Einstein’s Big Idea: Timeline Assignment

This video will reinforce our understanding of the law of conservation of energy as well as introduce the idea of energy; specifically the different types of energy as well as the conservation of energy. By watching this video we will see first hand many of the characteristics of science we seek to develop in our own inquiries. We will see how they have worked in a historical context. Albert Einstein was able to make his leap of understanding about mass and energy because of the many scientists before him who had worked hard, saw problems in a new light, and fought to make their ideas heard. Today’s scientists continue to build on Einstein’s work and the work of others to reveal new understanding about the world. In this activity, you will learn about some of the people who contributed to the concepts in and confirmation of E = mc2

Content Standards:

S8P1. Students will examine the scientific view of the nature of matter.

g. Identify and demonstrate the Law of Conservation of Matter.

S8P2. Students will be familiar with the forms and transformations of energy.

a. Explain energy transformation in terms of the Law of Conservation of Energy.

c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics.

S8CS1.Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Understand the importance of—and keep—honest, clear, and accurate records in science.

b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.

S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.

S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved.

b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification.

c. As prevailing theories are challenged by new information, scientific knowledge may change.

S8CS9. Students will understand the features of the process of scientific inquiry.

a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories.

b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant.

d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.

e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society.

f. Scientists use technology and mathematics to enhance the process of scientific inquiry.

PART I: GATHERING INFORMATION

1)Watch the video Einstein’s Big Idea.

2)During the video take notes on each of the scientists and their experiments on the provided notes page.

3)If you are missing parts of your notes it is your responsibility each night to use alternate sources to find the missing pieces as homework.

Antoine-Laurent Lavoisier

Michael Faraday

PART 2: THE TIMELINE (100 pts)

4)In teams of 2, use your notes to create a timeline to show the discoveries and contributions of each of these scientists.

5)The attached rubric will guide your work.

6)Your timeline must include:

a)10 events about the development of E=mc2

b)All events must include a proper year

c)All timelines must include a minimum of 4 graphics drawn by hand.

Emilie du Chatelet

CATEGORY / 4 / 3 / 2 / 1 / Teacher / Weight / Total
Resources / The timeline contained at least 10 events related to the topic being studied. / The timeline contained at least 6-9 events related to the topic being studied. / The timeline contained at least 3-5 events related to the topic being studied. / The timeline contained fewer than 3 events. / x 6
Dates / An accurate, complete date has been included for each event. / An accurate, complete date has been included for almost every event. / An accurate date has been included for almost every event. / Dates are inaccurate and/or missing for several events. / x 5
Preparation / The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline. / The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline. / The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline. / The student had not prepared adequate notes before beginning to design the timeline. / X 3
Time Use / Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. / Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. / Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. / Student did not use classroom time to work on the project and/or was highly disruptive. / x 3
Titles and Colors / The use of titles and colors is consistent and shows a logical pattern. It helps organize the material. / The use of titles and colors is consistent and shows a logical pattern for the most part. It helps organize the material somewhat. / The use of titles and colors is consistent , but is not used effectively to organize. / The use of titles and colors is not consistent OR detracts from the organization. / x 2
Readability / The overall appearance of the timeline is pleasing and easy to read. Timeline is exceptionally neat and organized. / The overall appearance of the timeline is somewhat pleasing and easy to read. / The timeline is relatively readable. / The timeline is difficult to read. Timeline is messy and unorganized. / x 3
Graphics / All graphics are effective and balanced with text use. / All graphics are effective, but there appear to be too few or too many. / Some graphics are effective and their use is balanced with text use. / Several graphics are not effective. / x 3

Comments:

Rubric Total /100

ENERGY

Name of Scientist:Michael Faraday

Nationality:

Concept:

Experiment:

Time Period:

Challenges Faced:

MASS

Name(s) of Scientists:Antoine-Laurent and Marie Anne Lavoisier

Nationality:

Concept:

Experiment:

Time Period:

Challenges Faced:

LIGHT

Name(s) of Scientists:Michael Faraday and James Clerk Maxwell

Nationality:

Concept:

Experiment:

Time Period:

Challenges Faced:

VELOCITY (SPEED OF LIGHT SQUARED)

Name of Scientist:Gottfried von Leibniz and Emilie du Chatelet

Nationality:

Concept:

Experiment:

Time Period:

Challenges Faced:

DEVELOPMENT OF E=MC2

Name(s) of Scientists:Albert Einstein

Nationality:

Concept:

Experiment:

Time Period:

Challenges Faced:

CONFIRMATION OF E=MC2

Name(s) of Scientists:Otto Hahn, Fritz Strassmann, Lise Meitner, and Otto Robert Frisch

Nationality:

Concept:

Experiment:

Time Period:

Challenges Faced: _____