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I. Introduction
II. Objectives
III. Preparing the Students
IV. Presentation
V. Enrichment and Assessment Activities
VI. Additional Resources
VII. Relevant National Learning Standards
VIII. Planning a Videoconference?
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Have you ever wondered about those raised red cotton
stitches on a baseball? Sure, they hold the cowhide
together, but did you know they also teach an interesting
lesson in aerodynamics? Why do some hitters choke up
on the bat? Why do some players wear batting gloves?
Why is every hit not a home run? Why are baseball gloves
made of leather? What's the major league math behind
wood versus aluminum bats? Find answers to these questions
in the physics of friction, center of mass, forces of
motion and other concepts that become fascinating factors
in a batter's ability to launch the long ball. Maybe
Isaac Newton couldn't snag a pop fly, but he can coach
you in the surprisingly scientific feat of catching
up to a 100 miles per hour fastball in just 0.4 seconds
and sending it into orbit! Step out of the dugout and
up to the plate as the Baseball Hall of Fame delivers
a lively look at science on the sandlot.
A. Examine historical aspects and physical forces involved
in playing baseball, relying on museum and library collections,
equipment, video and film, testimonials and Web sites.
B. Analyze the physical concepts behind hitting, pitching
and fielding as they impact the way baseball is played,
including tools that are used and how scientific variables
affect choices and approaches to the game.
C. Understand the vocabulary and several concepts of
physics related to fundamentals of scientific inquiry
that transport learning beyond the baseball diamond.
Return to top
A. Background
Baseball fans, and even those who do not necessarily
enjoy the game, may be surprised to learn how science
directly influences a batter's ability to hit the home
run, a pitcher's talent for throwing a curve ball, or
a fielder's spectacular diving catch. While professional
athletes do not necessarily understand the physics of
their sport, the principles and concepts of science
can enhance their performance when studied and applied
to the execution of fundamental skills on the diamond.
All-Star players, such as Derek Jeter, Roger Clemens
and Ozzie Smith, may intuitively understand and apply
physics in using gravity, effort force, speed, momentum
and velocity to their advantage. Even those players
who do not comprehend the theories of science and their
relevance to the game are demonstrating physics and
incorporating mathematics, often unaware they are doing
so. Grasping how to use these variables to one's benefit
can mean the difference between a Hall of Fame career
and a brief stay in the major leagues. Standing waves,
center of mass, the effort force on a lever, impulse,
friction, aerodynamics, and projectile and linear motion
are all intricate to strategy in the dugout and rivalries
on the field as teams compete in using physics to their
athletic advantage.
B. Vocabulary
Acceleration
Aerodynamics
Air resistance
Angle
Center of mass
Collision
Conservation of Energy
Density
Distance
Energy
Effort force
Force
Friction
Fulcrum
Gravity
Impulse
Lever
Linear motion
Mass
Momentum
Newton's Laws of Motion
Node of standing wave
Pressure
Projectile motion
Rebound force
Speed
Sweet spot
Velocity
Vibration
Wave
Work
C. Suggested Pre-Program Activities
1) Have two students hold a Slinky toy between them.
Stretching the Slinky on the ground across several feet,
have one student swing it back and forth, side to side.
This demonstrates the highs and lows of a standing wave
caused by the vibrating movements.
2) Discuss types of levers used in daily life. List
examples of first-, second- and third-class levers and
the differences between them. Different types of levers
can be illustrated by using a block of wood (a fulcrum),
a ruler (a lever) and a weight to create resistance.
3) Find the center of mass or gravity of different objects
by balancing them on a fulcrum. Ask students why they
cannot stand themselves straight against a wall and
bend over to touch their toes without moving their heels.
Explain that this task is challenging because their
center of mass is no longer over their feet, thus causing
them to lose their balance.
4) After measuring the mass and volume of different
objects, calculate and compare their density. These
items might include cork, wood, metal, plastic, aluminum,
etc.
5) Determine the amount of friction acting on a block
of wood as it is pulled across different surfaces as
measured by a force measure, such as a spring scale.
The surfaces might include leather, a table, sandpaper,
indoor/outdoor carpeting, grass, dirt, etc.
Return to top
A. Opening
1) Show video footage or photographs of a player (or
players) preparing for a turn at bat. This could include
the sequence of him moving from the dugout to the batter's
box, donning the batting helmet, selecting a bat, applying
pine tar and swinging the bat with weights in the on-deck
circle, advancing to the plate, and finally hitting
the pitch for a home run. Additional segments could
show the pitcher, the coaches, baserunners and other
players each preparing for the player's at-bat.
2) Review the player's at-bat and discuss how equipment
and other variables contributed to the hitter's success
at the plate. Challenge the students to explain how
this player hit a home run, while at the same time explaining
why most hits are not home runs.
B. Lesson
1) Display a photograph of Mark McGwire hitting a pitch,
showing the flexibility of his bat and the impact of
the ball. Ask the students if they think his at-bat
resulted in a home run. Explain his bat is bending because
the waves of impact are causing the bat to vibrate,
thus transferring less energy to the ball. Less energy
translates into less distance and speed. Therefore,
point out this at-bat did not likely result in a home
run. In fact, his bat may have broken on this pitch.
2) Leading the students to focus on the player's bat
as one aspect in his ability to stroke a homerun, have
students find the sweet spot of a bat by using a rubber
reflex hammer or a baseball. Using the hammer to move
up the bat, waves will cause the bat to vibrate until
the hammer strikes the sweet spot (the node of standing
wave). At this point the student will feel very little
vibration in the knob of the bat and the reflex hammer
will bounce off the bat with greater force. Students
should also be able to discern a different sound made
by the reflex hammer at the "sweet spot".
3) Ask them to compare and contrast how a hitter like
a McGwire might have performed differently if swinging
an aluminum bat versus a wooden bat. Would his bat have
broken? Would the ball have traveled farther? Does an
aluminum bat have a different sweet spot or center of
mass than a wooden bat? Repeat the sweet spot demonstration
using the reflex hammer on an aluminum bat.
4) Demonstrate how to find the center of mass (or gravity)
by positioning two fingers of each hand at either end
of the bat, slowly moving them together until the bat
balances perfectly on all four fingers. This activity
may also be demonstrated using a simple fulcrum or another
object for balancing.
5) Ask why an aluminum bat is not allowed in Major League
Baseball. Briefly discuss the safety and impact of wood
versus aluminum, illustrating the advantages an aluminum
bat provides to the hitter. Have a conversation about
standardization of equipment between modern-day baseball
and previous eras.
6) Talk with students about another type of bat not
allowed in baseball (i.e. a corked bat). Discuss why
a corked bat has less mass, thus increasing bat speed
and provides an unfair advantage to the hitter - even
though research shows a corked bat does not provide
an advantage in hitting the ball a greater distance.
Compare the density between small blocks of wood and
cork.
7) Show a cupped bat and briefly discuss the advantages
it provides in terms of bat speed, such as less mass
enabling a quicker swing. Review the regulations and
previous debates that preceded the rule permitting a
cupped bat in Major League Baseball. Cite the story
of Hall of Famer Lou Brock who was one of the first
players to use a cupped bat in the 1970s, causing a
small controversy about whether or not it gave the hitter
an unfair advantage.
8) Review how the properties of the bat, in conjunction
with the player's athletic ability, better enable the
application of force to propel the baseball. Compare
the effort force of swinging of a baseball bat with
other objects, such as a broom, a yardstick or a two-by-four
- all of which are levers. Ask why ballplayers might
move their hands (i.e. choke up) to increase control,
reaction time, power and leverage depending on the situation
and strategy. Correlate these actions to the physics
principle of effort force on levers. Ask students to
demonstrate how to choke up (or down) on the bat handle.
9) Having students hold a bat, ask them to slowly demonstrate
how the knob of the bat becomes a fulcrum that influences
leverage or effort force of the hands. Illustrate how
a player makes choices based upon this principle, such
as increasing force (i.e. gripping the bat at the end
of the knob) to increase power and distance, or decreasing
force (i.e. choking up) to increase control while sacrificing
power and distance.
10) Having one student hold the bat at the end of the
handle with one hand, ask another student to pull up
on the bat, using the index finger and thumb, at different
points to find the point where effort force is either
easier (lighter) or more difficult (heavier) to apply.
Ask the students to explain at what point it is easier
to lift up on the bat. This activity illustrates the
concept of a lever in exerting effort force.
11) Create scenarios that require students to make hitting
choices based upon the concept of effort force. Ask
a student to come to the front of the class to demonstrate
one of the following:
a) The coach calls for a hit-and-run, requiring the
batter to make contact with the ball and advance the
runner(s);
b) The coach calls for the hitter to swing away with
no outs, runners on every base and your team down by
three runs;
c) The coach calls for a bunt, requiring the batter
to decrease the force or deaden the impact of the ball
to move the runner over.
12) Using the example of one bunting technique, demonstrate
how pulling the bat back and increasing its contact
time with the baseball lessens the rebound force and
velocity of the hit. One way to illustrate this is to
place a glove on the end of the bat to, in effect, catch
the baseball, thus changing its momentum and direction.
This is also an example of impulse (force x time) as
a physics principle.
13) Using a bat and ball, pair the students to have
one player roll a ball across the floor while the other
player lessens its momentum by softly pulling back on
the bat. This illustrates the concepts of angle and
impulse as they apply to bunting. Compare and contrast
the effects of pushing the bat against the ball to demonstrate
the application of a greater force to increase momentum.
Compare the bounciness of two baseballs if one of the
balls is placed in a freezer one hour prior to the test.
The students should discuss the force and momentum of
the rebounding balls in the different situations.
14) Furthering the concept of impulse, show examples
of major league players executing bunts in real-game
situations. Compare this action to the skill of catching,
also showing video or photographs of players making
successful, spectacular fielding plays on ground balls
or fly balls.
15) Provide a small brown paper lunch bag to each student,
asking him or her to form his or her own handmade glove.
Using these gloves, demonstrate the principle of spreading
the force of impact by adding a layer of paper padding
to the hand. Add a discussion about the purpose of catching
with two hands to further lessen the ball's impact.
In baseball, this is referred to as the "soft hands"
approach.
16) Compare these crudely fashioned gloves with leather
gloves worn by professional ball players. Discuss the
differences, emphasizing the surface friction of paper
versus the surface friction of leather. Ask why players
at each position use different types of baseball gloves
with surface areas of varying sizes.
17) What are other examples of when players wear gloves?
Ask why hitters use batting gloves, pine tar or sandpaper
on the handle of the bat to increase friction. Ask how
the cleats or spikes worn by a player also provide friction.
What scientific benefits do these elements provide to
the hitter when facing a pitcher? Contrast those with
benefits the pitcher might employ when facing the batter.
18) While talking about throwing and pitching, relate
the concept of friction to the aerodynamics of a baseball
in flight. Simply discuss the effects of gravity, air
resistance and friction on the rotation of a baseball
that is pitched, thrown or hit. Show a graphic that
illustrates this principle. Ask what factors (i.e. the
stitches on the baseball, how the ball leaves the bat,
the air temperature, wind speed, etc.) cause a baseball
to rise, spin, sink or curve. When is a baseball in
flight an example of projectile motion (a home run or
line drive hit by a player) and when is it an example
of linear motion (a fastball from a pitcher or a ball
thrown by a player)?
C. Conclusion
1) Return to the original sequence of the player progressing
from the dugout to the batter's box, finishing with
footage of the home run. Using still photos from the
sequence, ask students to match each action with a principle
of physics found in the discussion and vocabulary words
for this lesson.
2) Conclude by again asking students to recap the different
forces that affect whether a batted ball is a home run,
a base hit, a ground out or a fly out. End the lesson
by showing photographs or video highlights of various
pitches, hits and fielding plays - culminating with
a home run.
Return to top
A. Using a toy that projects ping pong balls or rubber
bands, graph the angle of launch versus the distance
the projectile travels - being careful not to change
the force on the object. Then change the force, keeping
the angle the same to see the different effect.
B. Using the above activity, simulate a ballpark to
determine the variables needed to achieve a home run.
C. Using a styrofoam or Wiffle ball, demonstrate the
aerodynamics created when different spins are applied
to the ball.
D. In an open area outdoors, allow students to toss
eggs or water balloons to each other to demonstrate
the effect of impulse on the object. This correlates
to the "soft hands" approach when catching
a baseball.
E. Drop different types of balls from the same height
on the same surface to measure the elasticity or coefficient
of restitution of balls made from different materials
(i.e. a tennis ball, basketball, golf ball, baseball,
ping-pong ball, soccer ball, etc.). Then change the
surface variable while using the same ball to measure
the elasticity or bounciness of the surface.
F. To demonstrate reaction time, have two students work
together using a metric ruler. One student will hold
the ruler with the 0 cm end between the other student's
thumb and forefinger. This student will catch the ruler
when it drops. Look where the ruler is caught. Look
at the reaction times worksheet and read the reaction
time for the distance on the ruler. Repeat the activity
twice. Find the average of the reaction time trials
to get the reaction time. Have the students switch places
and repeat the same procedures to find the other person's
reaction time. A variation of this activity is to have
the student dropping the ruler say "ball"
or "strike" as the ruler falls. The other
student must catch the ruler if it is a strike or let
it go if it is a ball.
Return to top
A. Literature
Adair, Robert. The Physics of Baseball. Harper Collins,
New York, 2002.
Bahill, A. T., and D. G. Baldwin, The rising fastball
and the perceptual illusions of batters. In Biomedical
Engineering Principles in Sports, ed. G. Hung and J.
Pallis. Kluwer Academic, 2004.
Bahill, A.T., and T. LaRitz, Why can't batters keep
their eyes on the ball? American Scientist 72:249-253.
Barr, George. Sports Science for Young People. Dover
Press, 1991
Baldwin, D. G., and A.T. Bahill. A model of the bat's
vertical sweetness gradient. In Proceedings of the 5th
Conference of Engineering of Sport. Ed. M. Hubbard,
R. D. Mehta and J.M. Pallis. International Sports Engineering
Association. Sheffield, UK, 2004.
Froman, Robert. Baseball-istics: The Basic Physics of
Baseball. Putnam, 1967.
Gutman, Dan. Carver, Tim. The Way Baseball works. Simon
& Schuster, 1996.
Kindall, Jerry. Science of Coaching Baseball. Human
Kinetics, 1991.
Klawans, Harold. Why Michael Couldn't Hit: and other
Tales of Neurology of Sports. W.H. Freedman, 1996.
Gundersen, Erik. The Handy Physics Answer Book. Visible
Ink Press, 1999.
Schrier, Eric W. Altman, William F. Newton at the Bat;
The Science in Sports. Scribner, 1984.
Watts, Robert G. and T. A. Bahill. Keep Your Eye on
the Ball: The Science & Folklore of Baseball .W.
H. Freedman, 1990.
Watts, Robert G. and T. A. Bahill. Keep Your Eye on
the Ball: Curve Balls, Knuckleballs and Fallacies of
Baseball .W. H. Freedman, New York, 2000.
B. Web Links
baseballhalloffame.org
Official site of the National Baseball Hall of Fame
and Museum
exploratorium.edu/baseball
The science of baseball
kettering.edu/~drussell/bats
The physics of the bat-ball collision
npl.uiuc.edu/~a-nathan/pob
The Physics of Baseball
pbs.org/saf/1206/resources/
PBS-Scientific Frontiers: On the Ball: Baseball Technology
m-5.eng.uml.edu/umlbrc/
UMass-Lowell Baseball Research Center Home Page
sie.arizona.edu/sysengr/baseball/2Seam-4Seam
Bahill, A.T. Baseball video
www.popularmechanics.com/outdoors/sports/
June 2007 Popular Mechanics article, "Anatomy of a Home Run" by David Coburn.
C. Multi-Media Gallery
1) Excerpts from Fastballs, Flips
and Physics: Science on the Sandlot Electronic Field
Trip video
2) Recommended Movies for In-Class
Viewing
a) Batting with Ted Williams" (plus "The Science
of Hitting). These two instructional films are combined
in one 53-minute color video. "Batting with Ted
Williams" was filmed in 1966 as Williams demonstrates
the fundamentals of good hitting. The second film, based
on his book, "The Science of Hitting," was
produced in1972. Color. 53 minutes.
b) Mom, Can You Teach Me How To Hit? Video & DVD.
2003, Color. 75 minutes.
3) Photographs
a) Hank Bauer
b) Wade Boggs
c) Roger Clemens
d) Roger Clemens pitching
sequence
e) Lenny Dykstra's cleats
f) Andres Galarraga
g) Benji Gil batting
h) Benji Gil fielding
i) Ken Griffey Jr.
j) Fred McGriff
k) Mark McGwire
l) Paul Molitor
m) Albert Pujols
n) Alex Rodriguez
o) Sammy Sosa
p) Bat selection
q) Bat-Ball Collision
r) Evolution
of Gloves
Return to top
A. Science
1) Knows that the mass of a material remains constant
whether it is together, in parts, or in a different
state
2) Knows that substances can be classified by their
physical and chemical properties (e.g., magnetism, conductivity,
density, solubility, boiling and melting points)
3) Knows that materials may be composed of parts that
are too small to be seen without magnification
4) Knows that heat is often produced as a byproduct
when one form of energy is converted to another form
(e.g., when machines and living organisms convert stored
energy to motion)
5) Knows that energy is a property of many substances
(e.g., heat energy is in the disorderly motion of molecules
and in radiation; chemical energy is in the arrangement
of atoms; mechanical energy is in moving bodies or in
elastically distorted shapes; electrical energy is in
the attraction or repulsion between charges)
6) Knows that all energy can be considered to be either
kinetic energy (energy of motion), potential energy
(depends on relative position), or energy contained
by a field (electromagnetic waves)
7) Understands the law of conservation of energy (i.e.,
energy cannot be created or destroyed but only changed
from one form to another)
8) Knows that vibrations (e.g., sounds, earthquakes)
move at different speeds in different materials, have
different wavelengths, and set up wave-like disturbances
that spread away from the source
9) Knows that the earth's gravity pulls any object toward
it without touching it
10) Understands general concepts related to gravitational
force (e.g., every object exerts gravitational force
on every other object; this force depends on the mass
of the objects and their distance from one another;
gravitational force is hard to detect unless at least
one of the objects, such as the Earth, has a lot of
mass)
11) Knows that an object's motion can be described and
represented graphically according to its position, direction
of motion, and speed
12) Understands effects of balanced and unbalanced forces
on an object's motion (e.g., if more than one force
acts on an object along a straight line, then the forces
will reinforce or cancel one another, depending on their
direction and magnitude; unbalanced forces such as friction
will cause changes in the speed or direction on an object's
motion)
13) Knows that an object that is not being subjected
to a force will continue to move at a constant speed
and in a straight line
14) Knows that when a force is applied to an object,
the object either speeds up, slows down, or goes in
a different direction
15) Knows the relationship between the strength of a
force and its effect on an object (e.g., the greater
the force, the greater the change in motion; the more
massive the object, the smaller the effect of a given
force)
16) Knows that good scientific explanations are based
on evidence (observations) and scientific knowledge
17) Plans and conducts simple investigations (e.g.,
formulates a testable question, makes systematic observations,
develops logical conclusions)
18) Uses appropriate tools and simple equipment (e.g.,
thermometers, magnifiers, microscopes, calculators,
graduated cylinders) to gather scientific data and extend
the senses
19) Knows that scientific explanations must meet certain
criteria to be considered valid (e.g., they must be
consistent with experimental and observational evidence
about nature, make accurate predictions about systems
being studied, be logical, respect the rules of evidence,
be open to criticism, report methods and procedures,
make a commitment to making knowledge public)
20) Understands how scientific knowledge changes and
accumulates over time (e.g., all scientific knowledge
is subject to change as new evidence becomes available;
some scientific ideas are incomplete and opportunity
exists in these areas for new advances; theories are
continually tested, revised, and occasionally discarded)
21) Knows that from time to time, major shifts occur
in the scientific view of how the world works, but usually
the changes that take place in the body of scientific
knowledge are small modifications of prior knowledge
22) Knows that there is no fixed procedure called "the
scientific method," but that investigations involve
systematic observations, carefully collected, relevant
evidence, logical reasoning, and some imagination in
developing hypotheses and explanations
23) Designs and conducts a scientific investigation
(e.g., formulates hypotheses, designs and executes investigations,
interprets data, synthesizes evidence into explanations,
proposes alternative explanations for observations,
critiques explanations and procedures)
24) Establishes relationships based on evidence and
logical argument (e.g., provides causes for effects)
25) Knows that scientific inquiry includes evaluating
results of scientific investigations, experiments, observations,
theoretical and mathematical models, and explanations
proposed by other scientists (e.g., reviewing experimental
procedures, examining evidence, identifying faulty reasoning,
identifying statements that go beyond the evidence,
suggesting alternative explanations)
B. Mathematics
1) Uses a variety of strategies to understand problem
situations (e.g., discussing with peers, stating problems
in own words, modeling problems with diagrams or physical
objects, identifying a pattern)
2) Uses explanations of the methods and reasoning behind
the problem solution to determine reasonableness of
and to verify results with respect to the original problem
3) Understands how to break a complex problem into simpler
parts or use a similar problem type to solve a problem
4) Reads and interprets data in charts, tables, plots
(e.g., stem-and-leaf, box-and-whiskers, scatter), and
graphs (e.g., bar, circle, line)
5) Uses data and statistical measures for a variety
of purposes (e.g., formulating hypotheses, making predictions,
testing conjectures)
6) Understands different methods of curve-fitting (e.g.,
median-fit line, regression line) and various applications
(e.g., making predictions)
7) Understands how the reader's bias, measurement error,
and display distortion can affect the interpretation
of data
8) Understands the defining properties of three-dimensional
figures (e.g., a cube has edges with equal lengths,
faces with equal areas and congruent shapes, right angle
corners)
9) Understands the relationships between two- and three-dimensional
representations of a figure (e.g., scale drawings, blueprints,
planar cross sections)
10) Understands that mathematics has been helpful in
practical ways for many centuries
11) Understands that mathematicians often represent
real things using abstract ideas like numbers or lines;
they then work with these abstractions to learn about
the things they represent
12) Understands that mathematics is the study of any
pattern or relationship, but natural science is the
study of those patterns that are relevant to the observable
world
13) Understands that mathematics provides a precise
system to describe objects, events, and relationships
and to construct logical arguments
14) Understands that mathematics often stimulates innovations
in science and technology
15) Understands that mathematicians commonly operate
by choosing an interesting set of rules and then playing
according to those rules; the only limit to those rules
is that they should not contradict each other
16) Adds, subtracts, multiplies, and divides whole numbers,
fractions, decimals, integers, and rational numbers
17) Selects and uses appropriate computational methods
(e.g., mental, paper and pencil, calculator, computer)
for a given situation
18) Uses proportional reasoning to solve mathematical
and real-world problems (e.g., involving equivalent
fractions, equal ratios, constant rate of change, proportions,
percents)
19) Understands how different algorithms work for arithmetic
computations and operations
20) Understands the basic concept of rate as a measure
(e.g., miles per gallon)
21) Selects and uses appropriate units and tools, depending
on degree of accuracy required, to find measurements
for real-world problems
22) Understands formulas for finding measures (e.g.,
area, volume, surface area)
C. Technology
1) Knows that scientific inquiry and technological design
have similarities and differences (e.g., scientists
propose explanations for questions about the natural
world that are always tentative and evolving, and engineers
propose solutions relating to human problems, needs,
and aspirations; both science and technology depend
on accurate scientific information and they cannot contravene
scientific laws)
2) Knows that science cannot answer all questions and
technology cannot solve all human problems or meet all
human needs
3) Knows ways in which technology has influenced the
course of history (e.g., revolutions in agriculture,
manufacturing, sanitation, medicine, warfare, transportation,
information processing, communication)
4) Uses appropriate tools, techniques, and quantitative
measurements to implement proposed solutions
5) Knows that people have invented and used tools throughout
history to solve problems and improve ways of doing
things
6) Understands the relationships between elements (i.e.,
components, such as people or parts) in systems
D. Language Arts
1) Students conduct research on issues and interests
by generating ideas and questions, and by posing problems.
They gather, evaluate and synthesize data from a variety
of sources (e.g., print and non-print texts, artifacts,
people) to communicate their discoveries in ways that
suit their purpose and audience.
2) Students use a variety of technological and information
resources (e.g., libraries, databases, computer networks,
video) to gather, research and synthesize information
and to create and communicate knowledge.
3) Students use spoken, written, and visual language
to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion and the exchange of information).
E. Thinking and Reasoning
1) Identifies the values underlying the alternatives
that are considered and the criteria that will be used
to make a selection among the alternatives
2) Predicts the consequences of selecting each alternative
3) Makes decisions based on the data obtained and the
criteria identified
4) Verifies results of experiments
F. Historical Understanding
1) Knows how to construct and interpret multiple tier
time lines (e.g., a time line that contains important
social, economic, and political developments …)
2) Understands patterns of change and continuity in
the historical succession of related events
3) Knows how to periodize events of the nation into
broadly defined eras
4) Understands historical continuity and change related
to a particular development or theme
5) Analyzes the values held by specific people who influenced
history and the role their values played in influencing
history
6) Analyzes the influences specific ideas and beliefs
had on a period of history and specifies how events
might have been different in the absence of those ideas
and beliefs
7) Analyzes the effects that specific "chance events"
had on history and specifies how things might have been
different in the absence of those events
8) Analyzes the effects specific decisions had on history
and studies how things might have been different in
the absence of those decisions
9) Understands that the consequences of human intentions
are influenced by the means of carrying them out
10) Understands that change and continuity are equally
probable and natural
11) Analyzes how specific historical events would be
interpreted differently based on newly uncovered records
and/or information
12) Understands how the past affects our private lives
and society in general
13) Knows how to perceive past events with historical
empathy
14) Knows how to evaluate the credibility and authenticity
of historical sources
15) Evaluates the validity and credibility of different
historical interpretations
Return to top
A) Videoconference
Checklist (PDF)
B) Teachers: You will need the
following items for use during the videoconference.
1) You will need one wooden bat, one aluminum bat, and
one baseball for each pair of students:
a) Wooden baseball bats
b) Aluminum baseball bats
c) Baseballs
2) One paper bag (lunch size) for each student
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Science:
