To design a good running shoe, more than just its appearance needs

Transcription

1 CHAPTER 1: Science at work 1 What is science? Worksheet 1.1 Science Alive for VELS Level 5: pages 1 3, 484 The wide world of shoes To design a good running shoe, more than just its appearance needs to be considered. Scientists have studied the way feet move and the problems people have with their feet. As a result, different types of running shoes have been developed for different people. Scientists also design the materials used to make running shoes. Some shoes need to be designed with flexibility in mind; others need to be more rigid (stiff). What type of running shoe do you need? When most people run, the foot comes down on the outer edge of the heel. It then rolls inwards and flattens out. To lift the foot, a runner pushes off the ball of the foot. This motion is needed to absorb some of the shock to the body during running. This motion is called pronation. Some runners over-pronate. That means that they roll inward too much. Others under-pronate. They do not roll their foot inward enough. People who pronate correctly have neutral feet. 1. 9ZX^YZl]^X]ineZd[[ddindj]VkZ#HijYni]ZiVWaZWZadl# L]ViineZd[gjcc^c\h]dZhj^ihndjWZhi4 Removable inner sole (a) Under-pronated right foot Reflective strips for night safety (b) Over-pronated right foot Oval laces for added comfort Forefoot flexibility ######################################################################################################################################################################################## 2. Add`Vii]ZVYkZgi^hZbZcidjia^c^c\i]Z[ZVijgZhd[i]ZhZ gjcc^c\h]dzh# V BV`ZVa^hid[i]Z[ZVijgZhi]VildjaYWZgZfj^gZY^c gjcc^c\h]dzhhj^izyidndjgdlc[ddiinez# Compression moulded midsole to control motion of the foot Stability system at mid-foot to control motion of the foot Advanced sole technology outsole for light weight and improved flexibility Multi-piece outsole with high abrasive rubber heel plug and split heel W 9Zh^\cVcVYkZgi^hZbZcih^b^aVgidi]ZdcZVWdkZg^\]i[dgVh]dZi]Vi^cXdgedgViZhi]ZhZ [ZVijgZh# Foot type The foot s arch is... Wear at the front end of the shoe is... Best suited to shoes that are... Overpronated Low and flexible On the inside Stiff and heavier Underpronated High and stiff On the outside Light, flexible and cushioned Neutral Medium Evenly spread Stable a combination Science Alive for VELS Level 5 Student Workbook 1

2 CHAPTER 1: Science at work 1 Heating substances Where is the hottest part of the flame? Practical report Science Alive for VELS Level 5: page 9 9OUWILLNEED 7jchZcWjgcZg ]ZViegdd[bVi bvix]zh eavi^cjbdgc^x]gdbzl^gz idc\h e^c hv[zin\avhhzh# JhZVe^cid]Vc\VcjcWjgcibViX]dkZgi]Z WVggZad[V7jchZcWjgcZg# A^\]ii]Z7jchZcWjgcZgVXXdgY^c\idi]Z gjazhdcev\z-d[hx^zcxz6a^kz[dgk:ah AZkZa*# Ijgci]ZXdaaVgidegdYjXZVWajZÅVbZ# 1. L]Vi]VeeZchidi]ZbViX]]Vc\^c\ dkzgi]zwvggza4 JcWjgcibViX] E^c Ijgci]Z7jchZcWjgcZgd[[VcY gzbdkzi]zbvix]vcye^cl^i] idc\h# GZ"a^\]ii]Z7jchZcWjgcZgVcYijgc i]zxdaavgidegdyjxzvwajzåvbz# JhZi]Zidc\hid]daYi]Zl^gZVXgdhh i]zåvbz!xadhzidi]zwvggzad[i]z 7jchZcWjgcZg# 2. L]ViXdadjgYdZhi]Zl^gZWZXdbZ4... BdkZi]Zl^gZjeVa^iiaZ# 3. >hi]zxdadjgd[i]zl^gzy^[[zgzcicdl4 4. 9gVlVY^V\gVbd[i]Z7jchZc"WjgcZgÅVbZ!aVWZaa^c\i]ZeVgihi]ViVgZ]diiZhi# 2 Science Alive for VELS Level 5 Student Workbook

3 CHAPTER 1: Science at work 1 Heating substances Practical report Which flame is hotter? Science Alive for VELS Level 5: page 9 9OUWILLNEED 7jchZcWjgcZg ]ZViegdd[bVi bvix]zh idc\h e^zxzhd[edgxzav^c hv[zin\avhhzh XadX`dglViX]# A^\]ii]Z7jchZcWjgcZgVXXdgY^c\idi]ZgjaZhdceV\Z-d[HX^ZcXZ6a^kZ[dgK:AHAZkZa*# DeZci]ZV^g]daZ# 1. 9ZhXg^WZi]ZÅVbZ#L]ViXdadjg^h^i49dZh^ibV`ZVcd^hZ4 =dayve^zxzd[edgxzav^cdkzgi]zåvbzl^i]i]zv^g]dazdezc# 2. IV`Zcdi^XZd[gdj\]an]dladc\^iiV`Zh[dgi]ZedgXZaV^cidijgcgZY"]di#9ZhXg^WZi]Z VeeZVgVcXZd[i]ZedgXZaV^c# AZii]ZedgXZaV^cXddadci]Z]ZViegdd[bVi# 8adhZi]ZV^g]daZ# 3. 9ZhXg^WZi]ZÅVbZ#9dZh^ibV`ZVcd^hZ4>h^iZVhnidhZZ4 =dayi]zedgxzav^c^ci]zåvbz# 4. 9dZh^iijgcgZY"]di4 5. 9dndjcdi^XZVcni]^c\ZahZVWdjii]ZedgXZaV^cV[iZg]ZVi^c\^i^ci]^hÅVbZ4 6. L]^X]^hi]Z]diiZgÅVbZ4 Science Alive for VELS Level 5 Student Workbook 3

4 CHAPTER 1: Science at work 1 Measuring mass Estimating mass Practical report Science Alive for VELS Level 5: page 13 9OUWILLNEED WZVbWVaVcXZdgZaZXigdc^XhXVaZh ezc lvix] WVcVcV &%%bawzv`zg _Vga^Y lvizg# izvheddc hj\vg :hi^bvizi]zbvhhzhd[zvx]d[i]z^izbh^ci]zivwazwzadl# BZVhjgZi]ZbVhhZhd[i]ZeZc!lViX]VcYWVcVcVjh^c\VWZVbWVaVcXZdgZaZXigdc^XhXVaZh# I]ZlViZgVcYi]Zhj\VgXVccdiWZejiY^gZXiandci]ZeVc#GZXdgYi]ZbVhhZhd[i]ZWZV`Zg VcYi]Z_Vga^Ydci]Z^gdlc#6YY&%%bAd[lViZgidi]ZWZV`Zg#GZXdgYi]ZXdbW^cZYbVhhd[ i]zlvizgvcyi]zwzv`zg#hjwigvxii]zbvhhd[i]zwzv`zgvadcz[gdbi]zxdbw^czybvhh#9d i]zhvbzl^i]'izvheddchd[hj\vg^ci]z_vga^y#6aizgcvi^kzan!ejii]zzbeinxdciv^czgdci]z ZaZXigdc^XhXVaZhWZ[dgZVYY^c\i]ZlViZgdghj\Vg!VcYegZhh»iVgZ¼# GZXdgY^ci]ZiVWaZl]Zi]ZgndjgZhi^bViZYbVhhlVh]^\]ZgdgadlZgi]Vci]ZbZVhjgZYbVhh! VcYWn]dlbVcn\gVbh#I]^h^hXVaaZYi]ZY^[[ZgZcXZ# ESTIMATING AND MEASURING MASS Item Pen Estimated mass (g) Measured mass (g) Difference (g) % error Watch Banana 100 ml water 2 teaspoons of sugar 9ZiZgb^cZi]ZYZ\gZZidl]^X]ndjgZhi^bViZhlZgZ^cXdggZXiWnXVaXjaVi^c\i]ZbVhVeZgXZciV\Z Zggdg# For each item, calculate the percentage error using: 1. L]^X]lVhndjgbdhiVXXjgViZZhi^bVi^dc4 Difference (g) 100 = % error Measured mass (g) 2. 7n]dlbjX]Y^YndjgaZVhiVXXjgViZZhi^bVi^dckVgn[gdbi]ZbZVhjgZYbVhh4 3. >h^izvh^zgidzhi^bvizavg\zgdghbvaazgbvhhzh4 4. :meav^cl]nndji]^c`i]^h^hi]zxvhz# 4 Science Alive for VELS Level 5 Student Workbook

5 CHAPTER 1: Science at work 1 Observe and record Animal features Worksheet 1.3 Science Alive for VELS Level 5: pages Over time, living things change to suit the place where they live. For example, animals that are active at night (nocturnal) have a shiny layer at the back of their eyes. The shiny layer reflects as much light as possible onto the back of the eye, to help the animal see better. Animals that live in similar environments have similar features. Zoologists study animals. They study the environments animals live in, how the animals behave and what they need to survive. The koala and the sloth are very different animals. They live in different parts of the world, but in similar environments. Both are tree-dwellers and both eat leaves. Their body shape, their long limbs and their claws are useful in the environment they live in. Here is a list of some other features animals have, and what they are used for. Feature What it s used for Large eyes or shiny eyes Night vision Large ears Keeping cool or directing sound into the ear Eyes at the front of the head Allowing an animal to judge distances more accurately Claws Grasping prey, digging or climbing Long, sticky tongue Collecting insects Scales or spines Defence system Short, powerful limbs Digging for food and shelter Tail Balance, holding onto branches Thick fur Warmth Horns and antlers Weapons for male animals, showing dominance Blubber (fat) Keeping warm in icy, wet conditions Science Alive for VELS Level 5 Student Workbook 5

6 CHAPTER 1: Science at work 1 Observe and record Worksheet 1.3 Imagine you are a zoologist. You have discovered a journal written over a hundred years ago by another zoologist. Although the journal is in tatters, you can make out enough information to put together a rough sketch of the animal. Read the journal pieces below and draw what you think the animal might look like. Use the table on the previous page to help you. page 2 Draw your animal in this box. 6 Science Alive for VELS Level 1 Student Workbook

7 CHAPTER 1: Science at work 1 Reporting back Practical report jigsaw Worksheet 1.4 Science Alive for VELS Level 5: pages Pictured below are the remnants of a student s homework. Imagine this student s panic when the practical report accidentally went through the shredder! Fortunately, the student was able to retrieve all of the pieces of the report. The only thing left to do is to put the report back together in the correct order. Can you help? Label the shreds below in the correct order from 1 to 20. (Clue: The student drew this diagram of the equipment used in the experiment. Use it as a guide.) Science Alive for VELS Level 5 Student Workbook 7

8 CHAPTER 1: Science at work 1 Reporting back Temperature graphs Practical report Science Alive for VELS Level 5: pages A graph is a useful way to present the results of an experiment. A graph gives an overall picture of the results. It can also be used to predict values that occur between, or outside, those measured during an experiment. This experiment aims to show how the temperature of water changes while it is heated over a Bunsen burner. 9OUWILLNEED bzvhjg^c\xna^cyzg '*%bawzv`zg 7jchZcWjgcZg ]ZViegdd[bVi bvix]zh ig^edy \VjoZbVi gzidgihivcy Wdhh]ZVYVcYXaVbe i]zgbdbzizg XadX` hv[zin\avhhzh# JhZVbZVhjg^c\Xna^cYZgidbZVhjgZdji &%%bad[lvizg# Edjgi]ZlViZg^cidi]ZWZV`Zg# HZijei]ZZfj^ebZciVhh]dlcdceV\Z&+ d[hx^zcxz6a^kz[dgk:ahazkza*#bv`zhjgz i]vii]zwjawd[i]zi]zgbdbzizg^hcdidc i]zwdiidbd[i]zwzv`zgdgdjid[i]zlvizg# LV^i[dgVb^cjiZidVaadli]Zi]ZgbdbZiZg idvy_jhiidi]zlvizgizbezgvijgz# BZVhjgZi]ZiZbeZgVijgZd[i]ZlViZg# GZXdgYi]ZhiVgi^c\iZbeZgVijgZ^cViVWaZ# I]ZhiVgi^c\iZbeZgVijgZ^hgZXdgYZYl]Zc i^bz^h%b^cjizh# Time (min) Temp ( C) Time (min) Temp ( C) EjindjghV[Zin\aVhhZhdc# A^\]ii]Z7jchZcWjgcZgVXXdgY^c\id i]zgjazhdcev\z-d[hx^zcxz6a^kz[dg K:AHAZkZa*# DeZci]ZV^g]daZVcY]ZVii]ZWZV`ZgdkZg VWajZÅVbZ# BZVhjgZVcYgZXdgYi]ZiZbeZgVijgZd[i]Z lvizgzkzgnb^cjiz[dg&%b^cjizh# Ijgcd[[i]Z7jchZcWjgcZgVcYVaadli]Z Zfj^ebZciidXdda# EadiVa^cZ\gVe]d[i]ZXdaaZXiZYYViV# Temperature (oc) ?d^ci]ZYViVed^cihl^i]Vhbddi]a^cZ# 1. 9ZhXg^WZ]dli]ZiZbeZgVijgZd[i]ZlViZg X]Vc\ZhdkZgi^bZ# 2. =dlydzhndjg\gve]xdbevgzl^i]i]z \gve]hd[di]zghijyzcih4 3. JhZndjg\gVe]idZhi^bViZi]ZlViZg izbezgvijgz)#*b^cjizhv[izg]zvi^c\ hivgizy# 4. EgZY^Xii]ZiZbeZgVijgZi]Vii]ZlViZg ldjay]vkzgzvx]zy&&b^cjizhv[izg]zvi^c\ hivgizy# CONCLUSION Time (minutes) Science Alive for VELS Level 5 Student Workbook

9 CHAPTER 1: Science at work 1 Science literacy Science Alive for VELS Level 5: page 20 FILL IN THE GAPS 1. ad\n/i]zhijynd[a^k^c\i]^c\h 2. Xd g h^kz/hjwhivcxzhhjx]vhvx^yhi]vizvivlvndi]zgdw_zxih 3. avb VWaZ/YZhXg^WZhhjWhiVcXZhhjX]VhbZi]naViZYhe^g^ihi]ViWjgcZVh^an 4. V igd dbn/i]zhijynd[i]zh`nwzndcyi]z:vgi]¼hvibdhe]zgz 5. e n ]dad\n/i]zhijynd[i]dj\]ih![zza^c\hvcywz]vk^djgd[ezdeazvcyvc^bvah 6. W^d ZX] c^xh/i]zhijynd[]dlvc^bvah!^cxajy^c\]jbvch!bdkz 7. fjv ^ Vi^kZ/ineZd[dWhZgkVi^dci]ViYZhXg^WZhl]Vi^hhZZc 8. /YZhXg^WZhX]Zb^XVahi]ViVgZYVc\ZgdjhididjX]!^c]VaZdghlVaadl 9. /Vejh]!ejaadgil^hi 10. /i]z[dgxzd[viigvxi^dci]vizm^hihwzilzzcvaadw_zxih 11. /inezd[dwhzgkvi^dcl]zgzvbzvhjgzbzcil^i]v hezx^äxkvajz^hjhzy 12. /i]zxjgkzyjeezghjg[vxzd[vxdajbcd[a^fj^y 13. TTTTTTTTTTTTTTTTTTTTTTT/Vad\^XVaZmeaVcVi^dcVWdjil]Vi]VeeZcZYVcYl]n^i]VeeZcZY 14. TTTTTTTTTTTTTTTTTTTTTTT/i]ZhijYnd[]dlhjWhiVcXZhgZVXil^i]di]ZghjWhiVcXZh 15. TTTTTTTTTTTTTTTTT/V[dgXZi]ViVXihV\V^chii]ZbdkZbZcid[VcdW_ZXi#>idXXjghWZilZZc Vcnhjg[VXZhi]ViVgZidjX]^c\VcYign^c\idbdkZeVhiZVX]di]Zg# WRITE DEFINITIONS FOR THE FOLLOWING TERMS 1. evgvaavmzggdg/ \Zdad\n/. 3. e]nh^xh/ e]nh^dad\n/ egzy^xi/... Science Alive for VELS Level 5 Student Workbook 9

10 CHAPTER 1: Science at work 1 Crossword Science Alive for VELS Level 5: page ACROSS 4. VhX^Zci^hil]dhijY^Zha^k^c\i]^c\h 6. jhzyidbzvhjgzkdajbzhd[a^fj^yh VXXjgViZan 11. VhX^Zci^hil]dhijY^ZhVc^bVah 13. i]zbzvhjgzd[]dlbjx]bviizgi]zgz^h^c VcdW_ZXidghjWhiVcXZ 14. hjg[vxzi]viegdizxihwzcx]zh[gdbyvbv\z Wn]ZViVcYX]Zb^XVah 15. VhX^Zci^hil]dhijY^Zhi]Zh`nWZndcYi]Z :Vgi]¼hVibdhe]ZgZ 16. i]zyzx^bvahnhizbd[bzvhjgzbzci 17. \avhhzh/eavhi^x\avhhzh jhzyidegdizxii]zznzhyjg^c\zmezg^bzcih DOWN 1. VhX^Zci^hil]dhijY^Zhi]ZaVlhd[cVijgZ 2. i]zveea^xvi^dcd[hx^zcxzidi]zyzh^\cd[v YZk^XZdgegdXZhh 3. VhX^Zci^hil]dhijY^ZheaVcih 5. jhzyidbzvhjgzi]zizbezgvijgzd[ hjwhivcxzhvxxjgvizan 7. hdbzdczldg`^c\^cväzayd[hx^zcxz 8. VcZaZXig^XVaan]ZViZY!edgiVWaZhjg[VXZjhZY id]zvihjwhivcxzh 9. jhzyl^i]äaizgevezgidhzevgvizhda^yh [gdba^fj^yh 10. VgddbÄiiZYl^i]VeeVgVijh[dghX^Zci^ÄX gzhzvgx] 12. i]^c!\avhhxdciv^czg[dg]day^c\!]zvi^c\dg b^m^c\hbvaavbdjcihd[hjwhivcxzh 16. Vcni]^c\i]Vi]VhbVhhVcYiV`ZhjeheVXZ 10 Science Alive for VELS Level 5 Student Workbook