Volume 9 No. 1 Fall/Winter 2007

The Journal of the British Columbia Science Teachers’ Association

Focusing on Forces

Safety in the Science Classroom

BCScTA at the Launch of Endeavour!

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As the days get shorter and winter is rapidly approaching, I welcome you to the first edition of Momentum for this school year. As I start out my term as President, I would like to thank Karen Morley for all the hard work that she has done as President for the last 3 years. She continues to be a great wealth of knowledge and support as Past President and Co-Chair of Catalyst 2008.

The BCScTA Executive are a dedicated group of individuals who, on top of their full time teaching positions, volunteer countless hours organizing conferences and workshops, attending meetings, producing this journal, updating the website and answering the many enquires we receive each week. Without their continued effort there would not be a Science PSA.

We are really excited about our Catalyst 2008 conference, which will be held at The Grand Okanagan Lakefront Resort and Conference Centre, in Kelowna, on April 25th/26th, 2008. This is the first time we have taken our conference to the Interior of BC and the interest being shown is amazing. We had a record number of early registrants and we can foresee that this conference will be a sellout, so I would recommend that you register sooner rather than later! See the special insert in this edition of Momentum or our website, for more information.

Our conference room rate at The Grand is significantly lower than for many other conferences that have been held there recently. We have also arranged free parking for delegates who are registered hotel guests. The rooms at this special rate are filling up fast, so book yours soon!

B.C. science teachers are currently in the second year of a three curriculum implementation process for Grade 8 to 10. It is amazing how well everyone is coping, given that there has been little in the way of implementation support. The best support is that received from other teachers and we are looking at ways in which we can aid that process.

Next year, the new Grade 10 curriculum will be implemented along with a new version of the Grade 10 Provincial exam. According to Richard Warrington, from the Ministry, there will be two 80 question sample exams posted on the Ministry website before the end of this school year, along with the updated exam specifications, to help teachers prepare students.

We have also heard that the Implementation Schedule for the Grade 11 and 12 courses is currently being reviewed at the Ministry and it is likely that only some of the courses will change initially. We will be maintaining regular contact with the Ministry and we will share any updates, which we receive, with you.

We will be working on the Resources section of our website over the next few months. Instead of doing a paper based Idea Exchange, at the conference, we will run a continuous Idea Exchange on the website. If you have a resource that you think would be worth sharing with other science teachers, you can email it to us at resources@bcscta.ca—this initiative is going to rely on our members providing sufficient resources to make the resource bank useful.

To access the resources section of the website— username is: einstein password is: newton7 . Finally, as you look through this issue of Momentum, please notice that most of the articles have been written by the executive. I encourage you to contribute an article or idea to Momentum and enhance the quality of this journal. Grahame Rainey, President.

From Grahame Rainey M P resident’s essage

Momentum Fall 2007 3

Contents

Special Reports BCScTA Science Teacher Awards ........8

Catalyst 2008 Pull-Out .................. 14

Elementary Safety Rules. ............... 13

Endeavour Launch..........................6

Financial Statement .......................8

Iron Science Competition ............. ..5

Science Safety . .......................... 10

Secondary Safety Rules.................. 14

Features Executive Information.................... 4

Humour. ................................... 26

President’s Message ...................... 3

Safe Science: Space Requirements.... 11

Teaching Tips ............................. 15

Web Watch ................................ 25

Lesson Plans Force and Motion......................... 22

Free Fall Demos .......................... 21

Static Charges ............................ 17

Treasure Maps ............................ 18

Cover Image: Photo taken by Karen Morley of the launch of Endeavour at Cape Canaveral in Florida, August 8th 2007. See article this issue for more information.

Momentum is the journal of the BCScTA. Any opinions expressed are those of the specific author. Reproduction of articles for educational purposes is acceptable as long as: credit is given to this journal, credit is given to the author, no fees are charged. Contact editors for additional information.

ISSN: 1498-704X

2007/2008 BCScTA Executive Officers

Grahame Rainey - President Ashcroft Secondary School, SD74, Ashcroft bcscta@rainey.ca

Karen Morley - Past President North Surrey Learning Centre, SD36, Surrey morley_k@sd36.bc.ca

Pam Kaatz - 1st Vice-President Cedar Grove Elementary School, SD46, Sunshine Coast pkaatz676@sd46.bc.ca

Ann McDonnell - 2nd Vice-President Trafalgar Middle School, SD8, Nelson amcdonnell@sd8.bc.ca

Sandy Wohl - Secretary UBC Faculty of Education swohl@richmond.sd38.bc.ca

Steve Williams - Treasurer Salmon Arm Secondary School, SD83, Salmon Arm smwillia@sd83.bc.ca

Post-Secondary Liaisons

Bob Perkins Kwantlen University College Bob.Perkins@kwantlen.ca

Members-At-Large

Gurmit Bains Elgin Park Secondary, SD36, Surrey bains_g@sd36.bc.ca

Ji Ai Cho Chilliwack Secondary School, SD33, Chilliwack jiaicho@sd33.bc.ca

Stacey Joyce L. A. Matheson Secondary School, SD36, Surrey Joyce_s@sd36.bc.ca

Anne Laite Chatelech Secondary School, SD46, Sunshine Coast alaite@dccnet.com

Rick Spiller Vernon Secondary School, SD22, Vernon rspiller@telus.net

Susan Tse Richmond School District, SD38, Richmond stse@richmond.sd38.bc.ca

May Wong Delta Resource Centre, SD37, Delta mwong@deltasd.bc.ca Bernie Krynowsky Malaspina University College krynowsk@mala.bc.ca

Momentum Fall 2007 5

News! News! News! Science World at Telus World of Science Press Release

Lower Mainland High School Teachers Take BC’s Top Iron Science Honours

VANCOUVER, BC—The Enzymatics—a team of four eager science teachers from Surrey, North Vancouver and Saanich—have taken top honours today at the Science World-hosted/Natural Sciences and Engineering Research Council (NSERC)-sponsored this Western Canada Iron Science playoff competition. The team traveled to the University of Calgary to compete in the national Iron Science competition, hosted by Jay Ingram of Daily Planet, on November 22, 2007. The team from Manitoba, Unintelligent Design, were the national winners. To view the webcast go to www.discoverychannel.ca and follow the links.

“Iron Science is a showcase of the best science educators preparing spectacular and imaginative feats of science and engineering built around a ‘secret ingredient’ or concept such as today’s theme, the human body,” says Pauline Finn, Director of Community Outreach, Science World. “With a combination of demonstrators and play-by-play an-nouncers, the competing teams bring their presentations to life before an enthusiastic live audience. It’s a perfect fit with Science World programming.”

The winning presentation, created by Briar Ballou (Handsworth Secondary, North Vancouver), Glen Fatken (North Surrey Secondary), Don Lacy (Brentwood Bay High School, Saanich) and Jim Milross (Fraser Heights Secondary, Surrey), and entitled The Magic Stool Bus is an active, visual demonstration of the human digestive system. Using principles and tools from various disciplines of science (a Third Class Level, Milk of Magnesia, an air filter, etc.), the Magic Stool Bus shows how food is processed, stage by stage, into feces. The group throws in a dose of rock n’ roll and humour for good measure.

“We’re thrilled to be able to take our project to the next level,” says Briar Ballou. “The Iron Science concept is about more than entertainment; it’s about engaging students with science and showing them how exciting it can be. The Magic Stool Bus includes a lesson plan that can be implemented for Grades 8 & 9 science students.”

For further information contact: Adam Reibin

Marketing & Communications Specialist Tel: 604-443-7470 E-mail: areibin@scienceworld.ca

6 www.BCScTA.ca

Space Shuttle Endeavour Lifts Off! Contributed Karen Morley

6:27 PM, August 8th, 2007. The countdown clock reads 9:00. 9 minutes to launch of Endeavour, NASA’s 22nd International Space Station (ISS) flight and Endeavour’s first mission since 2002. The 7 crew members of Mission STS 118 are tucked into their launch suits, all systems go. Canadian astronaut, Dr. Dave Williams, is on board for his second space flight. He served as a mission specialist on STS 90, a Neurolab mission, in April 1998. Dr. Williams will perform several space walks to attach S5, a truss segment that will allow for the installation of solar panels that will provide more electricity for the ISS.

At the OSB 5, where I am a special guest of Mr. Larry Boisvert, President and CEO of the Canadian Space Agency, the crowd watches the clock in anticipation of a successful launch. We are about 5 km from Launch Pad 39A where Endeavour is poised to launch at 6:36 PM. No one is closer as 5 km is as near as we can be to safely watch the launch. 8:59, the countdown begins. The crowd lets out cheers and whistles. To think that all systems are ready on this complex spacecraft is incredible. With all of the sensors on board and on the outside of the shuttle launching on time is a credit to the work of all of the NASA staff.

The countdown continues and the cameras are all set. At Launch minus 6 seconds the three shuttle engines fire-up. Beside the launch pad stands a water tower that holds 200 000 litres of water which begins spraying onto the launch pad to absorb the sound that would otherwise severely damage the launch pad. The billowing clouds of steam as the water condenses are the first visible signs of ignition and make for stunning launch photos. 6:36 PM and we have lift-off! Another round of cheers awed faces follows in response to the brilliant image of 31.1 million Newton’s of thrust from the shuttle’s three liquid fueled engines and the two solid propellant rocket boosters that raise the more than 2 million kilogram Endeavour off the ground and through Earth’s atmosphere.

After two minutes of flight, Endeavour reaches an altitude of 51 kilometers and the boosters have burned all their propellant. They detach and parachute into the ocean near Jacksonville, Florida where they are recovered and refurbished for reuse on later missions. The shuttle and external tank continue on toward Earth orbit and the ISS. When the shuttle’s main engines cut off, the external tank is jettisoned, to re-enter the atmosphere and break up over the Indian Ocean. At 6:50 PM, just 14 minutes after lift-off, Endeavour is in orbit!

STS 118 is Endeavour’s 20th flight and the first flight of an educator astronaut, Mission Specialist Barbara Morgan. Barbara Morgan was the backup educator astronaut for Christa McAuliffe who died aboard Challenger in 1986 when it exploded shortly after lift-off. Endeavour’s payload includes the S5 short spacer truss segment, a SPACEHAB sin-gle module, the external stowage platform 3, or ESP3, and a control moment gyroscope.

During the 13-day mission, Endeavour’s crew performed 4 spacewalks that continued construction of the International Space Station. Dave Williams did 3 spacewalks and spend more time outside the shuttle than any other Canadian astronaut. Spacewalks require several hours in the Quest Airlock. The pressure in the airlock is lowered from 14.5 psi, (atmospheric pressure at sea level is 14.7 psi) which is found onboard the station, to the spacesuit pressure of 4.3 psi. Space walkers decompress in preparation for the lowered pressure in the suit. This procedure is opposite that of scuba divers who decompress at the end of the dive on the way back to the surface. Both prevent decompression sickness and reduce the amount of nitrogen in the blood.

The astronauts delivered and attached the S5 truss segment, a 3.2m by 4.5m aluminium structure weighing approximately 2268 kg, to the end of the S4 truss and will set the stage for the installation of the S6 truss and its

Momentum Fall 2007 7

solar panels during the next mission of Discovery this year.

The S5 truss contains the cables that will transmit data and power between the P6 truss and the space station. The STS118 astronauts successfully attached the third external stowage platform, containing four orbital replacement units, to the P3 truss element. They also replaced a control moment gyroscope that failed. The structures were transferred from the shuttle’s payload bay by a space handoff from the shuttle’s Canadarm to the Canadarm on the space station.

The first flight of the brand-new Station-to-Shuttle Power Transfer System took place aboard Endeavour. This system is an upgraded power distribution module that allows the shuttle to remain docked to the space station for a longer period by drawing power from the ISS supply. STS 118 was extended from 11 days to 13 days as a result. The SPACEHAB module carried racks of hardware, supplies, equipment and spare parts to the space station. This was the last flight of a SPACE-HAB module aboard a space shuttle.

Several research experiments were carried in Endeavour’s middeck. These included the Microgravity Experiment Research Locker/Incubator and the Education Payload Operations Educator, containing three activities to help engage students, educators and the public in the Vision for Space Exploration.

While at the Kennedy Space Centre before the launch I toured the floor of the Space Station Assembly Facility where the modules still to be attached to the ISS are being configured and the Orbiter Processing Facility where Discovery was being prepared for its October 2007 mission. Canadian astronaut, Chris Hadfield, Canada’s first spacewalker, accompanied us on the tours and provided detailed information on future additions to the ISS. These include a Japanese lab, a European Space Agency lab and an American lab. Canada’s next contribution to the ISS is the third stage of the Space Station Remote Manipulator System or Canadarm called DEXTRE. DEXTRE is being prepared at the SSAF at the Kennedy Space Centre and is planned for launch to the ISS in February 2008 aboard STS-123. Attached to the end of the Space Station Canadarm, Dextre will be able to perform intricate maneuvers on the ISS now done by astronauts on risky space walks. Dextre is a two-arm robot and will be assembled in space. It will provide an alternative to spacewalking astronauts, considerably reducing the amount of time that they have to venture out of the space station in a hostile environment to perform demanding tasks and providing more time for them to perform science inside the ISS.

The highlight of the trip, of course, was the successful launch. Nothing can describe watching it live. Everywhere we went over the next couple of days, TVs were tuned in to NASA TV, a 24-7 public station. I saw the shuttle rendezvous with the ISS and the crew prepare for their first meal, listened in on the first wake-up call and followed along as they prepared for their spacewalks. Watching Endeavour return to Earth at Kennedy Space Center after its 13-day flight, at 12:33 PM EDT on August 21st, I felt that I was part of the mission myself. I am grateful to the CSA for the opportunity to share in STS 118. For more details on STS 118, future missions and the International Space Station go to www.space.ca.

Photo taken by Karen Morley

8 www.BCScTA.ca

BCScTA—Financial Statement Statement of Receipts and Disbursements for the Year Ended June 30, 2007

BC Science Teachers’ Association 2008 Awards

Balance June 30, 2006 $71,068.29 Receipts: Conference account transfer $6,931.26 Membership/subscriptions Fees $22,320.88 BCTF grant $5,531.50 Advertising $3,925.00 Sale of Back Issues $570.00 Interest Income $3,361.93 Other $2,395.77___________________ $45,036.34 Disbursements: Exec meetings $8,376.34 TOC costs $5,789.30 Meeting – other $1,601.87 Meeting – subcommittee $204.00 Meeting – Annual General Meeting $1,855.21 Publication – journal $5,566.77 Publication – newsletter $52.64 Publication – other $106.82 Publication – equipment $644.05 Operating costs $507.46 Chapter support $307.23 Affiliation fees and meetings $1,458.59 Scholarships/Awards $800.00 Miscellaneous $3,594.19 Conference – miscellaneous $12,200.00___________________ ($45,278.22) Balance June 30, 2007 $70,826.41

* Ken Armstrong Outstanding Science Teacher Award *

* Science Education Award *

* Science Service Award *

These three annual awards recognize science teachers and their contributions to the teaching of science.

The criteria for all three awards include involvement in science activities in schools; promotion of science; dedication; good relations with students; sustained service to classroom, school, students, science education in general.

Candidates for these awards are nominated by their peers. A complete nomination must include two references, the nominee’s name and contact information, a brief outline of his/her educational virtues, the nominator’s name and contact information

The selection committee consists of the Executive of the BCScTA. The awards are presented at the annual BCScTA conference or AGM. Submit nominations to the past-president, Karen Morley at morley_k@sd36.bc.ca

Applications must be received by March 15, 2008.

Safe Science in the Classroom Contributed by Grahame Rainey

10 www.BCScTA.ca

Lab activities should be an integral part of any science course, especially where these activities let students gather data, explore concepts and answer questions through enquiry. This is true both in elementary, middle and high schools. The science lab or classroom is potentially one of the most dangerous locations within a school. In many areas of the province, teachers without a science background, and the appropriate safety knowledge, are teaching junior sciences. . In elementary and middle school classrooms teachers are often on their own when it comes to science safety. Most elementary school do not have a science specialist. Lab safety begins with the teacher. Teachers must make learning how to be safe an integral and important part of their professional development and work. Teachers who are unfamiliar with laboratory safety should ensure that they take whatever steps necessary to ensure a safe situation while conducting laboratory investigations, hands-on activities and demonstrations. What do teachers have in the way of safety guidelines? One source is the Ministry’s ‘Science Safety Resource Man-ual’, which was last updated in 2003. There should be at least one copy of it in every school science department. It can also be found at the following location on the internet: http://www.bced.gov.bc.ca/irp/resdocs/scisafe/moescisaf.pdf The manual provides a good starting point for how to run a safe science classroom but the Ministry’s own disclaimer say that “This manual is intended to serve as a starting point for good practices and does not purport to specify legal standards.” Another source of information is your school district. Many districts have their own science safety policies that teachers should be utilizing. There is also a lot of good safety information on the internet, although much of it is aimed at American schools and their safety regulations. As an Association, we are constantly aware of the challenges facing science teachers in the classroom. So, with this issue we are starting a series of articles that are going to highlight some of the dangers in the science lab or classroom and offer some strategies and ideas on how to carry out safe activities. We are going to cover topics such as lab design and safe capacity, the safe storage and disposal of chemicals, chemicals that should not be used in a school setting, the maintenance of lab equipment, and the safe use of living specimens. On our listserves, we are going to be encouraging a debate on safety and we will be asking that teachers share their safety tips so that everyone can benefit from them. Ultimately we want to be able to create a safety resource page on our website to which any teacher with a question about safety can refer. Let us all work together to help maintain a safe working environment for both ourselves and our students while providing them with engaging science activities.

Safe Science Takes Space Contributed by Karen Morley

Doing science takes space. The Ministry of Education provides guidelines for districts when new science rooms are built. Unfortunately, these are only guidelines and unfortunately, most of us have no control over how these rooms are built. Because science rooms have a variety of shapes, sizes and uses, teachers should consider the following when determining the relative safety of any particular science activity:

◊ Science activities generally require a flat, horizontal, solid bench for student work. ◊ Teachers should have easy eye contact with all students and with their work surface and area. This can be

achieved only with students facing towards the teacher. ◊ The number of students who can safely participate in science in a given room at any given time depends

upon many factors. The ministry recommended that districts determine safety standards for the numbers of students that should be under the guidance of one teacher in a given facility. In situations where existing facilities render conditions unsafe for undertaking science activities, class size should be reduced.

◊ Science laboratories should never be crowded. Maximum occupancy of a room is often dictated by design. (A rough guideline for overall dimensions may be found by allocating 5 square metres for each student. This area per student is derived by dividing student accessible area by the maximum number of students using the room at any given time. The student accessible area used in the calculation should not include teacher facilities or desk, cupboards, shelves, hallways or corridors).

So, what do you do if your science classroom doesn’t provide 5 square metres per student? What if you teach science in a portable classroom? What if you are in a generic secondary classroom or in an elementary school? General health and safety guidelines should be followed. The following are general safe facilities guidelines:

Floors ◊ Should be level throughout, with no steps in the laboratory/stores area. ◊ Should be without defects e.g., loose or broken tiles, uneven patches, cracks. ◊ Should be without cracks which can harbour spilled chemicals. Sheet flooring is far preferable to tiles or

carpeting. ◊ Chemical storerooms should have an adequate drain at the lowest point to cope with flooding. ◊ Should be capable of being washed.

Doors ◊ No doors should be defective or jam. ◊ All doors should open toward the nearest safety exit without use of a key. ◊ All doors should have a safety glass window at head height. ◊ No doors should be situated in an obscure area, e.g. around a blind corner.

Exits ◊ All science classrooms should have two exits. ◊ Exits should be clearly marked. ◊ Exit route markers with non-slip surfaces should be painted on the floor.

Ceilings ◊ Should be non-flammable. Flammable ceiling materials, such as polystyrene tiles, should be removed and

replaced with materials having a low flame spread rating e.g. drywall.

Momentum Fall 2007 11

too cool for math? keeping girls engaged in science

ms infinity offers free programs in BC and the Yukon to help girls discover the excitement of studying science. Telementoring: email mentoring between a women with a background in science (e.g. a veterinarian) and a high school student with similar interests. Ms Infinity Conferences: a full day of science workshops run by women, complete with a woman keynote speaker. Quantum Leaps Conferences: an after school event focused on career exploration and education.

To book programs contact the ms infinity coordinator msoo@sfu.ca

ms infinity is a federally funded program run by the Society of Canadian Women in Science & Technology, a registered Canadian charity. Website: www.scwist.ca

12 www.BCScTA.ca

If any of the above of are of concern to you bring them to the attention of your science department head, your ad-ministrator, or your Health and Safety committee.

If the only concern is about space there are some strategies you can use. The following are some suggestions. Remember, safety is your responsibility and if you are in doubt about the safety of science activities, don’t do them.

◊ When heating materials use electric hot plates instead of Bunsen burners. ◊ Use a stations approach for certain activities such as massing materials. ◊ If you don’t have sinks, use juice pitchers for water and dish-washing basins for waste water. ◊ Distribute science equipment in basins that one team member takes back to their tables. This reduces the

movement of students with equipment. ◊ Do teacher demonstrations.

Most of all, discuss your activities with our colleagues. There may be more expertise and experience in your school than you are aware of!

Source: Science Safety Resource Manual, BC Ministry of Education, 2003. To access the entire Manual in pdf format, a sample Lab Safety Checklist, and Sample Elementary and Secondary Science Safety Rules and Procedures go to www.bcscta.ca

Following is a suggested list of common rules and procedures for students in an elementary classroom designed to keep all students and teachers safe during science activities. The list is not an exhaustive or conclusive set of rules and procedures, it is intended to be a starting point for your classroom.

1. Read all written instructions before doing an activity.

2. Listen to all instructions and follow them carefully.

3. Make sure you understand all the safety labels. (WHMIS symbols)

4. Always ask your teacher if you do not understand.

5. Wear proper safety protection as instructed by teacher.

6. Never remove your goggles during an activity.

7. Tie back long hair and avoid wearing loose clothing such as scarves, ties or long necklaces.

8. Know the location of safety and first aid equipment, including fire extinguisher, fire blanket, first-aid

kit, and fire alarm. Never play with the safety equipment.

9. Work carefully and make sure that your work area is not cluttered.

10. Always cut away from yourself and others when using a knife or razor blade.

11. Always keep the pointed end of scissors or any other sharp object facing away from yourself and

others if you have to walk with it.

12. Dispose of broken glass as your teacher directs.

13. Do not smell a substance directly, fan the smell toward you with your hand.

14. Never eat or drink in the laboratory.

15. Never drink or taste any substances.

16. Never use cracked or broken glassware.

17. Make sure that your hands are dry when touching electrical cords, plugs, or sockets.

18. Handle hot objects carefully.

19. Tell your teacher immediately if an accident or spill occurs, no matter how minor.

20. Never do any experiment without the approval and direct supervision of your teacher.

21. Clean equipment before you put it away.

22. Dispose of materials as directed by your teacher.

23. Clean up your work area upon completion of your activity.

24. Wash hands carefully with soap and water after handling chemicals, after all spills and at the end of

Science Safety Rules and Procedures for the Elementary Classroom

Momentum Fall 2007 13

Following is a suggested list of common rules and procedures for students in an secondary classroom designed to keep all students and teachers safe during science activities. The list is not an exhaustive or conclusive set of rules and procedures, it is intended to be a starting point for your classroom.

1. Read all directions before starting an experiment.

2. Safety considerations in the science classroom demand responsible behaviour at all times.

3. Know the location of safety equipment.

4. Always alert the teacher in case of any accident.

5. If a chemical reagent comes in contact with the skin rinse off immediately with large amounts of cold

water for at least 5 minutes. Please note that a concentrated acid spill should be wiped off first and

then the area can be flushed thoroughly with water.

6. If any foreign substance enters the eye, rinse the eye immediately for 15 minutes.

7. If you wear contact lenses, notify the teacher. Some activities may require you to remove contact

lenses.

8. When instructed, wear safety goggles and protective clothing.

9. Wear closed shoes during laboratory sessions.

10. Long hair should be tied back.

11. Do not use cracked or chipped laboratory glassware.

12. Chemicals are to be used in the lab only.

13. Take only as much chemical as needed and never return excess chemicals to the original container.

14. Dispose of chemicals as directed by your teacher.

15. Bottles should never be held by the neck.

16. Taste nothing unless you are instructed to do so.

17. Never eat or drink in the science classroom.

18. Never enter the chemical storeroom without permission.

19. Always clean off bench and sink after completion of an experiment.

20. At the end of the laboratory session wash your hands thoroughly with warm water and soap.

Science Safety Rules and Procedures for the Secondary Classroom

14 www.BCScTA.ca

Momentum Fall 2007 15

T ips Contributed by Gurmit Bains, Elgin Park Secondary

Correcting Common Misconceptions

The Falling Space Shuttle?

The flight path of the space shuttle is determined by gravity. The idea that gravity extends through out the Universe is attributed to Sir Isaac Newton.

Upon launch, as the space shuttle travels upwards it changes its flight path so that as it exits the atmosphere as it is falling around the earth. During its flight the space shuttle acquires a velocity parallel to the Earth’s surface. This tangential velocity is sufficient to insure motion around the Earth rather than into the Earth; this is similar to the way the Moon circles the earth. The space shuttle becomes a simple projectile circling the Earth under the attraction of gravity. In order to return to Earth the space shuttle simply reduces its tangential speed (the linear speed along the tangent of the object’s circular path).

If the space shuttle were not to follow the curved path and instead travel straight up, then once it ran out of fuel it would follow the same straight path in reverse, coming straight back down and crashing into the Earth!

MASS and WEIGHT

Mass Mass is a measure of how much matter a body has. It is the sum of all of the atoms, molecules etc. Mass ismeasured in kilograms and is a scalar quantity.

Weight Weight is a measure of the force of gravity acting on a body. Weight (in physics) is measured in Newtons and is a vector quantity.

Note: Weight is often misused for mass in everyday situation!

Everything in the universe has mass, but you can only have weight if there is a massive object to attract you (gravitationally speaking).

Weight = (mass) (gravitational field strength)

Fg = mg

N = Kg. m/s2 Equivalent Units

[1] A good estimate of your mass is?

A) 101 kg B) 102 kg C) 103 kg D) 104 kg

[2] A good estimate of your weight is?

A) 101 N B) 102 N C) 103 N D) 104 N

eaching T

Momentum Fall 2007 17

Primary Intermediate Junior Senior

This activity addresses the electricity learning outcomes in Science 10. It was contributed by Sandy Wohl with the Faculty of Education at UBC. P lan

L esson

CHAPTER 3: SECTIONS 3.1 AND 3.2: STATIC ELECTRICITY: YOU’LL BE SHOCKED BY THIS !

ACTIVITIES 3B AND 3C: PRODUCING STATIC ELECTRIC CHARGES and EFFECTS OF STATIC CHARGES

18 www.BCScTA.ca

Treasure Hunt! Your Task: You are the 1st mate on a pirate ship that has just relieved a Spanish galleon of its burden – that would be the task of transporting a chest of gold bullion back to Spain from the Caribbean. Unfortunately, the captain, while being extremely good at loot-taking is very poor at reading and writing. The pirate ship has sailed to a secret island to hide the treasure until a later date. You have been charged with the task of creating the treasure map that will be used to recover the treasure. You were not a random pick for the job- the captain recognizes your supreme grasp of the physics and you were eager to accept the task once the sword in the captain’s hand had enough force applied to it. Your keen grasp on physics allowed you to realize that agreeing would be a good thing in this situation and would relieve the pressure building behind the sword tip that was against your body! J Here’s what you need to do:

1. Take blank piece of parchment. (an 8 ½ x 11 piece of white paper) 2. Draw an outline of the secret island. (It’s so secret, only you know what it looks like!) 3. Draw on the key physical features of the island and also draw a legend for the map so others can tell what the symbols mean. 4. Pick a location to bury the treasure – DO NOT MARK THE SPOT! 5. On a separate piece of parchment write the instructions on how to get to the treasure. This should be written in vector format (this ensures only physicists can find the gold!) * Remember: all vectors have a SCALE. Please include the scale on the sheet. * Please limit your vectors to the 4 cardinal directions (N,E,S,W)

Example: Scale is 1 pace = 2 cm From the twisted tree walk 10 paces due East.

6. Each treasure hunt should have a minimum of 10 instructions. 7. Your map and directions need to be ready-to-go for tomorrow’s class! Your Next Task: Oh no! Another pirate ship has attacked! Despite your best precautions, your treasure map has been stolen! This is not good. L Luckily, when the attacking pirate plundered your bunk and stole your map, he inadvertently dropped his map! And, thankfully, the captain can’t read so he won’t know the difference!! Here’s what you need to do:

1. Find a partner and swap maps and directions. 2. Very neatly draw all the vectors on the map as per their instructions. You had BETTER use a ruler or your captain will not be impressed! 3. When you think you have found the location of the treasure, mark it with a giant X! 4. Check with your partner to see if you found it correctly. J 5. On the BACK OF THE MAP: A) Calculate the total DISPLACEMENT that you had to travel

(show vectors on the front of the map) B) Calculate the total DISTANCE that you had to travel

(show your work) C) Calculate the % DIFFERENCE of the displacement and the distance.

(show your work) 6. On the back of the map fill in CREATED BY: ______________________

SOLVED BY: ______________________ 7. Staple the directions to the map and hand in!

Primary Intermediate Junior Senior

This activity addresses the “differentiate between vectors and scalars” learning outcomes in Physics 11 and 12, and the new Science 10 curriculum. It was contributed by Stacey Joyce of L.A. Matheson Secondary in Surrey. P lan

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Momentum Fall 2007 19

Above and below are two student samples of the Treasure Map activity. This activity always seems to bring out the creative side of my students; perhaps because they are creating an assignment for their friends they are inspired to go all out with detailed (and humourous!) instructions and full coloured maps! When marking these projects, each student receives marks from two separate maps: the one they created and the one they solved. I make individual student score sheets to help keep track of the two sets of scores, plus it enables each student to see their score in one place while their maps are up on the wall for all to admire. (Samples from Physics 11)

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Primary Intermediate Junior Senior

This activity addresses the learning outcomes for multiple grades regarding gravity and free fall. These demonstrations can be found on the Canadian Space Agency website. P lan

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Free Fall One

Materials: Container - Milk Jug, Coloured Fluid

Explanation:

Under the influence of gravity, everything falls at the same rate. The reason that objects like a sheet of paper or a feather fall more slowly than a tennis ball is not that they are lighter, but that air drag affects them much more. When you pour fluid out of a container, it actually falls out of the container. If, however, the container was falling with the liquid, they would both retain the same relative position.

Demonstration:

Put a small hole in the top (to allow air to enter) and a small hole in the bottom of a large, unbreakable and sealable container like a milk jug, or a 2 litre plastic pop bottle. Make the holes as small as possible but large enough that the fluid inside can be seen streaming out when you hold the container up. Show that the fluid actually does stream out when you hold the container up. Then place your hand over the hole to stop the flow of fluid and drop the container. Point out that while the container is falling, no fluid streams out of the hole in the bottom because the container is falling with the fluid.

Free Fall Two

Materials: Small Heavy Object, Chair, Counter or Ladder

Explanation:

When you are in free fall things appear to have no weight because they are falling at the same rate as you. If you were falling with a heavy object it would feel as if it were weightless.

Demonstration:

Weightlessness can be easily simulated. Hold a heavy object in your hands (make sure it is small enough to fit into your hands) and jump off a chair or a counter at a comfortable height. While you are falling you should feel less weight in your hands than when you are standing on the ground. Also try jogging with the objects-there will be periods when the object will feel lighter - this is weightlessness. The effect can be accentuated by making your strides higher rather than longer. You can als o try this on a trampoline if you have access to one.

For more demonstrations, activities and student information go to: http://www.space.gc.ca/asc/eng/educators/resources

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22 www.BCScTA.ca

Primary Intermediate Junior Senior

This activity addresses the forces and motion learning out-comes in Grade 5. If you contributed this lesson plan please contact the BCScTA so that we can credit your contribution. P lan

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Force and Motion

I like to use this lesson to introduce the steps of designing an experiment to students. At the same time, it is a great lesson to include in your Forces unit. This lesson can lead nicely into planning for science fair projects. Gr. 5 PLO for Forces: It is expected that students will:

◊ demonstrate how various forces can affect the movement of objects Gr. 5 PLOs for Skills & Processes: It is expected that students will:

◊ identify variables that can be changed in an experiment ◊ evaluate the fairness of a given experiment ◊ describe the steps in designing an experiment

Materials: • measuring tape

• stopwatch

• pieces of foam board to be used as ramps (can attach velcro on corners for attaching different surfaces)

• 1-2 textbooks for each group to prop up ramp

• pieces of carpet (with velcro on corners) – can substitute with old towels

• pieces of corrugated cardboard (with velcro on corners)

• pieces of linoleum (or other smooth surface) (with velcro on corners)

• packages of balls of different weights and sizes in baggies (e.g. ping pong, golf, tennis, rubber)

• balance (for students who wish to determine the difference in weight of the balls) Intro: Have pairs of students sort and sequence the steps to designing an experiment. Lesson Focus: What are variables? Variables are things that can change in an experiment. Show the following materials to the class: foam board ramp, balls of different masses and sizes, different surfaces that can cover ramp. Let them know that you are going to do an experiment using these materials. Ask: What are some of the variables in my experiment? (i.e. What can change in my experiment?) Possible variables: height of ramp (slope), weight of ball, size of ball, surface of ramp, starting point of ball, force used on ball, height ball is dropped from, length of ramp). Explain that in order to design a fair experiment, only ONE variable can change at a time. Vocabulary: force = a push or a pull net force = causes changes in the movement or shape of an object friction = a force that opposes motion weight = a force due to gravity

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Challenge: Design a fair experiment using the materials provided. (Note: Many students will want to test more than one variable at once, for example, using different balls on different ramp surfaces. Remind them that they need to test each variable separately!) Have students record the steps for their experiment before allowing them to gather their materials and conduct their experiment.

Discuss the importance of conducting an experiment many times to get accurate results. Ask students to record their data in an organized way that can be shared with others. Discussion Questions: • Which surface caused the ball to slow down the most? Why? (the surface that creates the most friction will slow the ball down the most) • How was the motion of the ball affected by… the slope? the type of ball? the height the ball was dropped from?

• Reflect on your experiment: Was it a fair experiment? Did you change more than one variable at a time? If so, what would you do next time to make it a fair experiment? Assessment Questions: • What is friction? How does it affect the motion of an object?

• What is a variable? Why is it important to know about variables when designing an experiment? What was the variable you tested in your experiment? • Describe the steps needed to design an experiment.

• What makes an experiment a fair one?

Choose a topic.

Brainstorm a list of questions for your topic and decide which questions are testable.

Choose a question you would like to investigate.

Write down the procedure for your experiment.

Record your hypothesis. (What do you think will happen?)

Collect the materials you will need.

Conduct your experiment.

Record your observations and collect data.

Analyze your results and draw conclusions.

Topic: Force and Motion

Variables (What can change?):

Question: I wonder… What would happen if… How does… Which one…

Hypothesis: (What do you think will happen?)

Materials: (What will you need?)

Procedure (What will you do?):

Observations (What happened?):

Conclusion (What did you learn?):

24 www.BCScTA.ca

http://www.yourdiseaserisk.com

An ounce of prevention website- we've made great strides in the prevention and treatment of disease. But modern medicine still has a long way to go. Heart disease, diabetes, cancer, osteoporosis and stroke afflict millions. These diseases can affect any of us.But you can act to lower your risk. Find out how at the Harvard School of Public Health's Web site. Try question-naires to assess your risk. Then, you can learn to control the problem, if there is one. Anyone can benefit from this site.

http://

www.madehow.com

It's astounding to think about how many prod-ucts are available on the market. There are literally millions of things you can purchase.

But I often find myself wondering how things are made. It can be something as seemingly simple as a gallon of paint or as complex as a car.

At How Products Are Made, I've found the an-swers to many of my questions.

http://www.findsounnds.com

Sounds Good To Me! If you need special effects sounds for your computer videos or just for general use in the classroom, you will love this site.

FindSounds allows you to search for audio—like what google im-ages does for pictures

http://

membership.acs.org/c/ccs/pubs/K-6_art_2.pdf

This link is to a great man-ual on science safety in the elementary classroom. It covers only the topics that pertain to an elementary classroom; includes animal safety and basic hazardous materials handling and disposal information.

http://expedioscientiam.net/school/resources

Looking for a fun twist on science safety? This site has a classic cartoon of “What Not to Do” in a science lab. A good activity and discussion starter for any class.

http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/The_Air_We_Breathe.html

The Air We Breathe picture book is designed to introduce students to Earth's atmosphere and its importance to life on Earth. It's appropriate for students in grades K-4. (The book can be downloaded from this site)

http://www.its.caltech.edu

I grew up in Winnipeg where snowflakes are abun-dant for many months of the year. In my first year of teaching, a clever colleague taught me how to capture snowflakes permanently on a microscope slide.

http://www.zeronews-fr.com/flash/the-incredible-

machine.php

Rube Golberg On-Line! During a physics unit on simple machines and equilibrium, teachers can put some Rube-Goldberg type machines onto a computer projec-tor. The kids love them. Below is a link with a 13 minute flash video of some neat ones from a Japanese children's TV show.

http://www.readyforwork.sk.ca/movingonline/Learning%20Activities/Classroom%

20Hazard%20Hunt/Classroom%20Hazard%20Hunt.pdf

From Saskatechewan, a pdf booklet of lessons that involve students looking for safety hazards in the classroom and home and how to solve the any issues.

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26 www.BCScTA.ca

The Lighter Side of Science B B rain

reak

You..... might work in a school if .....

1. You can hear 33 voices behind you and know exactly which one belongs to the child out of line.

2. You get a secret thrill out of laminating something.

3. You walk into a store and hear the words 'It's Ms/Mr. _________' and know you have been spotted.

4. You have 33 people that accidentally call you Mom/Dad at one time or another.

5. You can eat a multi-course meal in under 15 minutes.

6. You've trained yourself to go to the bathroom at two distinct times of the day: lunch and at the end of the school day.

7. You start saving other people's trash, because most likely, you can use that toilet paper tube or plastic butter tub for something in the classroom.

8. You want to slap the next person who says 'Must be nice to work 9 to 3 and have summers off.'

9. You believe chocolate is a food group.

10. You can tell if it's a full moon without ever looking outside.

11. You believe that unspeakable evils will befall you if anyone says, “Boy, the kids sure are mellow.”

12. You feel the urge to talk to strange children and correct their behaviour when you are out in public.

13. You think caffeine should be available in intravenous form.

14. You spend more money on school stuff than you do on your own children.

15. You can't pass the school supply aisle without getting at least five items!

16. You ask your friends if the left hand turn he just made was a 'good choice or a bad choice.'

17. You find true beauty in a jar full of perfectly sharpened pencils.

18. You are secretly addicted to hand sanitizer and finally,

19. You understand instantaneously why a child behaves a certain way after meeting their parents.

“Swingset” comic courtesy of xkcd.com