Texas Essential Knowledge Skills - Grade Five (6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (5) Matter (A) explore energy. the The uses student of energy, knows including that matter mechanical, has measurable light, thermal, physical electrical, properties sound those energy; properties determine how matter is (B) classified, demonstrate changed, that the used. flow of The electricity student is in expected circuits requires to: a complete path through which an electric current can (A) pass classify can matter produce based light, on physical heat, properties, sound; including mass, magnetism, physical state (solid, liquid, gas), relative (C) demonstrate density (sinking that light travels floating), in a solubility straight line in water, until it strikes the an ability object to or conduct travels or through insulate one thermal medium energy to another or electric demonstrate energy; that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the (B) appearance identify the of an boiling object when freezing/melting observed through points water; of water on the Celsius scale; (C) (D) demonstrate design an experiment that some that mixtures tests the maintain effect physical of force on properties an object. of their ingredients such as iron filings s; (6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. 1 Laser Razzle Dazzle Photocredit: Jeff Keyser, 2001
2 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; Introduction: Have you ever heard Necessity is the mother of invention? That is not true with lasers. Engineers figured out how to make them long before they figured out how to use them. Now lasers are used for all sorts of tasks from scanning your groceries to performing surgery on your eyes. Let s see what we can do with them. Caution Laser pointers have always been considered to be relatively harmless. THAT IS NOT TRUE. Laser pointers are readily available at very low prices that are very dangerous. They can cause temporary or even permanent eye damage. Do not point a laser at anyone s eyes. Explore It 1 1. Put a large sheet of paper or cardboard on your table. 2. Set a small laser pointer on a clump of clay so that it is about 2 cm above a table. It should be on one side of the table pointing toward the other side. 3. Fold a note card to make a beam stop. 4. Position the beam stop so that the laser strikes it. You can keep the laser on by placing a binder clip around the laser.
(6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. 5. Put a small object in the middle of the table so that the laser almost, but not quite touches it. 3 6. Put a small ball of clay on the bottom edge of 4 small mirrors. 7. Replace the beam stop with a mirror angle it so that the laser beam almost but not quite touches the object again. 8. Move the beam stop to its new position. 9. Continue doing this until you have all 4 mirrors between the laser the beam stop. The laser beam should be as close as possible to the object, but not touch it. 10. Draw the position of each mirror the pathway of the laser beam on the paper or cardboard.
4 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; Describe It 1 1. What does a mirror do to the laser beam? 2. How does the angle of the laser beam coming off the mirror compare to the angle of the beam striking the mirror? 3. How could this system be used as a burglar alarm? 4. How could this system be used to measure the object?
(6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. Explore It 2 1. The laser beam is hard to see. Your teacher has some ways to make it more visible 5 2. Try putting some dust in the air. What could you use for dust? 3. Get a water spray bottle from your teacher. 4. Why does the water mist make the laser visible?
6 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; 5. Put a small piece of dry ice in cup add some water. Be careful not to touch the dry ice with your bare hs. What happens? Now can you see the laser beam? Dry ice is frozen carbon dioxide. It is very, very cold will freeze skin on contact. Do not hle it with bare hs. 6. Put a small amount of baking soda in a cup of vinegar. What happens? Does this work for seeing the beam? Describe It 2 1. What system worked best for viewing the laser beam? Why? 2. Why does dry ice water react? What is the vapor? (hint: what is dry ice?)
(6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. 3. What is the physical state of dry ice? 7 4. What is the relative density of dry ice? (hint, does it sink or float?) 5. How does the temperature of dry ice compare to the freezing point of water? 6. How does the temperature of the water compare to the boiling point of dry ice? 7. Does baking soda dissolve in vinegar? 8. Why does baking soda vinegar react?
8 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; Explore It 3 1. Get a battery snap connector a holiday light from your teacher. 2. Put the connector on the top of a 9 volt battery, but be sure the wires are not touching each other. 3. Strip about 1 cm of insulation off both of the wires on the light both wires on the battery connector. 4. Twist one of the wires from the light to one of the wires on the battery. 5. Tap the other wire on the battery to the remaining wire on the light. What happens? Do not attach it. The 9 volt battery will destroy the bulb in just a few seconds.
(6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. 6. Connect a Cadmium Sulfide Photocell in between the battery wire the light wire. 9 7. Shine your laser on the CdS cell. What happens? Caution If you made it this far in the lesson, you are likely treating your lasers, your classmates with respect working in a safe manner. Keep up the good work. Do not point your laser at anyone s eyes.
10 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; Describe It 3 1. Why did you have to strip the plastic coating off the wires touch the metal inside? 2. Why do you have to touch both wires of the battery to both wires of the bulb to get it to light up? 3. What do you suspect about the operation of a Cadmium Sulfide Photocell? 4. Does the CdS cell operate with any type of light, not just laser light? How could you find out? 5. What applications do you see for the CdS cell system?
(6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. Use It The Container You will need a cardboard or plastic container. It should be about 14 cm square about 30 cm tall, but other sizes work fine. It is easiest if the container is square, like a half gallon milk carton or shoe box, but round is okay, like a plastic coffee container or 2 liter bottle. If you do not have a good container, your teacher has some instructions on how to make one. Cut the holes 1. On the front back sides of the box make a hole the size of quarter. 11 2. The holes should be 1/3 of the way from the top. 1/3 1/3 3. On the two sides, make a similar hole 1/3 of the way from the bottom.
12 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; 4. The front of the box should already have a small hole. Cut another hole right above it. This hole should be about 5 cm diameter. Cut this 5 cm hole 5. Use a sharp pencil to poke a hole in one side of the box even with the small hole in the front. Make the hole just large enough for your laser. The laser should fit very tight in the hole. Don t make it too large. Add the mirrors 1. Use a wide piece of tape to hold the rubber b to the back of a mirror. The mirror should be crosswise, not aligned with the rubber b. 2. Do the same thing to a second mirror.
(6) Force, motion, energy. The student knows that energy occurs in many forms can be observed in cycles, patterns, (A) explore the uses of energy, including mechanical, light, thermal, electrical, sound energy; (B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass can produce light, heat, sound; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces refracted such as the appearance of an object when observed through water; (D) design an experiment that tests the effect of force on an object. 3. Put the mirror inside the box stick the ends of the rubber b through the 3 cm holes in the sides. Do the bottom one first. 13 4. Use a craft stick to keep it from coming out. 5. Do the same thing for the upper one. 6. Adjust your craft sticks so that the bottom mirror reflects the laser straight up, striking the upper mirror. 7. Adjust the upper mirror to reflect the laser beam out the large hole. 8. Tape the top on the box.
14 (5) Matter energy. The student knows that matter has measurable physical properties those properties determine how matter is classified, changed, used. The student is expected to: (A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, gas), relative density (sinking floating), solubility in water, the ability to conduct or insulate thermal energy or electric energy; (B) identify the boiling freezing/melting points of water on the Celsius scale; (C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings s; Play your electronic bongo drum 1. Set the drum on the table or floor. 2. Adjust the mirrors so that the laser beam strikes both mirrors can be seen on the wall. 3. Tap on the top of the drum watch the beam. 4. One of the mirrors makes the beam move up down. The other mirror makes it move left right. The two moving together can make some great patterns. 5. Have fun.