Grade 05 Unit 03 Exemplar Lesson 01: Experimenting with Force This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis This lesson is designed for students to investigate the effect of force on an object. Students will design and conduct an experiment and display their findings on a mini-board. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. Scientific Process TEKS 5.6 Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: 5.6D Design an experiment that tests the effect of force on an object. Supporting Standard 5.2 Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to: 5.2A Describe, plan, and implement simple experimental investigations testing one variable. 5.2F Communicate valid conclusions in both written and verbal forms. 5.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 5.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks timing devices, including clocks and stopwatches materials to support observations of habitats or organisms such as terrariums and aquariums. GETTING READY FOR INSTRUCTION Performance Indicators Grade 05 Unit 03 PI 01 Design and implement an experiment that tests the effect of force on an object. Report results on a mini board. Standard(s): 5.2A, 5.2F, 5.6D ELPS ELPS.c.1C, ELPS.c.3J, ELPS.c.5G Key Understandings Forces can change the speed or direction of an object. What are some examples of force? How does an object respond to an increase or decrease in force? How does the application of a force affect the speed of an object? How does the application of a force affect the direction of an object? Vocabulary of Instruction force gravity push pull decrease greatest page 1 of 13
inertia reliability variable magnetism friction increase least Materials any other items that could move a ball (1 2 per group) ball (1 per group) CD Hovercraft (see Advance Preparation, 1 per group) CD (old, 1 per group of 3 4) bottle cap (with small hole drilled or punched in center, 1 per group) balloon (1 per student) glue gun (1 per class) index card (any size, 1 per group) keys (3 for teacher demonstration) magnet (1 per group) paper clips (3 for teacher demonstration) pencil (1 for teacher demonstration) rubber band (1 per group) string variety of materials to apply force to object (1 2 per group) variety of objects to test forces (at least 1 per group Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: CD Hovercraft Assembly Instructions Handout: How Does Force Affect a CD Hovercraft? (1 per student) Teacher Resource: How Does Force Affect a CD Hovercraft? SAMPLE/KEY Handout: Mini-board for the Performance Indicator (1 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Follow instructions on the Teacher Resource: CD Hovercraft Assembly Instructions to assist with constructing the hovercraft. Safety Note: Wear safety goggles during construction. Use caution when handling sharp objects. Use a glue gun to secure the lid to a CD. Make sure the small hole is centered over the hole in the CD. 2. Prepare attachment(s) as necessary. Background Information This lesson ties together some main ideas concerning forces. During this lesson, students will focus on designing and implementing an experiment that tests the effect of force on an object. STAAR Note: Supporting Standard 5.6D will be tested on STAAR under Reporting Category 2: Force, Motion, and Energy. INSTRUCTIONAL PROCEDURES page 2 of 13
Instructional Procedures ENGAGE Key Drop Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 1. Facilitate a discussion of the following: Forces can change the speed or direction of an object. What are some examples of force? Answers will vary. 2. Demonstrate a simple trick that illustrates the effects of forces on objects. Use a string one meter in length. Tie three small paperclips tied to one end and a set of two or three keys tied to the other end. Hold a pencil firmly in one hand and drape the end of the string with the keys over the pencil. Hold the end with the paper clips out from the pencil so the string is parallel to the floor. 3. Pose the following question: What do you know about gravity? Accept all answers. string (1 meter, for teacher demonstration) keys (3 for teacher demonstration) paper clips (3 for teacher demonstration) pencil (1 for teacher demonstration) Safety Note: Be sure there is enough room for the paper clips to swing freely. 4. Inform students that the keys can defy gravity and not hit the floor when the paper clips are released. Hold the pencil parallel to the floor and paper clips in the other hand. Release the paper clips. As they fall, the string will cause the clips to orbit the pencil and wrap tightly around the pencil, keeping the keys from hitting the floor. 5. Demonstrate this activity several times so students can make observations. 6. Instruct students to diagram the system in their science notebook, and list the forces that work within the system. Discuss the parts of this system including gravity. (See Instructional Notes.) 7. Introduce the Performance Indicator for this lesson. Ask students to list five objects they may wish to use for the assessment. Encourage students to include representatives from each state of matter. Instructional Notes: Practice this several times before demonstrating for students. Students have been learning about magnets since kindergarten; pushes, pulls, change in direction and location since Grade 1; comparing the various motions of objects, such as spins, slides and rolls, since Grade 2; and magnetism, gravity, friction, pushes and pulls since Grade 4. If you find that your students have gaps in the knowledge of any of these forces it will be imperative to review these during the Engage. Misconception: Students may think that sustained motion requires sustained force. Notebooks: Instruct students to diagram the key and clip system in their science notebook and list the forces that work within the system. Students discuss the parts of this system including gravity. EXPLORE Exploring Force Suggested Days 1 (continued) and 2 1. Divide the class into groups of 3 4 students. 2. Hold up a spring scale and choose several students to explain the use of this science tool, including what it measures and the units of measurement. (See Instructional Notes.) 3. Inform students that during this investigation they will identify as many ways as possible to move the ball with materials such as a magnet, a rubber band or a piece of string. 4. During the investigation, students are to describe the effects of the forces (push and/or pull) such as gravity, magnetism and friction, on the ball. Observations should include: safety goggles (1 pair per student) spring scale (1 per group) ball (1 per group) index card (any size, 1 per group) magnet (1 per group) rubber band (1 per group) string (2 feet, 1 piece per group) any other items that could move a ball (1 2 per group) page 3 of 13
the direction of the force the direction the ball moved, the relative size of the force the relative speed of the ball 5. Students will also describe one way the amount of force could be measured using the spring scale. Remind students to wear safety goggles during this investigation. 6. Instruct students to record, in their science notebooks, their method of moving the ball and the results. 7. After the allotted time, have each group share one process for moving the ball and what happened. Encourage them to answer in complete sentences using the sentence stem: One way our group moved the ball was to. The ball moved because. 8. After each group has an opportunity to share, facilitate a discussion of the following: What are some examples of force used in this activity? (Push, pull, gravity, magnetism, friction, moving air, etc.) How did the ball respond to a small force being applied? (The ball moved slowly.) A large force? (The ball moved faster.) How does the application of a force affect the speed of the ball? (The more force, the faster the ball moves.) How does the application of a force affect the direction of the ball? (The ball moves in the same direction as the force.) How did the activities today help you understand that forces can change the speed or direction of an object? Instructional Notes: The spring scale is a tool that is introduced in Grade 3 and used again in Grade 4. The spring scale is used to measure a force or weight (not mass). The unit of measurement is in grams or Newtons (1 Newton = 100 grams). Spring scales may look different, but they all have 5 basic parts: the hanger, an adjustment device, an indicator, a scale (in Newtons and/or grams) and a hook. If students finish early, challenge them to move the ball exactly 2 m. Use tape to mark the area. Ask students to describe the force needed to accomplish this challenge. Misconception: Students may think that sustained motion requires sustained force. STAAR Note: Supporting Standard 5.6D will be tested on STAAR under Reporting Category 2: Force, Motion, and Energy. Notebooks: Students respond to the questions in their science notebooks. 9. Instruct students to reflect on real life situations where they have seen small and large forces at work and how these forces might have affected the speed and direction of an object. Allow students to share their examples and thinking with a partner. 10. Direct students to record the examples they just shared in their science notebooks. Guide students to record their thinking in complete sentences using sentence stems such as: I have seen a force at work, when. (or) The force changed the of the, by. EXPLAIN Force Mapping Suggested Day 3 1. Begin this session by asking students to share a few reflections about how moving the ball helped them understand that forces can change the speed or direction of an object. 2. Review the forces used to move the ball during the previous activity. 3. Facilitate a discussion in which students reflect on changes caused by an increase in force (a greater force) or a decrease in force (a lesser force.) 4. Instruct students to draw and label a diagram in their science notebooks of one of their methods to move the ball. 5. Allow students a few minutes to complete their drawings and then continue the discussion: Scientists use symbols to represent force (arrows). Note: During this discussion, use a small arrow to represent a small force and large arrow to Misconception: Students may think that sustained motion requires sustained force. Check For Understanding: As students present their explanations it provides an opportunity for teachers to formatively assess their understanding of force and motion. Notebooks: page 4 of 13
represent a large force. The arrow should also point in the direction of the force. Diagram, in the science notebook, three ways the students moved the balls. Present diagrams and explanations to the class. Allow students the opportunity to use a document camera to show their diagrams as they explain the forces. 6. Revisit the Key Drop activity, and model how to add force arrows to the diagram to indicate the forces applied when the keys were released. 7. Instruct students to work in groups to diagram, in their science notebook, three ways they moved the balls. Present diagrams and explanations to the class. 8. To ensure student understanding of the concept that a force can change the motion and direction of an object, present additional scenarios where the applied force is greater or lesser. Additionally, include the terms increased and decreased forces in the description. ELABORATE CD Hovercrafts Suggested Days 4 and 5 1. The CD Hovercrafts must be prepared in advance. 2. Divide the class into groups of 3 4 students. 3. Introduce the hovercraft activity: For this lesson, you will use a hovercraft to investigate how force can change the speed or direction of an object. To use the hovercraft, inflate a balloon, and twist it to prevent air from leaking out. Stretch the opening of the balloon over the bottle lid. Place the hovercraft on a smooth surface. Allow the air to escape from the balloon. As it does, give the hovercraft a push. 4. Allow students 5 10 minutes to explore how to use the hovercraft before beginning the investigation. Remind students to wear safety goggles to protect the eyes in the event a balloon bursts. 5. Note: Students will use the hovercraft to work through the experimental design as an example of the Performance Indicator. (See the Teacher Resource: How Does Force Affect a CD Hovercraft? SAMPLE/KEY.) 6. Distribute the Handout: How Does Force Affect a CD Hovercraft? to each student. 7. Discuss the process of experimental design: In your handout, the problem is stated as a question, How does the application of a force, such as a push, affect a CD hovercraft? When you design your investigation, you can decide which type of force to apply to the object. Remember, when you design an investigation you may only test one variable. Your hypothesis is stated in the form of an if...then statement. For example: If a greater force is applied to the hovercraft, then the hovercraft will move faster. safety goggles (1 pair per student) calculator (1 per group) Optional CD Hovercraft (see Advance Preparation, 1 per group) CD (recycled or new, 1 per group of 3 4) bottle cap (with small hole drilled or punched in center, 1 per group) balloon (1 per student) glue gun (1 per class) tape (masking, 1 roll per class) meter stick (2-3 per class) timing device (1 per group) Attachments: Teacher Resource: CD Hovercraft Assembly Instructions Handout: How Does Force Affect a CD Hovercraft? (1 per student) Teacher Resource: How Does Force Affect a CD Hovercraft? SAMPLE/KEY Safety Notes: Students should wear safety goggles to protect the eyes in the event a balloon bursts. Students should not share the task of inflating balloons unless an air pump is used. 8. This may be your students first experience with using a variable in an investigation. A variable is the condition that is changed in an investigation in order to discover the effect of that particular change. 9. Continue the discussion: Your procedure needs to be detailed enough for someone else to duplicate the experiment. A procedure is a step-by-step guide on how to conduct the investigation. You will need to include any safety considerations for your Instructional Notes: Have each student make their own hovercraft, or make a set for the class to use. If a class set is used, each student should have their own balloon. During the activity, students are asked to average the trials. The intent is for students to get a number that represents all trials to increase the accuracy of the results. page 5 of 13
investigation. During an experiment, scientists conduct many trials to increase the reliability of the results. Repeated investigations increase the reliability of the results. During the trials, you need to use the same amount of force, but this is difficult to control. The more trials that are conducted, the more consistent the results become. 10. Note: For the results section, all trials need to be represented on the graph. The easiest way to do this is to add up the timed increments and divide the sum by the total number of trials. A calculator could be provided to groups for averaging. 11. Continue the discussion of organizing and presenting student results: You may wish to provide student groups with a calculator for averaging their results. Check For Understanding: As students respond, listen for any misconceptions or gaps in learning. This is an opportunity for a formative assessment of student understanding. Notebooks: Students write the term variable in their notebook along with a definition or explanation of the term. A bar graph is most appropriate for comparing the two levels of applied force, such as the types of pushes. Fill in the bar graph with the time increments on the x-axis and types of force (such as gravity, magnetism, push, or pull) on the y-axis. List the materials used in the investigation; be specific with the materials and quantities. In the conclusion section, you need to summarize the results of the investigation in writing. You also need to develop a generalized statement of how force affects the speed or direction of an object. In addition, you need to describe if the variable (push or pull) was increased or decreased compared to the control. 12. Allow time for students to complete the planning and implementation of the investigation. 13. After all groups have completed their investigation, facilitate a class discussion using the following guiding questions: What are some examples of force used in this activity? (Push, gravity, moving air) How did the hovercraft respond to a lesser force being applied? (The hovercraft moved slowly.) A greater force? (The hovercraft moved faster.) How did the hovercraft respond to an increase in force? (The hovercraft moved faster.) A decrease in force? (The hovercraft moved more slowly.) How does the application of a force affect the speed of the hovercraft? (The more force, the faster the hovercraft moves.) How does the application of a force affect the direction of the hovercraft? (The hovercraft moves in the same direction as the force.) 14. Instruct students to discuss with a partner how using the hovercraft helped them understand that force can change the speed or direction of an object. 15. Call on a few pairs to share their thoughts with the class. Remind students to justify their thinking. EVALUATE Performance Indicator Suggested Days 6 and 7 Grade 05 Unit 03 PI 01 Design and implement an experiment that tests the effect of force on an object. Report results on a mini board. Standard(s): 5.2A, 5.2F, 5.6D ELPS ELPS.c.1C, ELPS.c.3J, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment. variety of objects to test forces (at least 1 per group) variety of materials to apply force to object (1 2 per group) Attachments: page 6 of 13
Handout: Mini-board for the Performance Indicator (1 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Safety Note: Students are expected to use safety equipment in all lab situations. page 7 of 13
Hovercraft Assembly Instructions Safety Note: Wear safety goggles during construction. Use caution when handling sharp objects. Do not allow students to share balloons. Students should wear safety goggles during the activity. 1. Punch a small hole in a soda or water bottle lid using a nail or drill. 2. Use a glue gun to glue it in place over the opening in a CD. 3. Inflate a balloon, and place it over the lid. 2012, TESCCC 03/04/13 page 1 of 1
Strength of Force Hard Soft How Does Force Affect a CD Hovercraft? Question/Problem: How does a(n) (increased/decreased) force affect a CD hovercraft? Hypothesis: If Results: Data: Force Trial 1 2 3 4 5 Average Safety goggles Hovercraft Balloon Stopwatch then Procedure: Soft Hard Calculator (to determine the average) 1. Wear your safety goggles. Mark a 2 m track on a smooth, flat surface. Time to Travel 2 Meters (m) Conclusion: 2. Inflate the balloon, and attach it to the hovercraft. Graph: 3. Place the hovercraft on the starting line, and allow air from the balloon to escape. 4. Give the hovercraft a gentle push, and time how long it takes to travel 2 m. 5. Repeat the trial four more times, remembering to push with the same amount of force each time. 6. Conduct a new set of trials. Increase the force applied to the hovercraft. 1 2 3 4 5 6 Time in Seconds 7. Remember to be consistent in your push. 2012, TESCCC 03/04/13 page 1 of 1
Strength of Force Hard Soft How Does Force Affect a CD Hovercraft? SAMPLE/KEY Question/Problem: How does a(n) increased force affect a CD hovercraft? Hypothesis: If a greater force is applied to a CD hovercraft, then the faster it will move. Procedure: 1. Wear your safety goggles. Mark a 2 m track on a smooth, flat surface. 2. Inflate the balloon, and attach it to the hovercraft. 3. Place the hovercraft on the starting line, and allow air from the balloon to escape. 4. Give the hovercraft a gentle push, and time how long it takes to travel 2 m. 5. Repeat the trial four more times, remembering to push with the same amount of force each time. 6. Conduct a new set of trials. Increase the force applied to the hovercraft. 7. Remember to be consistent in your push. Results: Student investigations will vary by the amount of force (increased/decreased) applied and therefore, results will also vary. Data: Force Soft Hard Graph: Trial 1 2 3 4 5 Average 8 s 7 s 7 s 9 s 6 s 7.4 s 3 s 2 s 4 s 3 s 3 s 3 s Time to Travel 2 Meters (m) 1 2 3 4 5 6 7 8 Time in Seconds Safety goggles Hovercraft Balloon Stopwatch Calculator (to determine the average) Conclusion: During the investigation, when a soft push was applied, the hovercraft moved slowly down the 2 m track. It took 7.4 seconds on average to travel the distance. When a hard push was applied, the hovercraft was faster, taking only 3 seconds to travel the 2 meters. In general, the greater the force applied to an object, the faster its speed. 2012, TESCCC 03/04/13 page 1 of 1
Mini-board for the Performance Indicator Directions: Design and implement an experiment that tests the effect of force on an object. Problem or Question: Data: Results: Hypothesis: Procedures: Graph: Conclusion: 2012, TESCCC 07/06/12 page 1 of 1
Performance Indicator Instructions KEY Performance Indicator Design and implement an experiment that tests the effect of force on an object. Report results on a mini-board. (5.2A, 5.2F; 5.6D) 1C; 3J; 5G pencils (colored, 1 pack per pair of students) Attachments: Handout: Mini-board for the Performance Indicator (1 per student) Instructional Procedures: 1. Remind students that they will be designing their own experiment to test the effect of force on an object. Instruct students to review the list they created in their science notebook on Day 1. 2. Ask students to select one object from the list they created to use in their investigation. 3. Distribute the Handout: Mini-board for the Performance Indicator to students. Review each section with students. 4. Instruct students to use the handout to plan their investigation. Check the question, hypothesis, materials, and procedure prior to giving students permission to proceed with the investigation. 5. Share the Performance Indicator rubric or expectations with students prior to students beginning the assessment. 6. Answer any questions students may have regarding the assessment. 7. Once students have permission to proceed, monitor their work. Remind them to include all safety considerations. 8. Allow students time to complete the investigation and mini-board. Remind students to communicate valid conclusions in both written and verbal forms. 2012, TESCCC 05/01/13 page 1 of 2
9. On Day 7, instruct students to display their mini-boards around the room and conduct a Gallery Walk. 10. As students look at other students posters, instruct them to read the data, results, and conclusions. Students should have the opportunity to ask questions, give suggestions, and provide positive feedback. 11. After the Gallery Walk, facilitate a guided discussion on what students observed. What are some examples of force used in this activity? (Push, gravity, moving air) How did the objects respond to a lesser force being applied? (The object moved slowly.) A greater force? (The object moved faster.) How does the application of force affect the speed of the object? (The more force, the faster the object moves.) How does the application of force affect the direction of the object? (The object moves in the same direction as the force.) Safety Note: Students are required to use safety equipment in all lab situations. Instructional Note: A Gallery Walk is a cooperative learning strategy in which students move around the room, collecting information. 2012, TESCCC 05/01/13 page 2 of 2