Science Collaborative - Turbine Locations

This video is of a farm seven miles south of Woodward, Oklahoma.  It is a peaceful place and has been made even more relaxing with the addition of a wind farm.  Like many places, it can generate many questions.  Questions generated through patient observation.  

1. Take up the challenge.  Among your peers take turns making as many observations as possible (one at time) making sure to list each.  Challenge others to be the last to make the last observation.  Maybe before you start you want to "define" what qualifies as an observation.
2. Once all observations have been made, try to make as many questions as possible based on the list of observations.  Again maybe, as a group, you want to define what makes a good question.  
3. Consider any visual (e.g., photograph, diagram, video, graph) that is uploaded to this Science Collaborative Virtual Locker could be considered a wealth of possibilities for practice making observations and questions based on them.  

1. PASS: Science > Physics > Science Processes and Inquiry > PS.1 > O.1
   

   Identify qualitative and quantitative changes given conditions (e.g., temperature, mass, volume, time, position, length) before, during, and after an event.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Changes Quantitative Conditions Time Position	1 - Identify (changes in systems)	1 - identify changes in rate/time before, during, after an event. 1 - identify changes in position before, during, after an event.	Through qualitative and quantitative observations of a system reveals new information.	For a given event involving a system, what conditions should be observed? How do conditions change before, during, and after an event involving a system?

2. PASS: Science > Physics > Science Processes and Inquiry > PS.1 > O.2
   

   Use appropriate tools with accuracy and precision (e.g., metric ruler, graduated cylinder, thermometer, balance, spring scale, stopwatch, probeware, graphing calculators, digital cameras, computer simulations) when measuring objects and/or events.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Measurements Objects Events Tools Accuracy Precision Stopwatches (time) Digital cameras	3 - Use (Tools)	1 - I can use measurement tools with accuracy. 1 - I can use measurement tools with precision.	A. Various measuring tools may be used to make observations of objects, and/or events.	A.1 How are quantities determined using a measurement tool?

3. PASS: Science > Physics > Science Processes and Inquiry > PS.1 > O.3
   

   Use appropriate International System of Units (SI) (i.e., grams, meters, liters, degrees Celsius, and seconds) and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring objects and/or events.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Measurements Events System International Units Time (seconds)	1 - Determine (Unit) 1 - Identify (Unit prefix)	1 - I can determine the best SI prefix to use for a measurement. 1 - I can identify the correct unit for a measurement.	A. Measuring the world using standardized units of measurements is necessary for correctly communicating quantities.	A.1 How are quantity measurements determined?

4. Common Core ELA Standards for Science/Technical: 11-12 > IKI > S.7
   Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Information Sources (e.g.) Video	4 - Integrate (multiple sources of information)	4 - I can integrate multiple sources of information in diverse formats to address a question.	A. Information presented in diverse formats and media requires one to be able to integrate and evaluate sources in order to address a question or solve a problem.	A.1 What strategies may be used to integrate diverse sources of information? How might these strategies vary depending on addressing a question or solving a problem?

5. Common Core Mathematics: G.5 > MD > C.2 > S.2
   

   Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

   For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Line Plot Measurements in unit fractions Unit fractions 1/2, 1/4, 1/8 Operations Line plot information	3 - Make (line plot, data set measurements in fractions of a unit 1/2, 1/4, 1/8) 3 - Solve (problems involving line plot information)	3 - I can make line plots using data set measurements in fractions of a unit (1/2, 1/4, 1/8) 3 - I can use operations of fractions to solve problems involving information presented in line plots.	A. Information can be displayed as fractional units on line plots.	A.1 How can a line plot display fractional units? A.3 How can operations on fractions and information from a line plot be used to solve problems?