Standards Alignment...5 Safe Science...11 Scienti c Inquiry...13 Assembling Rubber Band Books...17 Investigations in Science...19 Properties of Matter A Matter of States...21 Oh Dear, What Can This Matter Be?... 27 Solids, Liquids, and Gases, Oh Why?... 37 It s a Matter of Stuff and Space... 39 By Golly, By Gum... 47 Chromatographic Circles... 55 It s a Good Indicator... 65 Feel the Heat... 75 Mixed Reactions... 85 Does It Dissolve?... 99 Involving Dissolving...107 Souper Solubility... 115 Mix It Up...123 Mixed-Up Matter...125 Sweet Separations...133 A Sorted Mixture...143 Small Parts... 151 It Appears to Disappear...153 Atoms...159 Changes in Matter Physical and Chemical Changes...165 Ice Change: The Meltdown...167 Micro-Muf ns...173 Change Matters... 181 Forms of Energy Forms of Energy... 191 Hole Cards...193 When Hot and Cold Meet...201 Tuning in to Sound...207 Mechanical Energy: Potential and Kinetic...213 Ball on a Roll...215 Rubber Band Shoot!...221 Frog Legs...227 Static Sensations...241 Static Strokes...251 Static Electricity...257 Balance Your Charge Account...259 St. Elmo s Fire...267 Energy Transfer and Transformations Sparky s Light Kit...269 Path Finders...275 An Electrical Circuit...285 Make a Switch...287 Fiddling With Filaments...295 Blade Spinners...305 The Click Heard Around the World... 311 Energy Connections...325 Conductor or Insulator?...333 Conductors and Insulators...341 Forces and Changes in Motion Formidable Forces...343 Drop Zone...345 Dart Data...351...361 Slingshot Sedans...377 Bumper Cars...385...397 Catapults...409 Newton s 2 nd Law According to the Lea Family...419 Blockbuster Forces...421 On Board With Force...429 Balanced and Unbalanced Forces...437 Level the Lever...441 Tug Teams...451 Formative Assessment Questions...461 Assessment...463 Meter Tape...469 Family Letter...471 Materials List...473 The AIMS Program...475 Model of Learning...476 Chinese Proverb...479 Core Curriculum/Florida 3 2010 AIMS Education Foundation
Florida Fifth Grade Next Generation Sunshine State Standards Alignment Scientific Inquiry BIG IDEA 1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. By Golly, By Gum Does It Dissolve? Involving Dissolving Souper Solubility It Appears to Disappear Micro-Muffins Ball on a Roll Rubber Band Shoot! Drop Zone Dart Data Catapults On Board With Force SC.5.N.1.2 SC.5.N.1.3 SC.5.N.1.4 SC.5.N.1.5 SC.5.N.1.6 Explain the difference between an experiment and other types of scientific investigation. Investigations in Science Recognize and explain the need for repeated experimental trials. Dart Data Drop Zone Catapults Frog Legs Ball on a Roll Slingshot Sedans Identify a control group and explain its importance in an experiment. Feel the Heat Souper Solubility Recognize and explain that authentic scientific investigation frequently does not parallel the steps of the scientific method. Investigations in Science Recognize and explain the difference between personal opinion/interpretation and verified observation. It Appears to Disappear Tuning in to Sound BIG IDEA 2: The Characteristics of Scientific Knowledge A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Core Curriculum/Florida 5 2010 AIMS Education Foundation
SC.5.N.2.1 SC.5.N.2.2 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. It s a Matter of Stuff and Space It Appears to Disappear Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. Micro-Muffins Blockbuster Forces Physical Science BIG IDEA 8: Properties of Matter A. All objects and substances in the world are made of matter. Matter has two fundamental properties: matter takes up space and matter has mass. B. Objects and substances can be classified by their physical and chemical properties. Mass is the amount of matter (or stuff ) in an object. Weight, on the other hand, is the measure of force of attraction (gravitational force) between an object and Earth. The concepts of mass and weight are complicated and potentially confusing to elementary students. Hence, the more familiar term of weight is recommended for use to stand for both mass and weight in grades K-5. By grades 6-8, students are expected to understand the distinction between mass and weight, and use them appropriately. SC.5. Compare and contrast the basic properties of solids, liquids, and gases, such as mass, volume, color, texture, and temperature. A Matter of States Oh Dear, What Can This Matter Be? Solids, Liquids, and Gases, Oh Why? It s a Matter of Stuff and Space By Golly, By Gum Chromatographic Circles It s a Good Indicator Feel the Heat Mixed Reactions Sweet Separations SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process. SC.5.P.8.3 Does It Dissolve? Involving Dissolving Souper Solubility Demonstrate and explain that mixtures of solids can be separated based on observable properties of their parts such as particle size, shape, color, and magnetic attraction. Mix It Up Mixed-Up Matter Sweet Separations A Sorted Mixture SC.5.P.8.4 Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification. Small Parts It Appears to Disappear Atoms BIG IDEA 9: Changes in Matter A. Matter can undergo a variety of changes. B. Matter can be changed physically or chemically. SC.5.P.9.1 Investigate and describe that many physical and chemical changes are affected by temperature. Physical and Chemical Changes Ice Change: The Meltdown Micro-Muffins Change Matters BIG IDEA 10: Forms of Energy A. Energy is involved in all physical processes and is a unifying concept in many areas of science. B. Energy exists in many forms and has the ability to do work or cause a change. SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. Forms of Energy Hole Cards When Hot and Cold Meet Tuning in to Sound Mechanical Energy: Potential and Kinetic Ball on a Roll Rubber Band Shoot! Frog Legs Sparky s Light Kit Path Finders Make a Switch Fiddling With Filaments Core Curriculum/Florida 6 2010 AIMS Education Foundation
SC.5.P.10.2 Blade Spinners The Click Heard Around the World Investigate and explain that energy has the ability to cause motion or create change. Forms of Energy When Hot and Cold Meet Tuning in to Sound Ball on a Roll Rubber Band Shoot! Frog Legs Blade Spinners SC.5.P.10.3 Investigate and explain that an electrically-charged object can attract an uncharged object and can either attract or repel another charged object without any contact between the objects. Static Sensations Static Strokes Static Electricity Balance Your Charge Account St. Elmo s Fire SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion. St. Elmo s Fire Sparky s Light Kit Blade Spinners The Click Heard Around the World Energy Connections BIG IDEA 11: Energy Transfer and Transformations A. Waves involve a transfer of energy without a transfer of matter. B. Water and sound waves transfer energy through a material. C. Light waves can travel through a vacuum and through matter. SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). Sparky s Light Kit Path Finders An Electrical Circuit Make a Switch Fiddling With Filaments SC.5.P.11.2 Identify and classify materials that conduct electricity and materials that do not. Conductor or Insulator? Conductors and Insulators BIG IDEA 13: Forces and Changes in Motion A. It takes energy to change the motion of objects. B. Energy change is understood in terms of forces pushes or pulls. C. Some forces act through physical contact, while others act at a distance. SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. Formidable Forces Drop Zone Dart Data Slingshot Sedans Bumper Cars Catapults SC.5.P.13.2 SC.5.P.13.3 SC.5.P.13.4 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. Slingshot Sedans Bumper Cars Catapults Investigate and describe that the more mass an object has, the less effect a given force will have on the object s motion. Newton s 2 nd Law According to the Lea Family Blockbuster Forces On Board With Force Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced. Newton s 2 nd Law According to the Lea Family Balanced and Unbalanced Forces Level the Lever Tug Teams Core Curriculum/Florida 7 2010 AIMS Education Foundation
Activity Investigations in Science Properties of Matter A Matter of States Oh Dear, What Can This Matter Be? Solids, Liquids, and Gases, Oh Why? It s a Matter of Stuff and Space By Golly, By Gum Chromatographic Circles It s a Good Indicator Feel the Heat Mixed Reactions Does It Dissolve? Involving Dissolving Souper Solubility Mix It Up Mixed-Up Matter Sweet Separations A Sorted Mixture Small Parts It Appears to Disappear Atoms Changes in Matter Physical and Chemical Changes Ice Change: The Meltdown Micro-Muffins Change Matters Forms of Energy Forms of Energy Hole Cards When Hot and Cold Meet Tuning in to Sound Mechanical Energy: Potential and Kinetic Ball on a Roll Rubber Band Shoot! Frog Legs Static Sensations NGSSS N.1.2, N.1.5 N.2.1, N.1.1, N.1.4, N.1.1, P.8.2 N.1.1, P.8.2 N.1.1, N.1.4, P.8.2 P.8.3 P.8.3, P.8.3 P.8.3 P.8.4 N.1.1, N.1.6, N.2.1, P.8.4 P.8.4 P.9.1 P.9.1 N.1.1, N.2.2, P.9.1 P.9.1 P.10.1, P.10.2 P.10.1 P.10.1 N.1.6, P.10.1, P.10.2 P.10.1 N.1.1, N.1.3, P.10.1, P.10.2 N.1.1, P.10.1, P.10.2 N.1.3, P.10.1, P.10.2 P.10.3 Core Curriculum/Florida 9 2010 AIMS Education Foundation
Static Strokes Static Electricity Balance Your Charge Account St. Elmo s Fire Energy Transfer and Transformations Sparky s Light Kit Path Finders An Electrical Circuit Make a Switch Fiddling With Filaments Blade Spinners The Click Heard Around the World Energy Connections Conductor or Insulator? Conductors and Insulators Forces and Changes in Motion Formidable Forces Drop Zone Dart Data Slingshot Sedans Bumper Cars Catapults Newton s 2 nd Law According to the Lea Family Blockbuster Forces On Board With Force Balanced and Unbalanced Forces Level the Lever Tug Teams P.10.3 P.10.3 P.10.3 P.10.3, P.10.4 P.10.1, P.10.4, P.11.1 P.10.1, P.11.1 P.11.1 P.11.1 P.11.1 P.10.1, P.10.2, P.10.4 P.10.1, P.10.4 P.10.4 P.11.2 P.11.2 P.13.1 N.1.1, N.1.3, P.13.1 N.1.1, N.1.3, P.13.1 N.1.1, N.1.3, N.2.1, N.2.2, P.13.1 N.1.3, P.13.1, P.13.2 P.13.1, P.13.2 N.1.1, N.1.3, P.13.1, P.13.2 N.1.1, P.13.1, P.13.2 P.13.3, P.13.4 N.2.2, P.13.3 N.1.1, P.13.3 P.13.4 P.13.4 P.13.4 Core Curriculum/Florida 10 2010 AIMS Education Foundation
Topic Kinetic energy Key Question How does the ball s position on the ramp affect the distance it rolls? Learning Goal Students will: roll balls down a ramp from different positions on the ramp, measure the distances the balls roll, draw conclusions about the relationship of the position of the ball on the ramp to length of its roll, and relate the downward movement of the ball to the force of gravity. Guiding Documents Project 2061 Benchmarks The earth s gravity pulls any object toward it without touching it. Something that is moving may move steadily or change its direction. The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have. NCTM Benchmarks 2000* Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit from measuring each attribute Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles Collect data using observations, surveys, and experiments Represent data using tables and graphs such as line plots, bar graphs, and line graphs Use measures of center, focusing on the median, and understand what each does and does not indicate about the data set Math Estimation Measurement length Averages median Graphs Science Physical science mechanical energy Integrated Processes Observing Controlling variables Collecting and recording data Comparing and contrasting Generalizing Materials For each group: golf ball 2 meter sticks (see Management) several books butcher paper masking tape piece of cardboard Background Information Gravitational potential energy is the energy an object has due to its position in a gravitational field. A ball sitting on the ramp has gravitational potential energy; it could move if it were not held. The energy is not released until you let it go. The higher the ball is positioned on the ramp, the more potential energy it has. As the ball rolls down the ramp, the potential energy is changed into kinetic energy. Kinetic energy is the energy an object has due to motion. The faster something moves, the more energy it has. The greater the ball s energy, the farther the ball will travel once it leaves the ramp. A change in height causes a change in the distance a ball will roll. What is meant by height? It is the distance the ball is from the floor. Because the ball is higher off the floor at 70 centimeters than at 30 centimeters, it has more potential energy. Management 1. For the ramp, use meter sticks that do not flex or pieces of wood about one meter long. Tape the sticks at three or four places along the length, leaving a gap of about 2 centimeters between them. The golf ball will roll along this gap. If not using meter sticks, 10-centimeter increments need to be marked on the ramp. Core Curriculum/Florida 215 2010 AIMS Education Foundation
2. To set up the ramp, stack several books to a height of 10-12 centimeters. Place the 90-centimeter mark on the edge of the book stack, taped side at the bottom, and the other end on the floor. Roll out the butcher paper extending it to at least 6 meters, more if testing positions above 60 centimeters. Fold the edges of the paper up about two centimeters to keep the ball from straying. 3. To ensure a standard release of the ball, hold a small piece of cardboard at the designated point on the ramp with the ball behind it. Lift the cardboard and let the ball roll. 4. The leading edge of the ball is behind the starting line, so the distance it travels should be measured to the leading edge of the ball. 5. If you decide to set up just one or two ramps in the room and have groups rotate through them, you will need to devise a way for groups to distinguish their butcher paper marks from each other. 6. Lead a concluding discussion and have students respond to the question at the bottom of the activity page. Connecting Learning 1. From what position on the ramp did the ball roll the furthest? 2. Why do you think it happened this way? 3. What does gravity have to do with the ball rolling down the ramp? 4. What was the difference between the longest roll and the shortest roll? How did you figure this? 5. Choose another position on the ramp from which to roll the ball. How can you estimate how far the ball will roll? Try it and see if it works. 6. What are you wondering now? * Reprinted with permission from Principles and Standards for School Mathematics, 2000 by the National Council of Teachers of Mathematics. All rights reserved. The following is offered for those students ready for more independent investigations. Open-ended: Ask students the Key Question. Have them set up controls and carry out a plan to answer the question. Procedure 1. Ask, If I want the ball to roll a long way, does it matter where I put it on the ramp? How does the ball s position on the ramp affect the distance it rolls? 2. Have students set up the ramp, show them how to release the ball (see Management), and have them make some practice rolls to determine which ramp positions they want to test. Reach consensus on the ramp positions everyone will use. For example, they might decide to try every 10 centimeters from 20 to 60 (20, 30, 40, 50, 60). 3. Distribute the activity sheet and have students record the type of ball, the height of ramp where it intersects the books (for comparing group results), and the positions of the ball that will be tested. 4. Have students estimate and record how far the ball will roll from the lowest position on the ramp, then perform and record three trials. Students should continue until the table is completed. 5. Instruct students to cross out the shortest and longest distances in each set of trials and use the remaining numbers to complete the bar graph. Core Curriculum/Florida 216 2010 AIMS Education Foundation
Key Question How does the ball s position on the ramp affect the distance it rolls? Learning Goals Students will: roll balls down a ramp from different positions on the ramp, measure the distances the balls roll, draw conclusions about the relationship of the position of the ball on the ramp to length of its roll, and relate the downward movement of the ball to the force of gravity. Core Curriculum/Florida 217 2010 AIMS Education Foundation
Type of ball: Height of ramp: Position of ball on ramp (in cm) Estimate Trial #1 Distance of roll (in cm) Trial #2 Trial #3 Cross out the shortest and longest distances in each set of trials. Use the remaining number (median average) for the graph. Position of Ball Distance of Roll (in cm) What did you learn? Core Curriculum/Florida 218 2010 AIMS Education Foundation
CONNECTING CONNECTING Connecting Learning LEARNING LEARNING 1. From what position on the ramp did the ball roll the furthest? 2. Why do you think it happened this way? 3. What does gravity have to do with the ball rolling down the ramp? 4. What was the difference between the longest roll and the shortest roll? How did you figure this? 5. Choose another position on the ramp from which to roll the ball. How can you estimate how far the ball will roll? Try it and see if it works. 6. What are you wondering now? Core Curriculum/Florida 219 2010 AIMS Education Foundation