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Core Curriculum/South Carolina © 2006 AIMS Education Foundation

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AIMS Education Foundation

This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science.

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Core Curriculum/South Carolina © 2006 AIMS Education Foundation

Standards Alignment ...................................... 1Safe Science ................................................... 3Scientifi c Inquiry ............................................. 4Assembling Rubber Band Books ..................... 8Science Journal .............................................. 9Processes of Inquiry ..................................... 10Defi nitions of Inquiry .................................... 13A Matter of States ......................................... 17Make Room for Me ....................................... 24In the Mix of Things ...................................... 33Pleased as Punch .......................................... 36Messing with Mixtures ................................... 42Chromatographic Circles .............................. 51Metal Detector .............................................. 60Involving Dissolving ...................................... 66Sea Salt ........................................................ 71Concentrating on Colors ............................... 80Souper Solubility .......................................... 89Product Testing ............................................. 96Red and Blue Will Tell You .......................... 107Scientifi c Inquiry Plan ................................. 113Inquiring Minds ........................................... 115 Asking Questions ................................... 117 Identifying Variables ............................... 118 Keeping Records .................................... 120 Dealing with Results ............................... 122 Hypothesizing ........................................ 123Formidable Forces ..................................... 125Forceful Friction ......................................... 127A-Maze-ing Magnets ................................... 138Brick Slide .................................................. 146Slip, Sliding Away ....................................... 156Air Glider .................................................... 164Balanced and Unbalanced Forces (A Prehistoric View) ............................ 176Heroes Take a Spin ..................................... 180The Great Balloon Race .............................. 189Erik Explains .............................................. 195Tug Teams .................................................. 196The Four Forces of Flight ........................... 204

Newton’s 2nd Law According to the Lea Family ......................................... 213Cluster Ballooning ...................................... 215Memo on Motion ......................................... 225Time to Move It! .......................................... 226Time to Move it More! ................................. 239Bouncing Around ....................................... 252Clock Your Walk ......................................... 260Graphically Speaking ................................. 266How High? How Fast? ................................. 270Making a Speed Wheels Track .................... 276How Heavy? How Far? ............................... 283Push to Start ............................................... 289The Big Bopper .......................................... 300The Rocket Doctor ..................................... 315Meter Tape ................................................. 318Parent Letter ............................................... 319Materials List .............................................. 320Assessment ................................................ 321Assessment Key ......................................... 325The AIMS Program ..................................... 327Model of Learning ....................................... 329Chinese Proverb ......................................... 331

South Carolina Science Content StandardsPhysical Science

Fifth Grade

Properties of MatterStandard 5-4The student will demonstrate an understanding of properties of matter. (Physical Science)

Indicators5-4.1 Recall that matter is made up of particles too

small to be seen.A Matter of StatesMake Room for Me

5-4.2 Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).

A Matter of StatesMake Room for Me

5-4.3 Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.

In the Mix of ThingsPleased as Punch

5-4.4 Use the processes of fi ltration, sifting, magnetic attraction, evaporation, chromatography, and fl oatation to separate mixtures.

Messing with MixturesChromatographic CirclesMetal Detectors

5-4.5 Explain how the solute and the solvent in a solution determine the concentration.

Involving DissolvingSea SaltsConcentrating on Color

5-4.6 Explain how temperature change, particle size, and stirring affect the rate of dissolving.

Souper Solubility

5-4.7 Illustrate the fact that when some substances are mixed together, they chemically combine to form a new substance that cannot easily be separated.

Product Testing

5-4.8 Explain how the mixing and dissolving of for-eign substances is related to the pollution of the water, air, and soil.

Red and Blue Will Tell You

Forces and MotionStandard 5-5The student will demonstrate an understanding of the nature of force and motion. (Physical Science)

Indicators5-5.1 Illustrate the effects of force (including mag-

netism, gravity, and friction) on motion.Formidable ForcesForceful FrictionBrick SlideAir GliderA-Maze-ing Magnets

5-5.2 Summarize the motion of an object in terms of position, direction, and speed.

Memo on MotionHero’s Take a SpinTime to Move It!Time to Move it More!The Great Balloon RaceClock Your Walk

5-5.3 Explain how unbalanced forces affect the rate and direction of motion in objects.

Cluster BallooningThe Great Balloon RaceHow High? How Fast?Balanced and Unbalanced Forces (A Prehistoric View)How Heavy? How Far?Tug TeamsThe Four Forces of Flight

5-5.4 Explain ways to change the effect that friction has on the motion of objects (including chang-ing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication).

Air GliderBrick SlideSlip, Sliding Away

Core Curriculum/South Carolina 1 © 2006 AIMS Education Foundation

5-5.5 Use a graph to illustrate the motion of an object.

Time to Move It!Time to Move it More!Clock Your WalkBouncing AroundGraphically SpeakingPush to StartBig Bopper

5-5.6 Explain how a change of force or a change in mass affects the motion of an object.

How Heavy? How Far?Cluster BallooningThe Great Balloon RaceHow High? How Fast?Tug TeamsPush to StartNewton’s 2nd Law According to the Lea Family

Scientifi c InquiryStandard 5-1The student will demonstrate an understanding of sci-entifi c inquiry, including the foundations of technologi-cal design and the processes, skills, and mathematical thinking necessary to conduct a controlled scientifi c investigation.

Indicators5-1.1 Identify questions suitable for generating a

hypothesis.A-Maze-ing MagnetsBrick SlideSlip, Sliding AwayForceful FrictionAir GliderHeroes Take a SpinBouncing AroundHow Heavy? How Far?Push to StartThe Big Bopper

5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an experiment.

Bouncing AroundBrick SlideSlip, Sliding AwayHeroes Take a SpinHow Heavy? How Far?The Big Bopper

5-1.3 Plan and conduct controlled scientifi c investi-gations, manipulating one variable at a time.

Heroes Take a SpinSouper Solubility

5-1.4 Use appropriate tools and instruments (includ-ing a timing device and a 10x magnifi er) safely and accurately when conducting a controlled scientifi c investigation.

Make Room for MePleased as PunchMessing with MixturesInvolving DissolvingConcentrating on ColorsSouper SolubilitySlip, Sliding AwayHow High?How Fast?Push to StartThe Big BopperClock Your Walk

5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulat-ed) and dependent (responding) variables.

Time To Move It!Time To Move it More!Bouncing AroundClock Your WalkGraphically SpeakingPush to StartBig Bopper

5-1.6 Evaluate results of an investigation to formu-late a valid conclusion based on evidence and communicate the fi ndings of the evaluation in oral or written form.

Bouncing AroundClock Your WalkPush to StartBig BopperSouper SolubilityProduct Testing

5-1.7 Use a simple technological design process to develop a solution or a product, communicat-ing the design by using descriptions, models, and drawings.

Product TestingThe Big Bopper

5-1.8 Use appropriate safety procedures when con-ducting investigations

Red or Blue Will Tell YouSouper SolubilityHow Heavy? How FarThe Big Bopper



Equipment

Non-comsumables and Consumables

Graduated cylindersGlass eyedroppersSafety gogglesBalance

Metric massesTubs for waterRulersImmersible thermometers

CrayonsColored pencilsMarkersPencilsScissorsWhite glueGlue stickTransparent tapeMasking tapeDuct tapeChart paperBlack water-soluble markersPermanent markersPaper clips, regular and jumboHole punchesStringWhite copy paperRubber bands, #19Rubber bands, #32Rubber bands, ½" x 3 ½"Construction paperMiniature marshmallows, three different colorsClayClear plastic wrapSmall boxesPopcornSandSoilMarblesBaby food jarsRock saltSugarIsopropyl alcoholPortion cups, 1 oz

Plastic cups, 3 oz.Plastic cups, 9-ozPlastic cups, 16-ozPlastic cups, 20-ozStyrofoam cupsDrink mixesPlaster of ParisVinegarAmmoniaLitmus paperSmall strainerSawdustLarge spoonNewspapersRound coffee fi ltersStyrofoam platesPaper grocery bagsMetallic objectsKosher saltAlumEpsom saltPlastic spoonsZipper-type plastic bags, pint sizeBleachFood colorBouillon cubesCraft sticksBoraxPaper towelsToothpicksWaxed paperPlastic sheet protectorSmall washersBrickString

Ring magnetsHand lensesStopwatchesCenticubes

CardboardLiquid soapFilm canisterWaxOilSpongeDiscarded CDsPlastic water bottles with capPushpinsRound balloons 9-inchSandpaperHelium-fi lled balloonsThreadDiceBallsToy cars, approx. 6-cm long

TopicNewton’s First Law of Motion

Key QuestionHow do balanced and unbalanced forces affect the motion of an object?

Learning GoalStudents will balance and unbalance the forces on a paper strip by adding paper clip weights to lengths of thread attached to opposite ends of the strip.

Guiding DocumentProject 2061 Benchmark• Whenever an object is seen to speed up, slow down,

or change direction, it can be assumed that an unbalanced force is acting on it.

MathEqualities and inequalities greater than, > less than, < equal to, = not equal to,

SciencePhysical science forces and motion balanced and unbalanced forces

Integrated ProcessesObservingPredictingApplying

MaterialsPer group: 1-meter length piece of polyester thread 10 jumbo-size paper clips masking tape scissors

Background InformationNewton’s three laws of motion are the foundation

of physical science. Newton’s First Law of Motion states: An object at rest tends to stay at rest, and an object in motion tends to stay in motion in a straight line and at a constant speed unless acted upon by an unbalanced force. The fi rst step toward understanding Newton’s First Law is to identify the forces acting on an ob-ject. The next step is to determine if those forces are balanced or unbalanced. For an object at rest, or moving at a constant rate, the forces acting on the object must be balanced. An unbalanced force is required to move an object initially at rest. The Tug Teams activity introduces students, in a careful and controlled way, to Newton’s First Law. In this activity, students will manipulate a simple paper clip and thread system to observe:

• force as a “pull,”or “tug” in this activity, in a known direction, on an object initially at rest;

• that unbalanced forces on the same object movethe object; and

• that balanced forces on an object do not movethe object.

The eventual goal, after more instruction and hands-on investigation, is for students to associate balanced forces with an object at rest or moving at a constant rate and unbalanced forces with a state of non-uniform motion called acceleration. (Acceleration is defi ned by Newton’s Second Law of Motion.) Students will not attempt to measure or compute any of the forces identifi ed in this activity. Instead, the mathematical symbols, > (greater than), < (less than), and = (equal to) will be used to express force relationships. The weight of each paper clip provides one unit of “force.”


Management 1. You may choose to make the bent paper clips

required for this activity or have your students make them.

2. Each group of students will need two paper clip thread supports. Use only the jumbo-sized paper clips. The smaller clips are not long enough or heavy enough for this activity. Bend each jumbo paper clip as shown in the following diagrams.

3. To bend each clip as consistently as possible, start with the clip in this orientation.

Bend the larger, outer loop of the clip up and backwards.

Adjust the bend angle so that the angle is greater than 90 degrees.

4. Bend the top one cm of the large loop backwards over one of your forefi ngers to form a cradle through which the thread can slide.

5. A properly bent paper clip should look like the one in this diagram.

6. Demonstrate for students the procedure for setting up the Tug Teams apparatus.

Figure 1

Setting up the apparatus 7. First, tape a paper clip thread support along

opposite edges, near the end, of a table or desk. Be sure to tape down the small loop end of the clip. Check that each clip overhangs the edge of the table.

8. Use the point of a pencil to punch a small hole in each end of a Tug Teams paper strip.

9. Cut a meter-length piece of thread in half. Tie one end of each piece of thread to one of the holes in the strip.

10. Tie one jumbo paper clip to each of the other ends of the thread. Open the long arm of the paper clip to form a hook.

11. Place the length of thread between each hook and the paper strip through the cradle in the apparatus (see Figure 1). Add one jumbo clip to each hook to put tension in the thread.

12. Place a piece of tape in the center of the table under the thread. Mark a line on the tape. Move the Tug Teams strip until the mark on the strip is over the mark on the tape.

Check to make sure the paper clips hanging over the edge of the table are not on the fl oor or rub-bing the side of the table. Make any necessary adjustments.

13. Students may want to examine your apparatus to assist them with their own set up.


14. It’s important that you control the fl ow of this activity. Insist that students follow your lead, step-by-step, through the activity.

Procedure 1. Organize your students into groups of three. As-

sign one student to be the left-side Team Captain and take care of the left-side weights, one student to be right-side Team Captain and look after the right-side weights, and a third student to act as the Starter.

2. If tables are available, assign one group to each end of the table. If desks must be used, assign one student group per desk. Slanted-top desks can be used.

3. Instruct the students to set up their Tug Teams apparatus. Examine each apparatus to make sure that each Tug Teams strip is positioned directly over the mark on the masking tape.

4. Inform the students that they will have an oppor-tunity to freely explore the Tug Teams apparatus but before they do, they are to follow your step-by-step instructions. Distribute the student pages and ask the Key Question. Have the students double-check the position of the Tug Teams strip, making certain that it is centered over the mark on the masking tape.

5. Tell the students that the weight of each paper clip represents one unit of force called a “Tugger.”

First Observation 6. Have the left-side Team Captain add two Tuggers

to the hook while the right-side Team Captain adds two Tuggers also. Tell the Starter to let go of the paper strip.

7. Instruct the students to identify the forces (tugs) acting on the paper strip. [There are two Tuggers pulling on the left side of the strip and two Tuggers pulling on the right side of the strip.]

8. Have the students decide whether or not the forces are balanced or unbalanced, and why. [The forces are balanced because 2 Tuggers = 2 Tuggers.]

Second Observation 9. Tell the Starters to grip their strips tightly. Have

the left-side Captains hang three Tuggers on their left-side hooks. Allow students time to answer the questions. Discuss the correct answers. [5 Tug-gers are pulling on the left side of the strip and 2 Tuggers are pulling on the right side. The forces are unbalanced since 5 Tuggers >2 Tuggers (or 2 Tuggers < 5 Tuggers).] Ask the students to circle their prediction of what the strip will do when released by the Starter. On your signal, allow the Starters to release their strips. Give the students time to respond to the next two questions. [The strip moved to the left because the forces are unbalanced to the left side.]

Third Observation10. Most observers will incorrectly predict that when

the three Tuggers are added to the right-side hook the strip will move right. Check your class for the number of students that made an incorrect prediction.

11. Have the students take turns moving the balanced strip to several different positions and observe that when released, the strip doesn’t move.

12. Instruct the Starters to hold onto their strips and not to move the strips. Tell the right-side Captains to hang three Tuggers on their right-side hooks. Allow students time to answer the questions. Discuss the correct answers. [5 Tuggers are pull-ing on the left side of the strip and 5 Tuggers arepulling on the right side. The forces are balancedsince 5 Tuggers = 5 Tuggers.] Ask the students to circle their prediction of what the strip will do when released by the Starter. On your signal, let the Starters release their strips. Give the students time to respond to the next two questions. [The strip will remain at rest because the forces are balanced.]

Connecting Learning 1. What causes motion? [unbalanced forces] 2. How were you able to balance the forces? 3. What caused an unbalanced force? 4. What surprised you when you were doing this

activity? 5. If I put fi ve Tuggers on each side and then use

scissors to cut the paper strip along the line be-tween the two Tug Teams, what do you think will happen to:

the left-side Tug Team? Why? the right-side Tug Team? Why? 6. What examples from everyday life can you think

of that show balanced and unbalanced forces? 7. What are you wondering now?


Key Question

How do balanced and unbalanced forces affect the motion of an object?

Learning Goal

balance and unbalance the forces on a paper strip by adding paper clip weights to lengths of thread attached to opposite ends of the strip.


Tug Teams Strips

Copy and cut out Tug Teams strips.Use a pencil point to punch two holes in each strip.

Attach two 50-centimeter lengths of thread through the holes of each strip.

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams

Tug Teams Tug Teams


• Set up apparatus as shown.• Use the weight of a paper clip to represent

one unit of force called a Tugger. (Weight is a force!)

= Tugger

Tug Team Rules

How do balanced and unbalanced forces affect the motion of an object?

First ObservationPut 2 Tuggers on the left hook and 2 Tuggers on the right hook.On the basis of your observation, answer these questions.

_______ = Number of Tuggers pulling on left side

_______ = Number of Tuggers pulling on right side

Are the Tuggers balanced or unbalanced? _______________

Why (<, =, >)? _____________________________

• Starter: Center the Tug Teams strip over the mark on the masking tape.

?

119


Predict

Predict

Second Observation

• Starter: Tightly hold the Tug Teams strip until directed to let go.• Left Team Captain: Hang three Tuggers on the left-side hook.



Are the Tuggers balanced or unbalanced? _________________ Why (<, =, >)? __________

• Predict: The Tug Teams strip will: (circle your prediction)

• Starter: Release the Tug Teams strip.

What happened? ________________________________ Why? ______________________

Third Observation

• Starter: Tightly hold the Tug Teams strip where it is. Do NOT move it.• Right Team Captain: Hang three Tuggers on the right-side hook.



• Predict: The Tug Teams strip will: (circle your prediction)

• Starter: Release the Tug Teams strip.

What happened? ______________________ Why? _______________________

move left

remain at rest

move right

move left

remain at rest

move right

120


1. What causes motion?

2. How were you able to balance the forces?

Connecting Learning

3. What caused an unbalanced force?

4. What surprised you when you were doing this activity?

5. If I put fi ve Tuggers on each side and then use scissors to cut the paper strip along the line between the two Tug Teams, what do you think will happen to:

the left-side Tug Team? Why? the right-side Tug Team? Why?

6. What examples from everyday life can you think of that show balanced and unbalanced forces?

7. What are you wondering now?


Developed and Published by AIMS Education Foundation · Developed and Published by AIMS Education...

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