PHYSICAL SCIENCE
Physical science can explain most experiences whether they are natural or artificial. Through physical science your child will explore cause and effect in their world so that they can better understand the processes they encounter each day. During middle school the focus of physical science is foundational content that includes energy, motion, mater and waves. There is also some concentration on the connection between physical science and technology.
By the time your child graduates from middle school, he or she will have an understanding of the basic properties of matter and motion.
The following concepts will be address in middle school physical science:
• PS1 - Matter and Its Interactions
• PS2 - Motion and Stability: Forces and Interactions
• PS3 - Energy
• PS4 - Waves and Their Applications in Technologies for Information Transfer
PS1 - MATTER AND ITS INTERACTIONS
MS.PS1.1
Your child will
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The projects might include dissolving calcium chloride or ammonium chloride. Focus is on the project design and the regulation of the energy transfer along with the concentration and type of substance used. PS2 - MOTION AND STABILITY: FORCES AND INTERACTIONS
MS.PS2.1
Middle school students will apply Newton’s Third Law to solve a problem which involves the motion of two colliding objects. The problem might include the impact of two colliding cars, between one car and an object that is not moving, and between a space vehicle and a meteor moving through space.
MS.PS2.2
Your son or daughter will plan an investigation to provide proof that the sum of the forces on a particular object along with its mass will directly impact the motion of that object. Students will work with balanced and unbalanced forces as well as qualitative comparisons of mass, forces and changes in motion.
For over two hundred centuries, mankind has wrestled with the problem of how to hit an object with another object. From the earliest days of the bow and arrow, to today's modern missile defense system, the need to achieve maximum accuracy and distance from a projectile has been critical to the survival of the human race. There are numerous of ways to solve the problem ranging from trial and error—as early man did—to advanced mathematics including trigonometry and calculus. (While the specific mathematical operations are beyond the scope of this work, we will briefly touch on the equations of motion and how they apply to projectile motion as the project progresses.)
Prompt: Define Newton’s Third Law, give three effects of it, and create an experiment designed to explore one aspect of it.
Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging.
Introduction: The purpose of this experiment was to find how changing the angle and velocity would affect the distance the object went, height the object went, and time the object was in the air. Before this lab I could not tell how the angle and velocity would change the results. I needed to figure out what angle and what velocity made the object go farther or make it stay in the air longer. I also found mass will affect the height and distance. I used the site Galileo and Einstein to figure out these factors. (Fowler, M)
In this inquiry the relationship between force and mass was studied. This inquiry presents a question: when mass is increased is the force required to move it at a constant velocity increased, and how large will the increase be? It is obvious that more massive objects takes more force to move but the increase will be either linear or exponential. To hypothesize this point drawing from empirical data is necessary. When pulling an object on the ground it is discovered that to drag a four-kilogram object is not four times harder than dragging a two-kilogram object. I hypothesize that increasing the mass will increase the force needed to move the mass at a constant rate, these increases will have a liner relationship.
The purpose of this lab report is to state the results gathered by the values of the coefficients of kinetic friction and the coefficient of static friction for two particular surfaces. The theory behind it is that if a body is at rest or moving with constant velocity, it is in equilibrium and the vector sum of all the forces acting on it is zero. The force of friction is always opposing the motion and is always opposite in direction. This lab gave us a chance to bring the inclined plane problems we have been doing in class to real life.
Lillian, M. et al. (2006). Improving the preparation of K-12 teachers through physics education research. American Journal of Physics 74(9): 763-767.
Physics is everywhere. Consequently, physics is a part of sports and more specifically, hockey. As the scientific discoveries progressed with time, so did the advancements in the sport of hockey, reflecting on how important and influential science truly is. Physics takes part in the ice, the skates, the protective gear, the shots, goaltending, and all other aspects of ice hockey.
Kinematics unlike Newton’s three laws is the study of the motion of objects. The “Kinematic Equations” all have four variables.These equations can help us understand and predict an object’s motion. The four equations use the following variables; displacement of the object, the time the object was moving, the acceleration of the object, the initial velocity of the object and the final velocity of the object. While Newton’s three laws have co-operated to help create and improve the study of
We ran into Newtons First Law, which claims that an object resists change in motion, as the marble rolled down the floor it didn’t stop until it was acted against by friction. As we moved on, Newtons Second Law came into play when we were creating our lever as we need a ball that would roll down with enough acceleration that it could knock down the objects. Newton’s second law claims, that F=MA. So, we choose a golf ball since it would have more mass than a rubber ball, but it would have less acceleration when the lever was started. This way, it would knock the upcoming objects. Newtons Third Law claims that every action yields an equal and opposite reaction. This is proven in our Rube Goldberg Machine when the small car was rolling down the tracks as the wheels pushes against the track making the track move backwards. The track provides an equal and opposite direction by pushing the wheels forward.
The main concept of Jean Piaget’s theory is that he believes in children being a scientist by experimenting things and making observations with their senses. This approach emphasizes on how children’s ability can make sense of their immediate everyday surroundings. Piaget also proposed that children perceived to four stages based on maturation and experiences. Piaget’s theory was guided by assumptions of how a learner interacts with their own environment and how they integrate new knowledge and information into existing knowledge. Briefly, he proposed that children are active learners who construct knowledge from their own environment. They learn through assimilation and accommodation in complex cognitive development. Furthermore, interaction with physical and social environments is the key and development occurs in stages. An example of Jean Piaget theory carried out in the classroom is that giving children a great deal of hands-on practice, by using concrete props and visual aids. Taking into consideration and being sensitive to the possibility that
In order to live our everyday lives, we must use any form of physics to get through each day. Physics is not just a school subject matter. It is a helpful and useful subject that includes everything - to us humans and the world’s everyday learning experience. Without physics, we would be unable to know from weird facts to questionable theories. These facts and theories can help us work our way through the world.
Sir Isaac Newton formulated three laws which describe the motion of objects and how the interact. In summary, Newton’s first law of motion states, an object will remain in a static position or constant motion until acted upon by an external opposing force (textbook). Examples of this law can be seen in our everyday lives in various situations. For instance, a driver holding a cup of coffee while operating a vehicle at a constant speed, has to make an abrupt stop. The coffee would then go from a resting state to a forward motion at the speed and direction of the
Children in grades 3 through 5 are moving from "learning to read" to "reading to learn" and from "learning to write" to "writing to communicate". Students learn to work independently. They learn to read words and make mental pictures. Third through fifth graders also learn to write paragraphs, short essays and stories that make a point. The curriculum becomes more integrated. "Reading to learn" helps third through fifth graders better understand the scientific method and how to test hypotheses about the physical world. Additionally, "reading to learn" aids students in graphing and calculating scientific observations and then writing up their conclusions. Third grade science class will open new worlds of wonder and invite curious mind to explore (Williams, 2012).
Science is everywhere; you always see it in every day life. Like when you get a ride to school from your parents, watch TV, talk on the phone, and listen to music, that’s using science. When you pass buildings science was used to build them.