matter and energy - learningcenter.nsta.org · 15 closer look at a performance expectation ms-ps1...

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April 30, 2013

6:30 p.m. – 8:00 p.m. Eastern time

NGSS Crosscutting Concepts: Energy and

Matter—Flows, Cycles, and Conservation

Presented by: Charles W. (Andy) Anderson

and Joyce Parker

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Introducing today’s presenters…

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Introducing today’s presenters

Charles W. (Andy) Anderson Michigan State University

Ted Willard National Science Teachers Association

Joyce Parker Michigan State University

Developing the Standards

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Instruction

Curricula

Assessments

Teacher Development

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2011-2013

July 2011


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July 2011


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A Framework for K-12 Science Education

Three-Dimensions:

• Scientific and Engineering Practices

• Crosscutting Concepts

• Disciplinary Core Ideas

View free PDF form The National Academies Press at www.nap.edu

Secure your own copy from

www.nsta.org/store

1. Asking questions (for science)

and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science)

and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

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Crosscutting Concepts

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Life Science Physical Science LS1: From Molecules to Organisms: Structures

and Processes

LS2: Ecosystems: Interactions, Energy, and

Dynamics

LS3: Heredity: Inheritance and Variation of

Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and

Interactions

PS3: Energy

PS4: Waves and Their Applications in

Technologies for Information Transfer

Earth & Space Science Engineering & Technology ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology,

Science, and Society

Disciplinary Core Ideas

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Life Science Earth & Space Science Physical Science Engineering & Technology

LS1: From Molecules to Organisms:

Structures and Processes

LS1.A: Structure and Function

LS1.B: Growth and Development of

Organisms

LS1.C: Organization for Matter and

Energy Flow in Organisms

LS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy,

and Dynamics

LS2.A: Interdependent Relationships

in Ecosystems

LS2.B: Cycles of Matter and Energy

Transfer in Ecosystems

LS2.C: Ecosystem Dynamics,

Functioning, and Resilience

LS2.D: Social Interactions and Group

Behavior

LS3: Heredity: Inheritance and

Variation of Traits

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4: Biological Evolution: Unity

and Diversity

LS4.A: Evidence of Common Ancestry

and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the Universe

ESS1.A: The Universe and Its

Stars

ESS1.B: Earth and the Solar

System

ESS1.C: The History of Planet

Earth

ESS2: Earth’s Systems

ESS2.A: Earth Materials and

Systems

ESS2.B: Plate Tectonics and

Large-Scale System Interactions

ESS2.C: The Roles of Water in

Earth’s Surface Processes

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3: Earth and Human Activity

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on

Earth Systems

ESS3.D: Global Climate Change

PS1: Matter and Its Interactions

PS1.A: Structure and Properties of

Matter

PS1.B: Chemical Reactions

PS1.C: Nuclear Processes

PS2: Motion and Stability: Forces

and Interactions

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS2.C: Stability and Instability in

Physical Systems

PS3: Energy

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and

Energy Transfer

PS3.C: Relationship Between Energy

and Forces

PS3.D: Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in

Technologies for Information

Transfer

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

PS4.C: Information Technologies

and Instrumentation

ETS1: Engineering Design

ETS1.A: Defining and

Delimiting an Engineering

Problem

ETS1.B: Developing Possible

Solutions

ETS1.C: Optimizing the Design

Solution

ETS2: Links Among Engineering,

Technology, Science, and Society

ETS2.A: Interdependence of

Science, Engineering, and

Technology

ETS2.B: Influence of

Engineering, Technology, and

Science on Society and the

Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Instruction

Curricula

Assessments

Teacher Development

2011-2013

July 2011

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2011-2013

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Closer Look at a Performance Expectation

MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:

MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical

models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.

Use and/or develop models to predict, describe,

support explanation, and/or collect data to test ideas

about phenomena in natural or designed systems,

including those representing inputs and outputs, and

those at unobservable scales. (MS-PS1-a),

(MS-PS1-c), (MS-PS1-d)

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Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions

of natural phenomena. (MS-PS1-d)


Substances react chemically in

characteristic ways. In a chemical

process, the atoms that make up the

original substances are regrouped into

different molecules, and these new

substances have different properties

from those of the reactants.

(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

The total number of each type of atom

is conserved, and thus the mass does

not change. (MS-PS1-d)

Energy and Matter

Matter is conserved because

atoms are conserved in physical

and chemical processes.

(MS-PS1-d)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.

They are not instructional strategies or objectives for a lesson.

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Energy and Matter




(MS-PS1-d)




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Energy and Matter




(MS-PS1-d)




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Energy and Matter




(MS-PS1-d)




Energy and matter: Flows, cycles, and conservation

NSTA Webinar April 30, 2013

Charles W. (Andy) Anderson Joyce Parker

Michigan State University

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We Would Like to Know….

What age students are you most interested in?

A. Pre-K to Grade 5

B. Grades 6-8

C. Grades 9-12

D. College

E. Other (adult learners, multiple grade levels)

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NGSS Crosscutting Concepts • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models

• Energy and matter: flows, cycles, conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

• Structure and function • Stability and change

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What’s the Big Deal?

• Why do we single out matter and energy as uniquely important concepts.

• Matter and energy conservation make it possible to TRACE MATTER AND ENERGY:

– At different scales, from subatomic to universal

– Through all kinds of systems: physical, living, Earth, technological systems

– While engaging in many practices: explaining, predicting, modeling, designing, investigating

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Topics for Today’s Webinar

1. What it means to use energy and matter as a crosscutting concept.

2. Learning progressions: What we are learning about how students’ ideas about matter and energy can develop.

3. Teaching students to use matter and energy.

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Topics for Today’s Webinar 1. What it means to use energy and matter as

a crosscutting concept.

a. Conservation laws as rules

b. Matter and energy in a hierarchy of systems at different scales

c. What makes it hard

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Conservation Laws are RULES

Rules for English grammar:

What’s wrong with this sentence?

He are 16 years old.

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Rules for English grammar:


He are 16 years old.

You know instantly that a rule has been broken so that this is not a correct English sentence.

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An example from biology:


Breathing converts O2 to CO2.

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An example from biology:


Breathing converts O2 to CO2. A scientifically literate person knows instantly that a rule has been broken so that this is not a correct scientific sentence.

Where did the carbon come from?

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Matter and Energy in a Hierarchy of Systems

Scale Forms of Matter Forms of Energy

Solar system, galaxy Planets, stars, gas Electromagnetic (light), heat, gravitational, motion

Earth systems, ecosystems Atmosphere, biosphere, hydrosphere, geosphere

Light, heat, gravitational, chemical, motion

Macroscopic Solids, liquids, gases Material kinds

Light, heat, gravitational, chemical, motion, electrical

Atomic-molecular Atoms bonded together in molecules in solids, liquids, gases

Chemical bond energy Intermolecular forces Particle motions

Subatomic Nuclei, electrons Energy states of valence electrons

Nuclear Protons, neutrons Strong force interactions

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Macroscopic model of matter

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Macroscopic model of energy transformations

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Atomic molecular scale

describing arrangement and motions of molecules during changes of state associated with energy changes

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Earth systems scale

Same processes driven by sun and gravity

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Atomic-molecular model of chemical change

• Energy in to break bonds between atoms

• Energy out as new bonds are formed

• Atoms conserved

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Macroscopic models of matter

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Atomic molecular model PS 6CO2 + 6H20 + E C6H12O6 + 6O2

CR C6H12O6 + 6O2 6CO2 + 6H20 + E

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Ecosystem scale

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How Many of These Statements about a Burning Match are True?

TRUE FALSE

Some of the wood is converted to heat and light energy when the match burns.

The WOOD of the match is destroyed when it burns.

The MOLECULES of the wood are destroyed when it burns.

The ATOMS of the wood are destroyed when it burns.

The MASS of the wood is destroyed when it burns.

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How Many of These Statements about a Burning Match are True?

TRUE FALSE

Some of the wood is converted to heat and light energy when the match burns. ✔

The WOOD of the match is destroyed when it burns. ✔

The MOLECULES of the wood are destroyed when it burns. ✔

The ATOMS of the wood are destroyed when it burns. ✔

The MASS of the wood is destroyed when it burns. ✔

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Subatomic models of chemical properties and chemical change (e.g., describing chemical changes in terms of energy states of valence electrons)

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Subatomic models of nuclear change.

• Atoms are not conserved

• Number of protons + neutrons is conserved

• Large energy changes

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Tracing Matter and Energy as Essential Practices

What makes this hard to understand?

– Matter-energy conversion

– Using matter and scale words correctly

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E = mc2 as a Fudge Factor

Examples:

• The burning match loses mass because some of its mass is converted to energy.

• Exercise helps us lose weight by burning off fat as energy.

• Cellular respiration converts glucose to ATP.

• Gasoline is converted to the kinetic energy of a moving car.

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Using Matter and Scale Words Correctly

In physical changes:

• VOLUME is not conserved

• MASS, SUBSTANCES, MOLECULES, and ATOMS are conserved

In chemical changes:

• VOLUME, SUBSTANCES, and MOLECULES are not conserved

• ATOMS and MASS are conserved

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Pause for Questions and Discussion

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1. Tracing matter and energy across practices and disciplines.


a. Overview of learning progressions

b. Discourse, knowledge, and practice at different levels: elementary, middle school, high school

3. Teaching students to trace matter and energy.

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Definitions • Learning progressions are descriptions of

increasingly sophisticated ways of reasoning about a topic

• A learning progression includes:

– A learning progression framework, describing levels of achievement

– Assessment tools that reveal students’ reasoning

– Teaching tools and strategies that help students make transitions from one level to the next

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Assessment Example: EatBreathe Question

• Humans must eat and breathe in order to live and grow. Are eating and breathing related to each other? (Circle one) YES NO

• If you circled “Yes” explain how eating and breathing are related. If you circled “No” then explain why they are not related. Give as many details as you can.

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What Order Should These Responses Go In? K: Yes. They are related because the energy made from the cells

respiration can then be used to break down 'food" such as sugars. You can find other ways to breakdown food, but without the help of ATP from cellular respiration the rate would drastically decrease.

L: Yes. They are related because eating allows metabolic processes to work inside the body and breathing allows processes that need oxygen and food to function properly.

M: Yes. When you eat the food gets broken down and put into your bloodstream and brought to cells that need energy. The oxygen you breathe in breaks down the high energy bonds in the food.

From least to most sophisticated:

A: KLM B: LKM C: MLK D: LMK E: Other

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What Progresses?

• Discourse: how we use language to describe and explain the world

• Practices: scientific practices and their precursors

• Knowledge: crosscutting concepts, disciplinary core ideas, and their precursors

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Discourse: Learning Science Is Like Learning a Second Language

• Everyday (force-dynamic) discourse: This is everyone’s “first language” that we have to master in order to speak grammatical English (or French, Spanish, Chinese, etc.)

• Scientific discourse: This is a “second language” that is powerful for analyzing the material world

• We often have the illusion of communication because speakers of these languages use the same words with different meanings (e.g., energy, matter, weight, material, etc.)

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Learning Progression for a Michigan Food Chain

Black Medick

Rabbit

Coyote

Death and decomposition

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Typical Elementary Student Account of the Food Chain: Everyday Discourse

• This is a story about actors—the rabbit and coyote—and their needs: – Food: Is necessary for growth, but is not the materials

that animals are made of. You are NOT what you eat.

– Water

– Air

• The plant is there for the rabbit to eat, but it has a purpose in life, too—to grow

• Explanations focus on why the plants and animals act as they do, not tracing matter or energy

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People & animals

People & animals

• This is really about actors (especially people) and their actions. • Cycles are sequences of events, not tracing matter or energy. • Actors need food, water, air (but not because they are matter). • Energy causes events to happen, especially life.

Learners’ Accounts: “Matter and Energy Cycles” Matter: Green Arrows Energy: Red Arrows

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Important Learning about Tracing Matter in Elementary School

• More successful in simpler physical systems than in living and Earth systems

• Matter: – Distinguishing matter (solids, liquids, gases) from

non-matter (e.g., heat, light, temperature)

– Measuring amount of matter (weight/mass, volume, density)

– Tracing matter through physical changes

• Energy: Wait until middle school

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Typical Middle/High School Account of the Food Chain

• Lots of facts about organisms, cells, and molecules – Not always correct

– Facts about different scales (macrosopic, microscopic, atomic molecular) can be mixed up

– Matter and energy conservation are facts rather than rules

• Large-scale connections: matter and energy cycles – Food chain as flow of matter or energy (matter and energy

both recycle)

– Still separate nutrient and O2-CO2 cycles

– Animals, decomposers, combustion all require food/fuel and O2 and produce CO2

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Middle/High School: Nutrient and O2-CO2 Cycles

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NGSS Account of the Food Chain • Macroscopic scale: Rabbit, coyote, medick, and

decomposers all are systems that chemically transform matter and energy – Matter and energy endure while systems are

temporary (vs. matter and energy as temporary enablers)

– Gases and chemical energy fully recognized

• Large-scale connections: the carbon cycle – Matter cycles, with the most important matter cycle

being the carbon cycle: CO2 and H2O to biomass and O2

– Energy flows: sunlight to chemical energy to motion and heat

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NGSS: Scientific Account of Carbon Cycling and Energy Flow

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What Order Should These Responses Go In? K: Yes. They are related because the energy made from the cells’

respiration can then be used to break down 'food" such as sugars. You can find other ways to breakdown food, but without the help of ATP from cellular respiration the rate would drastically decrease. Mid-level: Identifies key process without successfully tracing matter or energy.

L: Yes. They are related because eating allows metabolic processes to work inside the body and breathing allows processes that need oxygen and food to function properly. Lowest level: Cause and effect without trying to trace matter or energy.

M: Yes. When you eat the food gets broken down and put into your bloodstream and brought to cells that need energy. The oxygen you breathe in breaks down the high energy bonds in the food. Highest level: Tracing both matter and energy.

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How Are Carbon-transforming Processes Alike and Different?

Carbon-transforming process

Generating organic carbon

Transforming organic carbon Oxidizing organic carbon

Scientific account

Photosynthesis Biosynthesis Digestion Biosynthesis Cellular respiration Combustion

Linking process

Plant growth Animal growth Breathing, exercise

Decay Burning

Informal account

Natural processes in plants and animals, enabled by food, water, sunlight, and/or air

Natural process in dead things

Flame consuming fuel

Black: Linking processes that students at all levels can tell us about Red: Lower level accounts based on informal discourse Green: NGSS accounts based on scientific models

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Learning Progressions and Scale

Scale Forms of Matter Forms of Energy

Solar system, galaxy Planets, stars, gas Electromagnetic (light), heat, gravitational, motion

Earth systems, ecosystems Matter pools in atmosphere, biosphere, hydrosphere, geosphere

Light, heat, gravitational, chemical, motion

Macroscopic Solids, liquids, gases Material kinds

Light, heat, gravitational, chemical, motion, electrical

Atomic-molecular Atoms bonded together in molecules in solids, liquids, gases

Chemical bond energy Intermolecular forces Particle motions

Subatomic Nuclei, electrons Energy states of valence electrons

Nuclear Protons, neutrons Strong force interactions

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Learning Progressions and Scale

• Elementary: Mostly macroscopic

• Middle school: Macroscopic connected to atomic-molecular and larger systems

• High school: Connections across scales, from nuclear to solar system and beyond

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Pause for Questions and Discussion

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1. Tracing matter and energy across practices and disciplines.


3. Teaching students to trace matter and energy.

a. Conservation laws as rules to follow

b. Inquiry into tracing matter and energy

c. Connecting scales: Modeling matter and energy

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Teaching Conservation Rules

Three facts about atoms: 1. Atoms last forever. Atoms are never created or

destroyed in physical or chemical changes. 2. Atoms make up the mass of all materials. 3. Atoms are bonded to other atoms in molecules. Two facts about energy: 1. Energy lasts forever. Energy is never created or

destroyed in physical or chemical changes. 2. Energy can be transformed from one form to

another.

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Using Facts about Atoms and Energy

• Your explanations and predictions MUST use what we know about matter and energy—you have to follow the rules!

• We can use these facts to interpret what we observe during inquiry activities.

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Tracing Matter and Energy in Inquiry

Investigation tools:

1) Weight before and after a process

2) Bromothymol blue (BTB)

Soda water fizzing on a scale

Turns from blue to yellow in the presence of CO2

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Inquiry: Using Evidence to Trace Matter and Energy

This kind of evidence….

Changes in mass…

Chemical indicators such as BTB…

Temperature changes, light, motion…

….tells you about:

…movement of matter. If mass changes, atoms MUST be moving.

…chemical changes—atoms rearranging into new molecules.

…energy transformations. Energy MUST have changed from one form to another.

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Connecting Scales: Modeling Matter and Energy

Molecular modeling MolecularModelsPosterforPhotosynthesisStartbymakingthemoleculesandenergyunitsofthereactantsandpu ngthemonthereactantsside,thenrearrangetheatomsandenergyunitstoshowtheproducts.

Remember:Atomslastforever(soyoucanrearrangeatomsintonewmolecules,butcan’taddorsubtractatoms)

Energylastsforever(soyoucanchangeformsofenergy,butenergyunitscan’tappearorgoaway)

Reactants Products

Chemicalchange

Glucosewithchemicalenergy

Oxygen

Carbondioxide

Water

LightEnergy

Photosynthesis: Plants Unit

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Tracing Matter and Energy through Photosynthesis

• Tracing matter:

– Molecular modeling: rearranging atoms into new molecules

– Balancing chemical equations is a way of tracing atoms: 6H2O + 6CO2 C6H12O6 + 6O2

• Tracing energy:

– Twist ties represent “units” of energy

– Represent chemical energy by attaching twist ties to high energy (C-C and C-H) bonds

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Photos

Public domain • Sun – NASA Rube goldberg water cycle-USGS

• Lava Quartz crystal

• Sodium Periodic table

Marshmallow fire - Nina Hale CC-BY

Cook nuclear plant - dwp49423 - CC-BY-SA-3.0

Quartz - JJ Harrison [email protected] CC-BY-SA-2.5

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Thanks to Funders

This research is supported in part by grants from the National Science Foundation: Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems (NSF 0815993), and Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173), CCE: A Learning Progression-based System for Promoting Understanding of Carbon-transforming Processes (DRL 1020187), and Tools for Reasoning about Water in Socio-ecological Systems (DRL-1020176). Additional support comes from the Great Lakes Bioenergy Research Center. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the United States Department of Energy

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Final Pause for Questions and Discussion

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On the Web

nextgenscience.org

nsta.org/ngss

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Connect & Collaborate with Colleagues

Discussion forum on NGSS in the Learning center

NSTA Member-only

Listserv on NGSS

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NGSS@NSTA Online Short Courses

Moving Toward NGSS: Using Formative Assessment to Link Instruction and Learning

Led by NSTA author and educator Page Keeley Live session dates: April 18, April 25, May 2

(6:30-8 PM EST)

Moving Toward NGSS: Visualizing K-8 Engineering Education

Led by Dr. Christine Cunningham and Martha Davis from the Boston Museum of Science’s Engineering is Elementary program Live session dates: May 16, May 23, May 30

(6:30-8 PM EST)

Registration still open!

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Web Seminars on Crosscutting Concepts

April 30: Energy and Matter: Flows, Cycles, and Conservation

May 14: Structure and Function

May 28: Stability and Change

June 11: Systems and System Models

All sessions will take place from 6:30-8:00 on Tuesdays

Also, archives of last fall’s web seminars about the Scientific and Engineering Practices are available

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STEM Forum and Expo

St. Louis, Missouri, May 15-18

Sample Sessions

• Common Core and Next Generation Science Standards

• STEM and NGSS (K–12)

• Hands-On Science Performance Assessment, the Common Core State Standards, and the Next Generation Science Standards

• Next Generation Science Exemplar PD System

• Earth and Space Science in the Next Generation Science Standards

• Any Arguments? Writing in STEM, NGSS, and CCSS 81

From the NSTA Bookstore

Available Now Available Now

Available Now Available this summer

Preorder Now

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Future Conferences

Charlotte, NC November 7–9

National Conference

Boston – April 3-6, 2014

Portland, OR October 24–26

Denver, CO December 12–14

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Thanks to today’s presenters!

Introducing today’s presenters

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Ted Willard National Science Teachers Association

Charles W. (Andy) Anderson Michigan State University

Joyce Parker Michigan State University

Thank you to the sponsor of today’s

web seminar:

This web seminar contains information about programs, products, and services

offered by third parties, as well as links to third-party websites. The presence of

a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.

Thank you to the sponsor of tonight’s web seminar—1 of 6

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Thank you to NSTA administration—2 of 6

National Science Teachers Association

David Evans, Ph.D., Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

NSTA Web Seminar Team

Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia

Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk

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matter and energy - learningcenter.nsta.org · 15 closer look at a performance expectation ms-ps1...

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