Motion, Force, and Models

Transcription

1 5 th Science Notebook Motion, Force, and Models Investigation 4: Models and Design Name: Big Question: What are models and why are designing them important? 1

2 Alignment with New York State Science Standards & Performance Indicators Standard 1: Mathematical Analysis M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities M2.1 Use inductive reasoning to construct, evaluate, and validate conjectures and arguments, recognizing patterns can assist in explaining and extending math phenomena M3.1 Apply math knowledge to solve real-world problems Standard 1: Scientific Inquiry S1.1 Formulate questions independently with the aid of references appropriate for guiding the search for explanations of observations S1.2 Construct explanations independently for natural phenomena S1.3 Represent, present, and defend proposed explanations S2.1 Use conventional techniques and those of their own design to make further observations and refine explanations S2.2 Develop, present, and defend formal research proposals S2.3 Carry out research proposals, recording observations and measurements S3.1 Design charts, tables, graphs and other visual representations of observations in conventional and creative ways S3.2 Interpret organized data to answer the research question and to gain insight into the problem S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis Standard 1: Engineering Design T1.1 Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest T1.2 Locate and utilize a range of printed, electronic, and human information sources to obtain ideas T1.3 Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques, defer judgment, evaluate ideas, explain optimal choice T1.4 Develop plans and construct a model of the solution T1.5 In a group setting, test their solution against design specs, present and evaluate results, describe how solution might be modified, and discuss tradeoffs 2

3 Alignment with New York State Science Standards & Performance Indicators Standard 2: Information Systems 3: Information technology can have a positive and negative impact on society, depending on its use Standard 4: Physical Environment 4.1c Most activities in everyday life involve one form of energy being transformed into another 4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical 4.1e Energy can be considered to be either kinetic energy or potential energy 5.1a The motion of an object is always judged with respect to some other object or point. 5.1b The motion of an object can be described by its position, direction or motion, and speed. 5.1c An object's motion is the result of the combined effect of all forces acting on the object. 5.1d Force is directly related to an object's mass and acceleration. Standard 6: Interconnectedness 1: Through systems thinking, they recognize commonalities that exist and how parts of a system interrelate and combine to perform special functions 2: Models are simplified representations 5: Identifying patterns for change is necessary for making predictions about future behavior and conditions 6: In order to arrive at the best solution to meet criteria and constraints, trade-offs are often necessary Standard 7: Interdisciplinary Problem Solving 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems 2: Solving interdisciplinary problems involves a variety of skills and strategies such as effective work habits, gathering information, generating ideas, making connections, and presenting ideas 3

4 Table of Contents Part Title Page 1 Black Boxes 6 2 Drought Stopper 13 3 Engineering-Design Challenge 20 4

5 What do you know about designing models? I Think Now I Know 5

6 Part 1: Black Boxes FOCUS QUESTION What is the process to develop a model of the black box? CLAIM EVIDENCE 6

7 Part 1: Black Boxes Directions: Draw diagrams and write descriptions to record your ideas and observations. INVESTIGATE: What s inside the black box? 7

8 Part 1: Black Boxes Directions: Draw your group s black box consensus model. 8

9 Part 1: Black Boxes Directions: Read Scientists and Models, pgs Use evidence from the text to answer the questions below. 1. What was Ptolemy s model for the universe? What was Copernicus s model? 2. Why was it hard for people to accept Copernicus s idea? 3. What tools are used to improve our model of the universe? 4. What other kinds of models of our natural world do you read about and hear about in the news today? 9

10 Part 1: Black Boxes Word Bank analyze - collaboration - consensus - construct - model - 10

11 Part 1: Black Boxes Word Bank observe - revise - 11

12 Part 1: Black Boxes Science Content/Inquiry 12

13 Part 2: Drought Stopper FOCUS QUESTION How does a drought stopper work? CLAIM EVIDENCE 13

14 Part 2: Drought Stopper Directions: Observe the drought stopper and draw a model of it below. 14

15 Part 2: Drought Stopper 15

16 Part 2: Drought Stopper Directions: Answer the questions from Response Sheet- Investigation 4 below. 16

17 Part 2: Drought Stopper Directions: Read Beachcombing Science, pgs Use evidence from the text to answer the questions below. 1. What was the accident in the Pacific Ocean in 1992, and how did scientists use it? What data did they collect? 2. What about the data surprised the scientists? 3. What did the data help the scientists do? 17

18 Part 2: Drought Stopper Word Bank siphon - 18

19 Part 2: Drought Stopper Science Content/Inquiry 19

20 Part 3: Engineering-Design Challenge FOCUS QUESTION What do engineers do when they create a product to solve a problem? CLAIM EVIDENCE 20

21 Part 3: Engineering-Design Challenge 21

22 Engineering-Design Plan Part 3: Engineering-Design Challenge 1. What is your design challenge? 2. Draw your initial design below. Be sure to label it. 22

23 Engineering-Design Plan Part 3: Engineering-Design Challenge 3. Describe your design s features and the materials you think you will use. 23

24 Engineering-Design Plan Part 3: Engineering-Design Challenge 4. Draw your best design, and list the materials you used and why you selected them. 24

25 Engineering-Design Plan Part 3: Engineering-Design Challenge 5. Describe what you did to try to meet the challenge. 25

26 Engineering-Design Plan Part 3: Engineering-Design Challenge 6. Describe any challenges you had during the design process and how you worked through them to improve your design. 26

27 Part 3: Engineering-Design Challenge Directions: Read The Path to Invention, pgs Use evidence from the text to answer the questions below. 1. How is the Rube Goldberg Machine Contest at Purdue University like our classroom challenge? 2. What kinds of problems do you think the teams in the contest experienced? 3. What process do you think the Darfur stove designers went through? 27

28 Part 3: Engineering-Design Challenge Word Bank 28

29 Part 3: Engineering-Design Challenge Science Content/Inquiry 29

30 Investigation 4: Models and Design Directions: Answer the big question below. Use evidence from the investigations to support your answer. BIG QUESTION What are models and why are designing them important? 30