4 th Grade Sample STEM Activity

Transcription

1 4 th Grade Sample STEM Activity

2 Transfer of Energy in Collision Conservation of Energy and Energy Transfer Transfer of Energy in Collision What happens to the energy of an object when it collides with another object? Students in Mr. Nguyen s Class were asked to write their names on the sticky note with their chosen answer. Circle the group of students that was correct. Be prepared to explain your choice. Created -Student 1 -Student 9 -Student 3 Destroyed -Student 2 -Student 8 -Student 5 Transfers -Student 4 -Student 6 -Student 7 1

3 Hook Telephone Description Students demonstrate how sound energy can move from one place to another using cups and a string. Materials Consumable 2 Medium foam cups (per pair of students) 3 Meters of string (per pair of students) Procedure 1. Students use their pencils to poke a small hole in the bottom of each foam cup. 2. Students pull the end of the string through the cup just enough to tie a knot and keep the cup from falling off the string. Repeat this process with the cup on the other end of the string. 3. Allow students to explore the devices by using them to communicate with each other. One student should talk into his or her cup, while the other student holds the cup on the other end to the his or her ear to listen. 4. Discuss: What are you observing? Our voices travel through the string to the other person. I can hear what my partner is saying through the cup even when they are not talking very loudly. What form of energy are you observing? Sound energy Is the sound energy staying in one place? No, it is moving from me to my partner. Energy can be transferred from one place to another. In this case, the sound energy from your voice was being transferred (moved) through the string and the cups to your partner s ear. Do we always need strings and cups to hear people? No. I can hear people talking around me in the same room.

4 Sound can travel through objects and through air. Our voices make sound; what else can make sound? Animals, a person banging on a drum, a person clapping his or her hands, hitting your desk, etc. Many of these examples include objects hitting each other, or colliding. When objects collide, like when you clap your hands, it makes sound!

5 Do 1: Scientific Investigation What s the Buzz? Description Students explore how energy works by using batteries to make a light bulb light up and make a buzzer sound. Materials Printed Material 1 Student Journal: What s the Buzz? (per student) Reusable 3 10 cm pieces of wire (per group) 1 Circuit buzzer (per group) 1 Small light bulb (per group) Optional: If available on your campus (1 laser point thermometer per group or per class) Consumable 1 D battery (per group) 1 Roll masking tape (per group) Preparation Gather materials in advance. Place each group s materials in a container for easy distribution and clean up. Procedure and Facilitation Points Part One 1. Closely monitor groups as they investigate the materials. Warn students that connecting both ends of the battery with just one wire can cause that wire to get very hot. Emphasize that they may not test this to see if it is true. If students are having difficulty, you may need to prompt them by asking questions about how batteries work and what

6 battery casings look like in electronics. E.g., Do your electronics only connect to one side of the battery or both? 2. What forms of energy do we know about? Name some examples of each form. Sound energy comes from clapping your hands together or using your voice. Light energy, which comes from the Sun or a light bulb, can help you see. Heat energy (thermal energy) feels warm or hot. Electrical energy (electricity) comes from batteries and wall outlets and helps electronics work. 3. Today, you will explore some materials that demonstrate these forms of energy. You are going to try to use the given materials to make the buzzer and the light bulb work. When you are successful in your experiments, record which forms of energy you observe and draw pictures of your successful design. Part Two 1. Students use the materials to make the light bulb and the buzzer work. 2. Students draw and describe each successful arrangement. Have them list which forms of energy are being observed. 3. Students use the tip of their finger to see if any heat energy is being released. *Just a slight touch as wires may be hot. They may also choose to use the laser point thermometer, if available. 4. Discuss: How did you get the bulb and the buzzer to work? We had to use the wire to make a complete loop from one side of the battery to either side of the bulb or buzzer and around to the other side of the battery. What forms of energy did you observe? We observed electrical energy from the battery, sound energy from the buzzer, and light and thermal energy from the bulb. What caused the bulb and buzzer to work? Was any energy being transferred or changed? The electrical energy from the battery was being changed into light, heat, and sound energy. Without the electrical energy from the battery, the bulb and buzzer would not work. Are there examples of sound, light, and heat energy that do not require electricity? Yes. Playing a drum or singing releases sound energy without electricity. A fire releases light and heat energy without electricity.

7 Prompt (CER) Write a scientific explanation for how energy was being transferred.

8 Transfer of Energy in Collision Conservation of Energy and Energy Transfer What's the Buzz? Student Data Recording Table Successful Arrangement (include labels) Description and Observations Forms of Energy Observed 1

9 Transfer of Energy in Collision Conserva1on of Energy and Energy Transfer What's the Buzz? Claim, Evidence, and Reasoning Write a scientific explanation for how energy was being transferred from the battery to the bulb and buzzer. Claim: Evidence: Reasoning: Points Awarded Claim Evidence Reasoning Makes an accurate and complete claim. Provides at least two pieces of accurate and complete evidence to justify their claim. Evidence is connected to the claim and shows why the data is appropriate and uses scientific principles. Makes an accurate but incomplete claim. Provides only one piece of accurate and complete evidence to justify their claim. Justifies the evidence but does not use scientific principles. Does not make a claim or makes an inaccurate claim. Does not provide evidence, or only provides inappropriate evidence or vague evidence. Does not connect the evidence to the claim. 1

10 Transfer of Energy in Collision Conservation of Energy and Energy Transfer Points Awarded Claim What's the Buzz? Specific Rubric (Key) Makes an accurate and complete claim. Electrical energy from the battery was transferred to the bulb and buzzer to make them work. Makes an accurate but incomplete claim. Electrical energy came from the battery. Does not make a claim or makes an inaccurate claim. The light bulb turned on when I flipped the switch. Evidence Provides at least two pieces of accurate and complete evidence to justify their claim. The buzzer and bulb did not work alone. The buzzer and bulb worked when connected to the battery. The bulb released light and heat energy. The buzzer released sound energy. Provides only one piece of accurate and complete evidence to justify their claim. The buzzer and bulb did not work alone. Does not provide evidence, or only provides inappropriate evidence or vague evidence. It was magic. The battery worked. Reasoning Evidence is connected to the claim and shows why the data is appropriate and uses scientific principles. Energy can be transferred from place to place or from one form to another. In this case, the electrical energy from the battery was moved through the wire to the bulb and the buzzer. It was changed to sound energy when it made the buzzer work. The electrical energy from the battery was being changed to light and heat energy when it made the light bulb work. Without the electrical energy from the battery, neither the buzzer nor the bulb released any energy, so the energy must have been coming from the battery. Justifies the evidence but does not use scientific principles. The battery is the only thing that made the buzzer and light bulb work. Does not connect the evidence to the claim. Batteries make electronic things work. 1

11 Do 2: Scientific Investigation When Cars Collide Description Students investigate how energy is transferred when objects collide. Materials Printed Material 1 Student Journal: When Cars Collide (per student) Reusable 3 Toy cars (per group) 2 Rectangles of cardboard (per group) 4 Medium books (per group) 1 Ruler (per group) Preparation Gather materials in advance. Place each group s materials in a container for easy distribution and clean up. STEMcoach in Action In this activity, students investigate how energy is transferred when cars collide. It is important that students use accurate scientific drawings to show their findings after each test. You may want to give students some guidelines for making these drawings, for example: Drawings are more easily made on lined paper using a sharp pencil. They should be at least 2 inches in size. Students should label parts and use arrows to indicate the part. No arrows should cross. Keep the drawing simple. Shading and coloring is not usually found in scientific drawings. Give your drawing a title. Include a scale. Use dashed arrows to show the direction of motion. Use longer dashes on the lines to signify slower motion. Learn more about using science Notebooks to facilitate learning in your classroom here. Procedure and Facilitation Points

12 Part One 1. The cardboard and books are meant to be used to make a ramp. Other options that could be used to make a ramp include binders or open, face-down textbooks. 2. Each group should be able to build two similar ramps, if so desired. Initially, you may want to provide vague ideas for collisions for your students; then, allow them to develop their own questions. 3. Possible collisions include: building two ramps and placing a car on each ramp in a way that causes both cars to roll down the ramps and and collide straight-on or at an angle; building one ramp and placing one car on the ramp in a way that causes the car to roll down and collide with a stationary car straight-on or at an angle; and building a ramp and placing the cars in a way that cause some sort of chain reaction with all 3 cars. 4. Encourage students to take measurements of each part of their investigation and use these measurements to label their pictures. 5. If time permits and the required portion of the investigation is complete, allow students to investigate more of their own questions. For example, some students may want to test how results differ when the cars are released from different heights on the ramps, etc. 6. Introduce the activity by telling students, so far, we have studied a few different examples of energy being transferred or changed. What did we observe about these examples? We observed sound energy traveling from one place to another through a string and through the air. We observed electrical energy being moved from one place to another through a wire and being changed to sound, light, and heat energy. 7. We are going to explore another way energy can be transferred through collision! Part Two 1. Students decide on three different ways two or three of the cars could collide. 2. In the before section of their data table in Student Journal: When Cars Collide, students first draw and label what their setup looks like before they allow the cars to collide. 3. Students should use the ruler to measure heights of the ramps, distances between the cars, how far the cars traveled, etc. and include these measurements when labeling their pictures. 4. Students predict what they think will happen and share their ideas with their group. 5. Students test each collision three times to get the most accurate results.

13 6. In the during section of their data table, students draw what the cars look like as they are colliding. 7. In the after section of the data table, students draw what the cars look like after the collision occurs. Students use arrows to show the path the cars traveled. 8. Students describe what happened during the collision. 9. Once three different collisions have been tested, discuss: What are some observations your group made during the investigation? We noticed that cars moving toward each other tend to bounce off of each other and change directions. When a moving car hits a still car, the moving car makes the still car start moving, while the moving car starts slowing down. We also observed that when the cars collided, sound was produced. What happens if the cars collide at an angle? It could make the cars change directions. If one of the cars were still, the moving car would cause the still car to spin and face a different direction. When an object is moving, the object has energy. How was energy transferred in this investigation? When a moving car collided with a still car, the moving car made the still car start moving, while the moving car started slowing down. Therefore, when the cars collided, some of the energy from the moving car was transferred to the non-moving car. Some of the energy from the moving car was also transferred to the air in the form of sound energy. Prompt (CER) Write a scientific explanation for how energy was being transferred.

14 Transfer of Energy in Collision Conservation of Energy and Energy Transfer When Cars Collide Student Data Recording Table Collision Before During After Description of Collision

15 Transfer of Energy in Collision Conserva1on of Energy and Energy Transfer When Cars Collide Claim, Evidence, and Reasoning Write a scientific explanation for how energy was being transferred from car to car during the collisions. Claim: Evidence: Reasoning: Points Awarded Claim Evidence Makes an accurate and complete claim. Provides at least two pieces of accurate and complete evidence to justify their claim. Makes an accurate but incomplete claim. Provides only one piece of accurate and complete evidence to justify their claim. Does not make a claim or makes an inaccurate claim. Does not provide evidence, or only provides inappropriate evidence or vague evidence. Reasoning Evidence is connected to the claim and shows why the data is appropriate and uses scientific principles. Justifies the evidence but does not use scientific principles. Does not connect the evidence to the claim. 1 1

16 Transfer of Energy in Collision Conservation of Energy and Energy Transfer Points Awarded Claim Evidence Reasoning When Cars Collide Specific Rubric (Key) Makes an accurate and complete claim. When cars collide, some of the energy from their movement is transferred to the other car. Provides at least two pieces of accurate and complete evidence to justify their claim. The cars in collision 1 changed directions and slowed down a lot when they collided. The moving car in collision 2 slowed down after colliding with the car that was not moving. The non-moving car in collision 2 started moving after being hit by the moving car. Evidence is connected to the claim and shows why the data is appropriate and uses scientific principles. A moving object has energy. That energy can be transferred to another object when those two objects collide. The non-moving car stayed in place until it was hit by the moving car. Some of the energy from the moving car s motion was transferred to the non-moving car during the collision, causing the non-moving car to start moving. The moving car did not stop completely when they collided, so it still had some of its energy, but it was not moving as fast as it originally was because its energy was transferred to the other car. Makes an accurate but incomplete claim. Energy is being transferred. Provides only one piece of accurate and complete evidence to justify their claim. The cars in collision 1 changed directions and slowed down a lot when they collided. Justifies the evidence but does not use scientific principles. The movement from one car caused the other car to start moving. Does not make a claim or makes an inaccurate claim. The collision between the cars makes more energy. Does not provide evidence, or only provides inappropriate evidence or vague evidence. The motion of the cars changed.. Does not connect the evidence to the claim. When cars hit each other, their motion changes. 1

17 Extensions Kinesthetic- Suck It Up Explore the idea of a pulling, or negative, force such as the force used when drinking liquids from a straw. Students can use moderately-sized cups of water and drinking straws of various diameters, ranging from small ones such as juice box straws or tubular coffee stirrers to large diameter straws such as ones used for thick frozen drinks, to feel the differences in force required to drink through the straws. Project- Watch Your Step Do crayon rubbings or washable paint prints of the soles of various athletic shoes and discuss which patterns might provide the best traction on various surfaces based on the shoes' design characteristics. Project- Design Challenge Challenge students to design a new product that takes advantage of at least two forces to accomplish a task. Guest Speaker- Architect or Engineer Ask an architect or engineer to discuss how forces relate to the design of a building. When and how does a designer take advantage of forces? What forces must be minimized? How does this happen? Force Experiment Alternatives Collaborate with the librarian and computer lab teacher to help students gather experimental ideas for creating an investigation. The investigation should focus on how changing energy or changing the mass of an object can change the result of two objects' interaction. The idea is for students to come up with their own projects, so remind students that, in order to make their idea original, they must change the energy used or the materials used in the online or printed experiments they read about. Be sure the students predict the outcome before actually performing the experiment.

18 Participating in local or regional science fairs is a great way to increase the challenge and to help students work through the scientific method, rather than simply dabbling with equipment and materials.

19 Math Connections A Included Common Core Math Standards 4.OA.3-Solve multistep word problems posing with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Activity Students are expected to understand and solve multistep problems using the four operations. Materials 1 Student Handout (per student or pair of students) 1 Pencil (per student) Preparation Decide on a grouping format or have students work individually. Work through the student activity. Prepare Guiding Questions and possible student answers before beginning this activity in order to interpret student misconceptions and errors.

20 Transfer of Energy in Collision Conservation of Energy and Energy Transfer Level A 1. The students set up an experiment to look at gravity. They observe that object A falls 10 feet every minute, and object B falls at 8 feet every minute. How many more feet did object A fall in 12 minutes than object B? 2. At Rice Elementary 37 students participated in the Death by Sun challenge. They were to engineer a device that would melt a crayon. Each team consisted of 3 students. How many students were left out of a group? 3. During the engineer convention the teacher s had to visit each team and listen to a 2 minute presentation. If the teacher s spent a total of 72 minutes listening to presentations. How many teams did they listen too? 4. Students from three classes at Rice Elementary planned on attending the convention. On the trip, there will be 40 students, along with 11 teachers and 15 parents. Write an equation that can be used to determine the number of vans, v, they will need on their trip if 10 people ride in each van. divided by 10 = V (number of vans) 1

21 Transfer of Energy in Collision Conservation of Energy and Energy Transfer Level A 5. A box of crayons contains 24 crayons. There are 8 boxes in a carton. What is the best estimate of the total number of crayons in a carton? 6. At the convention, Mrs. James sold cookies to the students. She baked 3 dozen cookies and sold them for 50 cents a piece. About how much did the baker earn if she sold all of her cookies? 7. Michael s team won the contest for the fastest device to melt a crayon. The prize was $5,000 to spend at the convention center. His team spent $250 on team shirts, $2500 for team tablets, and $1000 on team microscopes. How much money do they have left to spend? 8. Mr. Potts cooked 120 pounds of chicken strips for the convention center for lunch. He served all the chicken he cooked. If Mr. Potts served each person 3 pounds of chicken, how many people ate chicken? 9. The teacher wanted to buy certificates for each team of students that entered their invention. If she needed 1 certificate for each student and there was 68 students, how many packs of certificates does she need to buy it they come 10 per pack? 2

22 Transfer of Energy and Collision Energy Crater Creation Lexile 660L 1 Have you ever looked at the Moon on a clear night? What did you see? At times the Moon can look like a smooth, glowing ball. But, nothing could be further from the truth. 2 The Moon is covered with craters. Craters are bowl-shaped pits. They are created when objects from space hit the Moon. If these same objects headed towards Earth, they would probably burn when they hit Earth s atmosphere. Or they would get slowed down by our atmosphere. But, the Moon does not have an atmosphere surrounding it so there is nothing to stop objects from hitting its surface. 3 When a meteoroid, or piece of rock, hits the surface of the Moon, it is a lot like when a rock falls into a puddle of water. On impact the meteoroid throws up dust and dirt just like a rock would splash water up into the air. The meteoroid breaks up into pieces and it leaves a ring on the surface. The dust and dirt that splash out create bright lines that look like rays. 4 You can tell a lot by looking at these craters. When a large rock strikes the Moon s surface, it makes a big ring. Smaller rocks make smaller rings. A deep crater means the rock that hit the Moon s surface was moving very fast, while a shallow crater means that it was moving slower. 5 Scientists name the Moon s craters. One crater that has fascinated them is named Tycho. Tycho is one of the few craters where the bright lines coming out of it can be seen clearly. The reason these rays are so visible is that Tycho is fairly young for such a large crater. It is only 108 million years old! That might seem old to you, but some of the craters on the Moon are more than 1 billion years old! 6 The patterns found on the surface of the Moon provide scientists with a lot of information. The information tells them about dust particles and other objects that were floating in space millions of years ago. Scientists can even learn about what happened on the Moon before people were on Earth. All of this is possible because of the unique patterns that are created from the force and motion of rocks hitting the Moon s surface. 7 The next time you look at the Moon, think about all the craters. Some of them are so big that you can even see them with your own eyes!

23 Transfer of Energy and Collision Energy 1 The author probably wrote this passage to: 3 Another good title for this passage would be: A persuade you to study the Moon A Learning from the Moon s Craters B C entertain you with stories about the Moon inform you about what scientists can learn from craters on the Moon B C D Scientists on the Moon Tycho the Crater Objects in Space D explain how to use information about craters to calculate how fast meteoroids were traveling when they hit the Moon 2 Scientists measured the depth of four craters. Their data are in the table below. Which crater was caused by a meteoroid moving at the fastest speed? 4 Scientists found two crater rings, one on top of the other. They could tell: A where the meteoroids came from Crater A 5 m Crater B 25 m Crater C 4 m Crater D 27 m A Crater A B C D the crater on the bottom was older the shape of the meteoroid what the crater should be named B C D Crater B Crater C Crater D 2

24 Transfer of Energy and Collision Energy 5 Why aren t there as many craters on Earth as there are on the Moon? A B C D People are able to keep the meteoroids from hitting Earth. Meteoroids never come near Earth. The Earth s atmosphere causes most meteoroids to burn up. People fill in the craters that are formed. 3

25 Experimenting with Forces I can design an experiment that tests the effect of force of an object, and use my results to predict how forces will impact the motion of objects. 1. Directions: Give an example of each way force changes motion. Forces can make an object Move Slow down Change direction 2. Explain: Look at this results chart from the video. Fill in your prediction for how far the car would travel if the ramp was 8 books high. Explain your reasoning. 3. Elaborate: How would you test the effect of friction on the motion of a toy car? Draw a setup and write out the steps for a sample experiment below.

26 Change in Direction, Shape, or Position Shows force in any kind of situation Five kinds of forces that are commonly used You know them already, don t be confused Push to move a box across a room, Gravity keeps us from floating to the moon, Pull a zipper up to close your sweater, Friction makes everyone run much better, Magnetism makes travel cheap and fast, On all of these things you cannot pass! Force is what puts us into motion, Allowing us all to cause a commotion! Forces As you push and pull your pencil across a surface You leave a trail of lead behind that you can erase. As you run across the park you push against the ground, To get away from other children giving chase Pull a wagon filled with toys behind your back, Pull out a giant cookie that you eat for a snack, You must use the force of friction with your hand and fingers Otherwise these objects would just stay in the back Push to move a box across a room, Gravity keeps us from floating to the moon, Pull a zipper up to close your sweater, Friction makes everyone run much better, Magnetism makes travel cheap and fast, On all of these things you cannot pass! Force is what puts us into motion, Allowing us all to cause a commotion! Force is used to move an object over a distance, The object is just bound to have a bit of resistance. That resistance that you feel is what we call friction, Without it, every surface would be easy to slip on. Magnetism is a very cheap and easy way, To move things across the room from place to place. In China they use big magnetic trains they power along in the fast lane! Push to move a box across a room, Gravity keeps us from floating to the moon, Pull a zipper up to close your sweater, Friction makes everyone run much better, Magnetism makes travel cheap and fast, On all of these things you cannot pass! Force is what puts us into motion, Allowing us all to cause a commotion! Blow on, push, pull, or lift a cherry pit To see how much force it will take to move it. Different objects require the use of more force In order to set them on their moving course. Balls, pulleys, wagons, levers, harness, and swings Really help you when you re moving heavy things. These are simply useful tools that we must use When we move heavy object like a car or caboose Push to move a box across a room, Gravity keeps us from floating to the moon, Pull a zipper up to close your sweater, Friction makes everyone run much better, Magnetism makes travel cheap and fast, On all of these things you cannot pass! Force is what puts us into motion, Allowing us all to cause a commotion!

27 Transfer of Energy in Collision Energy Scenario Imagine you are at a basketball game. One of the players is dribbling towards the hoop. What sounds do you hear? Prompt Write a scien<fic explana<on about why you hear a sound when the basketball hits the ground. Claim: Evidence: Reasoning: 1

28 Transfer of Energy in Collision Energy Transfer of Energy in Collision CER Rubric for writing a scientific explanation Points Awarded Claim Makes an accurate and complete claim. Makes a claim that is inaccurate or incomplete. Does not make a claim. Evidence Provides two or more accurate pieces of evidence, uses labels, and addresses variables. Provides one to two accurate pieces of evidence. Does not provide evidence or only provides inappropriate or vague evidence. Reasoning Evidence is connected to the claim and uses scientific principles and vocabulary. Cites a reason, but it is inaccurate or does not support the claim. Reasoning does not use scientific terminology or uses it inaccurately. Does not connect the evidence to the claim. 2

29 Transfer of Energy in Collision Energy 1 Which of the following observations of an object would provide evidence that energy is present? A The object has a certain volume. B Gravity pulls on the object. C The object s mass remains constant. D The object gives off light. 1

30 Transfer of Energy in Collision Energy 2 Students built an electrical circuit like the one shown in the diagram. When energy from the battery lights the bulb, evidence is provided that - A only copper can be used for wires. B energy can move from place to place. C batteries will lose energy after time. D the switch is not needed in the circuit. 2

31 Transfer of Energy in Collision Energy 3 Which of the following can be used as evidence that energy can move from one place to another? A A beaker full of sand weighs more than an empty beaker. B The sun only shines on half the earth at one time. C A pot of water placed on a hot stove also becomes hot. D An electric circuit without a battery does not work. 3

32 Transfer of Energy in Collision Energy 4 Students are using toy cars to investigate changes in energy. Which of the following observations shows that the energy of the cars is changed when they hit each other? A After hitting each other, the cars move more slowly. B Before hitting each other, the cars move in a straight line. C After hitting each other, the cars are the same color. D When the cars hit each other, they make some noise. 4

33 Transfer of Energy in Collision Energy 5 A large ball is rolled at a high speed across a smooth floor, and it strikes a smaller ball at rest. Which of the following is the most likely result of the collision? A B C D 5

34 Transfer of Energy in Collision Energy 1 How does a computer get energy? Describe what energies you can observe in a computer and how these energies work together. 2 On a hot day, you add some ice cubes to your lemonade. What type of energy transformations occurs as the lemonade and the ice cubes collide? 3 Describe two different musical instruments and the steps necessary for the instruments to produce sound. 1