Lesson 1- Introduction to Experiment. Static Friction Curricular Competencies:
Decide which variable should be changed and measured for a fair test
Choose appropriate data to collect to answer their questions
Observe, measure, and record data, using appropriate tools, including digital technologies Friction exp photo.tiff #1Friction Voc & Exp-2.doc
Lesson 2- The Poster! Curricular Competencies:
Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data
Identify patterns and connections in data
Compare data with predictions and develop explanations for results
Demonstrate an openness to new ideas and consideration of alternatives Science Report Form.docx Science Report Rubric3.doc Science Report Sample.pdf
Lesson 3 Kinetic Friction-
Improving the experiment to make it ‘repeatable’ and ‘catch up’ for those who had difficulty last time- The AIM: similar results!.
Curricular Competencies:
Evaluate whether their investigations were fair tests
Identify possible sources of error
Suggest improvements to their investigation methods #3 Kinetic Friction.doc
Inclined Plane: Curricular Competencies:
Identify questions to answer or problems to solve through scientific inquiry
Make predictions about the findings of their inquiry #8 Inclined Plane Exp-rev15.doc
Gr5 Science- Simple Machines unit. PHYSICAL SCIENCE (GR. 5)
Ray’s Gr 5 Simple Machines unit.
Fall 11- under construction.- Feel free to help improve this! Can you speak another language? Let me know at ray.myrtle (at) gmail.com I want to produce other language versions of the lessons so that ESL & parents with limited English can understand the material- some of this is just materials and ideas ‘parked here’.
READ ALL OF THE CRITERIA (rules) BEFORE YOU START!
Content (What you need to include):
Include all the 5 parts of the scientific method:
1. Hypothesis: means: What do you think will happen?
You can also use a question: What are we trying to find?– for example: How farare paper clipsfrom the fulcrum when the lever is balanced?
2. Materials: Exactly what things did you use? List them.
3. Method: (this part is optional) Describe EXACTLY how you did the experiment. Write out each step so someone could copy exactly what you did and get the same results as you did. Use diagrams to help make it clear.
4. Results: This is the measurements and other observations you made during the experiment.
the Data Table is the most important part. Include the results from other people in your class in your data table.
Put your data into a Graph. Label the graph.
5. Conclusions: Explain what happened. Looking at the results, what patterns do you see?
Errors: Why do you think we got different results sometimes? Why did Steven get 8 cm?What could explain it? Think about the way the experiment was done.
Give the three best 3 reasons why some results might be different.
Presentation (How your poster looks): See the examples on the board
Titles and diagrams with felts – like a ‘sharpie’
All words level on the page- no printing up or down, except on the side of the graph.
Use a ruler to draw lines.
Space out the parts of the poster so that it is not crowded or emply in any part.
Put a box around each part of the scientific method (Question- Materials etc) so that the section is clear
Rubric: A chart that tells you how the poster will be evaluated and helps you know what to do. Required– what you have to do. Organization– The order of things or where you put things on the page so that the reader can easily understand what you did Criteria: the ‘rules’ you have to follow for the poster
Lever poster rubric
Poster Rubric2
(NF)
Not
Yet
Finished
(2)
Minimally
Meets
(3)
Meets
(4)
Fully
Meets
(5)
Exceeds
Content-
The ideas and
information you
have to
include.
Missing two of the
5 sections. Major missing
pieces – graph, data table,
diagrams.
Major difference from real
experiment
All 4 required
sections. Important
pieces may be missing
or incorrectData table and conclusion
attempted but may not be
complete
Minor pieces
missing, or
differences from the
real experiment, but
major structures
there. Data complete
but conclusion
may not be complete
All 4 required sections
complete, eg.
Data and Graph labeled
and complete. Logical
conclusion, & errors.may
have small errors.
All 5 sections
complete. Clear
understanding of
pattern. Thoughful
examples of errors-
may include ways
to eliminate them.
Evidence of additional thinking
or knowledge.
Presentation-
How you
organize the
poster so it
is easy to
understand.
Did not follow criteria
Organization difficult to follow
Writing difficult to read.
Diagrams not completed.
Most title, labels are missing.
Did not follow all criteria.
Organization difficult to follow
Writing may be difficult to read.
Diagrams not completed.
Some titles or labels missing.
Most important criteria
followed. Organization
may be hard to follow
in some parts.
Important criteria
followed. Organization
clear in most parts.
Criteria followed.
Additional features
may be present.
To download these pictures in your own flip lesson, go to the Pages and Files link on the left side-to download, you will need to be a member of the wiki- (click on ‘join now’ on the top left).
Lesson 1- Graph the Class:
Goals:
To learn how to put information into a graph and label it.
Download* the #2 & #3 blackline masters from here. *FYI- The reason for the insistence on following the directions in the text (which might not be appropriate at other times), is that this excerpt is written to be used during the first week of school, when learning to complete a graph was NOT as important as the underlying goals for this activity: 1) to establish following directions,(if students don’t follow your directions during the first week, they never will!) 2). to quickly gain an assessment of students’ writing ability, and ability to infer.
Lesson 2- Static Friction Experiment watch the description of what to do here
The purposes of this lesson are:
to introduce the idea of friction, which will affect future experiments,
and do the experiment carefully in order to get reproducible results,
to learn record data and draw a labeled diagram of the results right away
Lesson 3- How to write a one page Science Report.– Although it is not central to the simple machines outcomes, I believe that Science Reports do encourage the development of the science skills in the IRP and help provide a foundation for success in science through K-12.
The purposes of this lesson are:
To learn how to fill out the parts of the science report
especially to consider ‘what does the data tell us?’ so the conclusions follow the data and answer the question posed in the Hypothesis/Question section
Lesson 4- Kinetic Friction Experiment – this experiment is very similar to the Static friction experiment. The purpose is to enable those who successfully completed the Static Friction Experiment to go on, while the teacher can do ‘Correct & Catch’ up with those who did not do the first experiment write up correctly.
Here is a written version of the instructions Lesson 3 Kinetic Friction.docthat you can hand out to those students who cannot see the video version.
Here’s the link to the video: http://screencast-o-matic.com/watch/clVQqjxcg
The purpose of this experiment is to illustrate about a key characteristic of simple machines: they change distance in to force.
We will find the difference in the amount of force needed to lift a weight straight up or lift it up on an inclined plane. How to measure with a ruler (note start at 2:45 minutes- the part before that is about the imperial system.
Download instructions Lesson 6 (need to change from #5) Lesson #5-First Inclined Plane.doc.
Link to Lesson #6: http://screencast-o-matic.com/watch/clVriqynj
to use data to make a prediction or hypothesis and test it.
to use data to analyse- eg how much does friction change the force on the inclined plane (if they had time to do the force on the flat)
to provide an extension activity for those ready for it, and enable the teacher to focus upon those who need to work further on the first inclined plane experiment
I’m going to try to do a video on how to think about the ideas in this experiment. I’ve removed old #8 video.
#11 Wheel and Axle:
The wheel is a wonderful invention that reduces friction. Usually in that case the wheel spins on the axle.
However when the wheel is FIXED to the axle it is can change distance into force.
Here is the vocabulary:
Note: one word is missing: circumference= the distance around a circle (the length of the outside)
Here is the video about the Wheel & Axle:
Here is a video about measuring with a ruler (use from 2:45- the early part is the imperial system.)
Wheel & Axle Activity V.2
Here is a rough copy for collection of data. wheel & axle, screw exp V2.doc
Download a description of the experiment using starbucks cups. #11 Wheel & Axle Exp-2.doc
#15 The Lever
This experiment can be done using paper clips as weights, stir sticks from Starbucks, and batteries or white board felt pens as fulcrums. The main idea is to get the idea
that if you double the weight on one side, you need to double the distance on the other. This leads to L x W= L x W (Length x Weight on one side)= Length x Weight on the other side).
The second concept is the idea of the three types of levers. The key there is to identify where the fulcurm is:
In the middle= 1st class (see-saw or teeter todder)
Near the load= 2nd class (wheel barrow)
Near the Force= 3rd class (baseball bat or fishing rod).
Related to this is the understanding that the 3rd class lever is use force to create more distance (or speed) (the opposite of most of the other simple machines)- the 1st class lever can do this as well by changing the length of the levers and placing the force on the shorter end and the load on the longer end of the lever.
Here is the vocabulary Flip Lesson:
Here are some photos showing the three steps of the lever experiment: You can find these by searching for IMG_0138.jpg, IMG_0139.jpg , IMG_0141.jpg a
1. find the balance point of the lever without anything on it and make a mark (see the dot in the first photo below)
2. Measure 3 cm from the balance point (fulcrum) and put a mark and place a paper clip there. (the picture below does not have the balance mare but has not been marked for 3 cm.
3. Put another paper clip on the other side of the balance point, and move it in or our until it balances.
Mark the spot where the 2nd paper clip is. What distance do you think it will be?
4. Measure the distance from each paper clip to the balance point.
Share your answers with your class.
5. Put 2 paper clips on the 3 cm mark you made before, and move the other paper clip until it balances.
Mark it and measure it.
6. Collect your data from the whole class- what do you find? Can you see a simple way of predicting the distance of the second (single) paper clip? How does it compare with the distance of the first paper clip?