February Science Teacher
Leader Network Meeting
February 24, 2016
Materials can be accessed at:
http://www.terryrhodes1science.com/february-20161.html
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Kentucky’s Academic Standards
Characteristics of Highly Effective
Teaching and Learning – CHETL
Assessment Literacy
Leadership
Pausing
Paraphrasing
Providing Data
Posing
Questions
• Presume
Positive
Intentions
• Putting Ideas on
the Table
• Paying Attention
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Norms of Collaboration
Year At A Glance
Today’s Work
Electronic Toolbox
Phenomenon
Experiencing Science as students
Collaborative work
Analyzing tasks and student work
Formative Assessments
STLN Online Tool Box
Phenomena
Card Sort
Consider if each card represents a
phenomena. Discuss why or why not
with your table group.
Why do some things float and
others sink?
What do you see???
Why do some things float and others sink?
Time to Observe (some possible ?’s)
 What items (variables) were the same in your
observation?
 What were different?
 What do you not know?
 How did the ice float?
 Did it sink slightly into the fluid or float completely on
the surface?
 What else?????????????
Group Discussion
Observations
Inferences
Questions
What exactly did we see,
hear, smell, feel, or taste?
What can we infer or
presume from our
observation?
What questions does this
observation generate?
Thinking Questions
FA: Thinking questions: Designed to uncover misconceptions
and provide insight into
student reasoning.
 What happened to the fluid level when the ice was added? Why?
 Did the amount of fluid change when the ice was added to the fluid?
Explain your reasoning.
 Imagine the beaker was completely full of liquid and a cube of ice was
then added. Describe what would happen.
Force Diagrams
1. Using arrows to show direction with length to show relative size, draw and label
the forces acting on the ice cube: The forces can be labeled as ICE and FLUID
a. (as it floats)
Fluid in Beaker 1
ice
Fluid in Beaker 2
b. (as it is sinking)
ice
Are forces balanced in both scenarios?
Stating Reasons
 Using the force diagrams for reference, explain the possible
reasons that the ice did not float in the second beaker?
 Construct your reasons using evidence from the force diagrams
ONLY.
Thinking questions: You may not be able to answer these yet….
What is another name for the force called Ice?
What is another name for the force called Fluid?
Time for Research
 Understanding why some things float and others sink
will require students to research this topic. Topics for
research might include “Buoyancy and Archimedes’
Principle, How does ice float?” or When does ice sink?”.
Teachers may steer research using these criteria or
allow students to generate research ideas on their own
if time is not an issue.
Research Resources
Archimedes' Principle
The Buoyant Force
The buoyant force on a submerged object is equal to the weight of the fluid
displaced. This principle is useful for determining the volume and therefore
the density of an irregularly shaped object by measuring its mass in air and its
effective mass when submerged in water (density = 1 gram per cubic
centimeter). This effective mass under water will be its actual mass minus the
mass of the fluid displaced. The difference between the real and effective mass
therefore gives the mass of water displaced and allows the calculation of the
volume of the irregularly shaped object (like the king's crown in the Archimedes
story). The mass divided by the volume thus determined gives a measure of the
average density of the object. Archimedes found that the density of the king's
supposedly gold crown was actually much less than the density of gold -implying that it was either hollow or filled with a less dense substance.
I want you to try a little experiment. Find a swimming pool and jump on in. While you're
underwater, take note of how easy it is to lift the entire weight of your body. You can do
somersaults, flips, and jump really high! Now, try all of those things out of the water. It's a lot
harder to lift yourself like that on land, right?
This is because of something you experience in the water called the buoyant force, which is
the upward force of a fluid. Buoyancy is an easy concept to understand if you know a little
about pressure in a fluid. In a fluid (either a gas or a liquid), pressure increases with depth.
So when an object is submerged in water, meaning that it is completely in that fluid, the
pressure on the bottom of the object is greater than on the top. This creates a net upward
force on the object, so the object is buoyed upward against gravity.
When you jumped in the pool, the pressure against your feet was greater than on your head
because your feet were deeper in the water. Therefore, the buoyant force acted upward,
pushing you upward and making it easier to lift yourself in the water.
Archimedes' Principle
Think that's cool? It gets even better! Not only does the buoyant force create an upward lift
on an object in a fluid, but it's also equal to the weight of the fluid displaced by that object.
This was discovered by Archimedes back in the 3rd century B.C., so we call
this Archimedes' Principle. Again, it's important to remember that we're talking about fluids,
so both liquids and gases, like water and air.
Imagine that you have a full glass of water sitting on the counter. It's so full that if you put
anything else into it, the water will spill over the top of the glass and on to the counter. If you
were to collect the water that spills out, you would find that this is the same volume as that of
the object you put into the glass.
This is what we mean by displacing the fluid, and it's a simple way to measure the volume of
an irregularly shaped object since we can easily measure the fluid it pushes out of the way.
And remember, the buoyant force is equal to the weight of this displaced fluid, NOT the
weight of the object itself.
Examination of the nature of buoyancy shows that the buoyant force on a
volume of water and a submerged object of the same volume is the same. Since
it exactly supports the volume of water, it follows that the buoyant force on any
submerged object is equal to the weight of the water displaced. This is the
essence of Archimedes principle.
Application to determining density
This means that if the weight of the submerged object itself is equal to the buoyant force (the
weight of the displaced fluid), then the object will neither sink nor float. But if the weight of the
object is greater than the buoyant force (the weight of the displaced fluid), then the object will
sink. And, if the weight of the object is less than the buoyant force (still the weight of the
displaced fluid!) then it will rise to the surface and float.
Fish don't float or sink because their weight is equal to the buoyant force. But a heavy
boulder sinks to the bottom of a lake because its weight is more than that of the fluid it
displaces. And a piece of wood floats on the surface because its weight is much less than
that of the fluid it displaces.
Calculating Archimedes' Principle
Archimedes' principle describes the relationship between the buoyant force and the volume
of the displaced fluid, but also the density of the displaced fluid.
We can write this principle in equation form as:
More Resources
 https://www.youtube.com/watch?v=RyYt4U-phh0
 https://www.youtube.com/watch?v=nMlXU97E-uQ
 https://www.youtube.com/watch?v=w92H76E_gng
Collaborative Research
 Brainstorm with your lab partners and/or perform research
for answers to why things float and sink.
 Buoyancy, and/or Archimedes Principle are good starting
points
 After performing the research/reading, you may revise
your possible reasons in number 3 and answer:
 What is another name for the force called Ice?
 What is another name for the force called Fluid?
Making the Plan
 Together, you and your lab partners will develop a plan to accurately and
precisely collect the data needed to support your reasoning.
 As you answer questions (4,5,& 6) refer to the rubric for planning
investigations.
 FA: Thinking questions: Check for Understanding From Previous work
 What does it mean to measure accurately?
 What does it mean to measure precisely?
Looking at the Work
 With a partner, use the rubric for Planning an Investigation to
analyze the work for congruency to this practice.
 Make notes about areas where the work falls short of
proficiency (3) on the rubric.
 Give evidence why the work fell short of proficiency
 Give feedback as to what the work needed to reach
proficiency
CHETL Connections
 Read the section of CHETL that corresponds
with the number at the top of your handout.
 Highlight those characteristics that:
 were demonstrated from the teacher
perspective
 you experienced from the student
perspective.
CHETL Connections
 At your table, have number off 1-5
 Look at that section of the CHETL document,
read and look for those characteristics in the
activity your group wrote
 Fill in the Science CHETL chart for your section
 Share out whole table the findings for each
section
Reflecting on the Lesson
 Large group discussion:
 Were there any groups that differed in what they
were investigating?
 Did we find multiple methods for planning the
same investigation?
 What was missing in the lesson that would allow
students to demonstrate the practice of planning an
investigation?
Modeling and Guided Practice
 Read the document you were given. Understand what
you are specifically looking for during the learning
experience that you are about to observe.
 Make sure to take good enough notes to be able to
justify what you scored the “lesson” on CHETL and
Framework Crosswalk .
CHETL and FfT Connections
Analyzing the experience using Fft, Equip and
CHETL combined document
Highlight evidence found in the
combined document
Choose one to use
Analyze artifacts (products & practices) for congruency
of standards/ assessments/ instruction using appropriate
tools
 Using the Crosswalk tool:
 Individually first:
 Use your notes and comments to attach the defensible
statements to the crosswalk tool to defend your score for
each part of the document
 In your small groups discuss your findings – be ready to
discuss and note the findings that were different among the
group and similar.
 Give at least one suggestion to the teacher on how to
improve the lesson.
Modification
 Based on discussions and what other groups have
come up with as suggestions (not being the be all end
all)
 How would you modify the density lesson based upon
artifact analysis, rubric discussion and the CHETL
characteristics?
 You will have 10 minutes to ponder and alter – be
ready to share.
Goal for working groups
 Determine phenomenon or begin with selected
PE(s)
 Identify learning outcomes (what tools will you
use?)
 Decide how students will show what they know?
 Create proficiency statements around standards (not
the task!)
11:45-12:30
Goal for working groups
 Determine phenomenon or begin with selected
PE(s)
 Identify learning outcomes (what tools will you
use?)
 Decide how students will show what they know?
 Create proficiency statements around standards (not
the task!)
Working in grade band groups of 3
Let’s Reflect
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What generalizations can you make?
What did you learn?
What revisions were necessary?
Insights gained?
Other ?
Working in grade band groups of 3
Let’s Reflect
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What generalizations can you make?
What did you learn?
What revisions were necessary?
Insights gained?
Other ?
CHETL and FfT Connections
Silent Partners
 Pair yourself up with someone outside your “circle”
 Make sure to have your Learning Experience, Student Work, and
Scoring guide to give to the other person.
 That person will use the crosswalk paper to “score” your
learning experience (how does it match CHETL and Framework).
 Remember you are judging from the evidence of the learning
experience and the student work.
Silent Partners
 You will have 10 minutes to use the document and score
 Once you have completed this:
 You will return the items with comments to the owner
 They will have 5 minutes to read, digest and come up with questions, etc
 The scorer then will have 5 min to “discuss” their findings without the
owner commenting.
 The owner will have 5 minutes to ask questions, clarify, etc.
Silent Partners
Make sure you provide:
Highlights of where they have met the criteria
Any questions you may have for them to clarify
ideas/thoughts
Overall thoughts, etc
Silent Partners
Based on your partners feedback – what would you
change/modify, etc within the lesson
Make note of the changes to “use “ later in the day
Chose one “aha” moment to share with the group.
• Share out how your FA strategy worked, give examples
• Choose another FA to try before the March meeting
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Closing
Next meeting is March 23
The April meeting will be a joint meeting
between Science, SS and District Leadership.
The dates: April 14, 19, 20
You will only attend one…we will notify your
district of your date by the end of Feb.
Please Complete Your Evaluation