Teaching notes
The Ruben Meerman master class with Year 3 students forms part of Science talk, a web-based resource which aims to inspire students and promote the opportunities science, technology and maths-based careers can offer.
This section contains video segments in which, Ruben Meerman demonstrates a number of simple concepts in physics accompanied with very accessible explanations. Each video has a number of questions or comments that can be used to stimulate student discussion.
Students can develop a basic understanding of the effects of heating and cooling on gases and metals and the resulting impacts on physical structures and biological processes by:
- observing sound energy and its affect on other things (Stage 2 science and technology)
- understanding the need for safety equipment when handling dangerous materials like liquid nitrogen (Stage 2 science and technology)
- exploring the properties of elastic materials and how this affects their use (Stage 2 science and technology)
- evaluating the impact of non-recyclable resources on the Australian environment (Stage 3 science and technology)
- exploring the relationship between the Sun’s heating effect on the Earth and the weather (Stage 2 science and technology)
NSW Board of Studies syllabuses for Stages 2 and 3 science and technology can be found at: http://k6.boardofstudies.nsw.edu.au/go/science-and-technology.
Teachers may find it useful to combine this resource with others listed in the Related resources section to enhance students’ learning.
Quality teaching
This resource provides opportunities to incorporate the following elements of Quality teaching in NSW public schools by:
- relating physics concepts such as heating and cooling different materials to everyday life such as weather and bridges (Knowledge integration, Connectedness, Higher-order thinking)
- exploring the properties of different materials and relate these to their uses (Deep knowledge, Connectedness)
- encouraging students to be aware of the impact of the use of materials on the environment (Problematic knowledge, Background knowledge)
- drawing on students’ background knowledge of everyday objects to demonstrate structure and properties (Connectedness, Background knowledge).