Untitled Document

Physics of Toys Syllabus

Class hours: 30 hours-This includes 10 instructional hours (one for each day) and the remaining hours would be teacher preparation hours.

Registration Information
Print out registration form, fill it out and send with payment to Willamette University. Click here for the registration form.

Course Description
This curriculum allows both upper elementary and middle school students to conduct experiments with marbles, dominoes, slinkys and tops while exploring such concepts as gravity, inertia, kinetic and potential energy.

Each of the ten one-hour lessons in this curriculum explains and demonstrates one or more physics concepts.

Enhance your instruction even further by visiting A.C. Gilbert's Discovery Village and exploring in the LaBallatory exhibit, which was the inspiration for this hands-on physics curriculum.

Methods of Instruction
Hands-on activities, group discussion, lecture/lab

Course Objectives
1. Students will be able to define the words on the vocabulary list.

2. Students will understand how each toy or activity. demonstrates one or more physics concepts.

3. Students will create a notebook of pictures, definitions and observations about the physics behind toys.

4. Students will learn how the different types of materials affect the height that an object will bounce.

5. Students will understand how the amount of gravity present affects the height at which something or someone can bounce or jump.

6. Students will learn how friction is created, how it can be reduced and which surfaces create more or less friction.

7. Students will learn ways to change an object's velocity and acceleration.

Physics of Toys Outline

Day 1 - Fun with Gravity
Do different objects fall at the same speed?

Day 2 - Basketball on the Moon
Which type of sports ball bounces the highest?

Day 3 - Friction Action
Discover what causes friction.

Day 4 - Toy Cars
How are inertia & seat belts related?

Day 5 - Slinky Physics
What do a catapult & a slinky have in common?

Day 6 - Toying around with Science
Play with pennies, paperclips & spinning tops.

Day 7 - Momentum is Marvelous
Explore momentum with dominoes & marbles.

Day 8 - Energy has potential
What is a 'come back can' & how does it work?

Day 9 - The Laws of Newton
Demonstrate Newton's laws with balloon cars & rockets.

Day 10 - Who was Bernoulli?
Learn about Bernoulli's principle with ping pong balls.

Grading Plan
1. Before each lesson, the instructor will determine students' prior knowledge about the physics concepts. This can be done with a KWL format, which entails asking students what they know about physics, what they want to learn and then after each lesson what they have learned.

2. The instructor will guide students to create a notebook to record vocabulary, scientific process, activity results, observations and other evidence of learning about physics concepts presented in this curriculum.

3. After each lesson, the instructor will write a reflective evaluative summary. As she/he writes, the instructor needs to address her/his own instruction, the level of students' engagement in the lesson as well as the following points:
· What went well with this lesson?
· What could be improved with this lesson?
· How could this lesson be extended for additional learning?
· How did I adapt the written curriculum to meet the needs of my particular students?

4. To achieve a grade of "A" there must be written evidence of all three components listed above for all ten days. This includes pre and post assessment of student knowledge, a student notebook sample with evidence of all ten days' activities, and reflective summaries for all ten lessons.

5. To achieve a grade of "B" there must be written evidence of all three components listed above for at least seven days. This includes pre and post assessment of student knowledge, a student notebook sample with evidence of at least seven lessons, and reflective summaries for at least seven lessons.

6. To achieve a grade of "C" there must be written evidence of all three components above for at least five days. This includes pre and post assessment of student knowledge, a student notebook sample with evidence of at least five lessons, and reflective summaries for at least five lessons.

Grading Process
Please submit all written evidence for grading to:
Catherine Mink
A.C. Gilbert's Discovery Village
116 Marion Street NE
Salem OR 97301
(503) 371- 3631 x 207
edu@acgilbert.org

After grade has been determined, you will receive a grading report from Willamette University.


	Physics of Toys Syllabus Class hours: 30 hours-This includes 10 instructional hours (one for each day) and the remaining hours would be teacher preparation hours. Registration Information Print out registration form, fill it out and send with payment to Willamette University. Click here for the registration form. Course Description This curriculum allows both upper elementary and middle school students to conduct experiments with marbles, dominoes, slinkys and tops while exploring such concepts as gravity, inertia, kinetic and potential energy. Each of the ten one-hour lessons in this curriculum explains and demonstrates one or more physics concepts. Enhance your instruction even further by visiting A.C. Gilbert's Discovery Village and exploring in the LaBallatory exhibit, which was the inspiration for this hands-on physics curriculum. Methods of Instruction Hands-on activities, group discussion, lecture/lab Course Objectives 1. Students will be able to define the words on the vocabulary list. 2. Students will understand how each toy or activity. demonstrates one or more physics concepts. 3. Students will create a notebook of pictures, definitions and observations about the physics behind toys. 4. Students will learn how the different types of materials affect the height that an object will bounce. 5. Students will understand how the amount of gravity present affects the height at which something or someone can bounce or jump. 6. Students will learn how friction is created, how it can be reduced and which surfaces create more or less friction. 7. Students will learn ways to change an object's velocity and acceleration. Physics of Toys Outline Day 1 - Fun with Gravity Do different objects fall at the same speed? Day 2 - Basketball on the Moon Which type of sports ball bounces the highest? Day 3 - Friction Action Discover what causes friction. Day 4 - Toy Cars How are inertia & seat belts related? Day 5 - Slinky Physics What do a catapult & a slinky have in common? Day 6 - Toying around with Science Play with pennies, paperclips & spinning tops. Day 7 - Momentum is Marvelous Explore momentum with dominoes & marbles. Day 8 - Energy has potential What is a 'come back can' & how does it work? Day 9 - The Laws of Newton Demonstrate Newton's laws with balloon cars & rockets. Day 10 - Who was Bernoulli? Learn about Bernoulli's principle with ping pong balls. Grading Plan 1. Before each lesson, the instructor will determine students' prior knowledge about the physics concepts. This can be done with a KWL format, which entails asking students what they know about physics, what they want to learn and then after each lesson what they have learned. 2. The instructor will guide students to create a notebook to record vocabulary, scientific process, activity results, observations and other evidence of learning about physics concepts presented in this curriculum. 3. After each lesson, the instructor will write a reflective evaluative summary. As she/he writes, the instructor needs to address her/his own instruction, the level of students' engagement in the lesson as well as the following points: · What went well with this lesson? · What could be improved with this lesson? · How could this lesson be extended for additional learning? · How did I adapt the written curriculum to meet the needs of my particular students? 4. To achieve a grade of "A" there must be written evidence of all three components listed above for all ten days. This includes pre and post assessment of student knowledge, a student notebook sample with evidence of all ten days' activities, and reflective summaries for all ten lessons. 5. To achieve a grade of "B" there must be written evidence of all three components listed above for at least seven days. This includes pre and post assessment of student knowledge, a student notebook sample with evidence of at least seven lessons, and reflective summaries for at least seven lessons. 6. To achieve a grade of "C" there must be written evidence of all three components above for at least five days. This includes pre and post assessment of student knowledge, a student notebook sample with evidence of at least five lessons, and reflective summaries for at least five lessons. Grading Process Please submit all written evidence for grading to: Catherine Mink A.C. Gilbert's Discovery Village 116 Marion Street NE Salem OR 97301 (503) 371- 3631 x 207 edu@acgilbert.org After grade has been determined, you will receive a grading report from Willamette University.