Student Journal Student Name: Date: Teacher: Physical Science Toolbox for Fifth Grade St. Clair County Regional Educational Service Agency 499 Range Road PO Box 1500 Marysville, Michigan 48040 Phone: 810/364-8990 Fax: 810/364-7474 www.sccresa.org "These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability (OEAA) of the Michigan Department Education. These guidelines can be found at: http://www.michigan.gov/documents/prof_assessmt_practices_108570_7.pdf "
Name Physical Science Lesson 1 Investigating Solar Energy In many homes the heater uses the most energy. The energy used to heat houses usually comes from gas or oil, but burning fossil fuels like gas and oil pollutes the air. It puts a huge amount of carbon dioxide into the air. Scientists are looking for other sources of energy. Solar energy is one possible choice. In this solar energy investigation, six little houses were made by cutting and folding heavy white paper. A piece of clear plastic was taped over the window on each house. A thermometer was placed inside. The windows on three of the houses were covered with white paper. The windows on the other three houses were not covered. Three houses of each type were made because many trials are needed to see if the same results happen again and again. The houses were taped to pieces of cardboard and placed outside on grass. They were placed in the direction so the sun would shine directly on the windows. The temperature was recorded every minute for 10 minutes. Solar House with Covered Window Solar House with Uncovered Window Question: How does the sun affect the temperature inside houses with covered and uncovered windows? Hypothesis or Prediction: The hypothesis is a prediction of what you think will happen in the investigation. It can begin with the words I think. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 1
Write your hypothesis on the lines. Next, give a reason for your prediction. Explain your thinking. I think this because Conducting a Fair Test To make this test fair, everything should be the same except for the thing you are testing. Make a list of all the things that are the same about the houses. What thing is different about the houses? (Hint: This is what is being tested.) Collecting and Organizing Data The following table shows the temperatures in all the houses each minute for 10 minutes. This information will be used to make a graph. The data will be used as evidence for your conclusion. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 2
Temperatures in Solar Houses with Covered and Uncovered Windows When the Sun Shines on Them for 10 Minutes Time in Minutes Covered Windows Uncovered Windows #1 #2 #3 #1 #2 #3 0 20 C 20 C 20 C 0 20 C 21 C 21 C 1 21 C 21 C 21 C 1 25 C 26 C 27 C 2 22 C 21 C 24 C 2 29 C 30 C 33 C 3 23 C 22 C 24 C 3 32 C 32 C 35 C 4 23 C 22 C 24 C 4 35 C 34 C 36 C 5 23 C 22 C 24 C 5 36 C 35 C 37 C 6 24 C 23 C 25 C 6 36 C 35 C 38 C 7 24 C 23 C 25 C 7 37 C 36 C 39 C 8 24 C 23 C 26 C 8 38 C 37 C 39 C 9 25 C 24 C 26 C 9 39 C 38 C 40 C 10 25 C 24 C 26 C Time in Minutes 10 39 C 40 C 40 C The range of data for the houses with covered windows is The range of data for the uncovered windows is Graphing the Data Use the data from the table to construct a double line graph. Use two different colors. Make a key to show what each line represents. Choose a scale for the temperature that best fits the data. Write those numbers next to the lines. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 3
Name Physical Science Lesson 1 Minutes Data Table Covered Windows Uncovered Windows 0 20 C 21 C 1 21 C 26 C 2 22 C 30 C 3 23 C 32 C 4 23 C 34 C 5 23 C 35 C 6 24 C 35 C 7 24 C 36 C 8 24 C 37 C 9 25 C 38 C 10 25 C 40 C Temperature in Solar Houses With Covered and Uncovered Windows Temperature Celsius Key Covered Windows Uncovered Windows 0 1 2 3 4 5 6 7 8 9 10 Minutes 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 4
Name Physical Science Lesson 1 Results and Conclusion How did the sun affect the temperature in the house with covered windows? How did the sun affect the temperature in the house with uncovered windows? What conclusion can be drawn from the investigation? Asking New Questions What are you wondering now? What new thing would you like to test? You can start this section with the words What if What if Errors What mistakes might have been made that would affect the investigation? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 5
Name Physical Science Lesson 2 Find the increase in temperature for each house. Subtract the starting temperature from the final temperature. Use the data from page 3. The first house is done for you. Covered Windows Uncovered Windows 1 2 3 1 2 3 Temperature After 10 minutes 25 Subtract Starting Temperature 20 Temperature Change 5 Make a bar graph to show the change in temperature for all the houses. Choose a scale that fits best for this graph. Changes in Temperature in Solar House Covered Windows Uncovered Windows Temperature C #1 #2 #3 #1 #2 #3 House House Discussion: Compare this bar graph and the line graph from yesterday. What are the benefits for each type of graph? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 6
Rubric for Solar Investigation This is the rubric for the Results and Conclusion section on page 5. To earn a score of 3 points, the response must have all three elements. Description 1. The temperature inside the house with covered windows is given or student writes that it was not as warm. Examples The temperature in the house with covered windows was not as warm as the other house. The temperature in the house with covered windows increased between 4-6 C. The temperature in the house with covered windows was about 24 C to 26 after 10 minutes. 2. The temperature inside the house with uncovered windows is given or student writes that it was warmer/hotter. The temperature in the house with uncovered windows got hotter than the other house. The temperature in the house with uncovered windows increased 19 C. The temperature in the house with uncovered windows was 39-40 C. 3. Concludes that the temperature in a house with uncovered windows will get warmer or the house with covered windows will stay cooler. Houses with uncovered windows will get much hotter when the sun shines on them. Houses with covered windows stay cooler when the sun shines on them. The temperature in houses with uncovered windows will increase more then houses with covered windows If two of the three elements listed above are present, score 2 points. If one of the three elements listed above are present, score 1 point. If none of the elements are listed or the data are incorrect, score no points. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 7
DIRECTIONS Read the results and conclusions that other students wrote. Decide how many points each response should receive using the rubric. Be prepared to give evidence for the number of points you give. Sample Responses #1 The uncovered one will get more sun than the other one. #2 It would probably be really hot. #3 When the sun shines on the uncovered house it got hotter. #4 The covered windows don t get that hot because they have a piece of paper over them so it helps stop catching the warmness of the sun. The uncovered house gets more of the sun s energy because it doesn t have a piece of paper. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 8
#5 The covered house stayed in the 20 s. The uncovered got a lot hot in the number 40. They might of got more heat when they had its wait in the sun in 10 minutes, like the covered one will go in the 30 s and the uncovered will get in the 40 s. #6 The temperature that was for uncovered was very high with a temperature as high as 40 degrees. The temperature for covered houses stayed on the 20 s. If we did it again we would know that the covered window houses would not get as hot as the uncovered window houses. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 9
Name Physical Science Lesson 2 Look at what you wrote for Results and Conclusion from page 5. Think about what you could do to improve your writing. Discuss this with another person. Then write an improved response in the space below. Results and Conclusion How did the sun affect the temperature in the house with covered windows? How did the sun affect the temperature in the house with uncovered windows? What conclusion can be made from this investigation? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 10
Name Physical Science Lesson 3 Spoons Sue noticed that her spoon got hot when she helped her mother cook on the stove. Her mother told her to use the wooden spoon because it would not get so hot. In science class, Sue read that some things conduct heat and some do not. Sue decided to investigate this in science class the next day. Sue found a wooden spoon and a metal spoon that were the same size. She filled two cups with boiling hot water. She placed the metal spoon in one cup and the wooden spoon in the other cup. She measured the temperature every second for 3 minutes using the temperature probes from class. The graph below shows the results of her experiment. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 11
Name Physical Science Lesson 3 1. What is the best research question for this investigation? A. Which metal conducts heat best? B. Which material conducts heat best? C. What kind of pot is best for cooking? D. How long does it take spoons to cool? 2. Which statement best describes the temperature of the metal spoon during the three minutes it was in the water? A. The temperature of the metal spoon did not change very much when it was in the water. B. The temperature of the metal spoon decreased during the three minutes it was in the hot water. C. The temperature of the metal spoon increased during the three minutes it was in the water. D. The temperature of the metal spoon was the same as the temperature of the wooden spoon. 3. Which statement best describes the temperature of the wooden spoon during the three minutes it was in the water? A. The temperature of the wooden spoon did not change very much when it was in the water. B. The temperature of the wooden spoon decreased during the three minutes it was in the hot water. C. The temperature of the wooden spoon increased during the three minutes it was in the water. D. The temperature of the wooden spoon was the same as the temperature of the metal spoon. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 12
Name Physical Science Lesson 3 4. What conclusion can be made from Sue s investigation? A. Wood is a good conductor of heat because the temperature of the wooden spoon stayed about the same. B. Wood is a good insulator because the temperature of the wooden spoon increased. C. Metal is a good insulator because the temperature of the metal spoon increased. D. Metal is a good conductor of heat because the temperature of the metal spoon increased. 5. What property of metal makes it useful for cooking? 6. How does this property of metal make it less useful? 7. What material is better for handles of spoons? Explain. 8. What new question do you have after thinking about this investigation? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 13
Name Physical Science Lesson 3 On Your Own Sue wondered if plastic were a good conductor of heat. She repeated the experiment with a plastic spoon. The table below shows her results for the metal, wooden and plastic spoons. Temperature of Spoons in Water as it Begins to Boil Metal Wooden Plastic Start 21 C 24 C 21 C 1 minute 30 C 24 C 25 C 2 minutes 40 C 24 C 26 C 3 minutes 37 C 24 C 27 C Describe the results of this investigation. What happened to the temperature of the different spoons in boiling hot water after 3 minutes? What conclusion can be made about plastic spoons from the data in this investigation? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 14
Name Physical Science Lesson 4 Electric Circuit Investigation Predict which light bulbs will light. Circle YES or NO. Then use the materials your teacher gives you to test the lights. A B YES NO YES NO C D YES NO YES NO E F YES NO YES NO If the light bulb lights, trace the complete loop with a colored pencil. If the light bulb did not work, use a different colored pencil and draw lines to show where you need to place the wire to make the light bulb light. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 15
Name Physical Science Lesson 4 Conductors and Insulators 1. Tape a wire to the bottom of the battery and attach it to the metal jacket of the light bulb. tested material 2. Tape another wire to the top of the battery. Battery 3. Place the tip of the light bulb on material to be tested. 4. Attach the wire from the top of the battery to the tested material too. 5. If the light bulb lights, the material is a conductor of electricity. It the light bulb does not light, it is not a conductor. 6. Make a prediction for each item in the bag. 7. Look for other items to test. 8. Record whether the material tested is a conductor or is not a conductor. Item Prediction Results paper clip plastic spoon straw nail fabric foil 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 16
Name Physical Science Lesson 5 Mixtures and Solutions Dissolving is the change when a solid mixes with a liquid to make a transparent solution. Although you do not see them, solids do not disappear when they dissolve. They become a part of a solution. Substances that dissolve are soluble. Substances that do not dissolve are insoluble. Many substances will dissolve in water. If you put the substance in warm water, more of it will dissolve. Stirring also helps dissolve things. There is a limit to how much of any solid can dissolve in water or other liquids. When no more of a solid will dissolve, we say the solution is saturated. Which of these solids will dissolve in water? Predict what will happen when you put these solids in 250 ml of water. Describe what happens when the solid mixes with water. Solid Prediction Results Description piece of chalk ½ tsp. salt ½ tsp. sand ½ tsp. sugar ½ tsp. flour Now that you have made a mixture, think about how you can separate them. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 17
Separating Mixtures Sieves, Funnels, and Filters Substances that do not dissolve can be easier to separate from a liquid than substances that dissolve. Use a sieve to separate larger insoluble solids. Use filter paper and a funnel for insoluble solids that are smaller. Condensing When a gas changes to a liquid, we say it condenses. Water that has been evaporated (water vapor) can change back to a liquid when it is cooled. To separate a liquid from a soluble substance, evaporate the liquid and then condense the gas. Evaporation Solid substances that dissolved can be separated from a liquid by evaporation. For example, in caves stalactites are formed when dripping water, which contains dissolved limestone, evaporates leaving the limestone behind. Decanting To separate two insoluble liquids, gently pour the liquid from one container to another. This is called decanting. Example 1 Oil and water form separate layers The oil can then be decanted. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 18
Example 2: Solids in dirty water settle to the bottom. Cleaner water can be decanted. Separate the Mix Cut out the cards on page 21. Match them to the cards on page 20. Process Magnet Sieve Decant Filter Evaporate Condense Description Separates metals from other substances Separates big lumps from small ones To pour off one liquid floating on another, or to pour off a liquid leaving sediment behind Remove very fine grains from a liquid (This does not work with solutions) Separate a distilled substance from a solution Cool a gas until it becomes a liquid 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 19
Get back the sugar dissolved in water Get back the raisins mixed into a bowl of flour Get back the oil floating on water Get back the sand mixed with, but not dissolved in water Get back the big pebbles from a bucket of gravel Get back the water from a steaming kettle Get back the tea leaves from the hot water in a teapot. Get back the water from a sugar solution Get back the salt dissolved in water Get back the paper clips hidden in sand 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 20
decant evaporate sieve condense sieve filter evaporate and condense evaporate filter or decant magnet 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 21
Name Physical Science Lesson 6 An Investigation of Forces and Motion Forces are pushes or pulls. If an object is at rest, forces can make the object move. If an object is moving, forces can make the object speed up, slow down or stop. Forces can also change the direction of a moving object. In this investigation a large wooden block is attached to a cup with a string. The block is placed near the edge of the table. Metal washers are put into the cup one at a time. When enough washers are placed in the cup, a force becomes big enough to make the block move. Jim hypothesized that the amount of force needed to make the block move would not always be the same. He thought the surface on which the block is placed would affect the amount of force needed. To find out, Jim placed the block on four different surfaces. He tried wood, sandpaper and waxed paper surfaces. He also put the block on straws. Question: How does a surface affect the amount of force needed to move the block? A Fair Test: What was the same in each trial? Make a list of all things that are the same for each trial. What was changed in this investigation? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 22
Name Physical Science Lesson 6 Collecting and Organizing Data Jim did the investigation. He tried moving the block on each surface 3 times. The following table shows the number of washers needed to make the block move. Wood Sandpaper Waxed Paper Straws Trial One 17 29 15 1 Trial Two 15 34 14 1 Trial Three 15 30 16 1 Median Mean Graph the results. You may choose to graph the median or the mean for each surface. Be sure to identify your choice in the title. Choose a scale. Add labels and a title. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 23
Results and Conclusion: How does the surface affect the amount of force needed to move the block? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 24
Name Physical Science Lesson 7 Magnetism Directions: Use the following information to answer the questions. Pablo helps his dad in the garage after school. One afternoon he accidentally dropped a box of screws and nails onto the floor. His dad grabbed a tool from the workbench and passed it over the spilled screws and nails. Most of them jumped up and stuck to the tool. He pulled them off and put them back in the box. 1. What caused the screws and nails to jump from the floor and stick to the tool that Pablo s dad was holding? A. the force of friction B. gravitational pull C. a magnetic force D. a static charge 2. The box contained different types of screws and nails. Which of them did Pablo have to pick up with his fingers after his dad finished? A. iron nails B. iron screws C. steel screws D. aluminum nails 3. Pablo asked his dad why the tool didn t pick up all of the nails and screws. What was his dad s response? A. Only screws have gravitational properties. B. All screws and nails have gravitational properties. C. Only sharp screws and nails have magnetic properties. D. Not all metals have magnetic properties. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 25
4. Pablo takes the tool from his father s workbench. He takes turns holding it to the objects on this page. Iron Nails Drinking Glass Steel Paper Clips Aluminum Can Popsicle Sticks Copper Penny Rubber Ball Divide the objects into two groups: those that will be attracted to the tool and those that will NOT be attracted to the tool. What property causes come objects to be attracted to the tool? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 26
5. The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table. What will happen to magnet 2? Why will this happen? Video Break Suspended Watch the video clip, Suspended. If gravity on Earth is a force that pulls all things toward its center, why doesn t the paper clip fall? Using the suspended paper clip as evidence, what can you conclude about the force that keeps the paper clip from falling? 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 27
Name Physical Science Lesson 8 Simple Machines Identify the simple machine and explain how it makes work easier. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 28
Name Physical Science Lesson 8 Simple Machines In science, work is moving something over a distance. Tools and machines are used to apply pushes and pulls (forces) to make things move. They make work easier. Simple machines are used to push, pull, lift and lower things. The six simple machines are lever, pulley, wheel and axle, inclined plane, wedge, and screw. lever pulley wheel and axle inclined plane wedge screw A lever is a board or bar that rests on a turning point called the fulcrum. An object that a lever moves is called the load. The end of the lever that you push or pull moves farther than the load, so you do not have to use as much force to do the same work.. A pulley is a simple machine is made up of a wheel and a rope. The wheel changes the direction of the force. Two pulleys together are called a block and tackle. With them the force moves farther, so the same effort does more work. A wheel is a circular machine that does not slide when it moves. The wheel allows you to move things without friction and with less effort. The trade off is that the wheel goes around a greater distance. The axle is a rod that goes through the wheel and allows it to turn. An inclined plane is a flat surface that is higher at one end. Because an object moves farther on the plane than if it went straight up, you do not need as much force to do the same work. You can use this machine to move an object to a lower or higher place. But you must be careful to keep friction low. A wedge is a simple machine made of two inclined planes. They increase the distance the force works, so that you can do the same work with less effort. Wedges help push things apart. A screw is actually an inclined plane that winds around itself. Wood screws often have wedges at the end, to help them dig into the wood. Because the force goes farther around the edge, it does more work. They are used to hold things tightly together. Friction holds the screw in when you are done. Screws can also be used to lift things. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 29
Name Physical Science Lesson 9 SOUND Sound is anything that can be heard. Every sound is made by something moving back and forth. These movements are called vibrations. Vibrations are usually too fast to be seen. When something vibrates, it causes the molecules in the air to vibrate. Molecules are particles that are too small to be seen. When the vibrating molecules reach our ears, we hear sound. Another way to think about sound is when a vibrating object causes the molecules in the air to move, the molecules are given energy. Sound is a type of energy. We describe sound by its loudness. The loudness of sound is caused by how much energy it has. Energy is given to the particles we cannot see. Where there is more energy, the sound is louder. Lower energy means the sound is softer. We also describe sound by its pitch. The pitch is how high or low the sound is to a listener. When the object vibrates at different speeds, we get a different pitch. Watch and listen to the video your teacher will play. The record will play at different speeds. This makes the needle vibrate on the record at different speeds. How does the pitch of the sound change when the record is played slowly and fast? Video Break Investigating the Pitch of Sound Conclusion: Fill in the blanks with the words that describe the pitch of the sound heard on the video. When the record plays fast, the needle vibrates fast and the pitch of the sound is. When the record is played slowly, the needle vibrates slowly and the pitch of the sound is. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 30
Name Physical Science Lesson 9 Investigating Pitch Choose 3 bottles that are alike in size and shape. Fill the first bottle with water. Make the second bottle half full. Put a small amount of water in the third bottle. 1 2 3 In the last investigation, you found that when an object vibrates fast, the pitch is high. When the object vibrates slowly, the pitch is low. Predict the pitch of the sound you will hear when you tap on each of the bottles. Think about what vibrates. Question: How does the amount of water in a glass bottle affect the pitch of the sound you hear when you tap it with a spoon? I predict this because Use a spoon to tap the sides of each bottle. Record the result in the next column. #1 Full bottle #2 Half-full bottle #3 Almost empty bottle Results and Conclusion: My Prediction Result 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 31
Name Physical Science Lesson 10 LIGHT (Option 1) In 1666, an English scientist named Isaac Newton discovered that sunlight was made of all the colors mixed together. Specially treated lenses can break the light from a light bulb into different colors. Look at a light bulb through the lens. Move the lens until you can see colors on the left and the right of the light bulb. Use crayons or colored pencils to draw all the colors you see. Allow the colors to touch the top and bottom edge of the guidelines. Draw them exactly how you see them. What color is closest to the bulb? What color is the farthest from the bulb? List the colors on the right side of the bulb in the order they are seen. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 32
Name Physical Science Lesson 10 LIGHT (Option 2) In 1666, an English scientist named Isaac Newton discovered that sunlight was made of all the colors mixed together. A CD or DVD can spread out the different colors in light. Look into the clean side of the CD. Turn on the small light. Tilt the CD until you see the colors of the rainbow. Use crayons or colored pencils to draw all the colors you see. Allow the colors to touch the edge of the guidelines. Draw the colors exactly how you see them. What color is closest to the center hole? What color is the farthest from the center hole? List the colors in the order they are seen from the center to the outer edge. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 33
Name Physical Science Lesson 10 Shadow Investigation Question: How does the distance between an object and a light affect the shadow that is made? Hypothesis: Materials needed: Flashlight Small bear cutout Folder for screen with measuring tool and centimeter grid Investigation report Procedure: 1. Set the front of the flashlight over the zero on the distance-measuring tool. 2. Hold the cutout bear straight up and down right above the 4-centimeter mark on the measuring tool. 3. Move the paper bear up or down so that the feet of the shadow are on the bottom line of the centimeter grid (as demonstrated by your teacher). 4. Observe where the top of the shadow s head is. If the top of the shadow goes off the paper do not draw a line. 5. To find the height of each shadow count the number of squares from the bottom of the grid and record it in the data table. Each square is one centimeter. 6. Move the paper bear over the 6 cm line, place the feet of the shadow on the bottom line of the grid and again observe, measure, and record the height of the shadow. 7. Continue this for all the even number up through number 18. 8. If the top of the shadow was off of the grid paper write Over in the data table for that height. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 34
Data: Record your observations or measurements in the table below. Distance from the light to the object (in centimeters) Height of the Shadow (in centimeters) 4 6 8 10 12 14 16 18 Conclusion: How does the distance between an object and a light affect the shadow that is made? Include evidence from the data table above. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 35
5 th Grade Life Science Vocabulary batteries - Two or more connected cells that produce a direct current by converting chemical energy to electrical energy. bulbs - An electric light in which a filament is heated to incandescence by an electric current. conductor - A substance or medium that conducts heat, light, sound, or especially an electric charge. data - Factual information, especially information organized for analysis or used to reason or make decisions. decrease - To grow or cause to grow gradually less or smaller, as in number, amount, or intensity. dissolve - To cause to pass into solution. distance - The extent of space between two objects or places; an intervening space. evaporate / evaporating- The slow changing of liquid into a gas evidence - Something indicative; an outward sign. fact - Knowledge or information based on real occurrences. filter- A tool used to separate things by size. It works by means of a mesh or screen that retains the bigger pieces but allows smaller pieces to fall through the holes of the filter. filtration- The passing of a liquid through materials that remove impurities. force- Any push or pull that makes an object start moving, stop moving, speed up, slow down, or change direction. forces - The capacity to do work or cause physical change; energy, strength, or active power friction- A force between surfaces that slows objects down or stops them from moving. funnel gas- A form of matter that does not take up a definite amount of space and has no definite shape gravity- A force of attraction, or pull between any object and any other objects around it. Gravity is a property of all matter. high pitch - A pitch that is perceived as above other pitches. inclined plane- A straight, slanted surface, that is not moved when it is used. increase - To become greater or larger. investigation - A detailed inquiry or systematic examination lever- A simple machine made of a rigid bar or plank and a fixed point, called a fulcrum. liquid- A form of matter that takes up a definite amount of space and has no definite shape. loud - Characterized by high volume and intensity. Used of sound. low pitch - A pitch that is perceived as below other pitches. magnetic attraction - attraction for iron; associated with electric currents as well as magnets; characterized by fields of force. magnetic poles - Of or pertaining to, or characterized by, the earth's magnetism; as, the magnetic north; the magnetic meridian. magnetic repulsion mixture- A physical combination of two or more substances that are blended together without forming two new substances. observe- To use one or more of the senses to identify or learn about an object or event. opinion 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 36
predict- To state possible results of an event or experiment. prism- A cut piece of clear glass (or plastic)with two opposite sides in the shape of a triangle or other geometric shape. properties- Characteristics of matter that can be observed, such as mass, volume, weight or density. pull - To apply force to so as to cause or tend to cause motion toward the source of the force. pulley- A machine made u p of a rope, belt, or chain wrapped around a wheel with a groove in it. push - To apply pressure against for the purpose of moving shadow - An area that is not or is only partially irradiated or illuminated because of the interception of radiation by an opaque object between the area and the source of radiation. sieve - utensil of wire mesh or closely perforated metal, used for straining or sifting soft - Smooth or fine to the touch solid- A form of matter that has a definite shape and takes up a definite amount of space. soluble - That can be dissolved, especially easily dissolved solution- A mixture a substances that are blended so completely that the mixture looks the same everywhere, even under a microscope. source - The point at which something springs into being or from which it derives or is obtained. summary - Presenting the substance in a condensed form. vibrations- Back and forth motions. wedge- A moving inclined plane. wheel and axle- A simple machine made of a handle or axis attached to the center of a wheel. 5 th Grade Physical Science Student Journal St. Clair County RESA 2006 37