Author Archives: ss_admin

The role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones

Posted on: December 25th, 2010 by
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bell

As noted in the California Science Framework (page 58), electromagnets may be thought of as magnets that can be turned on or off. By connecting an electric circuit, the electromagnet can be turned on resulting in the motion of some internal part of a bell, a speaker, or a motor. The internal part could be [Read the full story ...]

Students know electric currents produce magnetic fields and know how to build a simple electromagnet

Posted on: December 25th, 2010 by
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This standard introduces the intimate connections between electricity and magnetism. As discussed in the CONCEPT OVERVIEW, electricity and magnetism are part of the same force, the electromagnetic force. In our everyday world, we tend to experience only specific, limited manifestations of this much more general force. Electricity and magnetism are much more than metallic objects [Read the full story ...]

Students know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field

Posted on: December 25th, 2010 by
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Earth has a magnetic field because it has a metallic core, and because it is spinning round and round on its axis. While we normally think that Earth’s magnetic field is permanent, it has actually reversed orientation many times in our planet’s billions of years of existence. However, it is very reasonable to expect that [Read the full story ...]

Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs

Posted on: December 25th, 2010 by
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Electricity will only flow if there is a complete circuit. For safety reasons, students experiment with electricity using batteries as the power source rather than wall AC electricity. Simple circuits generally involve one or more batteries, wires to make connections, and light bulbs. Sometimes a simple circuit will also include a switch to make or [Read the full story ...]

The properties of rocks and minerals reflect the processes that formed them

Posted on: December 25th, 2010 by
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map4.4

Waves, wind, water, and ice shape and reshape Earth’s land surface. Rocks on the Earth’s surface are continually broken down by chemical and physical processes. Rainwater is slightly acidic because it contains dissolved carbon dioxide from the air. This weak acidity can chemically cause rocks to break apart and dissolve. Physical processes such as grinding [Read the full story ...]

Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanoes, and earthquakes.

Posted on: December 24th, 2010 by
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mayon_volcano

When a landslide, volcano, or earthquake happens, the event can be very fast, especially compared with a slow erosion process happening over thousands of years. However, one complication to this apparently simple standard is that the underlying basis of the landslide, volcano, or earthquake is very likely to be a slow … Continue reading the [Read the full story ...]

Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals using a table of diagnostic properties.

Posted on: December 24th, 2010 by
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Since rocks are made of minerals, the California Science Framework recommends teaching about minerals (Standard 4b) before rocks (Standard 4a). The order of content in the standards does not imply any sequence in teaching the standards. When students take the statewide test covering Grades 4 and 5 science standards, the test booklet will include a [Read the full story ...]

Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).

Posted on: December 24th, 2010 by
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Since rocks are made of minerals, the California Science Framework recommends teaching about minerals (Standard 4b) before rocks (Standard 4a). The order of content in the standards does not imply any sequence in teaching the standards. The terms igneous, metamorphic, and sedimentary indicate the processes that formed the particular rocks. Since any given rock can [Read the full story ...]

All organisms need energy and matter to live and grow

Posted on: December 23rd, 2010 by
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map4.2

Living organisms depend on one another and on their environment for survival. These standards relate to two huge science ideas: interdependence and systems. All organisms depend on other organisms for their existence. As noted in Standard 2a, all animals ultimately depend on plants for matter and energy. Plants therefore play the role of the producers [Read the full story ...]

Electricity and magnetism are related effects that have many useful applications in everyday life.

Posted on: December 23rd, 2010 by
Comments Requested

map4.1

We tend to identify electricity and magnetism with the ways we experience them in our daily lives. From that perspective, electricity primarily consists of the current that flows in wires in our homes and that provides us with light, heat, refrigeration, motor-driven devices, and the modern electronics of communication/entertainment/information. We also experience electricity as being [Read the full story ...]

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