Class Moon activities - Week 3

Here are Week 3 Activities and their fit into science curicula.

Accretion
This activity would make an excellent fit in the Forces and Fields unit form Physics 30 as an introduction to electrical forces. The specific outcomes that address Activity B: ZAP Electrostatic Small Particle Accretion are below:
30–B1.2k explain electrical interactions in terms of the repulsion and attraction of charges
30–B1.3k compare the methods of transferring charge (conduction and induction)
30–B1.4k explain, qualitatively, the distribution of charge on the surfaces of conductors and insulators
Activity C: CRUNCH! Accretion of Chodrules and Chondrites would have a better fit in Physics 20 Unit B: Dynamics when discussing gravity and its effects on celestial bodies. The specific outcomes below would be addressed by this activity:
20–B2.1k identify the gravitational force as one of the fundamental forces in nature
20–B2.4k define the term “field” as a concept that replaces “action at a distance” and apply the concept to describe gravitational effects
20–B2.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations

Differentiation

The outcomes below were taken from Unit E of the Grade 7 science curriculum. You can compare the differentiation of the meteorites to that of Earth. This can be done using an inquiry approach, which would address the skills outcomes outlined below. Examples of questions students could ask are also provided.

STS Outcomes
Students will describe and demonstrate methods used in the scientific study of Earth and in observing and interpreting its component materials
· interpret models that show a layered structure for Earth’s interior; and describe, in general terms,
evidence for such models
· explain the need for common terminology and conventions in describing rocks and minerals, and
apply suitable terms and conventions in describing sample materials

Skill Outcomes (focus on scientific inquiry)
Students will ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• identify questions to investigate (e.g., How are meteorites formed?)
• define and delimit questions to facilitate investigation (e.g., ask a question about a sample group of rocks from a specific region, or about a specific type of rock or rock formation)
• state a prediction and a hypothesis based on background information or an observed pattern of events
• formulate operational definitions of major variables and other aspects of their investigations (e.g., define hardness by reference to a set of mineral samples,

signing off..
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