TEKS Cluster: Force, Motion, and Energy

Transcription

1 occurs in many forms and can be observed in cycles, patterns, and systems. Uses of Energy Readiness Standards 5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy Electricity Readiness Standards 5.6(B) demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound Light Readiness Standards 5.6(C) demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted Force Supporting Standards 5.6(D) design a simple experimental investigation that tests the effect of force on an object 3.6(B)^ demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons ^ Previous grade-level student expectation tested on STAAR at Grade 5 (Source: TEA s Assessed Curriculum for Grade 5 Science). Grades 3 and 4 student expectations included to support the review of important tested content before STAAR. 11

2 5.6(A) Readiness Subcluster: Uses of Energy TEKS Scaffold TEKS 7.7(A) 6.9(C) Student Expectation illustrate the transformation of energy within an organism such as the transfer from chemical energy to thermal energy (R) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy (R) Content Builder Explore the uses of energy: Mechanical Electrical Light Thermal Sound Major concepts in this standard include: The uses of energy in everyday life Different forms of energy have different functions One source may produce more than one kind of energy 5.6(A) 4.6(A) 3.6(A) (A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal (R) explore different forms of energy, including mechanical, light, sound, and thermal in everyday life (R) Instructional Implications In many contexts, multiple sources of energy are present; students should be able to describe and differentiate those forms of energy. Students may struggle with these concepts because they confuse one form of energy for another, have experience in which only one form is emphasized, or lack experiences in which forms of energy are investigated. Choose/design investigations that allow students to experience various forms of energy in different contexts. Explore multiple forms of energy in a single context or investigation. Create definitions for terms that are clearly distinguishable when students use them to justify their analysis of forms of energy. Diagram electrical energy* energy* light energy* mechanical energy* Rube Goldberg* sound energy* thermal energy* Learning from Mistakes Not identifying the types of energy present in everyday objects or scenarios that they have not observed Confusing light energy with thermal energy or not understanding that one can be present without the other Rationalizing non-examples of an energy type provided in a diagram or scenario 5.6(A) 2017 #21 5.6(A) 2016 #22 5.6(A) 2015 #39 5.6(A) 2014 #19 5.6(A) 2013 #18 5.6(A) 2017 #21 5.6(A) 2016 #11 5.6(A) 2016 #22 5.6(A) 2015 #39 5.6(A) 2014 #19 5.6(A) 2013 #6 5.6(A) 2013 #18 * Used on STAAR 12 ^ Previous grade-level student expectation tested on STAAR

3 5.6(B) Readiness Subcluster: Electricity TEKS Scaffold TEKS 5.6(B) 4.6(C) Student Expectation (B) demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound demonstrate that electricity travels in a closed path, creating an electrical circuit (S) Investigation Demonstration Graph Chart/Table circuit* closed circuit complete circuit* complete path* conductor* electric current* flow fuse insulator* open circuit parallel circuit series circuit* switch* Content Builder Demonstrate that the flow of energy in closed circuits can produce: Light Heat Sound Major concepts in this standard include: A closed circuit is a circuit without interruption, through which electrical current flows Circuits deliver electrical energy to a load, or device, that will use that energy and change it to light, heat, or sound energy Parallel and series circuits are types of closed circuits Instructional Implications The flow of electricity is evident in many daily applications, and understanding the change of energy from electrical to other forms is an important concept. Students may struggle with this concept because they think energy is created in an electric circuit rather than changing form. Students may have difficulty with more complex circuit designs. Choose/design investigations that allow students to build both parallel and series circuits with batteries, bulbs, buzzers, and switches. Use examples with multiple loads and switches, and create scenarios where students determine how to create certain conditions. Have students identify whether the electrical energy is changed into light, heat, or sound. Have students create diagrams of circuits to match their experiences with a given scenario. Provide opportunities to investigate different reasons why a circuit may not be working. Learning from Mistakes Thinking energy is generated or produced in circuits rather than changing forms Not differentiating between parallel and series circuits in the context of open/closed pathways and/or having varied objects in the circuit path Misunderstanding the primary function of a switch or thinking that only one switch can be present Not understanding that electrical current can be used to generate other forms of energy 5.6(B) 2017 #27 5.6(B) 2016 #25 5.6(B) 2015 #25 5.6(B) 2014 #15 5.6(B) 2013 #16 5.6(B) 2017 #27 5.6(B) 2016 #25 5.6(B) 2015 #4 5.6(B) 2015 #25 5.6(B) 2014 #15 5.6(B) 2014 #26 5.6(B) 2013 #16 * Used on STAAR 13 ^ Previous grade-level student expectation tested on STAAR

4 5.6(C) Readiness Subcluster: Light TEKS Scaffold TEKS 6.9(C) Student Expectation demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy (R) Content Builder Demonstrate that light travels in a straight line and is: Reflected when it strikes an object and bounces back Refracted when it travels through one medium to another and changes direction Major concepts in this standard include: The path of a reflection is based on the angle at which light strikes the object Refraction varies in different media (e.g., water vs. oil) 5.6(C) 4.6(A) 3.6(A) (C) demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal (R) explore different forms of energy, including mechanical, light, sound, and thermal in everyday life (R) Instructional Implications Understanding how light travels is a foundational element when describing motion and energy. Students may struggle with this concept because they lack the experiences to describe and differentiate reflection and refraction, or they may associate motion only with objects that have force acted upon them. The conceptual understanding that light can be absorbed, bounced back, redirected, or pass through objects can be difficult to understand due to its abstractness. Hands-on experiences are crucial for conceptual understanding. Choose/design investigations that allow students to observe and test reflection and refraction. Demonstrate various ways to show that light travels in a straight line (through a hole in a box, pinhole camera, making shadows, etc.). Vary angles of reflection and test more than one reflection. Use a variety of media (water, differing liquids, lenses, etc.) to model refraction. Have students create diagrams and visuals demonstrating how light travels. * Learning from Mistakes Not understanding that light travels in a straight line until it strikes an object or series of objects Not understanding the path of a reflection is based on the angle of the object it strikes Confusing reflection with refraction Not understanding how light behaves in varied media, such as prisms or fibers Not understanding that when light travels it can be absorbed, bounced back, redirected, or pass through objects Confusing lines in labeled drawings to mean reflection only absorb lens* light energy medium prism* reflection* refraction* transmit 5.6(C) 2017 #16 5.6(C) 2016 #33 5.6(C) 2015 #19 5.6(C) 2014 #22 5.6(C) 2013 #31 5.6(C) 2017 #16 5.6(C) 2016 #33 5.6(C) 2015 #19 5.6(C) 2015 #36 5.6(C) 2014 #4 5.6(C) 2014 #22 5.6(C) 2013 #4 5.6(C) 2013 #23 5.6(C) 2013 #31 * Used on STAAR 14 ^ Previous grade-level student expectation tested on STAAR

5 5.6(D) Supporting Subcluster: Force Role in Concept Development 5.6(D) (D) design an experimental investigation that tests the effect of force on an object Supports Connection/ Relevance 5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy 8.6(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object s motion Students make connections from previous grade-level learning of force and motion by exploring the effects of force. They will use their background knowledge of force to design and test a simple experimental investigation. When to Teach After 5.6(C) conclusion control experimental investigation force* friction gravity 5.6(D) 2017 #19 5.6(D) 2015 #31 5.6(D) 2014 #10 hypothesis magnetism mass* pull push variable 5.6(D) 2017 #19 5.6(D) 2016 #39 5.6(D) 2015 #31 5.6(D) 2014 #10 5.6(D) 2014 #31 5.6(D) 2013 #41 Instructional Implications Learning from Mistakes The basic understanding of force learned in Grades 3 and 4 is applied and tested through the design of a simple experimental investigation. Students will struggle with designing an investigation if they do not have the fundamental understanding of force (e.g., push or pull) or of different kinds of forces (e.g., friction, gravity, or magnetism). Students have previously designed descriptive investigations, but now they are introduced to a simple experimental investigation. Students need to understand the differences between descriptive and experimental investigations in order to successfully plan and test. Demonstrate ways forces affect objects through magnetism, gravity, or friction. Teach the basics of designing a simple experimental investigation (i.e. design a fair test with only one variable changed at a time). Provide opportunities for students to compare and contrast descriptive and experimental designs. Confusing descriptive investigations and simple experimental investigations Thinking that if an object is moving, there must be a force acting on it Thinking that if an object is stationary, there are no forces acting on it * Used on STAAR 15 ^ Previous grade-level student expectation tested on STAAR

6 3.6(B) Supporting Subcluster: Force Role in Concept Development 3.6(B)^ 3.6 Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: (B) demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons Supports Connection/ Relevance to Grade 5 and STAAR 5.6(D) design a simple experimental investigation that tests the effect of force on an object With 3.6(B), students are introduced to how position and motion can be changed when force is applied to an object, laying the conceptual foundation for Grade 4 and 5 investigations with force. 3.6(B) can be used to scaffold learning during instruction or during STAAR review. 3.6(B) is tested on Grade 5 Science STAAR. When to Review With STAAR review and 5.5(A) force* motion* position* N/A 3.6(B) 2015 #43 Instructional Implications Learning from Mistakes If students are struggling to design investigations with force with 5.6(D), they may lack an understanding of the relationship between force and motion. In Grade 3, students explored what happens to objects when a force is applied. They observed that an object can change positions, and the motion of the object can be altered. 3.6(B) can be used to scaffold learning through demonstrations of basic objects undergoing change in position and motion. When you review this concept, remember to: Choose demonstrations or activities where students can observe changes in objects when force is applied, specifically changes to position and motion. Vary visuals (stimuli) when reviewing for STAAR and have students analyze and interpret visuals, such as diagrams and pictures/drawings. Not understanding the role that gravity plays on objects at rest Not understanding that both direction and distance are important when observing when force is applied to objects * Used on STAAR 16 ^ Previous grade-level student expectation tested on STAAR