For middle school, there is one kit:
Kit PK-0300
For elementary school, there will be two kits available soon.
The contents of all the kits (including elementary) are shown below.
The High School Physics Kits support the lessons and experiments found throughout a new book from NSTA: Using Physics Gadgets and Gizmos, Grades 9–12: Phenomenon-Based Learning. Two kits are available and each includes about 25 tools to support lessons in angular momentum, buoyancy, magnetism, pressure, energy, and more.
What’s Included in the NSTA High School Physics Kits:
Kit 1 PK-0100PressureAtmospheric Mat Pressure Globe Hollow Prism Super Bottle Rocket Launcher Atmospheric Pressure Cups Laws of Thermodynamics Reversible Thermoelectric Demo Elasticity of Gases Demo Fire Syringe Drinking Bird Ice Melting Blocks Energy Colliding Steel Spheres Euler's Disc Happy / Unhappy Balls Crookes Radiometer Magnetic Accelerator Dropper Popper Astroblaster Colors RGB Snap Lights and Spinner Quantitative Spectroscope Primary Color Light Sticks Resonance Set of 8 Boomwhackers Sound Pipe Music Box Mechanism Standing Wave Apparatus Singing Rods w/ Rosin 2D-motion Vertical Acceleration Demonstrator Ballistics Car Introductory Energy and Motion Lab Air-Powered Projectile Angle Wedges Launch Pad |
Kit 2 PK-0110BuoyancySolar Bag Boat & Rock Galileo's thermometer Cartesian Diver Poly Density Bottle Angular Momentum Rotating Platform Extreme Gyroscope IR-Controlled UFO Flyer Perpetual Top Celts Power Ball Gyroscope Magnetism Magnetic Field Model Clear Compasses Levitron 3D Magnetic Compass Electromagnetic Induction Lenz's Law Apparatus World's Simplest Motor Electromagnetic Flashlight Deluxe Hand Crank Generator 1 Farad Capacitor More "Cool Stuff" Mirage Doppler Ball Flying Cow Fun Fly Stick Energy Ball Bernoulli's Bag |
The Middle School Physical Science Kit is ideal for supporting the lessons found throughout a new book published by the NSTA: Using Physical Science Gadgets and Gizmos, Grades 6-8: Phenomenon-Based Learning. The kit contains about 25 ‘cool tools’ that work in conjunction with the book’s instructional approach, which encourages students to first experience how the gadgets work and then become curious enough to find out why.
The Elementary Physical Science Kit is ideal for supporting the lessons found throughout a new book published by the NSTA: Using Physical Science Gadgets and Gizmos, Grades 3-5: Phenomenon-Based Learning. The kit contains about 25 ‘cool gadgets’ that are perfect for Phenomenon-Based Learning, which encourages students to first experience how the gadgets work and then become curious enough to find out why.
High School Book
Elementary School Book (available in September 2014)
·
Bobrowsky,
M., 2007, The Process of Science...and
its Interaction with Non-Scientific Ideas, American Astronomical Society,
Washington, D.C. http://aas.org/education/The_Process_of_Science
·
Champagne, A.B., Gunstone, R.F., & Klopfer,
L.E. 1985, "Effecting changes in cognitive structures among physics
students," in H.T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic
Press. ·
Chi, M.T.H. & Roscoe, R.D 2002, “The Processes and Challenges of
Conceptual Change,” in Reconsidering
Conceptual Change: Issues in Theory and Practice, M. Limón and L. Mason, Editors.
Kluwer Academic Publishers: Boston. ·
Crouch, C.H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and
Results,” Am. J. Phys., 69, 970. ·
Dale,
E. 1969, “Audio-Visual Methods in Teaching,” Holt, Rinehart, and Winston. ·
Donivan, M. 1993, “A dynamic duo takes on
science.” Science and Children, 31(2), 29-32. ·
Enger,
S.K. and Yager, R. E., 2001, Assessing Student
Understanding in Science: A Standards-Based K-12 Handbook, Corwin Press,
Inc., Thousand Oaks, CA ·
Jacobs,
H. H., Ed., 2010, Curriculum 21 Essential
Education for a Changing World, ASCD, Alexandria, VA ·
Meadows,
Donella H., 2008, Thinking in Systems
– A Primer, Chelsea Green Publishing, White River Junction, VT ·
McTighe,
J. and Wiggins, G., 2013, Essential
Questions – Opening Doors to Student Understanding, ASCD, Alexandria,
VA ·
National
Research Council, 2011, A Framework for
K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas,
National Academy Press, Washington, DC ·
National
Research Council, 2000, Inquiry and the
National Science Education Standards:
A Guide for Teaching and Learning, National Academy Press,
Washington, DC ·
National
Research Council , 2000, How People Learn
– Brain, Mind, Experience, and School, National Academy Press,
Washington, DC ·
P-16
Science Education at the Akron Global Polymer AcademySafety Information
Doing science through hands-on, process- and inquiry-based activities/experiments helps to foster the learning and understanding of science. However, in order to make for a safer experience, certain safety procedures must be followed based on legal safety standards and professional best safety practices. Throughout the PBL books, there are a series of "safety notes" which help to make it a safer learning experience for students and their teachers. In most cases, eye protection is required. Safety glasses and/or safety goggles noted must meet the ANSI Z87.1 safety standard. When doing other recommended activities found on-line at the end of each chapter, make sure appropriate safety precautions are taken. For additional safety information, check out NSTA's “Safety in the Science Classroom”.
References
http://agpa.uakron.edu/p16/btp.php?id=wait-time