Average vs. Instantaneous Speed During a typical trip to school, your car will undergo a series of changes in its speed. If you were to inspect the speedometer readings at regular intervals, you would notice that it changes often. The speedometer of a car reveals information about the instantaneous speed of your car. It shows your speed at a particular instant in time. The instantaneous speed of an object is not to be confused with the average speed. Average speed is a measure of the distance traveled in a given period of time; it is sometimes referred to as the distance per time ratio. On the average, your car was moving with a speed of 25 miles per hour. For more information on physical descriptions of motion, visit The Physics Classroom Tutorial. Instantaneous vs.
Galileo Drops the Ball - Virtual Experiment In around 1590 Galileo Galilei (1564-1642) climbed up the Leaning Tower of Pisa and dropped some balls to the ground. Two balls of different masses, but of similar shape and density that were released together hit the ground at the same time. Until then it was commonly believed that heavy things fall faster than light things. Many people still believe this, and casual observation of everyday phenomena often does tend to confirm this view. If you drop a brick and a feather at the same time the brick will probably hit the ground first. Galileo’s discovery is important in understanding how parachutes work. Click on the image to the left to try Galileo’s experiment for yourself. Find out more about Galileo Galilei.
A bowling ball and feather fall in world's biggest vacuum chamber You probably already know how this one ends, but that doesn't make watching it play out any less spectacular. [optional caption text here] Image: [name here]/Shutterstock The combination of bowling ball and feather is the perfect way to demonstrate air resistance, also known as drag. Because the shape of the feather allows it to endure way more air resistance than the bowling ball, it takes much longer to fall to the ground. British physicist Brian Cox wanted to see this primary-school problem play out in a vacuum, where there is zero air resistance to mess with the results. When not in use, the chamber contains around 30 tonnes of air, but when it’s turned on, all but around 2 grams of air are sucked out to create an artificial vacuum.
Matter: Chemical vs. Physical Changes It is important to understand the difference between chemical and physical changes. Some changes are obvious, but there are some basic ideas you should know. Physical changes are usually about states and physical states of states. When you melt an ice cube (H2O), you have a physical change because you add energy. Chemical changes happen on a much smaller scale. Melting a sugar cube is a physical change because the substance is still sugar. Iron (Fe) rusts when it is exposed to oxygen gas in the air. Some chemical changes are extremely small and happen over a series of steps. The sugars glucose, galactose, and fructose all have six carbon atoms, twelve hydrogen atoms, and six oxygen atoms (C6H12O6). Each of the sugars goes through different chemical reactions because of the differences in their molecular structure. Or search the sites for a specific topic.
Acceleration - Physics for Kids! Acceleration is a way to measure how fast something is speeding up. Suppose you are riding your bike. You start out going very slowly, hardly pedaling at all. If you stop pedaling now, friction will work on your bike tires (and you'll have friction from the air, too), and you'll soon start to go slower. One important cause of acceleration is gravity. The acceleration of Earth's gravity will speed you up at about 9.8 meters per second per second (9.8 m/s2, or 9.8 meters per second squared). Standing on the cliff before you jump, you're going zero meters/second. You can use acceleration to find out the mass of an object, because force = mass x acceleration. Learn by doing - Using bikes to work with the physics of motion To find out more about acceleration, check out these books from Amazon.com or from your library: Or check out this link to the Encyclopedia Britannica's article on accleration. Movement Space Physics Chemistry Biology Science for Kids home page History for Kids home page or
Newton’s 3 Laws, with a bicycle - Joshua Manley There was this fellow in England named Sir Isaac Newton. A little bit stuffy, bad hair, but quite an intelligent guy. He worked on developing both calculus and physics at the same time. In his work, he came up with the three basic ideas that we still use to describe the physics of motion (up to a point). The ideas have been tested and verified so many times over the years that scientists now call them Newton's Three Laws of Motion. It is helpful when describing forces acting on an object to label their direction. Draw a vector diagram of a bicycle being pedaled and label all of the forces which act on it. Bicycle with thick tires, like mountain bikes, tend to go slower than bicycles with thin tires, like road bikes, when you apply the same amount of force, even if the bicycles are the same weight. According the the conservation of energy theory, energy cannot be created or destroyed.
Investigating Light and Color, lesson plan for grades 3,4,5 Grades: 3, 4, 5 Related Subjects: Science, Visual & Performing Arts Medium: Sculpture Class time required: 1 X 50 minute session Author: Museum of Photographic Arts Summary Students investigate the properties of light. They begin with an exploration of the visible light spectrum and follow up with an investigation into the primary colors of light. Materials • Flashlights • White paper • Colored cellophane or filters blue, green, red) • Old CDs • Colored pencils or markers • Small objects (blocks, balls, corks, etc.) • Prisms (optional) Teachers Preparation Session One: • Read Background for the Teacher (PDF, Size: 20kb) to familiarize yourself with the scientific concepts behind this lesson. • If necessary, ask students to bring a flashlight from home. • Cut pieces of colored cellophane and tape them over the front of the flashlights. • Students will need to shine their flashlights against a white surface. Teaching Tips This activity works best if overhead lights are dimmed or turned off. Glossary 1.
NO - Åk 2 - Kropp och hälsa Ämne/Ämnen: No/Sv/Ma/Livskunskap/EngElevgrupp: Uranus Ansvarig/Ansvariga: Annica Kjell och LisaMarie Lind När? Vt-11 Vad? Frågeställning (och följdfrågor): Vad består kroppen av? Hjärna, hjärta, lungor, lever, njurar, magsäck, tunntarm, tjocktarm, ändtarm, urinblåsa, och könsorgan. Varför ska vi äta, sova och motionera? Vad behöver kroppen för näringsämnen? Näringsämnen Bränsle, energi, hur går det till när mat omvandlas till energi? Vilken näring finns i vilken mat? Vad på min tallrik är vad?' Känslor Var i kroppen sitter känslorna? Vilka känslor finns det? Hur känns det i dig när du är arg Vad är sociala relationer? Vilka är våra sinnen? Var känner vi smak och hur smakar det? Tungan Undersökning: Vi undersöker var på tungan olika smaker känns. Örat Vad är det det som gör att vi hör och hur låter olika ljud? Hur ser det ut inuti örat? Vad heter de olika delarna? Ögat Vad är det som gör att vi ser och hur ser olika saker ut ut olika perspektiv? Känsel Luktsinnet Hjärnan Hur fungerar hjärnan? Celler Varför?
Learn The History Of Physics In 4 Minutes Aristotle was wrong. He claimed that heavier items fell faster than lighter items. Had he actually tested the theory, using a high-tech tool as sophisticated as a ladder, a ledge, or a cliff, he’d have immediately realized that it couldn’t possibly be true. Because Galileo did test the theory, and he found that balls of various mass fell at the exact same rate. And then he skydived off the Leaning Tower of Pisa in celebration just to rub it in Aristotle’s wrong dead face. Well, at least that’s what happened according to this fantastic animation directed by Åsa Lucande for BBC Science. [Hat tip: neatorama]
Elementary Physical Science - Light Energy By completing computer and hands-on activities, students experiment with the concepts of transparent and opaque objects, shadow and reflection. As they record what they’ve learned, students build math and science skills by measuring length and making a graph to log results. Take the online material further by making use of the professional development available in the form of printable teacher guides. Additional professional development is available in the form of Teacher Lessons. Inspiration tema kroppen Kroppen är ett fascinerande arbetsområde som brukar tilltala de flesta elever! Här kommer en del material, inspiration och tips på aktiviteter om tema kroppen. Ur det centrala innehållet, Lgr 11 Undervisningen i de naturorienterande ämnena ska behandlaföljande centrala innehåll:I årskurs 1–3 Kropp och hälsa• Betydelsen av mat, sömn, hygien, motion och sociala relationer för att må bra.• Människans kroppsdelar, deras namn och funktion.• Människans upplevelser av ljus, ljud, temperatur, smak och doft med hjälp avolika sinnen. Fakta om kroppen, främst för oss lärare Pedagogisk planering tema kroppen från Pilbäcksskolan i Växjö och Tema kroppen med konkreta mål från Högstorps skola även denna i Växjö. Lpp människan och kroppen från Rörsjöskolan i Malmö. Bilder från när Glumslövs skolas lågstadie arbetade med tema kroppen. Tema livsstil och hälsa med samlade länkar hos Förskoleburken Bildkort på kroppsdelar och delar på huvudet Organ i naturlig storlek att skriva ut Aktiviteter Sprattelgubbar
When Things Start Heating Up © 2012 Clipart.com Purpose To understand how and why heat is produced from things that give off light, from machines, or when one thing is rubbed against another. Context This lesson is intended to give students a general idea of how heat is produced from human-based activities and mechanical and electrical machines. At these grade levels, students do not need to develop formal concepts of energy. Many of your more advanced students may begin to ask why things or activities like flashlights, pencil sharpeners, and hand rubbing create heat. It is important to keep in mind that students' ideas about heat are inexact. While teaching, it is also important to be aware of the many misconceptions that students at this level have about heat energy and energy transformation. Read More Planning Ahead Here are examples of items that can be used to demonstrate activity-based, mechanical, electrical, and light-producing heat. Activity-based Items ErasersBooksCloths Mechanical Items Electrical Items Motivation