Science Notebook Motion, Force, and Models

5 th Science Notebook Motion, Force, and Models Investigation 1: Motion and Variables Name: Big Question: How does investigating a pendulum help you understand how scientists use math to do their work? 1

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

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

Table of Contents Part Title Page 1 Exploring Motion 6 2 Testing Variables 23 3 Predicting Swings 32 4

What do you know about motion? I Think Now I Know 5

Part 1: Motion and Variables Investigate Force Think About It: What forces are acting on the sitting ball? Predict: If we apply a force to the ball when it is at the edge of the table what will happen to the ball? Outcome: What happened when you applied a force to the ball when it was at the edge of the table? 6

Results: Part 1: Motion and Variables Investigate Force 1. Why does the ball fall? 2. What caused the change of motion? 3. What force caused the ball to fall from the table to the floor? 7

Part 1: Motion and Variables Investigate Force Directions: Answer the questions below as you investigate force. 1. Think and Respond: When you lifted the table up, what force caused the ball s motion to change? Is the force a push or a pull? 2. Think and Respond: When you caught the ball before it fell to the ground, what force caused the ball s motion to change? Is the force a push or a pull? 8

Part 1: Motion and Variables FOCUS QUESTION What variables might affect the number of cycles a pendulum makes in 15 seconds? I Think 9

Part 1: Motion and Variables Explore Pendulum Motion Predict: What will happen if we lift the pendulum bob to the side and release it? Outcome Observations: When the pendulum bob was released I noticed I think that happened because 10

Various things are listed below. Put an X in front of the things that you think can be thought of as a system. aquarium pile of sand Earth grasshopper volcano soil ocean digestion food web hurricane graph seed bicycle Earth & its Moon cell phone A + B = C electrical circuit water cycle human body Density = Mass Volume box of nails Explain your thinking. How did you decide whether something is considered to be a system? 11

Part 1: Motion and Variables Describe Pendulum Motion Directions: Using as many vocabulary words as you can answer the question below. bob gravity string force motion Explain: How can you explain the motion of the pendulum? 12

Part 1: Motion and Variables Construct a Pendulum System To complete the pendulum system: 1. Get a piece of masking tape (~25cm). 2. Tape a pencil securely to the desk/table so that the blunt end sticks over the edge (~5cm). 3. Hang the pendulum loop over the pencil. 13

Part 1: Motion and Variables Investigate a Pendulum System Directions: Draw your pendulum system. Label each component or part. 14

Part 1: Motion and Variables Investigate Pendulum Swings PREDICT How many times do you think your pendulum will swing in 15 sec? PLAN How can you find out how many times your pendulum will swing in 15 sec? DATA How many times did your pendulum swing in 15 sec? 15

Part 1: Motion and Variables Investigate Pendulum Swings Focus Question What variables might affect the number of cycles a pendulum makes in 15 seconds? CLAIM EVIDENCE 16

Part 1: Motion and Variables What Causes Change of Motion? Directions: After reading and discussing What Causes Change of Motion with a partner, respond below. 1. Write something a partner shared with you. 2. Write something you shared with a partner. 3. Write something you wonder about motion. 17

Part 1: Motion and Variables What Causes Change of Motion? Directions: Answer the questions below about what causes change of motion. 1. How do you get an object to start moving? 2. How do you get a moving object to stop? 3. Starting and stopping are two changes of motion. What are some other changes of motion? 18

Part 1: Motion and Variables Word Bank bob - cycle - experiment - force - 19

Part 1: Motion and Variables Word Bank gravity - motion - pendulum - speed - 20

Part 1: Motion and Variables Word Bank system - variable - 21

Part 1: Motion and Variables Science Content/Inquiry 22

Part 2: Testing Variables FOCUS QUESTION How does changing the mass, length, or release position of a pendulum affect the number of swings the pendulum completes in a unit of time? PENDULUM DATA TABLE 23

Gary made a pendulum by tying a string to a small bob. He pulled the bob back and counted the number of swings the pendulum made in 30 seconds. He wondered what he could do to increase the number of swings made by the pendulum. If Gary can change only one thing to make the pendulum swing more times in 30 seconds, what should he do? Circle what you think will make the pendulum swing more times. A. Lengthen the string. B. Shorten the string. C. Change to a heavier bob. D. Change to a lighter bob. E. Pull the bob back farther. F. Don t pull the bob back as far. G. None of the above. All pendulums swing the same number of times. Explain your thinking. What rule or reasoning did you use to select your answer? 24

Part 2: Testing Variables Directions: Write a conclusion you draw after investigating. QUESTION 1 How does the release position affect the number of swings the pendulum makes? CONCLUSION (Release Position): QUESTION 2 How does increasing the mass of the bob affect the number of swings the pendulum makes? CONCLUSION (Mass of Bob): 25

Part 2: Testing Variables QUESTION 3 How does the length of the string affect the number of swings the pendulum makes? CLASS DATA 26

Part 2: Testing Variables QUESTION 3 (Length of String): How does the length of the string affect the number of swings the pendulum makes? Directions: Record conclusions you made or heard regarding how the length of a pendulum s string affects the number of swings it makes. Conclusion: Conclusion: Conclusion: Conclusion: 27

Part 2: Testing Variables Directions: Based on the investigation, make a claim and support it with evidence. FOCUS QUESTION How does changing the mass, length, or release position of a pendulum affect the number of swings the pendulum completes in a unit of time? CLAIM EVIDENCE CLAIM EVIDENCE 28

Part 2: Testing Variables Response Sheet Investigation 1 A student wanted to know what would happen in the pendulum experiment if she changed the mass of the bob. When she set up her new pendulum, she used a quarter instead of a penny. She used a thinner thread instead of using string. She knotted the string instead of using tape. She made both pendulums 38 centimeters (cm) long from the top of the loop to the bottom of the paper clip. Just before the student started, her friend asked if she was sure she was controlling all the variables she needed to. 1. Did the student control all the variables she should have? Explain your answer. 2. Define a controlled experiment. 29

Part 2: Testing Variables Word Bank controlled experiment - predict - standard - 30

Part 2: Testing Variables Science Content/Inquiry 31

Part 3: Predicting Swings FOCUS QUESTION g How can we use graphs to predict results? Two-Coordinate Graph- Graphing Conventions Procedure 1. Label the x- and y- axes. The independent variable (what you knew before you did the experiment) goes on the x-axis. The dependent variable (what you found out) goes on the y-axis. 2. The origin of the graph (0,0) is usually placed at the lower left corner, on the first line of each axis. 3. Label each axis with numbers and units, making sure you use equal intervals. (For example: 0, 1, 2, 3, or 0, 5, 10, 15, ) 4. Plot the points according to the data you collected. 5. Draw a line to connect the points or a line of best fit. 6. Give your graph a title. 32

Part 3: Predicting Swings: Two-Coordinate Graph 33

Part 3: Predicting Swings TEST 1 Length of pendulum: cm Prediction: swings (15sec) ACTUAL: swings (15sec) TEST 2 Length of pendulum: cm Prediction: swings (15sec) ACTUAL: swings (15sec) TEST 3 Length of pendulum: cm Prediction: swings (15sec) ACTUAL: swings (15sec) 34

Part 3: Predicting Swings FOCUS QUESTION Ho How can we use graphs to predict results? Directions: Answer the focus question below. 35

Part 3: Predicting Swings Directions: Read Variables Review and answer the question below. Question: How would you design a controlled experiment to test if a playground swing operates by the same rules as the smaller pendulum made of string, a paperclip, and a penny? What would be the independent, dependent, and controlled variables in your experiment? 36

Part 3: Predicting Swings Word Bank dependent variable - independent variable - two-coordinate graph - 37

Part 3: Predicting Swings Science Content/Inquiry 38

Part 3: Predicting Swings Directions: Read and answer the big question below. BIG QUESTION How does investigating a pendulum help you understand how scientists use math to do their work? 39

40