Quantum Physics by Jason Kozel

Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: Quantum for Kids Teacher(s): Pamela Miller School: Harlandale High School Subject: Quantum Physics Abstract: Students will use their knowledge of quantum physics to design a children’s book that explains a quantum physics topic.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

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Begin with the End in Mind The theme or “big ideas” for this design challenge: Students will design a children’s book that explains quantum physics concepts. TEKS/SEs that students will learn in the design challenge: (9) Science concepts. The student knows simple examples of quantum physics. The student is expected to: (A) describe the photoelectric effect; and (B) explain the line spectra from different gas-discharge tubes. Key performance indicators students will develop in this design challenge: Vocabulary development (quantum, photon, Bohr atom, absorption spectrum, emission spectrum, semiconductor, doping, transistor, photovoltaic effect, laser), describe the photoelectric effect, explain line spectra from gas discharge tubes, simplify quantum physics concepts for a middle/elementary school student, design a children’s book that explains quantum physics concepts. 21st century skills that students will practice in this design challenge: www.21stcenturyskills.org Collaboration, critical thinking, written and oral communication STEM career connections and real world applications of content learned in this design challenge:

Careers: Physicist, Electrical engineer Connections: Students will learn how the function of transistors used in many common electronic devices (computers, cell phones, etc) and lasers are related to quantum concepts. Students will learn to clarify and/or simplify quantum physics topics for the layperson.

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The Design Challenge Because of current state science testing requirements at the elementary level, elementary science resources and materials are in high demand. A teacher at the local elementary school is even offering to pay high school students to develop materials she can use to teach science to her students. This teacher incorporates “story time” into her lesson plan at least once a week and thinks this would be the perfect way to incorporate more science. Your task is to design a children’s book, appropriate for the elementary level, which teaches a quantum physics concept.

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Map the Design Challenge Performance Indicators

Already Learned

Taught before the project

Taught during the project

absorption spectrum, emission spectrum, semiconductor, doping, transistor, photovoltaic effect, laser) 2. Describe the photoelectric effect

3. Explain line spectra from gas discharge tubes

4. Simplify quantum physics concepts for a middle/elementary

school student 5. Design a childrenâ&#x20AC;&#x2122;s book that explains quantum physics concepts

1. Vocabulary development (quantum, photon, Bohr atom,

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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale. http://wilderdom.com/games/descriptions/SurvivalScenarios.html Overview - Group Survival Scenario Exercise o

Provide instructions

Set a time limit (~15-30 minutes)

Let the group go - answer questions, watch, & observe!

Debrief

Scenario: Choose Survival Equipment You and your companions have just survived the crash of a small plane. Both the pilot and co-pilot were killed in the crash. It is mid-January , and you are in Northern Canada. The daily temperature is 25 below zero, and the night time temperature is 40 below zero. There is snow on the ground, and the countryside is wooded with with several creeks criss-crossing the area. The nearest town is 20 miles away. You are all dressed in city clothes appropriate for a business meeting. Your group of survivors managed to salvage the following items: A ball of steel wool A small ax A loaded .45-caliber pistol Can of Crisco shortening Newspapers (one per person) Cigarette lighter (without fluid) Extra shirt and pants for each survivor 20 x 20 ft. piece of heavy-duty canvas A sectional air map made of plastic A compass Family-size chocolate bars (one per person) Your task as a group is to list the above 11 items in order of importance for your survival. List the uses for each. You MUST come to agreement as a group.

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Participants choose/rank the items individually

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Discuss choices/rankings in small group and come to a group consensus

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Score answers against "expert" opinion

EXPLANATION Mid-January is the coldest time of year in Northern Canada. The first problem the survivors face is the preservation of body heat and the protection against its loss. This problem can be solved by building a fire, minimizing movement and exertion, using as much insulation as possible, and constructing a shelter. The participants have just crash-landed. Many individuals tend to overlook the enormous shock reaction this has on the human body, and the deaths of the pilot and co-pilot increases the shock. Decision-making under such circumstances is extremely difficult. Such a situation requires a strong emphasis on the use of reasoning for making decisions and for reducing fear and panic. Shock would be shown in the survivors by feelings of helplessness, loneliness, hopelessness, and fear. These feelings have brought about more fatalities than perhaps any other cause in survival situations. Certainly the state of shock means the movement of the survivors should be at a minimum, and that an attempt to calm them should be made. Before taking off, a pilot has to file a flight plan which contains vital information such as the course, speed, estimated time of arrival, type of aircraft, and number of passengers. Search-and-rescue operations begin shortly after the failure of a plane to appear at its destination at the estimated time of arrival. The 20 miles to the nearest town is a long walk under even ideal conditions, particularly if one is not used to walking such distances. In this situation, the walk is even more difficult due to shock, snow, dress, and water barriers. It would mean almost certain death from freezing and exhaustion. At temperatures of minus 25 to minus 40, the loss of body heat through exertion is a very serious matter. Once the survivors have found ways to keep warm, their next task is to attract the attention of search planes. Thus, all the items the group has salvaged must be assessed for their value in signaling the groupâ&#x20AC;&#x2122;s whereabouts. The ranking of the survivors items was made by Mark Wanvig, a former instructor in survival training for the Reconnaissance School of the 101st Division of the U.S. Army. Mr. Wanvig currently conducts wilderness survival training programs in the Minneapolis, Minnesota area. RANKINGS 1. Cigarette lighter (without fluid). The gravest danger facing the group is exposure to cold. The greatest need is for a source of warmth and the second greatest need is for signaling devices. This makes building a fire the first order of business. Without matches, something is needed to produce sparks, and even without fluid, a cigarette lighter can do that. 2. Ball of steel wool. To make a fire, the survivors need a means of catching he sparks made by the cigarette lighter. This is the best substance for catching a spark and supporting a flame, even if the steel wool is a little wet. 3. Extra shirt and pants for each survivor . Besides adding warmth to the body, clothes can also be used for shelter, signaling, bedding, bandages, string (when unraveled), and fuel for the fire. 4. Can of Crisco shortening. This has many uses. A mirror-like signaling device can be made from the lid. This is bright enough to be seen beyond the horizon. There are other uses for this item. It can be rubbed on exposed skin for protection against the cold. When melted into an oil, the shortening is helpful as fuel. When soaked into a piece of cloth, melted shortening will act like a candle. The empty can is useful in melting snow for drinking water. It is much safer to drink warmed water than to eat snow, since warm water will help retain body heat. Water is important because dehydration will affect decisionmaking. The can is also useful as a cup. 5. 20 x 20 foot piece of canvas. The cold makes shelter necessary, and canvas would protect against wind and snow (canvas is used in making tents). It might also be used as a ground cover to keep the survivors dry. Its shape, when contrasted with the surrounding terrain, makes it a signaling device. 6. Small ax. Survivors need a constant supply of wood in order to maintain the fire. The ax could be used

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for this as well as for clearing a sheltered campsite, cutting tree branches for ground insulation, and constructing a frame for the canvas tent. 7. Family size chocolate bars (one per person). Chocolate will provide some food energy. Since it contains mostly carbohydrates, it supplies the energy without making digestive demands on the body. 8. Newspapers (one per person) These are useful in starting a fire. They can also be used as insulation under clothing when rolled up and placed around a person’s arms and legs. A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape. It could also provide reading material for recreation. 9. Loaded .45-caliber pistol. The pistol provides a sound-signaling device. (The international distress signal is 3 shots fired in rapid succession). There have been numerous cases of survivors going undetected because they were too weak to make a loud enough noise to attract attention. The butt of the pistol could be used as a hammer, and the powder from the shells will assist in fire building. The pistol also has some serious disadvantages. Anger, frustration, impatience, irritability, and lapses of rationality may increase as the group awaits rescue. Although a pistol could be used in hunting, it would take an expert marksman to kill an animal with it. 10. Compass. Because a compass might encourage someone to try to walk to the nearest town, it is a dangerous item. Its only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top). 11. Sectional air map made of plastic This is also among the least desirable of the items because it will encourage individuals to try to walk to the nearest town. Its only useful feature is as a ground cover to keep someone dry. How to score Each team should list its top 5 choices in order prior to seeing the answer sheet. To award points, look at the ranking numbers on this answer sheet. Award points to each team’s top choices according to the numbers here. For example, the map would earn 12 points, while the steel wool would earn 2 points. Lowest score wins (and survives).

Possible Debrief Questions 

How were decisions made?

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How could better decisions have been made?

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How was conflict managed?

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How did people feel about the decisions?

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How satisfied was each person with the decision (ask each participant to rate his / her satisfaction out of 10, then obtain a group average and to do it again?

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What situations at work/home/school do you think are like this exercise?

Address these questions as a class or have students record their answers in the form of a journal entry.

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5E Lesson Plan Design Challenge Title: Quantum for Kids TEKS/TAKS objectives: Physics 9AB Engage Activity On the internet search for “Quantum of Solace Movie trailer”. One good site for movie trailers is located in the resources section. Write the title of the movie on the board. Show the movie trailer to students. After viewing the trailer, discuss the meanings of the words in the title to what was seen in the trailer. The idea is that Bond will get some amount (quantum) of comfort (solace) by going after those that betrayed him. Relate this to the physics definition for quantum (smallest amount of a something that can exist independently). Have students respond to the trailer in connection with vocabulary in their journals. Introduce Design Challenge: Because of current state science testing requirements at the elementary level, elementary science resources and materials are in high demand. A teacher at the local elementary school is even offering to pay high school students to develop materials she can use to teach science to her students. This teacher incorporates “story time” into her lesson plan at least once a week and thinks this would be the perfect way to incorporate more science. Your task is to design a children’s book, appropriate for the elementary level, that teaches a quantum physics concept. Provide students with Design Challenge rubric when the challenge is introduced. Students should work in pairs. Engage Activity Products and Artifacts Journal entry for team building activity Journal entry response to engage activity Engage Activity Materials/Equipment Computer with internet access, projector Engage Activity Resources http://www.themoviebox.net/trailers scroll down to “Quantum of Solace”

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Explore Activity The physics definition of quantum developed during the previous activity should be used as the students record information for the following demonstrations. For each demonstration students should draw a diagram and record their understanding of what is happening. Diagrams should include color, especially for the atomic spectra demonstration. Demonstration 1: Solar powered toy car. Activate the car using a lamp (or go outside). How do you think the solar energy is transformed into electricity to run the car? Think about what electric current is all about. Demonstration 2: Atomic spectra. The best results will be obtained in a dark room. Be sure to turn off the voltage source before changing out tubes. For each tube (H, Ar, He, Ne), have students look at the tube through the diffraction grating. Students should record what they see and any ideas they have about why this happens. Explore Activity Products and Artifacts Lab notes Explore Activity Materials/Equipment Solar powered object (e.g. solar toy car), lamp to activate solar object, voltage source for gas discharge tubes, gas discharge tubes (H, Ar, He, Ne), diffraction gratings (at least enough for every pair of students) Explore Activity Resources Atomic spectra http://www.wakeforest.edu/physics/demolabs/demos/avimov/bychptr/chptr10_atomic.ht m Explain Activity Students will take Cornell notes during the “Quantum Physics” PowerPoint Presentation. Explain Activity Products and Artifacts Cornell notes

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Explain Activity Materials/Equipment Computer with PowerPoint, projector, “Quantum Physics” presentation Explain Activity Resources Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html

Elaborate Activity

Students will read the article “Holey Fibers Shed a New Light” or the August 2008 Scientific American article “Quantum Computing with Ions.” After reading, students will write a one paragraph summary and a one paragraph response to the article. Students will complete their children’s books based on the guidelines set forth in the design challenge and the handout “Quantum for Kids: Designing a Children’s Book”. Elaborate Activity Products and Artifacts Article Summary and Response Completed children’s book Elaborate Activity Materials/Equipment Construction paper, unlined paper, computer access, markers/colored pencils Elaborate Activity Resources “Holey Fibers Shed a New Light” http://focus.aps.org/story/v14/st11 “Quantum Computing with Ions” http://www.sciam.com/article.cfm?id=quantumcomputing-with-ions http://www.myfirstbookaboutdna.com/ provides sample pages from a children’s book about DNA. Evaluate Activity

Students will present their books to an elementary class, or if this is not possible, an elementary student (siblings, cousins, etc.). After reading their story, they will survey the student(s) for interest and understanding. The adult supervising the child will sign the survey and provide a phone number for verification purposes.

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Students will also present their books to the class, and will be expected to answer questions from their peers and the teacher. Evaluate Activity Products and Artifacts Student survey Oral presentation of book to peers Evaluate Activity Materials/Equipment Student survey sheet, access to elementary students Evaluate Activity Resources Elementary teachers in the district

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Quantum for Kids: Designing a Children’s Book The challenge: Because of current state science testing requirements at the elementary level, elementary science resources and materials are in high demand. A teacher at the local elementary school is even offering to pay high school students to develop materials she can use to teach science to her students. This teacher incorporates “story time” into her lesson plan at least once a week and thinks this would be the perfect way to incorporate more science. Your task is to design a children’s book, appropriate for the elementary level, which teaches a quantum physics concept. Important considerations: Each page should have an illustration related to the story or concept. All illustrations should be in color. A glossary should be included at the end of the book. Read the rubric before beginning and refer to it as you work. Base your story on one of these quantum physics topics: Bohr atoms and spectral lines Photoelectric Effect Photovoltaic Effect Lasers Light Emitting Diodes

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Elementary Student Survey Directions: Read your book to an elementary student (neighbor, sibling, cousin, etc.). When you are finished, ask the student the following questions. You may let the child write the answers or they may dictate their response to you. At the end, have the adult that supervises the child (parent, teacher) sign off on your paper. 1. Did you understand what the story was about?

2. What was your favorite part of the story?

3. What did you not like about the story?

4. How would you score this story (1 thumb down, 1 thumb up, or two thumbs up)?

Supervising adult _________________________

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Phone Number _______________________

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Plan the Assessment Engage Artifact(s)/Product(s): Team building journal entry, Engage journal entry

Explore Artifact(s)/Product(s): Lab notes from demonstrations

Explain Artifact(s)/Product(s): Cornell notes

Elaborate Artifact(s)/Product(s): Childrenâ&#x20AC;&#x2122;s book, Article summary and response

Evaluate Artifact(s)/Product(s): Student survey, Oral presentation

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Rubrics "Quantum for Kids" Children's Book Rubric Student Name:

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CATEGORY Cover and Title Page

4 Title page has a graphic or fancy lettering, has the title, author's name, illustrator's name, and the year.

3 Title page has the title, author's name, illustrator's name, and the year.

2 Title page has the 3 of the 4 required elements.

1 Title page has fewer than 3 of the required elements.

Focus on Assigned Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Accuracy of Content

All facts presented in the story are accurate.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Almost all facts presented in the story are accurate.

Most facts presented in the story are accurate (at least 70%).

There are several factual errors in the story.

Illustrations

Original illustrations are detailed, attractive, creative and relate to the text on the page.

Original illustrations are somewhat detailed, attractive, and relate to the text on the page.

Original illustrations relate to the text on the page.

Illustrations are not present OR they are not original.

Neatness

The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. There is one spelling or punctuation error in the final draft.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Spelling and Punctuation

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consistently throughout.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Oral Presentation Rubric : Quantum for Kids Children's Book

Student Name:

________________________________________

CATEGORY Preparedness

4 Student is completely prepared and has obviously rehearsed.

3 Student seems pretty prepared but might have needed a couple more rehearsals.

2 The student is somewhat prepared, but it is clear that rehearsal was lacking.

1 Student does not seem at all prepared to present.

Speaks Clearly

Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

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Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

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Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

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Story Board 

Week 1 Activities (based on 50 minute class periods)

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  Week 2 Activities

Day 1 Survival Scenario team building (35 min) Engage activity (10 min) Introduce design challenge (5 min)

Day 6 Student presentations of books Homework: Students present books to elementary students and complete surveys (due in one week)

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Day 2 Explore activity (20 min) Explain activity (30 min)

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Day 7

Day 3 Elaborate article (30 min) Book planning and research (20 min)

Day 8

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Day 4 Book planning and research (10 min) Begin book construction (40)

Day 9

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Day 5 Complete book (45 min) Finish book for homework if necessary

Day 10

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