2006 AIMS Education Foundation

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1 TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials that build conceptual understanding. The foundation also sponsors a national program of professional development through which educators may gain expertise in teaching math and science. Copyright 2006 by the AIMS Education Foundation All rights reserved. No part of this book or associated digital media may be reproduced or transmitted in any form or by any means except as noted below. A person purchasing this AIMS publication is hereby granted permission to make unlimited copies of any portion of it (or the files on the accompanying disc), provided these copies will be used only in his or her own classroom. Sharing the materials or making copies for additional classrooms or schools or for other individuals is a violation of AIMS copyright. For a workshop or conference session, presenters may make one copy of any portion of a purchased activity for each participant, with a limit of five activities or up to one-third of a book, whichever is less. All copies must bear the AIMS Education Foundation copyright information. Modifications to AIMS pages (e.g., separating page elements for use on an interactive white board) are permitted only for use within the classroom for which the pages were purchased, or by presenters at conferences or workshops. Interactive white board files may not be uploaded to any third-party website or otherwise distributed. AIMS artwork and content may not be used on non-aims materials. Digital distribution rights may be purchased for users who wish to place AIMS materials on secure servers for school- or district-wide use. Contact us or visit the AIMS website for complete details. ISBN AIMS Education Foundation 1595 S. Chestnut Ave., Fresno, CA aimsedu.org Printed in the United States of America Core Curriculum/South Carolina 2006 AIMS Education Foundation

2 Standards Alignment... 1 Safe Science... 3 Scientific Inquiry... 4 Assembling Rubber Band Books... 8 Science Journal... 9 Many Materials Mystery Matter Matter of Fact What s the Matter? A Crazy Combo From State to State Room for Change What is the Temperature? Kool Kups Handmade Ice Cream Puddle Pictures Drying on the Line A Matter of Change Hot Stuff Heat Energy Moves Hot Chocolate Cool Conductors Heat Energy: Conduction All Wrapped Up Movin On Putt for Position A Track Record Push and Pull Spheres on a Roll Give the Car a Push Gravity Ball on a Roll A Pair of Chutes Sounds Vibrations Make Sounds Musical Instruments Volume Up/Volume Down Crowing Cups Musical Bottles What Makes Sound? Traveling Sounds Slinky Sound Amplicups Meter Tape Parent Letter Materials List Assessment Assessment Key The AIMS Program Model of Learning Chinese Proverb Core Curriculum/South Carolina 2006 AIMS Education Foundation

South Carolina Science Content Standards Physical Science Third Grade Heat and Changes in Matter Standard 3-4 The student will demonstrate an understanding of the changes in matter that are caused by

3 South Carolina Science Content Standards Physical Science Third Grade Heat and Changes in Matter Standard 3-4 The student will demonstrate an understanding of the changes in matter that are caused by heat. Indicators Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties. Many Materials Mystery Matters Matter of Fact What s the Matter? A Crazy Combo Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). From State to State Room for Change What is the Temperature? Kool Kups Homemade Ice Cream Puddle Pictures Drying on the Line A Matter of Change Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators). Heat Energy Moves Cool Conductors Heat Energy: Conductors Hot Chocolate All Wrapped Up Motion and Sound Standard 3-5 The student will demonstrate an understanding of how motion and sound are affected by a push or pull on an object and the vibration of an object. (Physical Science) Indicators Identify the position of an object relative to a reference point by using position terms such as above, below, inside of, underneath, or on top of and a distance scale or measurement. Movin On Putt for Position Ball on a Roll A Track Record Compare the motion of common objects in terms of speed and direction. A Track Record Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object. Push and Pull Spheres on a Roll Explain the relationship between the motion of an object and the pull of gravity. Gravity Ball on a Roll A Pair of Chutes Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity). A Matter of Change Hot Stuff Core Curriculum/South Carolina AIMS Education Foundation

4 3-5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. Sound Vibrations Make Sounds Musical Instruments Crowing Cups Musical Bottles Traveling Sounds Slinky Sound What Makes Sound? Amplicups Compare the pitch and volume of different sounds Musical Instruments Amplicups Recognize ways to change the volume of sounds. Volume Up/Volume Down Amplicups Explain how the vibration of an object affects pitch. Musical Instruments Musical Bottles Scientific Inquiry Standard 3-1 The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation. Indicators Classify objects by two of their properties (attributes). Many Materials What s the Matter? Classify objects or events in sequential order. Puddle Pictures Drying on the Line Hot Chocolate A Track Record Generate questions such as what if? or how? about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. All Wrapped Up A Pair of Chutes Predict the outcome of a simple investigation and compare the result with the prediction. Ball on a Roll Use tools (including beakers, meter tapes and sticks forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. Mystery Matters Matter of Fact Room for Change What is the Temperature? Kool Kups Homemade Ice Cream All Wrapped Up Putt for Position A Track Record Spheres on a Roll Give the Car a Push Ball on a Roll Infer meaning from data communicated in graphs, tables, and diagrams. Hot Chocolate All Wrapped Up Spheres on a Roll Give the Car a Push Ball on a Roll A Pair of Chutes Explain why similar investigations might produce different results. A Crazy Combo Kool Kups Drying on the Line All Wrapped Up Use appropriate safety procedures when conducting investigations. Many Materials A Matter of Change Hot Stuff All Wrapped Up Hot Chocolate A Pair of Chutes Amplicups Core Curriculum/South Carolina AIMS Education Foundation

Balances Metric masses Metric measuring tapes Metric rulers Graduated cylinders Tubs Thermometers Equipment Grouping Circles Ring magnets Measuring cups Measuring spoons Eyedroppers Fire extinguisher

5 Balances Metric masses Metric measuring tapes Metric rulers Graduated cylinders Tubs Thermometers Equipment Grouping Circles Ring magnets Measuring cups Measuring spoons Eyedroppers Fire extinguisher Meter sticks Pattern blocks Teddy Bear Counters Metal Slinkys Toaster oven Refrigerator Non-comsumables and Consumables Crayons Colored pencils Markers Pencils Scissors Glue Glue stick Transparent tape Masking tape Permanent marker String Chart paper Copy paper Red construction paper Yellow construction paper Index cards, 3 x 5 Adding machine tape Paper clips Pushpins Paper fastener Paint brushes Plastic cups, 9 and 10 oz Paper cups, 5 oz Plastic cups, small Paper towels Wood blocks Wooden beads Golf balls Table tennis ball Plastic practice golf ball Tennis balls Marbles Round balloons, 12-inch Rubber bands, #19 Rubber bands, various sizes Straight pins Cornstarch Flavored drink mix Zipper-type plastic bags, gallon size, freezer quality Zipper-type plastic bags, pint size, freezer quality Drinking straws Hammer Aluminum foil Waxed paper Plastic garbage bags Toothpicks Cans Empty glass bottles Food coloring Baby food jars Wooden clothespin Votive candle Matches Film canisters Ice Salt Sugar Evaporated milk Vanilla Vanilla instant pudding mix Milk Bread White cheese slices Yellow cheese slices Pumpkin pie mix Oranges Fruit juice Baking soda Flavored gelatin mix Chocolate chips Small paper plates Plastic serrated knives Plastic spoons Plastic bowls Metal spoons Metal coat hangers Wooden spoons or craft sticks Newspapers Miniature toy cars Dice Wind-up clock Metal coffee can Paper bag Shoe box Hand sanitizer Hair dryer Desk lamp Sand paper Core Curriculum/South Carolina AIMS Education Foundation

6 Topic Force and motion Key Question How does the strength of the push on an object change its motion? Learning Goals Students will: roll balls of different masses down a ramp so that they strike a toy car placed near the bottom of the ramp, measure the distance the toy car moves away from the ramp, and determine if there is a relationship between the distance the car moves and the mass of the ball. Guiding Documents Project 2061 Benchmark 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. NRC Standard The position and motion of objects can be changed by pushing or pulling. The size of the change is related to the strength of the push or pull. NCTM Standards 2000* Understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute. Solve problems that arise in mathematics and in other contexts. Science Physical science force motion Math Measurement length mass Integrated Processes Observing Collecting and recording data Comparing and contrasting Applying Materials For each group: two meter sticks centimeter measuring tape golf ball table tennis ball plastic practice golf ball balance gram masses pattern block (see Management 3) For each student: toy car with low-friction wheels Background Information Students set up a simple ramp made from two meter sticks taped together. They are told to place one hand at the bottom of the ramp, the golf ball near the top of the ramp, and release the ball so that it rolls down the ramp. They can then feel the force (push) when the ball hits their hands. This procedure is repeated for the other two balls. It s easy to feel that the golf ball pushes harder (a measure of the force) on the hand than the table tennis ball. It s not so easy to feel the difference between the plastic practice golf ball and the table tennis ball. The force which the golf ball, plastic golf ball, and table tennis ball each exert (push) on the car can be indirectly measured by measuring the distance the car moves once struck by each ball. A toy car is placed near the bottom of the ramp and one of three balls is rolled down the ramp so that it strikes the car. The ball exerts a force (a push) on the car and moves it away from the end of the ramp. The more mass the ball has, the greater the force (push) on the car, and the further away from the end of the ramp the car moves. Type of Ball golf ball plastic (practice) golf ball table tennis ball Distance 77 cm 17 cm 3 cm Mass 47 g 7 g 2 g In this activity, students will learn that there is a relationship between the strength of a push (force) acting on a toy car, the mass of the ball, and the motion of the car. Core Curriculum/South Carolina AIMS Education Foundation

7 Key Vocabulary Force: a push or a pull Motion: the continuous change of position Management 1. Gather the materials, build a track, and spend 15 minutes or so doing the activity. This will help you guide the students so that they have a successful experience doing the activity. 2. Use toy cars (or trucks) with low-friction wheels for this activity. These cars are approximately 2 3 4" long and 1 1 4" wide. Many students have these cars at home and may be willing to bring them to class to use and share with classmates. Activities that use toy cars are popular with students and the investment needed to purchase 30 cars will be easily returned over the years. 3. Each group of students will need a ramp. To make a ramp, place two meter sticks face-to-face and tape along the top edges. The two meter sticks open to form a ramp, end of the ramp, releasing the ball, and feeling the force (push) the golf ball exerts on their hand when it hits the hand. 6. Have the students repeat for the plastic golf ball and the table tennis ball. 7. Direct the students to use the symbol for each ball and to record on the scale the force with which they think each ball pushes. 8. Distribute a toy car and student page to each student. 9. Demonstrate for the students how to place the car five centimeters from the bottom end of the ramp, place the golf ball near the top of the ramp, release the ball, and use the metric tape to measure and record the distance the car moves away from the end of the ramp. Tape an object like a pattern block (the blue rhombus works well) in one end of the taped meter sticks to hold the two sticks open. Procedure 1. Ask the Key Question and state the Learning Goals. Introduce or review the Key Vocabulary. 2. Organize the students into groups of two or three. 3. Distribute a ramp and a metric measuring tape to every group. 4. Instruct the students to set up the ramp so that the high end is 20 to 30 centimeters high. 5. Tell them to take turns placing the golf ball near the high end of the ramp, their hand at the low 10. Tell the students to repeat the process with the golf ball, the plastic practice golf ball, and the table tennis ball. 11. Distribute a balance and gram masses to each group. 12. Direct the students to measure and record the mass of each ball. Connecting Learning 1. What is motion? [the continuous change of position] 2. What is force? [a push or a pull on an object] 3. Give an example of a force. [kicking a ball, throwing a ball, hitting a ball with a bat, pushing a door closed, pulling a door open, etc.] 4. On a scale of zero to six, with what force did you think the golf ball hit your hand? the plastic golf ball? the table tennis ball? What do these numbers tell you? [The heavier the ball, the more force it had when it hit my hand.] 5. How far did the golf ball push your toy car? the plastic golf ball? the table tennis ball? 6. How did the masses of the balls compare? 7. Describe the relationship between the mass of the ball and the force (push) the ball had on the car. [the more the mass, the greater the force (push)] 8. Describe the relationship between the mass of the ball and the distance the car moved. [the greater the mass, the greater the distance] 9. 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. Core Curriculum/South Carolina AIMS Education Foundation

8 Key Question How does the strength of the push on an object change its motion? Learning Goals roll balls of different masses down a ramp so that they strike a toy car placed near the bottom of the ramp, measure the distance the toy car moves away from the ramp, and determine if there is a relationship between the distance the car moves and the mass of the ball. Key Vocabulary Force: a push or a pull Motion: the continuous change of position Core Curriculum/South Carolina AIMS Education Foundation

9 87 Feel the Force 1. Set up your ramp so that one end is 20 to 30 cm high. 2. Place your hand at the bottom of the ramp. Place the golf ball at the top of the ramp. Let go of the ball. Feel the force with which the golf ball pushes on your hand. 3. Repeat for the plastic golf ball and the table tennis ball. 4. Do the above experiment again and record on the scale what you think the force on your hand is for each of the three balls. Use these symbols: Symbols golf ball Scale plastic golf ball table tennis ball weak force strong force Core Curriculum/South Carolina AIMS Education Foundation

10 88 5. Place the toy car 5 cm from the bottom end of the ramp. Place the golf ball 5 cm from the high end of the ramp. Let it roll down the ramp so that it hits the car. Measure the distance the car travels. Repeat for the other two balls. 6. Measure the mass of each ball. Type of Ball Distance (cm) Mass (g) Golf Ball Plastic Golf Ball Table Tennis Ball 7. What did you discover about the distance the car moved and the mass of the ball? Core Curriculum/South Carolina AIMS Education Foundation

11 Connecting Learning 1. What is motion? 2. What is force? 3. Give an example of a force. 4. On a scale of zero to six, with what force did you think the golf ball hit your hand? the plastic golf ball? the table tennis ball? What do these numbers tell you? 5. How far did the golf ball push your toy car? the plastic golf ball? the table tennis ball? Core Curriculum/South Carolina AIMS Education Foundation

12 Connecting Learning 6. How did the masses of the balls compare? 7. Describe the relationship between the mass of the ball and the force (push) the ball had on the car. 8. Describe the relationship between the mass of the ball and the distance the car moved. 9. What are you wondering now? Core Curriculum/South Carolina AIMS Education Foundation

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