra- ditional laboratory work, without also explicitly 2. Research on how to work with NOS in discussing what kind of enterprise science is (e.g. science/physics classes Lederman 2007). That is, NOS-learning does not There are roughly speaking two main ways sug- happen automatically, but has to be a learning goal gested in the research literature on how NOS that is planned for. The differences between the could be addressed during physics lessons—sepa- goals of learning science, learning to do science rate from or connected to specific physics/science and learning about science (NOS) is discussed by content. Separate NOS-activities could be a fruit- Hodson (2014); it can be difficult to have all three ful way to highlight specific issues, while teach- goals in focus all the time. ing NOS in connection to specific concepts and Today there is a great focus on teaching sci- models provide possibilities for NOS to become ence for citizenship (Hodson 2009). Also for this part of physics teaching not only during single reason NOS knowledge is of central importance, lessons. e.g. as a tool when interpreting media reports. The latter approach could be done through NOS knowledge could help students understand: addressing some NOS aspects in connection to: why knowledge sometimes changes while there laboratory work (especially when the laboratory also is a high credibility and certainty concern- work is designed more like authentic science (e.g. ing other knowledge, why researchers do not Yacoubian and BouJaoude 2010, Etkina, 2015); always agree on debated issues, and how the lim- historical examples (e.g. Höttecke et al 2012), its of science can be viewed upon. In addition to or when working with ‘socio-scientific issues’ these reasons for including NOS in science/physics (e.g. Eastwood et al 2012) often (but not always) teaching, research also shows that NOS teaching including frontier science. See Allchin et al (2014) can increase students’ interest in science, as well for a discussion of different approaches to NOS as contribute to a better understanding of con- teaching and how these could complement each cepts and models (e.g. Lederman 2007). other. In this way NOS becomes something that is NOS is part of science curricula in many discussed and learnt together with scientific con- countries, and has been so for more than a century cepts, models and procedures. (Jenkins 2013). However, despite research argu- Both ways of dealing with NOS (separate ing for an inclusion of NOS in science teaching, and in connection to other physics content) have September 2016 2 Physics Education Working with the nature of science in physics class benefits and constrains, and they could preferably that is decided on by humans; in this case defi- be used in combination (Clough 2006). However, nitions in astronomy are set by the International it is important not only to teach NOS as separate Astronomical Union (IAU). Definitions could activities, but also on the spur of the moment in always be made in different ways. The concept connection to specific physics/science concepts ‘planet’ was introduced by the ancient Greeks, and models (Nott and Wellington 1998, Herman but through history the meaning of the word has et al 2013). Such NOS teaching also makes it changed and included different objects at different possible to highlight the complexity of science times (Tignanelli and Benétreau-Dupin 2014). At (Clough 2006). the beginning of the 2100 century astronomers had Below we will discuss how NOS could be empirical data on more and more objects outside brought to the fore during ‘ordinary’ physics les- Neptune, which could all potentially be viewed as sons even if the main goal is not NOS learning. planets (Tignanelli and Benétreau-Dupin 2014). The situations discussed were collected in physics The need for a strict definition became more classrooms, by in-service science teachers, during and more apparent, and in 2006 a definition was a physics training course, and suggested by them set by IAU, by a majority vote (Tignanelli and as possible starting points for NOS discussions.
Load more

Recommended publications
  • Glossary Physics (I-Introduction)
    1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay.
    [Show full text]
  • Department of Physics College of Arts and Sciences Physics
    DEPARTMENT OF PHYSICS COLLEGE OF ARTS AND SCIENCES PHYSICS Faculty I. Major in Physics—38 hours William Nettles (2006). Professor of Physics, Department A. Physics 231-232, 311, 313, 314, 420, 424(1-3 Chair, and Associate Dean of the College of Arts and hours), 430, 498—28–30 hours Sciences. B.S., Mississippi College; M.S., and Ph.D., B. Select three or more courses: PHY 262, 325, 350, Vanderbilt University. 360, 395-6-7*, 400, 410, 417, 425 (1-2 hours**), 495* Ildefonso Guilaran (2008). Associate Professor of Physics. C. Prerequisites: MAT 211, 212, 213, 314 B.S., Western Kentucky University; M.S. and Ph.D., *Must be approved Special/Independent Studies Florida State University. **Maximum 3 hours from 424 and 425 apply to major. Geoffrey Poore (2010). Assistant Professor of Physics. B.A., II. Major in Physical Science—44 hours Wheaton College; M.S. and Ph.D., University of Illinois. A. CHE 111, 112, 113, 211, 221—15 hours David A. Ward (1992, 1999). Professor of Physics, B.S. B. PHY 112, 231-32, 311, 310 or 301—22 hours and M.A., University of South Florida; Ph.D., North C. Upper Level Electives from CHE and PHY—7 Carolina State University. hours; maximum 1 hour from 424 and 1 from 498 III. Minor in Physics—24 semester hours Staff Physics 231-232, 311, + 10 hours of Physics electives Christine Rowland (2006). Academic Secretary— except PHY 111, 112, 301, 310 Engineering, Physics, Math, and Computer Science. IV. Teacher Licensure in Physics (Grades 6–12) A. Complete the requirements shown above for the Physics or Physical Science major.
    [Show full text]
  • Science Standards
    SCIENCE It is the policy of the Oklahoma State Department of Education (OSDE) not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Civil rights compliance inquiries related to the OSDE may be directed to the Affirmative Action Officer, Room 111, 2500 North Lincoln Boulevard, Oklahoma City, Oklahoma 73105-4599, telephone number (405) 522-4930; or, the United States Department of Education’s Assistant Secretary for Civil Rights. Inquires or concerns regarding compliance with Title IX by local school districts should be presented to the local school district Title IX coordinator. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Five hundred copies have been prepared using Title I, Part A, School Improvement funds at a cost of $.15 per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. DECEMBER 2013. SCIENCE Table of Contents 5-8 Introduction 9 K-5 Overview 10-18 ■ KINDERGARTEN 19-28 ■ 1ST GRADE 29-39 ■ 2ND GRADE 40-54 ■ 3RD GRADE 55-68 ■ 4TH GRADE 69-82 ■ 5TH GRADE 83 6-12 Overview 84-101 ■ 6TH GRADE 102-119 ■ 7TH GRADE 120-137 ■ 8TH GRADE 138-152 ■ PHYSICAL SCIENCE 153-165 ■ CHEMISTRY 166-181 ■ PHYSICS 182-203 ■ BIOLOGY I 204-219 ■ EARTH & SPACE SCIENCE 220-235 ■ ENVIRONMENTAL SCIENCE Introduction Science uses observation and experimentation to explain natural phenomena.
    [Show full text]
  • Fundamentals of Particle Physics
    Fundamentals of Par0cle Physics Particle Physics Masterclass Emmanuel Olaiya 1 The Universe u The universe is 15 billion years old u Around 150 billion galaxies (150,000,000,000) u Each galaxy has around 300 billion stars (300,000,000,000) u 150 billion x 300 billion stars (that is a lot of stars!) u That is a huge amount of material u That is an unimaginable amount of particles u How do we even begin to understand all of matter? 2 How many elementary particles does it take to describe the matter around us? 3 We can describe the material around us using just 3 particles . 3 Matter Particles +2/3 U Point like elementary particles that protons and neutrons are made from. Quarks Hence we can construct all nuclei using these two particles -1/3 d -1 Electrons orbit the nuclei and are help to e form molecules. These are also point like elementary particles Leptons We can build the world around us with these 3 particles. But how do they interact. To understand their interactions we have to introduce forces! Force carriers g1 g2 g3 g4 g5 g6 g7 g8 The gluon, of which there are 8 is the force carrier for nuclear forces Consider 2 forces: nuclear forces, and electromagnetism The photon, ie light is the force carrier when experiencing forces such and electricity and magnetism γ SOME FAMILAR THE ATOM PARTICLES ≈10-10m electron (-) 0.511 MeV A Fundamental (“pointlike”) Particle THE NUCLEUS proton (+) 938.3 MeV neutron (0) 939.6 MeV E=mc2. Einstein’s equation tells us mass and energy are equivalent Wave/Particle Duality (Quantum Mechanics) Einstein E
    [Show full text]
  • A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools
    applied sciences Article A Comprehensive Framework to Reinforce Evidence Synthesis Features in Cloud-Based Systematic Review Tools Tatiana Person 1,* , Iván Ruiz-Rube 1 , José Miguel Mota 1 , Manuel Jesús Cobo 1 , Alexey Tselykh 2 and Juan Manuel Dodero 1 1 Department of Informatics Engineering, University of Cadiz, 11519 Puerto Real, Spain; [email protected] (I.R.-R.); [email protected] (J.M.M.); [email protected] (M.J.C.); [email protected] (J.M.D.) 2 Department of Information and Analytical Security Systems, Institute of Computer Technologies and Information Security, Southern Federal University, 347922 Taganrog, Russia; [email protected] * Correspondence: [email protected] Abstract: Systematic reviews are powerful methods used to determine the state-of-the-art in a given field from existing studies and literature. They are critical but time-consuming in research and decision making for various disciplines. When conducting a review, a large volume of data is usually generated from relevant studies. Computer-based tools are often used to manage such data and to support the systematic review process. This paper describes a comprehensive analysis to gather the required features of a systematic review tool, in order to support the complete evidence synthesis process. We propose a framework, elaborated by consulting experts in different knowledge areas, to evaluate significant features and thus reinforce existing tool capabilities. The framework will be used to enhance the currently available functionality of CloudSERA, a cloud-based systematic review Citation: Person, T.; Ruiz-Rube, I.; Mota, J.M.; Cobo, M.J.; Tselykh, A.; tool focused on Computer Science, to implement evidence-based systematic review processes in Dodero, J.M.
    [Show full text]
  • Engineering Physics I Syllabus COURSE IDENTIFICATION Course
    Engineering Physics I Syllabus COURSE IDENTIFICATION Course Prefix/Number PHYS 104 Course Title Engineering Physics I Division Applied Science Division Program Physics Credit Hours 4 credit hours Revision Date Fall 2010 Assessment Goal per Outcome(s) 70% INSTRUCTION CLASSIFICATION Academic COURSE DESCRIPTION This course is the first semester of a calculus-based physics course primarily intended for engineering and science majors. Course work includes studying forces and motion, and the properties of matter and heat. Topics will include motion in one, two, and three dimensions, mechanical equilibrium, momentum, energy, rotational motion and dynamics, periodic motion, and conservation laws. The laboratory (taken concurrently) presents exercises that are designed to reinforce the concepts presented and discussed during the lectures. PREREQUISITES AND/OR CO-RECQUISITES MATH 150 Analytic Geometry and Calculus I The engineering student should also be proficient in algebra and trigonometry. Concurrent with Phys. 140 Engineering Physics I Laboratory COURSE TEXT *The official list of textbooks and materials for this course are found on Inside NC. • COLLEGE PHYSICS, 2nd Ed. By Giambattista, Richardson, and Richardson, McGraw-Hill, 2007. • Additionally, the student must have a scientific calculator with trigonometric functions. COURSE OUTCOMES • To understand and be able to apply the principles of classical Newtonian mechanics. • To effectively communicate classical mechanics concepts and solutions to problems, both in written English and through mathematics. • To be able to apply critical thinking and problem solving skills in the application of classical mechanics. To demonstrate successfully accomplishing the course outcomes, the student should be able to: 1) Demonstrate knowledge of physical concepts by their application in problem solving.
    [Show full text]
  • Mothers in Science
    The aim of this book is to illustrate, graphically, that it is perfectly possible to combine a successful and fulfilling career in research science with motherhood, and that there are no rules about how to do this. On each page you will find a timeline showing on one side, the career path of a research group leader in academic science, and on the other side, important events in her family life. Each contributor has also provided a brief text about their research and about how they have combined their career and family commitments. This project was funded by a Rosalind Franklin Award from the Royal Society 1 Foreword It is well known that women are under-represented in careers in These rules are part of a much wider mythology among scientists of science. In academia, considerable attention has been focused on the both genders at the PhD and post-doctoral stages in their careers. paucity of women at lecturer level, and the even more lamentable The myths bubble up from the combination of two aspects of the state of affairs at more senior levels. The academic career path has academic science environment. First, a quick look at the numbers a long apprenticeship. Typically there is an undergraduate degree, immediately shows that there are far fewer lectureship positions followed by a PhD, then some post-doctoral research contracts and than qualified candidates to fill them. Second, the mentors of early research fellowships, and then finally a more stable lectureship or career researchers are academic scientists who have successfully permanent research leader position, with promotion on up the made the transition to lectureships and beyond.
    [Show full text]
  • How Science Works
    PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community.
    [Show full text]
  • Philosophy of Science Reading List
    Philosophy of Science Area Comprehensive Exam Reading List Revised September 2011 Exam Format: Students will have four hours to write answers to four questions, chosen from a list of approximately 20-30 questions organized according to topic: I. General Philosophy of Science II. History of Philosophy of Science III. Special Topics a. Philosophy of Physics b. Philosophy of Biology c. Philosophy of Mind / Cognitive Science d. Logic and Foundations of Mathematics Students are required to answer a total of three questions from sections I and II (at least one from each section), and one question from section III. For each section, we have provided a list of core readings—mostly journal articles and book chapters—that are representative of the material with which we expect you to be familiar. Many of these readings will already be familiar to you from your coursework and other reading. Use this as a guide to filling in areas in which you are less well- prepared. Please note, however, that these readings do not constitute necessary or sufficient background to pass the comp. The Philosophy of Science area committee assumes that anyone who plans to write this exam has a good general background in the area acquired through previous coursework and independent reading. Some anthologies There are several good anthologies of Philosophy of Science that will be useful for further background (many of the articles listed below are anthologized; references included in the list below). Richard Boyd, Philip Gasper, and J.D. Trout, eds., The Philosophy of Science (MIT Press, 991). Martin Curd and J.
    [Show full text]
  • PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
    STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions.
    [Show full text]
  • The Universe As a Laboratory: Fundamental Physics
    The Universe as a Laboratory: Fundamental Physics The universe serves as an unparalleled laboratory for frontier physics, providing extreme conditions and unique opportunities to test theoretical models. Astronomical observations can yield invaluable information for physicists across the entire spectrum of the science, studying everything from the smallest constituents of mat- ter to the largest known structures. Astronomy is the principal player in the quest to uncover the full story about the origin, evolution and ultimate fate of the universe. The earliest “baby picture” of the universe is the map of the cosmic microwave background (CMB) radiation, predicted in 1948 and discovered in 1964. For years, physicists insisted that this radiation, seen coming from all directions in space, had to have irregularities in order for the universe as we know it to exist. These irregularities were not discovered until the COBE satellite mapped the radiation in 1992. Later, the WMAP satellite refined the measurement, allowing cosmologists to pinpoint the age of the universe at 13.7 billion years. Continued studies, including ground-based observations, seek to glean clues from the CMB about the basic nature of the universe and of its fundamental constituents. New telescopes and new technology promise to give astronomers better information about extremely distant objects—objects seen as they were in the early history of the universe. This, in turn, will provide valuable clues about how the first stars and galaxies developed and evolved into the objects we see in the universe today. The biggest mysteries in physics—and the biggest challenges for cosmologists—are the nature of dark matter and dark energy, which together constitute 95 percent of the universe.
    [Show full text]
  • NGSS Physics in the Universe
    Standards-Based Education Priority Standards NGSS Physics in the Universe 11th Grade HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes PS 1 the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2: Use mathematical representations to support the claim that the total momentum of PS 2 a system of objects is conserved when there is no net force on the system. HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that PS 3 minimizes the force on a macroscopic object during a collision. HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s PS 4 Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can PS 5 produce a magnetic field and that a changing magnetic field can produce an electric current. HS-PS3-1: Create a computational model to calculate the change in energy of one PS 6 component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known/ HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be PS 7 accounted for as either motions of particles or energy stored in fields. HS-PS3-3: Design, build, and refine a device that works within given constraints to convert PS 8 one form of energy into another form of energy.
    [Show full text]