Text illustrations: Janet Moneymaker, Rebecca W. Keller, PhD

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3 Text illustrations: Janet Moneymaker, Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be reproduced in any manner whatsoever without written permission. Focus On Elementary Physics Student Textbook (softcover) ISBN Published by Gravitas Publications, Inc.

4 Contents iii CHAPTER 1 WHAT IS PHYSICS? What Goes Up Comes Down Obey the Rules Who Makes the Rules? Think Like a Scientist Summary 6 CHAPTER 2 PUSH AND PULL Up the Hill Force Work Energy Summary 14 CHAPTER 3 KINDS OF ENERGY Stored Energy Types of Stored Energy Releasing Stored Energy Moving Energy Summary 2 1 CHAPTER 4 WHEN THINGS MOVE Moving Objects Keeping Object in Motion Marbles and Bowling Balls Friction Summary 28 CHAPTER 5 CHEMICAL ENERGY Atoms and Energy Energy for Cars Energy in Food Batteries Summary 35

5 iv Contents CHAPTER 6 ELECTRICITY Introduction Electrons Electrons and Charge Electrons and Force Summary 42 CHAPTER 7 MOVING ELECTRONS Introduction Electrons in Metals Electrons in Other Materials Summary 49 CHAPTER 8 MAGNETS Introduction Magnetic Poles Magnets and Force Summary 57 CHAPTER 9 LIGHT AND SOUND Waves Light Waves Sound Waves Summary 64 CHAPTER 10 SAVING ENERGY Energy to Energy Energy We Use Energy We Waste Finding Energy Summary 73

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7 2 Focus On Elementary Physics 1.1 What Goes Up Comes Down Have you ever thrown a ball up in the air? Did you notice the ball when it left your hand? What did it do? Did it go up? Did it come back down? Unless it gets stuck in a tree or picked up by a big bird, a ball that is thrown up into the air will always come back down. Have you ever tried to throw a ball really far or really high? Have you ever watched how far or how high the ball goes? Have you ever noticed that it s harder to throw a heavy ball than it is to throw a light ball? Have you ever noticed that it s almost impossible to throw a feather?

8 Chapter 1: What Is Physics? 3 All of these questions are questions about physics. Physics is the branch of science that asks questions about how far or how high a ball might go or how heavy it needs to be so that it can be thrown. People who study physics are studying how the world works. 1.2 Obey the Rules Did you know that balls will follow the same rules no matter where you are on Earth? You can be in the frozen arctic, and if you drop two balls they will fall in exactly the same way. You can be in a desert or at the beach or on a boat, and if you drop two balls, they will fall in exactly the same way. No matter where you are on the Earth, a ball will always follow the rules.

9 4 Focus On Elementary Physics There are rules for the way things, like balls, behave. The rule what goes up comes down is a rule about gravity. Gravity is what makes the ball come back down. Gravity is also what keeps you from flying off the surface of the Earth. Balls, toys, cars, houses, even birds, obey the rules of gravity. 1.3 Who Makes the Rules? Physics is about studying the way things behave and then figuring out the rules. Today, scientists who study physics are called physicists. Physicists don t make the rules, but they discover the rules by watching how the world works. Galileo Galilei was an Italian astronomer who liked to watch the sky. But Galileo was also curious about

10 Chapter 1: What Is Physics? 5 how things moved. He is known for a famous experiment in which he dropped two balls off a building to see what would happen. He used a heavy ball and a light ball, and he found out that they both hit the ground at the same time! Physicists also use math to figure out the rules. Isaac Newton was a great scientist who used math to figure out many important rules. Just by using math, Newton figured out exactly why Galileo s balls hit the ground at the same time when dropped off a building. Math helps us understand the rules. 1.4 Think Like a Scientist The first thing scientists do is to make observations. When you are looking at something with your eyes, you are making an observation. Making good observations is the first and most important step when you are trying to think like a scientist. When you make an observation, try to notice everything you can about what you are observing. If you are at the movie theater getting popcorn, try to notice the popcorn machine. Where does the popcorn go in?

11 6 Focus On Elementary Physics Where does it come out? What is moving on the machine? What is staying still? Notice the popcorn when it comes out. Is it hot or is it cold? These are important observations if you want to think like a scientist. 1.5 Summary Objects, like balls and planes and birds, always obey the rules of physics. The rules of physics are true no matter where you are on the Earth. Physicists don t make the rules, they discover the rules. To think like a scientist, you must make good observations.

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13 16 Focus On Elementary Physics 3.1 Stored Energy Recall from Chapter 2 that energy is something that gives something else the ability to do work. We saw how the food you eat for breakfast gives you the ability to move your muscles which allows you to pull your little sister up a hill. The food you eat for breakfast is a type of stored energy. Stored energy is energy that has not been used. A box of cereal may not look like it is full of energy, but in fact it has lots of energy molecules.

14 Chapter 3: Kinds of Energy 17 These energy molecules are called carbohydrates. When your body needs energy, it will break down the carbohydrate molecules so they can be used for moving muscles or walking to the store. 3.2 Types of Stored Energy There are different types of stored energy. Have you ever taken a rubber band and stretched it across your finger and thumb? What happens when you release your thumb, letting the rubber band go? It flies through the air. There is stored energy in a rubber band. But can you use this stored energy for breakfast? NO! You wouldn t eat rubber bands for breakfast! A rubber band has a different type of stored energy than your breakfast cereal.

15 18 Focus On Elementary Physics Breakfast cereal has chemical stored energy. Chemical stored energy is energy that comes from chemicals and chemical reactions. A rubber band has elastic stored energy. Elastic stored energy is energy that is found in materials that can stretch. A book on a table has gravitational stored energy. It could do work if it were to fall to the ground and smash an egg. Gravitational stored energy comes from objects that are elevated above the ground and can be pulled down by gravity. 3.3 Releasing Stored Energy When you let a rubber band go from your thumb, you release the stored elastic energy, and the rubber band flies through the air. When

16 Chapter 3: Kinds of Energy 19 you eat cereal for breakfast, your body breaks down the carbohydrate molecules, releasing the stored chemical energy so your muscles can pull a wagon. If a book falls off a table and onto the floor, the stored gravitational energy of the book is released and can be used to break an egg. When each of these types of stored energy is released, the energy does not disappear but is converted into moving energy. The rubber band moved, the wagon moved, and the book moved. In order for stored energy to do work, it must first be released. The stored energy in the rubber band, the breakfast cereal, and the book were all released and changed into moving energy. But what is moving energy?

17 20 Focus On Elementary Physics 3.4 Moving Energy Moving energy is the energy found in moving objects. There is only one type of moving energy, and physicists call this energy kinetic energy. Kinetic energy can come from different types of stored energy, but only the energy of a moving object is called kinetic energy. When you release the stored energy in a rubber band and it s sitting on the floor, it can no longer do any work unless it is picked up and stretched again. When the rubber band is sitting on the floor, all of the stored energy has been released, and all of the kinetic energy has been used. You might think that the energy is lost. However, none of the energy disappears, it just gets changed to a different type of energy. Energy is conserved. That means energy doesn t get lost, but it is changed from one form to another form. We will learn more about how energy is conserved in Chapter 10.

18 3.5 Summary Chapter 3: Kinds of Energy 21 Stored energy is energy that has not been used yet. There are different types of stored energy. Breakfast cereal has chemical stored energy. A rubber band has elastic stored energy. When stored energy is released, it can be changed into kinetic energy the energy of an object that is moving.

19 Laboratory Workbook Rebecca W. Keller, PhD

20 Illustrations: Janet Moneymaker and Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Focus On Elementary Physics Laboratory Workbook ISBN Published by Gravitas Publications, Inc. Printed in United States

21 Focus On Elementary Physics Laboratory Workbook iii A Note From the Author Hi! In this curriculum you are going to learn the first step of the scientific method: Making good observations! Each chapter in this workbook has five sections. The first section is called Observe It. Here you will perform an experiment and observe the results. In the second section, called Think About It, you will think about what you observed and answer questions about your observations. Then, in the section called What Did You Discover?, you will write down or draw what you found out by doing the experiment. In the Why? section, you will learn about the reasons why you may have observed certain things while doing the experiment. And finally, there is a section called Just For Fun that has an extra activity for you to experiment with. These experiments will help you learn the first step of the scientific method, and... they re lots of fun! Enjoy! Rebecca W. Keller, PhD

22 iv Focus On Elementary Physics Laboratory Workbook Contents Experiment 1: FALLING OBJECTS 1 Experiment 2: GET TO WORK 15 Experiment 3: MOVING ENERGY IN A TOY CAR 29 Experiment 4: ROLLING MARBLES 41 Experiment 5: LEMON ENERGY 49 Experiment 6: STICKY BALLOONS 59 Experiment 7: MOVING ELECTRONS 72 Experiment 8: MAGNET POLES 87 Experiment 9: SPLITTING LIGHT 103 Experiment 10: PLAYING WITH PHYSICS 112

23 Experiment 1 Falling Objects

24 2 Focus On Elementary Physics Laboratory Workbook I. Observe It Take two tennis balls and hold them at chest level with your arms pointing straight out in front of you. Release the two objects from your hands at the same time. Watch carefully to see how they land. Using words or pictures, record what you see. Repeat Steps - using different objects such as: An orange and an apple. A tennis ball and a rubber ball. An apple and a tennis ball. A rubber ball and an apple. An orange and a tennis ball.

25 Experiment 1: Falling Objects 3 Object 1 Object 2

26 4 Focus On Elementary Physics Laboratory Workbook Object 1 Object 2

27 Experiment 1: Falling Objects 5 Object 1 Object 2

28 6 Focus On Elementary Physics Laboratory Workbook Object 1 Object 2

29 Experiment 1: Falling Objects 7 Object 1 Object 2

30 8 Focus On Elementary Physics Laboratory Workbook Object 1 Object 2

31 Experiment 1: Falling Objects 9 Object 1 Object 2

32 10 Focus On Elementary Physics Laboratory Workbook II. Think About It Did the objects fall at the same speed? How can you tell? Are there any changes you would make to your experiment? Holding the objects higher? Holding the objects lower? Repeat the experiment for one set of objects using one change you thought about. Record your observations on the next page.

33 Experiment 1: Falling Objects 11 Object 1 Object 2

34 12 Focus On Elementary Physics Laboratory Workbook III. What Did You Discover? Was it easy or difficult to release the objects at the same time? Why or why not? Was it easy or difficult to observe the falling? Why or why not? Did all of the sets of objects land at the same time? Why or why not? Did the changes you chose to make to your experiment help? Why or why not?

35 Experiment 1: Falling Objects 13 IV. Why? Galileo Galilei discovered that when he let two objects of different weights fall from the same height, they always landed at the same time. This seems opposite to what you might think would happen. It seems like a heavier object would fall faster than a lighter object. But this is not what happens. Your observations showed that two objects of different weights will hit the ground at the same time. Why? Things fall because of gravity. Gravity is a force that makes the objects on Earth stay on Earth. You will learn about forces in Chapter 2. Gravity pulls everything down toward the center of the Earth. When you hold two objects in your hands, gravity is pulling on them. Every object has gravity pulling on it all the time. Gravity pulls on apples in the same way that it pulls on tennis balls. Gravity pulls on oranges in the same way that it pulls on rubber balls. Everything has the same force of gravity pulling on it at the same time. So an apple (which is heavier than a tennis ball) has the same amount of gravity pulling on it as the tennis ball. Both the tennis ball and the apple start off with exactly the same amount of gravity pulling on them at the same time, and the amount of gravity pulling on them never changes. Once the objects are released, they fall at the same speed because they have the same amount of gravity pulling on them at the same time. It doesn t matter how heavy they are. That is what Galileo and YOU discovered by doing this experiment.

36 14 Focus On Elementary Physics Laboratory Workbook V. Just For Fun What do you think would happen if you dropped an orange and a cotton ball or feather at the same time? Try it. Record your observations. Orange Cotton Ball (or Feather)

37 Experiment 3 Moving Energy in a Toy Car

38 30 Focus On Elementary Physics Laboratory Workbook I. Observe It Take the board or cardboard sheet and lay it flat on the ground. Place the toy car on the board or cardboard sheet. Without rolling the toy car, observe what happens. Write or draw your observations in the space below. Car Flat

39 Experiment 3: Moving Energy in a Toy Car 31 Now, lift the board or cardboard sheet to the height of your ankles. Again observe what happens. Note whether or not the toy car moves. If it does move, note how it moves. Write or draw your observations in the space below. Car Lifted to Ankles

40 32 Focus On Elementary Physics Laboratory Workbook Now lift the board or cardboard sheet to the height of your knees. Again observe what happens. Note whether or not the toy car moves. If it does move, note how it moves. Write or draw your observations in the space provided below. Car Lifted to Knees

41 Experiment 3: Moving Energy in a Toy Car 33 Now lift the board or cardboard sheet to the height of your hips. Again observe what happens. Note whether or not the toy car moves. If it does move, note how it moves. Write or draw your observations in the space provided below. Car Lifted to Hips

42 34 Focus On Elementary Physics Laboratory Workbook Now lift the board or cardboard sheet to the height of your chest. Again observe what happens. Note whether or not the toy car moves. If it does move, note how it moves. Write or draw your observations in the space provided below. Car Lifted to Chest

43 Collect Your Results Experiment 3: Moving Energy in a Toy Car 35 Fill in your results to complete the table below. Height of Car Observations Car Flat Car Lifted to Ankles Car Lifted to Knees Car Lifted to Hips Car Lifted to Chest

44 36 Focus On Elementary Physics Laboratory Workbook II. Think About It Think about what the toy car did as you lifted the board higher and higher. Review what you learned in the Student Textbook about gravitational stored energy. Recall that gravitational stored energy exists in objects that are elevated above the ground. Think about both the toy car and gravitational stored energy. Guess which car height had the least amount of gravitational stored energy and which car height had the greatest amount of gravitational stored energy. Least Most In the chart on the following page, put a circle around the car that had the least amount of gravitational stored energy. Put a rectangle around the car that had the greatest amount of gravitational stored energy.

45 Experiment 3: Moving Energy in a Toy Car 37 Car Flat Car Lifted to Ankles Car Lifted to Knees Car Lifted to Hips Car Lifted to Chest

46 38 Focus On Elementary Physics Laboratory Workbook III. What Did You Discover? How high did you need to lift the board or cardboard sheet before the car began to move? Why do you think the car on the ground did not move? Do you think that as you lifted the board, the car gained more and more gravitational stored energy? Why or why not? Do you think there was more kinetic energy (moving energy) in the car as you lifted the board? Why or why not? Was this result what you expected? Why or why not?

47 Experiment 3: Moving Energy in a Toy Car 39 IV. Why? In this experiment you took a toy car, and placing it on a board or cardboard sheet, you observed how the amount of gravitational stored energy changed as you lifted the board. In the first observation, you saw that the car did not move. Sitting flat on the ground, the car did not have any gravitational stored energy since the car was not elevated from the ground. As you lifted the car to your ankles, the car was given gravitational stored energy by your body. It may not have moved until you lifted the board to your knees or to your hips, but each time you lifted the car you gave the car more gravitational stored energy. Finally, there was enough stored energy for the car to move down the ramp. When the car moved down the ramp, the gravitational stored energy was converted to kinetic (or moving) energy. You may have observed that the higher you lifted the car, the faster the toy car moved down the ramp. Since the toy car has more gravitational stored energy as it is lifted higher, there is more energy to convert to kinetic energy. As a result, there is more kinetic energy as the car goes down the ramp.

48 40 Focus On Elementary Physics Laboratory Workbook V. Just For Fun How high do you have to lift the toy car to smash a marshmallow at the end of the ramp? Place a few marshmallows at the end of your ramp. Raise the ramp, and let the toy car roll down. See if you can get the toy car to hit a marshmallow. How high do you have to lift the car to smash the marshmallow? Record your observations. Height of Car Did it smash the marshmallow? Car Flat YES NO Car Lifted to Ankles YES NO Car Lifted to Knees YES NO Car Lifted to Hips YES NO Car Lifted to Chest YES NO Hint: You may have to lift the ramp to your head or higher! Also, what would happen if you used a heavier car?

49 Teacher s Manual Rebecca W. Keller, PhD

50 Illustrations: Janet Moneymaker and Rebecca W. Keller, PhD Copyright 2013 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Focus On Elementary Physics Teacher s Manual ISBN Published by Gravitas Publications, Inc. Printed in United States

51 Focus On Elementary Physics Teacher s Manual iii A Note From the Author This curriculum is designed to provide an introduction to physics for students in kindergarten through fourth grade. The Focus On Elementary Physics Laboratory Workbook is intended to be the first step in developing a framework for real science. This Teacher s Manual will help you guide students through the laboratory experiments as they develop the skills needed for the first step in the scientific method making good observations. There are five sections in each chapter of the Laboratory Workbook. Section I, Observe It, helps students explore how to collect data and make good observations. The second section, Think About It, provides questions to help students think about what they observed. Section III, What Did You Discover?, gives students an opportunity to summarize the observations they have made. The section called Why? provides a short explanation of what students may or may not have observed. Finally, there is an extra activity for students to experiment with in Section V, Just For Fun. Each experiment takes up to 1 hour to do. The materials needed for each are listed in the charts on the next two pages as well as at the beginning of each experiment. Enjoy! Rebecca W. Keller, PhD

52 Materials at a Glance Experiment 1 Experiment 2 Experiment 3 Experiment 4 Experiment 5 2 tennis balls Other objects such as: apple orange rubber ball cotton ball feather marshmallow rubber ball tennis ball lemon or lime rock banana other objects pliers toy car stiff cardboard or wood board about.3 meter (1 ft) wide and 1 meter (3 ft) long marshmallows, several Optional: pennies tape 1 small glass marble 1 large glass marble 3 large lemons knife 3 copper pennies older than galvanized (zinc coated) nails LED (Radio Shack # or similar LED) 4 pairs alligator clips plastic coated copper wire wire clippers small Phillips screwdriver Optional: duct tape Experiment 6 Experiment 7 Experiment 8 Experiment 9 Experiment rubber balloons string or thread, at least 2 meters (6 ft) cut in half scissors Materials such as: cotton clothing wool clothing silk clothing plaster wall metal surface leather surface wooden surface lemon battery (see Exper. 5 materials list) glass of water table salt, 15 ml (1 Tbsp.) Test materials: Styrofoam plastic block cotton ball nickel coin metal paper clip plastic paper clip 2 bar magnets with poles labeled N and S 2 plastic or glass prisms flashlight colored pencils or crayons Suggested: colored light bulb halogen light bulb fluorescent light bulb mercury light bulb Optional: cardboard box 2 marbles 3 playing cards shallow jar top vinegar baking soda measuring spoons Suggested: dominoes blocks electric car electric train marshmallow tongue depressor steel ball

53 Materials at a Glance By type and quantity Equipment Materials Materials (Cont.) alligator clips (4 pairs) car, toy flashlight glass, drinking (1) knife magnets, bar, with poles labeled N and S (2) pliers prisms, plastic or glass (2) scissors screwdriver, small Phillips wire clippers Food Items baking soda [about ml (2-4 Tbsp.)] banana (1) lemon (1 any size) lemons (6 large) marshmallows, several vinegar [about ml (2-6 Tbsp.)] Suggested: apple (1) lime (1) orange (1) balloons, rubber (2-3) block, toy, plastic (1) cardboard (stiff) or wooden board, about.3 meter (1 ft) wide and 1 meter (3 ft) long cotton ball (several) crayons or colored pencils jar top, shallow (1) LED (Radio Shack # or similar) (1) marble, small glass (1) marble, large glass (1) marbles, any (2) materials such as: cotton clothing leather surface metal surface plaster wall silk clothing wooden surface wool clothing measuring spoons nails, galvanized (zinc coated) (3) nickel coin (1) objects to drop (several) objects to squeeze (several) paper clip, metal (1) paper clip, plastic (1) pencils (colored) or crayons pennies (3 copper, older than 1982) playing cards (3) rock (1) rubber ball (1) salt, table, [15 ml (1 Tbsp.)] string or thread, at least 2 meters (6 ft) cut in half Styrofoam (small piece) tennis balls (2) wire, plastic coated copper Optional: box, cardboard (1) duct tape pennies (several, any) tape Suggested: ball, steel blocks, toy (several) car, toy electric dominoes (several) feather (1) light bulb, colored light bulb, fluorescent light bulb, halogen light bulb, mercury tongue depressor train, toy electric

54 vi Focus On Elementary Physics Teacher s Manual Contents Experiment 1: FALLING OBJECTS 1 Experiment 2: GET TO WORK 6 Experiment 3: MOVING ENERGY IN A TOY CAR 12 Experiment 4: ROLLING MARBLES 18 Experiment 5: LEMON ENERGY 24 Experiment 6: STICKY BALLOONS 30 Experiment 7: MOVING ELECTRONS 36 Experiment 8: MAGNET POLES 42 Experiment 9: SPLITTING LIGHT 48 Experiment 10: PLAYING WITH PHYSICS 55

55 Experiment 1 Falling Objects Materials needed 2 tennis balls other objects such as: apple orange rubber ball cotton ball feather

56 2 Focus On Elementary Physics Teacher s Manual Objectives In this unit students will try to determine if Galileo was right. The objectives of this lesson are: To help students compare their observations with a scientific discovery. To help students compare different observations. Experiment I. Observe It In this section students will observe how two objects fall when they are released at the same time. Have the students hold two tennis balls in their hands at chest level. Have the students release the two tennis balls at the same time. Help them observe how the objects land on the ground. Ask them the following questions. Did the objects land at the same time? Is one object heavier or lighter than the other object? Do you think it matters how high you hold the objects? Why or why not? Do you think the shape of the object matters? Why or why not? Help the students record their observations in the Observe It section of their Laboratory Workbook (see example on next page). Have the students repeat the experiment using different combinations of objects. Have them compare at least four different pairs of objects. For each set of objects, help the students record their observations.

57 Experiment 1: Falling Objects 3 In the spaces next to Object 1 and Object 2, have the students write the names of the objects they are using. Then have them draw or write a description of what they see. Help them make good observations by asking questions such as: How heavy does Object 1 feel in your hand? How heavy does Object 2 feel in your hand? Does Object 1 feel heavier or lighter in your hand than Object 2? Is it easy to release both objects at the same time? Why or why not? Describe the shape of Object 1. Describe the shape of Object 2. Object 1 Object 2 apple tennis ball (Answers may vary.) The apple feels heavier in my hand than the tennis ball. When I drop the objects, I have a hard time seeing which one lands first. They look like they land together, but I am not sure. I can release the objects at the same time from my hands. The apple is shaped differently than the tennis ball, but they still land at the same time.

58 4 Focus On Elementary Physics Teacher s Manual II. Think About It Help the students think about their experiment and make any observations about how easy or difficult it was to perform the experiment. Could they see the objects fall to the floor? Could they determine if both objects fall to the floor at the same time? Was it easy or difficult to release the objects from both hands at the same time? Help the students think about ways to vary their experiment. If they can t see the objects fall to the floor, maybe they can get a parent, sibling, or friend to make the observations. What would happen if the objects were released from a greater height? Students could stand on a sturdy chair or bench to see if height makes a difference. What would happen if the objects were released from a lesser height? Students could release the objects at their waist or at their knees. Help the students repeat the experiment for one of their object pairs. Have them vary only one parameter at a time for one set of objects. For example, they may want to hold the objects higher and have a friend observe how they fall. But this is changing two parameters (the height and the observer). Explain to them that scientists try to vary only one parameter at a time so that they can make comparisons to previous experiments, noting what difference, if any, changing one

59 Experiment 1: Falling Objects 5 parameter had on the experimental results. If more than one parameter is changed at the same time, it will be unclear which change caused different results. Help the students record their observations. III. What Did You Discover? The questions can be answered verbally or in writing, depending on the writing ability of the student. With these questions help the students think about their observations. There are no right answers to these questions, and it is important for the students to write or discuss what they actually observed. IV. Why? Help the students understand that two objects of different weights will fall to Earth at the same speed. Both objects have the same amount of gravity pulling on them. So, both objects start with the same force. Since the speed of an object is independent of its weight and since both objects have the same force, they will both fall to Earth at the same speed. V. Just For Fun The students can try an experiment with an object that will be much lighter than the objects they have been using. A cotton ball or a feather would work. They will discover that if an object is too light, it will float to the ground and not fall at the same time as a heavier object. Explain to them that if the two objects are put in a vacuum, they will fall at the same time. Even an apple and a feather or cotton ball will fall at the same time. In the vacuum there is no air resistance. Outside the vacuum, the air pushes up on the cotton ball, and because the cotton ball is light enough, the air will slow it down.

60 Experiment 3 Moving Energy in a Toy Car Materials needed toy car stiff cardboard or board, approximately.3 meter (1 ft) wide and 1 meter (3 ft) long several marshmallows Optional pennies tape

61 Experiment 3: Moving Energy in a Toy Car 13 Objectives In this experiment students will explore converting gravitational stored energy into kinetic energy. The objectives of this lesson are: To help students observe how one form of energy is converted to another form of energy. To help students learn how to collect data and create a table of their results. Experiment I. Observe It In this section students will perform a simple experiment to explore gravitational potential energy and see how a toy car will have more kinetic energy (moving energy) as it gains more gravitational potential energy. The students will need a toy car and either a stiff cardboard sheet or a board at least 1 meter (3 feet) in length. Have the students place the board or cardboard sheet on the ground with the toy car at one end. Even though the car is not moving, have them write or draw their observations. You can explain to the students that this is the starting point in the experiment. Even though nothing is happening, scientists always record their observations at a starting, or reference, point. A starting or reference point gives scientists an observation with which to compare other observations.

62 14 Focus On Elementary Physics Teacher s Manual (Answers may vary.) Car is not moving. It is just sitting still on the ramp. Car Flat Have the students stand at the end of the cardboard sheet or board where the toy car is placed. Make sure the toy car is facing toward the other end of the cardboard sheet or board. Have the students lift the cardboard sheet or board to the level of their ankles. The toy car may or may not move at this height. Have the students record their observations. Guide their observations with the following questions: Is the toy car higher or lower now that you have lifted the board to your ankles? Did the toy car move? If so how far? If the toy car moved, how fast or slow did it move? If the toy car moved, did it make it all the way to other end of the cardboard sheet (or board)? (Answers may vary.) Car moved slightly down the ramp. Only an inch or so. It did not move very fast. Car Lifted to Ankles

63 Experiment 3: Moving Energy in a Toy Car 15 - Repeat steps - for the car lifted to the knees, then the hips, and then the chest. Collect Your Results Have the students complete the table provided by entering the results they recorded on previous pages. II. Think About It Help the students think about their experiment and make any observations about the toy car. You can use the following questions to guide discussion: Did the toy car move easily once the board was lifted? Were the wheels sticky, or did they move easily? Do you think the car was heavy enough to move down the board? Was the car made of plastic or metal? Do you think what the car was made of could make a difference in the results? Was the cardboard sheet (or board) smooth or rough? Do you think that what the ramp was made of could make a difference in your experiment? Review with the students the last part of Section 3.2 of the Student Textbook which covers gravitational stored energy. Any object that is elevated from the ground has some amount of gravitational stored energy. When the object falls to the ground, the gravitational stored energy is converted to kinetic energy. Objects that are higher than other objects have more gravitational stored energy.

64 16 Focus On Elementary Physics Teacher s Manual Have the students guess which car height had the least amount of gravitational stored energy and which height had the greatest amount of gravitational stored energy. The car with the least amount of gravitational stored energy was the car that was sitting flat on the ground. It had zero stored energy because it was in contact with the ground. Have the students put a circle around this item. The car with the greatest amount of gravitational stored energy was the car that was lifted to the chest. Have the students draw a rectangle around this item. Car Flat Car Lifted to Ankles Car Lifted to Knees Car Lifted to Hips Car Lifted to Chest

65 Experiment 3: Moving Energy in a Toy Car 17 III. What Did You Discover? The questions can be answered verbally or in writing, depending on the writing ability of the student. With these questions help the students think about their observations. There are no right answers to these questions, and it is important for the students to write or discuss what they actually observed. Help them explore how the answers they got may be different from what they thought might happen. Help the students understand the concept of converting gravitational stored energy to kinetic energy. The more gravitational stored energy the car has, the more kinetic energy it will generate as it moves down the ramp. IV. Why? Discuss with the students how the toy car was able to move once it was lifted from the ground. Help the students understand that as their body lifted the ramp, the car was lifted and gained gravitational stored energy. Help the students see that as they lifted the car higher, they added more gravitational stored energy to the toy car. V. Just For Fun Have the students observe how kinetic energy can do work. As they raise the ramp and the toy car moves, the toy car s gravitational stored energy is converted to kinetic energy. Help the students qualitatively determine how much kinetic energy is needed to smash a marshmallow. They may have to lift the car and ramp higher than their heads. Also, it is possible that no matter how high they lift the ramp, the marshmallow won t smash. If this happens, you can ask them what they think might happen if they used a heavier car or taped some pennies to the car they are using to make it heavier.

66 Elementary Lesson Plan Focus On Elementary Physics Rebecca W. Keller, PhD

67 Copyright 2014 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be used or reproduced in any manner whatsoever without written permission. Focus On Elementary Physics Lesson Plan Published by Gravitas Publications, Inc.

68 FOCUS ON ELEMENTARY PHYSICS LESSON PLAN Overview Teaching Real Science-4-Kids is as easy as Introduce content. 2. Perform an experiment. 3. Make connections. RS4K comes in easy-to-use modules that focus on a particular subject. Each subject module is designed to introduce your child to one of the foundational building blocks of science. Once your child has been introduced to these foundational subjects, he or she can build their science education from the ground up, understanding, mastering, and quickly learning new science information. The Lesson Plan This is a weekly lesson plan that will walk you through the elementary curriculum. There are 20 weeks of instruction for each subject module. You can teach the 20 weeks in one semester or one year depending on the age of your child. You decide how fast or slow to go with your child. If you are not sure about the pace, start slowly. It is better that your child learns fewer facts with more understanding than be overwhelmed by too much information. You also don t want to slow down an advanced learner. Here is a suggested guideline. Age 5-6: a subject module (20 weeks) in one year. Age 7-8: a subject module in one semester, combining two weeks of the Lesson Plan into one week of study. Each week is divided into three sections: content, experiment, and connections. 1. The content directs your child to learn the scientific facts in each subject. 2. The experiment allows your child to learn the steps of the scientific method. 3. Connections between science and language, history, and art are explored. You can modify the lesson plan as desired. There is no wrong way to teach science if you let your child explore, investigate, ask questions, examine, and observe everything they find interesting. The elementary age group is about bringing learning to life through play, and learning science through play is our approach. In the Connections section of this Lesson Plan, there are many suggestions for additional study meant to engage you and your child in further explorations of science. These are open inquiry questions, so don t worry about trying to form right answers. Instead, these are suggestions for exploration, and exploration is the first step in learning. Every chapter has been aligned to the National Science Standards. (taken from the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press) Before You Begin Open the teacher s manuals for the subject modules you have purchased. Look at the materials list for each subject module. Using a large container or bin, collect the nonperishable items from the lists. Organize the items in your container. This will help you be prepared for the experiments for each subject module. Look through this lesson plan, which is easy to use and will help you organize your child s study. Need Help? We are here to help you! We have several support options available. If you like online communities, we have a Yahoo group that discusses experiments and ideas and even provides contacts for resale of RS4K curriculum. RS4K has a Facebook Fanpage where you can meet other RS4K users and ask questions directly to Dr. Keller. You can us and talk to our friendly staff who will be happy to help you with any questions you might have. office@gravitaspublications.com

69 2 Real Science-4-Kids Week 1 Chapter 1 What Is Physics? Content DAY 1 Read Chapter 1, Sections to your child. Allow open discussion and let your child ask questions. Explore questions using the internet or library. Experiment DAY 2 Perform Experiment 1: Falling Objects. Follow the Teacher s Manual for this experiment. It will walk you through each step of the experiment. Connections DAY 3 DAY 4 Open the Student Textbook to Chapter 1 and discuss the word observation. Ask your child where we get words and what they think the word observation means. You can look up observation in a dictionary or on the internet. (This is open inquiry; use this opportunity to explore.) Take a break. Review DAY 5 Review the text with your child. Ask if they have any questions about what physics explores. Discuss any questions they have. Read the Summary at the end of the chapter. Notes

70 FOCUS ON ELEMENTARY PHYSICS LESSON PLAN 3 Week 2 Chapter 1 What Is Physics? Content DAY 1 Pick one section of Chapter 1 that interests your student. Spend 30 minutes discussing this section and looking up additional information in the library or on the internet. Experiment DAY 2 Discuss the results from Experiment 1. Repeat the experiment if your student has any questions about it or if they think of other objects they would like to test. This is open inquiry and will help your child explore observations. Connections DAY 3 Ask your child about the history of physics. When did the science we call physics start? How were the laws of physics discovered? (By doing experiments and making observations) This is an open inquiry exercise. Use this time to explore. DAY 4 Have your student find an object they find interesting to look at, then have them observe its features and draw what they observe. This is open inquiry; use this opportunity to explore making observations. Review DAY 5 Exam. Have your student take the Chapter 1 quiz online or print it out to take it. Standards Science as Inquiry - Content Standard A P Students go through the first step of the scientific method: making a good observation. Physical Science - Content Standard B P Students observe how objects fall and compare this to the laws of motion. Science and Technology - Content Standard E P Students evaluate their own results to Experiment 1 and explain their results in their own words. History and Nature of Science - Content Standard G P Science has a history, and people have been studying nature through science for a long time. From the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press.

71 4 Real Science-4-Kids Week 5 Chapter 3 Kinds of Energy Content DAY 1 Read Chapter 3, Sections to your child. Allow open discussion and let your child ask questions. Explore questions using the internet or library. Experiment DAY 2 Perform Experiment 3: Moving Energy in a Toy Car. Follow the Teacher s Manual for this experiment. It will walk you through each step of the experiment. Connections DAY 3 Open the Student Textbook to Chapter 3 and discuss the word kinetic. Ask your child where they think the word kinetic comes from. You can look up kinetic in a dictionary or on the internet. (This is open inquiry; use this opportunity to explore.) DAY 4 Take a break. Review DAY 5 Review the text with your child. Ask if they have any questions about stored energy and kinetic energy. Read the Summary at the end of the chapter. Notes

72 FOCUS ON ELEMENTARY PHYSICS LESSON PLAN 5 Week 6 Chapter 3 Kinds of Energy Content DAY 1 Pick one section of Chapter 3 that interests your student. Spend 30 minutes discussing this section and looking up additional information in the library or on the internet. Experiment DAY 2 Discuss the results from Experiment 3. If your student has questions about any part of the experiment, they can repeat it and observe the results. Or they can repeat the Just For Fun section using a different object than a marshmallow. This is open inquiry and will help your child explore observations. Connections DAY 3 Ask your child about how we know about stored energy. (By doing experiments and making observations) Who do they think discovered stored energy? This is open inquiry; use this opportunity to explore. DAY 4 Have your child make a drawing of their idea of stored energy. This is an open inquiry exercise. Use this time to explore. Review DAY 5 Exam. Have your student take the Chapter 3 quiz online or print it out to take it. Standards Science as Inquiry - Content Standard A P Students ask a question about objects and events in the environment (e.g., students learn about kinetic and potential energy). Physical Science - Content Standard B P Students learn that the position of an object can be described by locating it relative to another object or the background (e.g., students observe the starting point and ending point of a car moving down a ramp). Science and Technology - Content Standard E P Students propose how to make a toy car roll faster down a cardboard ramp and observe limitations. History and Nature of Science - Content Standard G P Students think about who discovered stored energy, noting that men and women use science inquiry to learn about the world. From the National Science Education Standards (1996) and the Framework for K-12 Science Education (2012) National Academies Press.

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74 Cover design: Layout design: Original Content: Marjie Bassler and Derrick Wood Karen Wood and Derrick Wood Karen Wood Copyright 2014 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this booklet may be used or reproduced in any manner whatsoever without written permission. Focus On Elementary Physics Study Folder and Answer Key ISBN # Published by Gravitas Publications, Inc. In loving memory of my mother, Marylou Kersey, and special thanks to Marjie Bassler for copy editing and review of the manuscript. Also, a special thank you to all of the parents and students from Intelligent By Design Science Enrichment Education classes for their critical evaluation of the text. Finally, special thanks to Rebecca W. Keller, Ph.D., for her encouragement to go forward with this project.

75 FOCUS ON ELEMENTARY PHYSICS STUDY FOLDER Directions Optional Study Folder Cover Sheet i ii Chapter 1 WHAT IS PHYSICS? 1 Chapter 2 PUSH AND PULL 2 Chapter 3 KINDS OF ENGERY 3 Note Flappers 3.1B and 3.2 3a Chapter 4 WHEN THINGS MOVE 4 Note Flappers 4.2A and 4.3A 4a Chapter 5 CHEMICAL ENERGY 5 Note Flappers 5.1C 5.1H 5a Chapter 6 ELECTRICITY 6 Chapter 7 MOVING ELECTRONS 7 Note Flappers 7.1A and 7.2D 7a Chapter 8 MAGNETS 8 Note Flapper 8.2C 8a Chapter 9 LIGHT AND SOUND 9 Note Flapper 9.2B 9a Chapter 10 SAVING ENERGY PART A 10 Note Flappers 10.2A and 10.2B 10a SAVING ENERGY PART B 10b Note Flapper 10.4C 10c

76 This study folder is an aid to help you memorize key words/terminologies and definitions. To use this guide simply write the missing word(s) in the empty spaces within each sentence. Some definitions require more description which may need to be in the form of a sentence defining the word(s). Some sections of the chapter ask you to draw pictures and label them. You will need two manila folders. To assemble the Study Folder begin by cutting out each Chapter Page section along the line labeled CUT HERE then glue that cut out page onto one of the sections of your manila folder. Use the front and back of the tri-fold folder. Some pages have Note Flappers associated with them, and these flappers will be cut out individually. Simply match the TAB number on the Note Flapper with the TAB number on the Chapter Page. This kit contains the Student Note Pages and a Teacher s Answer Key. Chapters 1-5 will be glued onto one folder and Chapters 6-10 onto the second folder. Each tri-fold folder will provide FIVE sections to glue the Chapters Pages onto. A narrower Study Folder cover sheet is included and can be used by the student as the cover for either of the two folders. The cover can be cut out and glued to the front section of either folder. Remember this is YOUR personal Study Folder. Make as many notes in it as you like. Have fun learning! Open your manila folder flat. center Now make two NEW folds about 1/3 away from the center fold. center Glue one cut out Student Note Page section to one of the FIVE folded sections. Use both sides of the folder. fold here 1/3 from center Original center fold We recommend only gluing one Student Note Page section at a time as it is being discussed. If you use a glue stick, apply the glue liberally to both pieces being glued. i

77 CHAPTER 1: WHAT IS PHYSICS? Focus On Elementary Physics 1.1 Circle your answer 1.2A Circle your answer 1.2B Draw yourself dropping 2 objects. CUT HERE Circle your answer 1.2C ball airplane bird CUT HERE Circle your answer 1.3A Circle your answer 1.3B Mr. Challenge asks: Fill in the missing letters and read aloud. 1.4 Fill in the missing letters and read aloud. 1

78 CHAPTER 3: #: KINDS OF ENERGY 3.1A GLUE TAB 3.1B HERE Focus On Elementary Physics 3.1C Draw a picture of your favorite food that contains Check mark your answer 3.1D FUN Elastic energy Kinetic energy Electrical energy Stored energy Gravitational energy CUT HERE 3.3 FUN CUT HERE GLUE TAB 3.2 HERE 3.4A FUN FUN 3.4B FUN 3

79 Note Flappers for Chapter 3 Cut out each Note Flapper individually. Then, following the directions below, glue each Note Flapper on the Chapter 3 page, matching the TAB number with a GLUE TAB HERE label on the Chapter 3 page. CUT HERE TAB 3.1B 3.1B CUT HERE ARE CALLED CUT HERE CUT HERE 3.2 Make a list of 4 items for each type of stored energy. Gravitational stored Elastic stored Chemical stored A book on a table A rubber band Breakfast cereal CUT HERE TAB 3.2 Source for elastic stored energy: CUT HERE CUT HERE 3a

80 Name Date Focus On Elementary Physics, Chapter 1 Quiz for Chapter 1, Elementary Physics (15 questions. 10 points each, 150 points total) 1. A ball that is thrown in the air always comes back down. (10 points) True False 2. A ball will fall differently on a mountaintop than it will in a valley. (10 points) True False 3. Physicists don't make the rules, they discover them. (10 points) True False 4. Galileo Galilei was an Italian astronomer who was curious about how things move. (10 points) True False 5. You are making an observation when... (10 points) you look at something with your eyes you feel the surface of a table you smell a strawberry you taste a popsicle all of the above 6. Physicists... (10 points) make their own "rules" for how the world works discover the "rules" by observing how the world works don't do experiments to find out the "rules" don't use math to figure out the "rules" for how the world works 7. A ball will obey the "rules" of physics. (10 points)

81 True False 8. Isaac Newton was a great scientist who used math to figure out many important "rules." (10 points) True False 9. A ball dropped in the frozen Arctic will follow the same rules as a ball dropped in the desert. (10 points) True False 10. To think like a scientist you must... (Check all that apply.) (10 points) make good observations ask questions assume you know all the answers observe where, when, and how something moves tell everyone else they are wrong 11. Gravity is what makes a ball fall back to the ground. (10 points) True False 12. Gravity keeps you from flying off the Earth. (10 points) True False 13. People who study physics are studying how the world works. (10 points) True False 14. When Galileo dropped two balls off a building, the heavy ball hit the ground first. (10 points) True False 15. Physics is the branch of science that asks questions about... (10 points)

82 how plants grow how molecules react how high a ball might go when thrown minerals on the moon Answer Sheet Focus On Elementary Physics, Chapter 1 Quiz for Chapter 1, Elementary Physics (15 questions. 10 points each, 150 points total) True False True True all of the above discover the "rules" by observing how the world works True True True make good observations, ask questions, observe where, when, and how something moves True True True False 15. how high a ball might go when thrown

83 Name Date Focus On Elementary Physics, Chapter 3 Quiz for Chapter 3, Elementary Physics (15 questions, 10 points each, 150 points total) 1. Your body stores the energy from that cereal you had for breakfast. When it needs that energy for something like pulling your sister up a hill in a wagon, your body breaks down those energy molecules so your muscles can do the work. (10 points) True False 2. Moving energy is the energy found in moving objects, and there is only one type of moving energy. (10 points) True False 3. Stored energy is energy that has already been used. (10 points) True False 4. Which of the following are types of stored energy? (Check all that apply.) (10 points) Chemical Gravitational Kinetic Elastic Released 5. The different types of stored energy can all do work without being released. (10 points) True False 6. Chemical energy can be used in place of elastic energy, elastic energy can be used in place of gravitational energy, and gravitational energy can be used in place of chemical energy. All energy is the same. (10 points) True False 7. What type of energy is in the food you eat? (10 points)

84 Gravitational energy Kinetic energy Chemical energy Electrical energy Elastic energy 8. The bowl of cereal you had for breakfast is full of energy molecules called... (10 points) Wheaties carbohydrates milk forces elastics 9. Moving energy is called... (10 points) electrical energy chemical energy kinetic energy food energy generated energy 10. When you let a stretched rubber band fly from your finger and thumb, what type of energy is the stored energy of the rubber band converted to? (10 points) Gravitational energy Released energy Chemical energy Kinetic energy Elastic energy 11. Which are examples of gravitational stored energy? (Check all that apply.) (10 points) A stretched rubber band A book sitting on a table A toy car placed at the top of a steep ramp A book that has fallen off a table and is sitting on the floor A toy car resting at the bottom of a steep ramp A ball about to be dropped off the side of a building by a scientist doing an experiment 12. When you release the stored energy from a stretched rubber band and it is sitting limp on the floor... (10 points)

85 the stored energy was lost before it was converted to kinetic energy it can no longer do any work unless it is picked up and stretched again it has more stored energy in it without stretching it again it is still full of kinetic energy 13. The higher off the ground a toy car is lifted, the faster it will roll down the ramp, even though it has less gravitational stored energy than a toy car sitting on the flat ground at the bottom of the ramp. (10 points) True False 14. Gravitational stored energy comes from objects that are elevated above the ground and can be pulled down by gravity. (10 points) True False 15. The type of energy in a rubber band stretched across your finger and thumb is called... (10 points) elastic stored energy chemical stored energy gravitational stored energy kinetic energy released kinetic energy

86 Answer Sheet Focus On Elementary Physics, Chapter 3 Quiz for Chapter 3, Elementary Physics (15 questions, 10 points each, 150 points total) True True False Chemical, Gravitational, Elastic False False Chemical energy carbohydrates kinetic energy Kinetic energy A book sitting on a table, A toy car placed at the top of a steep ramp, A ball about to be dropped off the side of a building by a scientist doing an experiment it can no longer do any work unless it is picked up and stretched again False True 15. elastic stored energy

87 Name Date Focus On Elementary Physics Midterm 1, Chapters 1-5 Midterm quiz for Chapters 1-5, Elementary Physics (15 questions, 10 points each, 150 points total) Sample questions Chapters 1 & 3 1. When Galileo dropped two balls off a building, the heavy ball hit the ground first. (10 points) True False 2. To think like a scientist you must... (Check all that apply.) (10 points) make good observations. ask questions. assume you know all the answers. observe where, when, and how something moves. tell everyone else they are wrong. 3. Physicists... (10 points) make their own "rules" for how the world works. discover the "rules" by observing how the world works. don't do experiments to find out the "rules." don't use math to figure out the "rules" for how the world works. 6. Which of the following are types of stored energy? (Check all that apply.) (10 points) Chemical Gravitational Kinetic Elastic Released 7. Moving energy is called... (10 points) electrical energy. chemical energy. kinetic energy. food energy. generated energy. 8. The different types of stored energy can all do work without being released. (10 points) True False

88 Answer Sheet Focus On Elementary Physics Midterm 1, Chapters 1-5 Midterm quiz for Chapters 1-5, Elementary Physics (15 questions, 10 points each, 150 points total) Sample questions Chapters 1 & False make good observations., ask questions., observe where, when, and how something moves. discover the "rules" by observing how the world works. 6. Chemical, Gravitational, Elastic 7. kinetic energy. 8. False

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90 Illustrations: Janet Moneymaker Copyright 2017 Gravitas Publications, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. No part of this book may be used or reproduced in any manner whatsoever without written permission. Focus On Elementary Physics Graphics Package Published by Gravitas Publications Inc. Real Science-4-Kids

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