Investigation 1:
Motion and Variables
Name: ___________________________
Science Notebook
Motion, Force, and Models
Big Question: How does investigating a pendulum help you
understand how scientists use math to do
their work?
5th
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
2
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
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
3
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
Table of Contents
Title Page Part
4
Exploring Motion 1 6
Testing Variables 2 23
Predicting Swings 3 32
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What do you know about motion?
I Think…
Now I Know…
Predict: If we apply a force to the ball when it is at the
edge of the table what will happen to the ball?
Part 1: Motion and Variables
Investigate Force
Outcome: What happened when you applied a force to the
ball when it was at the edge of the table?
Think About It: What forces are acting on the sitting ball?
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Part 1: Motion and Variables
Investigate Force
Results: 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?
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Directions: Answer the questions below as you investigate
force.
Part 1: Motion and Variables
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?
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Part 1: Motion and Variables
9
FOCUS QUESTION
I Think…
What variables might affect the number of
cycles a pendulum makes in 15 seconds?
Predict: What will happen if we lift the pendulum bob to
the side and release it?
Part 1: Motion and Variables
Explore Pendulum Motion
Outcome Observations: When the pendulum bob was released
I noticed… I think that happened because…
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Various things are listed below. Put an X in front of the things that you
think can be thought of as a system.
Explain your thinking. How did you decide whether something is considered to
be a system?
aquarium
pile of sand
Earth
grasshopper
volcano
soil
ocean
cell phone
A + B = C
electrical circuit
water cycle
human body
Density = Mass÷Volume
box of nails
digestion
food web
hurricane
graph
seed
bicycle
Earth & its Moon
Explain: How can you explain the motion of the pendulum?
Part 1: Motion and Variables
Describe Pendulum Motion
• bob • gravity • string • force • motion
Directions: Using as many vocabulary words as you can
answer the question below.
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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.
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Directions: Draw your pendulum system. Label each
component or part.
Part 1: Motion and Variables
Investigate a Pendulum System
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How many times do you think your pendulum will swing in
15 sec?
Part 1: Motion and Variables
Investigate Pendulum Swings
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PREDICT
PLAN
How can you find out how many times your pendulum will
swing in 15 sec?
How many times did your pendulum swing in 15 sec?
DATA
Part 1: Motion and Variables
Investigate Pendulum Swings
16
Focus Question
What variables might affect the number of cycles a
pendulum makes in 15 seconds?
CLAIM
EVIDENCE
Part 1: Motion and Variables
What Causes Change of Motion?
17
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.
Part 1: Motion and Variables
What Causes Change of Motion?
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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?
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Part 1: Motion and Variables
Word Bank
bob -
cycle -
experiment -
force -
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Part 1: Motion and Variables
Word Bank
gravity -
motion -
pendulum -
speed -
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Part 1: Motion and Variables
Word Bank
system -
variable -
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Part 1: Motion and Variables
Science Content/Inquiry
Part 2: Testing Variables
23
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
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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.
Explain your thinking. What rule or reasoning did you use to select your
answer?
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.
Part 2: Testing Variables
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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):
Directions: Write a conclusion you draw after investigating.
Part 2: Testing Variables
26
QUESTION 3
How does the length of the string affect the number of
swings the pendulum makes?
CLASS DATA
Part 2: Testing Variables
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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:
Part 2: Testing Variables
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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
Part 2: Testing Variables
29
1. Did the student control all the variables she should have?
Explain your answer.
2. Define a controlled experiment.
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.
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Part 2: Testing Variables
Word Bank
controlled experiment -
predict -
standard -
31
Part 2: Testing Variables
Science Content/Inquiry
g
Part 3: Predicting Swings
32
FOCUS QUESTION
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.
Part 3: Predicting Swings:
Two-Coordinate Graph
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Part 3: Predicting Swings
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Length of pendulum:________ cm
Prediction: ________ swings (15sec) ACTUAL: ________ swings (15sec)
Length of pendulum:________ cm
Prediction: ________ swings (15sec) ACTUAL: ________ swings (15sec)
TEST 1
TEST 2
Length of pendulum:________ cm
Prediction: ________ swings (15sec) ACTUAL: ________ swings (15sec)
TEST 3
Ho
Part 3: Predicting Swings
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FOCUS QUESTION
Directions: Answer the focus question below.
How can we use graphs to predict results?
Part 3: Predicting Swings
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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?
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Part 3: Predicting Swings
Word Bank
dependent variable -
independent variable -
two-coordinate graph -
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Part 3: Predicting Swings
Science Content/Inquiry
Part 3: Predicting Swings
39
BIG QUESTION
How does investigating a pendulum help you understand
how scientists use math to do their work?
Directions: Read and answer the big question below.
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