Discussion about energy forms: kinetic vs. potential – helpful as broad categories, but not helpful experientially. Analogy of fiction vs. non-fiction: they are broad categories that we understand, but sub categories can be argued and explained. The “list” of energy forms (types) that might be useful: kinetic (motion), thermal, gravitational, elastic, chemical, electrical, light.
Standards for education are left to the state to decide, most states, including Washington, have looked to the national organizations, like AAAS, to help define those standards:
Atlas of Science Literacy (from AAAS): http://www.project2061.org/publications/atlas/default.htm (Volume 1 and 2 are each around $50)
Benchmarks for Science Literacy (from AAAS): http://www.project2061.org/publications/bsl/default.htm
Benchmarks Online: http://www.project2061.org/publications/bsl/online/index.php
New movements in standards: Common Core State Standards Initiative: http://www.corestandards.org/
Notes about Energy: “What we know.”
Energy is contained in objects
Energy can move from one object to other (“Transfer”)
Energy is of different forms (see list above) and can change from one form to another (“Transformation”)
Reflections on Project Algebra Reading (and the 5 steps) - Algebra Project Website.
How do we find experiences in our own classrooms to model/use these steps?
How do we honor student ideas and having open ended observations vs. providing specific tasks (while still honoring student ideas)
Teaching “this is the truth” vs. empowering them to come to the truth using their representations. Facts of the world vs. the representation of those facts. The representations of those facts are about innovation and we should honor the ideas about how to represent the facts and deal with them in an intellectual way.
Step 4 (Feature Talk) is important because we come up with a common understanding and language that can then be used in Step 5 (Symbolic Representations).
Energy Theater: Kinesthetic learning using the entire body.
Reminder: be sure to keep the "features" from day 1 in mind (you can find them here).
Energy Theater: Scenario: A chair being shoved and comes to a rest.
Discussion in troupes about what is going on with the energy.
Rules: People are forms of energy, strings are objects.
Also keep in mind the “what we know” statements.
We added a 4th “things we know” about Energy: The total amount of energy remains the same.
As the community, do we need to come up with a standard convention in diagraming energy? What would be the pros and cons of having a standard convention for diagramming energy?
Energy Theater: Scenario 2: (A) A chair is being pushed with constant velocity. (B) A chair is being pushed with a larger constant velocity. What is the key difference between these two scenarios? If speed is constant, what can I say about energy?
Reflections: Clear and Unclear Windows: What is clear to you, what is unclear to you?
Homework: Reading - Making Sense of Secondary Science - "Energy", chapter 20.