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Unit 16: H

ow Things M

ove

Student ScienceJournal

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Table of Contents

Talking About Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .01

Folded Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 02

Engineering Design Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 03

Scientific Drawing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 04

First Drawing Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 05

Balanced and Unbalanced Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 06

Lesson 2 Elaborate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 09

Gravity Explorations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Parachute Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Investigating Noncontact Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Lesson 4 Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Magnet Explorations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Drawing Magnetic Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Floating Magnet Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Bar Magnet Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Strength of Magnetic Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Magnet Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Forces on the Car . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Activity A: Forces and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Activity B: Changing the Height of the Ramp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Changing the Surface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Communicate Your Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Chain Reaction Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Chain Reaction Project Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Unit 16 (version 7.13.16) | How Things MoveWashington University in St. Louis Institute for School Partnership

Student Page 01

Talking About ForcesSection 1, Lesson 1

Four friends were talking about this boy on the playground and whether he would pull or push

himself up the climber . Then they talked about forces . This is what they said:

Simon: I think a pull is a force, a push is something else .

Matilda: I think a push is a force, a pull is something else .

Silas: I think they both are forces .

Liberty: I think neither are forces, they are something else .

Which friend do you agree with the most? Explain your thinking . Describe what you think a

“force” means .


Student Page 02

Folded HandsSection 1, Lesson 1

Draw the arrows representing the forces at play on these hands . Remember to draw the ar-

rows showing the direction and the amount of force on the hands . Then answer the questions

below .

1 . Are the hands moving? Why or why not?

2 . Are the forces balanced or unbalanced?

3 . How can you tell?


Student Page 03

Engineering Design CycleSection 1, Lesson 1

1. Identify Need/Problem

2. Research & Brainstorm

3. Choose Best Ideas

4. Construct Prototype5. Test & Evaluate

6. Communicate

7. Redesign

?


Student Page 04

Scientific Drawing RubricSection 1, Lesson 1

NO SOMEWHAT YES

Did I draw everything I

saw?

Did I label the parts of

my drawing?

Did I give my drawing a

title?

Is my drawing big

enough and clear enough

to see everything?

Is my drawing realistic?

CD I


Student Page 05

First Drawing EvaluateSection 1, Lesson 1

Draw your chain reaction machine idea here . Be sure and add the arrows that show the

direction the force is moving through out the machine .


Student Page 06

Balanced and Unbalanced ForcesSection 1, Lesson 2

TEST 1: Balanced vs. Unbalanced Forces

Testable Question:

Data:

BEFORE AFTER

Balanced Forces

Unbalanced Forces

TEST 2: Strength of Unbalanced Forces

Testable Question:


Student Page 07

Balanced and Unbalanced Forces (continued)

What am I changing? How am I changing this? (Independent Variable)

What am I measuring? How am I measuring this? (Dependent Variable)

Data:

MOTION OF DOMINOES

STRENGTH OF FORCE TRIAL 1 TRIAL 2 TRIAL 3


Student Page 08

Balanced and Unbalanced Forces (continued)

TEST 3: DIRECTION OF UNBALANCED FORCES

What am I changing? How am I changing this? (Independent Variable)

What am I measuring? How am I measuring this? (Dependent Variable)

Data:

MOTION OF DOMINOES

STRENGTH OF FORCE TRIAL 1 TRIAL 2 TRIAL 3

ANALYSIS:How do unbalanced and balanced forces affect the motion of dominoes?


Student Page 09

Lesson 2 ElaborateSection 1, Lesson 2

This pictures shows dominoes and the forces applied . The picture above shows the motion of

the dominoes . The dominoes in orange are still standing . Draw the arrows showing the forces .

Explain why the dominoes moved this way using your knowledge of balanced and unbalanced

forces .


Student Page 10

Lesson 2 Evaluate

What is the motion of the dominoes in the picture? Explain using evidence and reasoning .

CLAIM: I think the domino is

EVIDENCE:In my experiment, I noticed

REASONING:

When forces are objects


Student Page 11

Gravity ExplorationsSection 2, Lesson 3

1. Hold the plastic figure in your hands and then let go of it . What happens? What causes

this to happen?

2. Use any of the supplies to invent something that will slow the fall of your figure . When

testing your invention, drop figure from the same height at the same time to see which one

falls more slowly . Record time of each fall either using a stopwatch or the a clock .

String Tape Tissue Paper

Sheet of white paper Scissors Styrofoam Cup/Plate

Zip Lock Bag Paper Lunch Bag Trash Bag

If you think of something else to use, ask your teacher before adding it to your invention!

3. How well did your invention work? How can you tell?

4. Try it again using a different design . Which one works better? How can you tell?


Student Page 12

Gravity Explorations (continued)

5. Draw and label a picture of your best prototype falling through the air in the box below .

Draw arrows showing the forces acting on the parachute, and label them .

6. What force pulls the plastic figures to the ground?

7. Is your figure being slowed down? What forces are affecting the model? Explain .

8. How does your model slow down the falling figure?


Student Page 13

Parachute RubricSection 2, Lesson 3

NO SOMEWHAT YES

I worked well with my

group to make the

parachute .

Our group increased the

time it took the figure to

fall .

Our group changed the

design each time .

I drew the arrows

showing the pull of the

Earth on my student

page .

I drew the arrows

showing the air pushing

on the figure on my

student page .

CD I


Student Page 14

Investigating Noncontact ForcesSection 2, Lesson 4

WOOLY WILLY Draw a picture of Wooly Willy before you used it and then after .

BEFORE AFTER

What did you notice about the motion of the hair fuzz?

What force caused this to happen?


Student Page 15

Investigating Noncontact Forces (continued)

STATIC ELECTRICITYDraw a picture of what happened when you brought the non-sticky side of the tape close

together .

TEST 1 (after tape was stuck to the desk) TEST 2 (after pieces of tape stuck to each other)

What did you notice about the motion of the pieces of tape?

What force caused this to happen?


Student Page 16

Lesson 4 EvaluateSection 2, Lesson 4

For each of the effects below, identify the force(s) that caused it and provide an explanation .

EFFECT CAUSE (FORCE) CONTACT OR NON CONTACT

EXPLANATION

Hair sticking straight up

Paratrooper falling slowly

Child swinging

Two train cars moving

Dog bite tail to stop the motion of the other dog

FORCES: Push Static Electricity Gravitational Force

Pull Magnetism Air Resistance


Student Page 17

Magnet ExplorationsSection 2, Lesson 5

OBJECT TESTED

PREDICTION (WHAT DO YOU THINK WILL HAPPEN?)

RESULTS (WHAT HAPPENED?)

paperclip

washer

screw

penny

dime

plastic chip


Student Page 18

Drawing Magnetic ForcesSection 2, Lesson 5

Pick one object from your bag that attracts magnets and one that does not . Draw (or trace)

the object and the magnet . Draw arrows of the forces working on those objects . (Don’t forget

the gravitational force!)


Student Page 19

1 . Draw your floating magnet showing how they can repel or attract . Be sure and draw the arrows showing the forces .

2 . Draw the floating magnet in a different configuration . Draw the arrows showing whether they are attracting or repelling .

Floating Magnet DrawingSection 2, Lesson 6


Student Page 20

1 . Draw all of the ways that you can get the magnet to attract . Be sure to label the N and S .

2 . Draw all of the ways that you can get the magnet to repel . Be sure to label the N and S .

3 . What do you notice about the orientation of a magnet and whether it attracts or repels?

Bar Magnet ExplorationSection 2, Lesson 6


Student Page 21

TESTABLE QUESTION:How does the number of magnets affect the strength of the magnetic force?

What are we changing? (Independent Variable):

What are we measuring? (Dependent Variable):

HYPOTHESIS: What do you think the effect of changing the number of magnets will be on the distance before the magnets attract?

DATA: DISTANCE BEFORE ATTRACTION (CM)

NUMBER OF MAGNETS TRIAL 1 TRIAL 2 TRIAL 3

Strength of Magnetic ForceSection 2, Lesson 6


Student Page 22

Strength of Magnetic Force (continued)

CONCLUSION: How does changing the number of magnets affect the distance before attraction?

The more magnets, the the magnetic force . I

know this because


Student Page 23

Write whether the magnets in their positions will attract or repel in each line .

1 .

2 .

3 .

4 .

5 .

Magnet ReviewSection 2, Lesson 6

S

S

S

S

S

S

S

S

N

N

N

S

SN

N

N

N

N

N

N


Student Page 24

Forces on the CarSection 3, Lesson 7

Draw arrows to show the forces interacting with this car .

ACTIVITY 1 ACTIVITY 2

DIAGRAM 7-A DIAGRAM 7-B

DIAGRAM 7-C DIAGRAM 7-D

ACTIVITY 3 ACTIVITY 4





floor


Student Page 25

Activity A: Forces and MotionSection 3, Lesson 7

Materials from your teacher:

Toy car

Wooden ramp

A stack of books

Measuring tape

Procedure:

1. Stack some books until they are about 5 cm high .

2. Raise one end of the ramp and place it on the books .

3. Push the car UP the ramp to the top .

What force caused the car to move up the ramp?

4. Now let the car roll down the ramp without pushing it .

What forces caused the car to move down the ramp?


Student Page 26

Activity B: Changing the Height of the Ramp

Section 3, Lesson 7

Procedure:

1. Release the toy car without pushing from the top of the 5 cm high ramp .

2. Measure in centimeters (cm) how far it rolls from the end of the ramp to record under Trial 1 Distance .

3. Repeat Step 2 for Trial 2 and Trial 3 .

RAMP HEIGHT TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

5 cm

Make a prediction: If you raise the ramp to 10 cm high, will the car roll a longer distance, a shorter distance or the same distance from the end of the ramp? Why?

4. Now raise the ramp to 10 cm high and release the car without pushing .

5. Measure in centimeters how far it rolls from the end of the ramp and record under Trial 1 Distance .

RAMP HEIGHT TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

10 cm


Student Page 27

Changing the SurfaceSection 3, Lesson 8

Materials from your teacher:

Toy car

Wooden ramp

Carpet

Tape Measure

Books to build your ramp .

Prediction:

Today we are going to test three surfaces: the ramp without anything on it, the carpet with the rubber side up, and the carpet with the smooth side up . How do you think the different surfaces will affect how far our car rolls?

Procedure:

1. Build a ramp 10 cm high . Release the toy car from the top of the ramp without pushing .

2. Measure in centimeters how far it rolls from the end of the ramp and record under Trial 1 Distance . Repeat for Trial 2 and Trial 3 .

RAMP SURFACE TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

Ramp

Make a prediction: If you put the carpet on the ramp, will the toy car roll a longer distance or a shorter distance from the end of the ramp? Why?


Student Page 28

Changing the Surface (continued)

3. Now cover the ramp with the carpet and release the toy car without pushing .

4. Measure in centimeters how far it rolls from the end of the ramp and record under Trial 1 Distance . Repeat for Trial 2 and Trial 3 .

RAMP SURFACE TRIAL 1 DISTANCE TRIAL 2 DISTANCE TRIAL 3 DISTANCE

Rubber side up

Carpet side up

Compare how far the car rolled on the ramp itself, on the rubber side of the carpet, and on the carpet side . Which one allowed the car to roll the longest distance? Which one allowed the car to roll the shortest distance? Why? Explain your answer .

Write a conclusion: How does the surface of the ramp affect the distance the object travels? What is your evidence? Explain your answer .


Student Page 29

Forces and Interactions Poster Expectations:

• What is the most important information to share from each part of the activities?• What data tables or graphs will you include?• What scientific drawings will you include?• How will you explain forces and motion on your poster?

NO

DSOMEWHAT

I

YES

CI included information about balanced and unbalanced forces .

I included information about gravitational force .

I included information about pushes .

I included information about frictional force .

I drew a scientific picture of the experiments with a title and labels of forces .

I included data in the form of graphs and data tables .

I shared conclusions from the experiments .

REFLECTION:

Communicate Your ResultsSection 4, Lesson 8


Student Page 30

Chain Reaction DrawingSection 4, Lesson 9

Draw picture of your group’s chain reaction machine, using arrows to show the direction and

strength of the forces . (Be sure and use contact and non contact forces .)


Student Page 31

Chain Reaction Project RubricSection 4, Lesson 9

After the presentation of your chain reaction machine, respond to these questions by checking in the boxes:

1 - NOT YET 2 - GETTING THERE 3 - YOU’VE GOT IT 4 - WOW!

Des

ign

It is difficult to understand my drawing .

I used one force in my design .

I have a few of the forces labeled with arrows .

I used at least 2 forces in my design .

I have some forces labeled with arrows .

I used more than 2 forces in my design .

I have the forces clearly labeled with arrows .

Illu

stra

tion

Parts of my drawing are clear, but many parts are difficult to understand .

I have used few arrows or given explanations where needed .

Parts of my drawing are clear, but some parts are difficult to understand .

My drawings are done neatly .

The reader can somewhat tell what will happen in my machine from looking at my drawing .

My drawings are done neatly .

The reader can easily tell what will happen in my machine from looking at my drawing .

Pres

enta

tion

My team and I were not able to set up our design .

Our machine had at least one step that worked, but it had many steps that did not work . It worked some times but not most of the time .

Our machine partially worked . Most steps worked as planned most of the time .

Our machine worked . All steps worked as planned .


Student Page 32

Chain Reaction Project Rubric (continued)

REFLECTIONWhat my team did well:

What my team needs to work on for next time:

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