![]() Ask students to convert the information found here into a timeline highlighting which 5 innovations they think were most important to car safety.Īsk students to locate the resources about driverless cars. Tell students this is one model for understanding Newton's third law and ask them where the model is effective and where it can be improved.Īsk students to draw an annotated diagram demonstrating how Newton's 3 laws can be used to explain flight and space travel using Smithsonian's Air and Space website as support: S mithsonian National Air and Space MuseumĪsk students to read all the way through the online exhibit on auto safety found here: Auto Safety History - National Museum of American History. Description of Foucault PendulumĪsk students to use the game Bumper Ducks to examine a model of Newton's third law in action. ![]() This is by design.Ĭhallenge students to read the description of the Foucault Pendulum and, based on the text, draw a diagram of how they could set up their own pendulum. This activity will review and strengthen concepts from students who may have watched this video as part of an earlier extension. Prompt students to reflect upon why these misconceptions might be so prevalent. In class, discuss the responses and ask the class to determine whether they uncovered any misconceptions. Following their viewing, ask students to ask 2-3 people who are not in their science class "What falls faster, 1 ton of bricks or 1 ton of feathers?" and record the responses. Lesson 5- Kinetic and Gravitational Potential EnergyĪsk students to view the following video about animation from Pixar and ask them to describe the following: How do animators and artists use a viewer's frame of reference to give the appearance of motion?Īsk students to review the content on space exploration provided by the National Air and Space Museum here and develop a table illustrating the different methods we have for exploring space, examples of areas these methods have explored, and a sketch representing how these methods work.Īsk students to review misconceptions about gravity in this episode of Good Thinking. Have students draw a diagram of a plane mid-flight and briefly describe each of the four forces using their own words.Īsk students to watch the following video: Falling 101 . Have students prepare a brief statement to answer the following question: Why do our everyday experiences lead us to misunderstand how gravity works? Ask students to identify which of these events is most influential in their daily lives and why.Īsk students to read the following article: Outfitting Football Helmets with Magnets Could Reduce Concussions. Have students provide a few sentences in response to the following questions: What are some other areas where we could apply the technology featured in this article to also help minimize injuries due to collisions? Propose 2-4 other areas and why you think this technology could be useful for increasing health and safety.Īsk students to read the blog post: Mounting Photographs with Earth Magnets from an intern at Smithsonian Archives and answer the following question: What was the author's purpose in writing this post? Use this as an opportunity to discuss with students the roles internships can play in college and career readiness.Īsk student to review the National Air and Space Museum's web page on the four forces of flight. ![]() Students can start their research at The American Museum of Natural History.Īsk students to synthesize the multimedia in this exhibition into a succinct timeline that represents major advances in transportation routes in the United States. Have students research the history of the development of American cars and discuss which features have changed over time and which ones have remained consistent. Lesson 2 - Force, Velocity, and Acceleration Teacher's will find this to be a useful resources on common misconceptions from the American Association for the Advancement of Science. Lesson 1- Pre- Assessment: Let's Get Moving! ![]()
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