Science 3 – 5th Grade - Official Boston Bruins Website | …bruins.nhl.com/v2/ext/pdfs/2009/iceschool/Science_3_5.… · · 2009-12-31Properties of matter are ways that scientists

Science 3rd – 5th Grade

The Bruins I.C.E. School Science – 3rd through 5th Grade

Curriculum Materials

Lesson 1: States of Matter and Properties of Matter Lesson 2: Changing States of Water Lesson 3: Students will further investigate how water can change its state by adding or removing heat. Lesson 4: Transfer of energy in a hockey puck and how friction affects its movement. Lesson 5: Transfer of energy

Please see each lesson for the individual frameworks applied to that lesson.


Lesson 1: States of Matter and Properties of Matter Concept/Topic to Teach: States of Matter and Properties of Matter Standards Addressed: Physical Sciences (Chemistry and Physics) Grades 3-5

• Standard One o Differentiate between properties of objects (e.g. size, shape, weight)

and properties of materials (e.g. color texture, hardness) General Goal(s) – Expected Outcome

• Students will be able to define matter and describe properties of matter that relate to hockey.

Specific Objectives

• Students will learn that matter is anything that has weight and takes up space. • Students will learn about the properties of matter including color, odor, luster,

malleability, ductility, conductivity, hardness, melting/freezing point, boiling point, density and elasticity.

• Students will categorize objects relating to hockey based on their properties. They will look at, touch, discuss and share ideas in groups. Groups will record their findings in a chart.

Required Materials

• Hockey-stick, hockey puck, ice cube, athletic shirt, skate, water, whistle, water bottle, clip board, etc.

• Markers, chart paper, tape for chart presentations • Suggested for each group (this list can be modified if materials are not

available)

Introduction • Teacher will use an overhead projector/white board/chalkboard to introduce

the topic of Matter. (Matter is anything that takes up space and has weight). • Students will take notes as the teacher writes the definition on the board.

Science 3rd – 5th Grade • Using volunteers, elicit ideas for things that are considered matter (e.g. desk,

book, feather, water, air, money, computers, toys, etc.) and also for things that are not considered matter. (E.g. thoughts, feelings, energy, ideas)

• Teacher will continue the lesson of matter by introducing Properties of Matter. Properties of matter are ways that scientists describe and identify matter based on physical and chemical composition, or intensive and extensive properties.

Modeling/Explanation

• After discussing properties of matter, teacher will model how to make a chart to organize data for the types of matter that the class offered as examples.

Independent Practice

• Break the class into groups of four. • Each group will look at items that relate to hockey and come up with properties

to describe each item. • Students can use the notes they took during the whole class introduction, or

the teacher can provide a list of the properties for each group. • They will also create a chart that shows the properties of each hockey item

organized appropriately. • The chart will be shared at the end of the lesson and put on display on the

front board. • The chart should be colorful, neat and all group members should have a part in

presenting the information. • Jobs can be assigned during the group work period such as time keeper,

materials keeper, recorder, etc. Accommodations: Adaptations (For Students with Learning Disabilities)

• Place with higher-level peers. Limit the number of items in the group to identify the properties of. Have a list of the properties at the group.

Extensions (For Gifted Students) • Have the students come up with four more items that relate to hockey and add

to their list/chart.

Science 3rd – 5th Grade Check for Understanding

• Teacher will circulate during the group work time to clarify any questions or offer support to groups that may need it.

Closure/Wrap-Up

• Groups will bring their charts to the front of the class to hang up and then students will return to their original seats.

Evaluation

• Participation in class discussion, group work and chart presentation. • Chart will be evaluated.

Sample chart: Hockey Stick Hockey Puck Ice Cube Athletic Shirt Water Solid Solid Solid Solid Liquid Brown Black Clear White Clear Hard/ stiff Hard Hard 100 % cotton 16 oz 56” 160 g 5 g Extra large

Boiling point 100 degrees Celsius/212 F

lightweight 1” by 3” Melting point is 0 degrees C/ 32 F

Freezing point 0 degrees C/32 F

Additional Teacher Background

• Physical properties of matter are categorized as either Intensive or Extensive: • This information came from the website:

o http://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm

Science 3rd – 5th Grade Intensive - Properties that do not depend on the amount of the matter present.

• Color • Odor • Luster - How shiny a substance is. • Malleability - The ability of a substance to be beaten into thin sheets. • Ductility - The ability of a substance to be drawn into thin wires. • Conductivity - The ability of a substance to allow the flow of energy or

electricity. • Hardness - How easily a substance can be scratched. • Melting/Freezing Point - The temperature at which the solid and liquid

phases of a substance are in equilibrium at atmospheric pressure. • Boiling Point - The temperature at which the vapor pressure of a liquid is

equal to the pressure on the liquid (generally atmospheric pressure). • Density - The mass of a substance divided by its volume

Extensive - Properties that do depend on the amount of matter present.

• Mass - A measurement of the amount of matter in an object (grams). • Weight - A measurement of the gravitational force of attraction of the earth

acting on an object. • Volume - A measurement of the amount of space a substance occupies. • Length

Additional Teacher Resources

• Websites that are useful in teaching matter/properties of matter o www.nyu.edu/pages/mathmol/textbook/whatismatter.html o gardenofpraise.com/matter.htm o www.chem4kids.com/files/matter_intro.html o education.jlab.org/reading/properties_and_changes.html o classroom.jc-schools.net/sci-units/matter.htm


Lesson 2: Changing States of Water

Concept/Topic to Teach: Changing States of Water Standards Addressed:

• Grades 3-5 Science Physical Sciences (Chemistry and Physics) o Standard Two: Compare and contrast solids, liquids, and gases based

on the basic properties of each of these states of matter General Goal(s) – Expected Outcome

• Students will learn the difference between a solid, liquid and a gas. • They will learn there are specific reasons how each is categorized. • They will find examples of each state of matter in a hockey arena.

Specific Objectives • Students will learn about the states of matter relating to water; solid (ice), liquid

(water) and gas (evaporation). • They will learn that each state of matter has a different molecular structure that

can be changed by adding or removing heat. • This lesson helps to demonstrate the application of the concept that different

states of matter exhibit differences in its molecular motion. • Students should understand that temperature affects the motion of molecules

and plays an important role in what state a particular type of matter is found. • As temperature increases, particle movement increases. • When the temperature reaches a certain level, a solid substance is able to

change phase and become a liquid. • When this continues, the substance will once again change phase and become

a gas or vapor. Required Materials:

• Water: 200 mL needed for demonstration • Approximately 30-40 ice cubes (enough for all students to hold one and for

demonstration) • Metal pot and individual burner/heat source for heating water. • Plastic milk jug with a screw top • Paper, pencil and/or clipboard for students to record their findings. • Optional - Balloon and length of string

Science 3rd – 5th Grade Introduction

• Ask students to write descriptions of the three common states of matter in their notebooks.

• After writing these descriptions, have students share and compare their descriptions aloud to the whole class.

• Write down on the board the important facts about the three states of matter as the information is given.

• Ask them to record important information they missed about the three states of matter.

• Explain to students that today they will look at water as it changes from one state to another.

• Briefly outline the experimental procedure with the students. • Have the students write a hypothesis as to what they think will happen to

particle motion of the water as it changes from a vapor/gas to a liquid; from a liquid to a vapor/gas and from a solid to a liquid. Will particle movement increase, decrease, or stay the same?

• Have students make a hypothesis about ways that water changes states in a hockey rink.


• Tell the students that they will be observing three different experiments that show the changing states of matter.

• Remind students that these three states of matter are always present in a hockey rink.


• Move away from individual desks to a demonstration area. • Have the students sit close enough so that all can see, however far enough

away so that they are not near the heat of the electric burner or other heat source.

• Students could sit on the floor or on seats.


Demonstration #1 Evaporation Station:

• Teacher should heat water (approximately 200 mL) in the metal container to boiling.

• As the water is heating, ask students: o What is happening to the water? o What is heat? o Why does it matter that the water is heated? o As the water heats, what is happening to the water particles? o What is happening between the particles? o When is water evaporating in a hockey rink?

• After the water has heated to boiling, teacher should carefully pour the water (200 mL) into the plastic milk container and tightly cap the top.

• They should observe what happens to the container for a 20 minute time period.

• Note: The milk container will almost immediately begin to expand because of the increased particle movement of the water vapor.

• As the students are making observations, ask: o What is happening to the milk container? o Why is this happening? o What is making the container do this? o How could we test this idea? o When does this happen in a hockey arena?

• As the water begins to cool and the milk container goes through another change, ask students:

o Now what is happening to the milk container? o Why is this happening? o What is the difference between the water at this time versus the water

when we initially poured it into the container? o What change is happening to the water to make this event occur?

• Note: As the water begins to cool and particle movement decreases, the milk container will begin and continue to collapse until it is actually concave.


Demonstration #2: Ice table • Students will observe as ice melts to form water. • Teacher will place ice (10 cubes, approximately) in a metal pot over the electric

burner/heat source. • As the ice begins to melt, ask students:

o What is happening to the ice? o Why is this happening? o Why does it make a difference when we add heat? o What would happen to the ice if there was no heat added to the pot? o What shape is the ice becoming? o What examples can you think of that show ice melting at a hockey rink?

• As an option, the teacher may give each student an ice cube to hold. Have them notice the difference in the cube after one minute, three minutes, etc. Ask students, Will particle movement increase, decrease, or stay the same? How does this relate to a hockey rink? What must be ensured in order for the ice to NOT melt?

Demonstration #3: Water Tank

• Students will observe as water from a “tank” is poured into various containers. Teacher can call on volunteers to assist in pouring the water into different sized containers with different depths. (Suggestions include shallow pan, balloon, long plastic tube, small caps, water bottle etc.)

• Tell students that these containers will be placed in a freezer overnight and that at the next science class they will have an opportunity to look at what happened to the water. As the water is being poured into various containers, ask students:

o What shape is the water taking? o What will happen to the water when it is placed in the freezer? o What might happen to the water bottle if it is filled to the top? o Why would this happen? o Which containers will freeze the fastest? o Which will freeze the slowest?

• The following class meeting, ask students if their predictions to the above questions were correct.

• Discuss the findings.

Science 3rd – 5th Grade HOMEWORK OPTION: One way to reinforce this concept is to give each student a balloon and a

length of string and tell them: o Tonight you should take this home, blow up and tie off the balloon.

Carefully tie the string so that it is tight around the outside of the balloon. Put the balloon and string inside of the freezer for 30 minutes. After that time, check the balloon and record you observations. Check the balloon after an hour and record your observations. We will start by writing our predictions as to what will happen to the balloon over time.

Accommodations:

Adaptations (For Students with Learning Disabilities) • Pair students with higher-level learners. Provide a visual for showing the

changes that water goes through when heat is added or removed.

Extensions (For Gifted Students) • Have students research on the computer what happens to other substances

when heat is removed or added. Have them make a list of their findings to report to the class.

• Have students create an experiment that would test if salt water froze at the same rate as fresh water. Have them report their findings to the class.

Check for Understanding

• Have students ask questions and discuss the answers to the various questions posed throughout the demonstrations.

Closure/Wrap-Up

• Students will go back to their seats and write in their notebooks what they learned through the demonstrations.

• Have students check to see if their hypotheses were correct and make any changes needed.

Evaluation

• Participation in class discussion/observation • Participation in writing hypotheses and taking notes in notebook: Students

should write a brief explanation of what they observed during the demonstrations. They should discuss, defend, and clarify their conclusions. They should revisit the hypothesis they wrote prior to the lab.

Science 3rd – 5th Grade • Have students answer these questions: Were there differences between your

hypothesis and your conclusion? What were they? How has your thinking changed?

• Optional homework activity

Additional Teacher Background • The following is specific information about the structure of matter

designed to help the teacher in this lesson. o The following information was obtained from the website

http://www.chem.purdue.edu/gchelp/liquids/character.html

Some Characteristics of Gases, Liquids and Solids and the Microscopic Explanation for the Behavior

gas liquid solid

assumes the shape and volume of its container particles can move past one another

assumes the shape of the part of the container which it occupies particles can move/slide past one another

retains a fixed volume and shape rigid - particles locked into place

compressible lots of free space between particles

not easily compressible little free space between particles

not easily compressible little free space between particles

flows easily particles can move past one another

flows easily particles can move/slide past one another

does not flow easily rigid - particles cannot move/slide past one another


Additional Teach Background (Cont)

1. All matter is made up of atoms, which are far too small to see directly through a microscope.

2. Equal volumes of different substances usually have different weights. 3. Atoms and molecules are perpetually in motion. 4. The temperature and acidity of a solution influences reaction rates. 5. Scientific ideas about elements were borrowed from some Greek philosophers

of 2,000 years earlier, who believed that everything was made from four basic substances: air, earth, fire, and water.

6. There are groups of elements that have similar properties, including highly reactive metals, less-reactive metals, highly reactive nonmetals (such as chlorine, fluorine, and oxygen), and some almost completely nonreactive gases (such as helium and neon).

7. No matter how substances within a closed system interact with one another, or how they combine or break apart, the total weight of the system remains the same.

Additional Teacher Resources • www.elytradesign.com/ali/html/changes.htm • www.nyu.edu/pages/mathmol/textbook/slg.html • www.bbc.co.uk/schools/scienceclips/.../changing_state.shtml

• Information and some ideas for part of this lesson came from ScienceNetLinks at:

o http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=160

o http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=199


Lesson 3: Students will further investigate how water can change its state by adding or

removing heat.

Concept/Topic to Teach: Students will further investigate how water can change its state by adding or removing heat. Standards Addressed: Physical Sciences (Chemistry and Physics) Grades 3-5

• Standard three: o Describe how water can be changed from one state to another by

adding or taking away heat. General Goal(s) – Expected Outcome

• Students will learn how a Zamboni is capable of changing water from one state to another. This lesson is another option for exploration of changing states of matter.

Specific Objectives:

• Students will learn that by adding or removing heat to ice, the surface will change from one state to another.

• Additionally, students will explore which freezes faster, hot or cold water. Required Materials:

• Teacher will need to freeze at least two cookie sheets of water prior to the lesson.

• Frozen “sheets” of ice o Must be done ahead of time

• 200 mL of Hot water o Heated to boiling point using a heat source

• 200 mL of Cold water o Tap water is fine, at approximately 19 degrees Celsius

• Scraper • Carving tool

Science 3rd – 5th Grade Introduction

• Tell the students that today they will be learning how a Zamboni uses heat to change the surface of the ice rink.

• Explain that this procedure is another example of how adding or removing heat to water can change its state from a liquid to a solid.


• Review the concept of states of matter. • Call upon volunteers to elicit responses for each state and how they can be

described.

• Describe the process of how a Zamboni works. • The Zamboni is a mechanical ice resurfacer. • It works by scraping the ice surface and collecting the snow (which is later

discarded). • Next, it "cleans" the ice, by putting down water which flushes the grooves deep

in the ice, loosening any dirt or debris.

Science 3rd – 5th Grade • The excess water and dirt is then collected. Finally, the Zamboni puts down a

thin layer of heated water--which freezes and creates a smooth surface. The heated water, according to Tharaldson, is about 140 to 145 degrees Fahrenheit (60-63 centigrade); "the hotter the water," he says, "the more even a surface you'll get--it melts that top layer when you cut across [the ice]."


• Have students gather near a demonstration area. • Ask students to notice the two sheets of ice. • Have a volunteers take turns making carvings of their initials into the ice. • Try to make sure that there is an even amount of carving on each sheet. • Be careful to make sure they do not hurt themselves during this part. • Another option would be to have the teacher do the carving. • For example, the teacher could carve BRUINS on each sheet so that both

images appear the same and at the same depth. • Ask students, which will freezes faster… cold or hot water? • Teacher should pour equal amounts of hot water (200 mL) and cold water into

two separate containers. • Have two volunteers come to the table to assist. • One volunteer can pour the hot water onto pan #1 • Another volunteer can pour the cold water onto pan #2 at the same time • Using “scrapers”, volunteers can move the water across the carvings to see

how the water affects what was carved into the ice. • Students should notice how the water travels across the sheet of ice and

discuss any changes that are occurring while the water is being pushed around.

• Once all of the water has been spread out across the sheets of ice, compare the two sheets of ice. Ask students what happened. Notice which sheet of ice appears to have less carvings left on it. Why would this happen? How is this similar to what a Zamboni does?

Accommodations: Adaptations (For Students with Learning Disabilities)

• Provide opportunities for students to participate as volunteers in the demonstration.


Extensions (For Gifted Students) • Have students attempt the second part of this experiment using Styrofoam

or cardboard containers instead of metal cookie sheets.

Check for Understanding • All students should be engaged in discussion and participation during all parts

of the lesson. Closure/Wrap-Up

• Students can help clean up materials from the demonstration and return to their desks.

• Students can write about what they learned in class and reflect upon their hypothesis. How did the conclusions compare to their findings?

Evaluation

• Participation in discussion and demonstration • Written response in notebook.


• Information from this lesson was gathered from the zamboni.com website. There is a “Kids zone” link that has great games, activities and information for children on it. There are also ideas for English Language Arts activities that can be explored and fun coloring pages.

• The following teacher background information comes from the website www.worsleyschool.net/science/files/freezing/water.html)

• Apparently cold water freezes faster than hot water under some circumstances, and under other conditions hot water freezes faster.

• What's the explanation? • Hot water that is near the boiling point evaporates a lot faster than cold water.

As some of this water evaporates, there is less water left behind to freeze, so it won't take as long. But equally important, evaporation requires energy, which comes from the water. As the hot water is evaporating, it is cooling the water that's left behind.

• Both of these factors will increase the rate of cooling of the hot water, and under certain circumstances, make it freeze before the cold water does. The special circumstances require that very little of the heat from either sample of water can escape because of conduction. If the heat can escape quickly by


conduction, the cooling effect of evaporation won't be enough to make the hot water freeze first. That's why our first experiment with water in pans saw the cold water freeze first ... heat was able to escape through the pans into the ground beneath, and quickly freeze the cold water, which only had to drop 19 degrees to freeze. When we did the experiment again with Styrofoam cups, the heat couldn't escape quickly by conduction, since Styrofoam is a good insulator. Instead, the extra cooling provided by evaporation caused the hot water to freeze first.

• Once again, cold water will freeze first if the heat in it can escape by conduction. Hot water will freeze first if there is very little conduction, allowing evaporation to become the more important cooling effect.

• There are of course other factors to consider. • For example, boiling the water removed some of the dissolved gases from that

sample, and water will cool faster if it contains less dissolved gas. Also, hot water circulates more rapidly (convection), making it easier for the heat to escape. Nevertheless, conduction and evaporation are the two most important factors that determine freezing time.

• We first encountered this question when we noticed that skating rinks were often flooded with hot water. The explanation given was that hot water freezes faster, but in that situation, the real reason for using hot water is that it melts the bumps and irregularities on the ice surface, making it smoother. As to whether a thin coat of hot water on ice would really freeze faster than cold water ... we aren't sure. Both conduction and evaporation would have an effect, but which would be the most important factor is unclear, at least to us. Probably both would freeze so fast that it wouldn't make much of a difference anyway.

Additional Teacher Resources • www.zamboni.com/


Lesson 4: Transfer of energy in a hockey puck and how friction affects its movement.

Concept/Topic to Teach: Transfer of energy in a hockey puck and how friction affects its movement. Standards Addressed: Physical Sciences (Chemistry and Physics) Grades 3-5

• Standard Five o Give examples of how energy can be transferred from one form to

another. General Goal(s) – Expected Outcome

• Students will have a general idea that all objects possess stored energy and that the energy can be transferred when a force is put upon it.

• Students will also learn about friction and what role it plays in the transfer of energy.

• Students are introduced to the concept of inertia. • When an object is in motion, friction tends to be the force that acts on this

object to slow it down and eventually come to a stop’ students will realize that with friction, energy is converted primarily to heat to slow and stop an object in motion.

• Students will investigate the frictional force of an object when different materials are placed between the object and the ground.

Specific Objectives:

• Students will learn that all objects have stored, or potential energy. • Students will be introduced to Newton’s First Law of Motion that states “Any

object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.”

• Students will learn that friction is a force that opposes motion in a particular direction and the magnitude of this force is dependent upon the material of the two surfaces.

Science 3rd – 5th Grade Required Materials:

• Teacher may have to bring the class to other locations throughout the school in order to conduct this experiment.

• Hockey pucks • Various materials to slide hockey pucks across e.g. beach towel, carpet, gym

floor, tile, wood, yoga mat, etc. • Tape measure • Pencil/notebook for students to make prediction and record their data

Introduction

• Read the following excerpt taken from TeachEngineering.com Have you ever tried to run as fast as you can on a track? Pretty easy, huh? Now think about trying to run that fast on a frozen pond, or a hockey rink. Friction is the force between our shoes and the ground that helps us run, whether it is on the track or on the rink. Which surface do you think has the higher frictional force? If you are thinking the track, you are absolutely correct! The larger frictional force helps our shoes stay in contact with the track longer, allowing us to use our muscles to push off the track and run fast. The smaller frictional force on the hockey rink does not allow our feet to stick to the rink, making us slip and, most likely, fall on the ice.

A good way to think about friction is that it is the force that impedes motion. When you roll a ball on the ground, the force that makes it eventually come to a stop is friction. When the ball is in contact with the ground, the kinetic energy of the ball in motion is transferred to heat. Now that seems kind of odd doesn't it, we can make heat just by rolling a ball on the ground. Why don't people in Alaska just roll balls on the ground to keep their houses warm? The reason is that the heat produced is hardly enough to detect, although it is present.

To demonstrate this, I want everyone to rub their hands together. As your hands move back and forth they have kinetic energy. Because your hands are touching, there is also some frictional force between them. This friction will convert the kinetic energy of your moving hands to heat. Are you still rubbing? Can you feel your hands warming up? Now touch your hands to your face, the heat you feel was created by the force of friction!

Science 3rd – 5th Grade Modeling/Explanation

• After reading the passage, ask students to give examples of friction in everyday life. Jot responses down on the board.

• Write the definition of friction on the board and have students write it in their notebooks.

• Explain to students that they will be conducting experiments using hockey pucks on a variety of surfaces to see the affects of friction.

• Have students make a chart in their notebooks similar to the one below (or provide a chart for them).

Surface Prediction Amount of force Distance Carpet cm. Tile cm. Wood floor cm. Beach towel cm. Gym floor cm.

• Explain that a force is a push or a pull. • Discuss forces that act upon a hockey puck in a game. • Tell the students that during this experiment they will be using the force of

push. • Explain that they should attempt to push the puck at the same strength each

time, no matter what the surface type. • Before breaking into groups, have students write a prediction about how far

they think the puck will travel across each surface. • In the “amount of force” column, after they push the puck, they can write either

little, medium or extensive based on how difficult they thought it was to push the puck.

• Explain that they will have one group member measure, in centimeters, how far the puck traveled.

Independent Practice • Break students up into groups of three or four students. • Give each group a hockey puck, and tape measure. • Assign students areas to work in. • Have them push the hockey puck and measure the distance it traveled. • Repeat the experiment for each surface listed. • Have the students fill out their charts as the experiment is conducted.


• Each student should have an opportunity to be the “pusher” as well as the “measurer”.

• Students should be able to discuss within their groups what is occurring during the experiment.

• Which surface is the puck traveling across the easiest? • Why is this happening? • What force is at work while the puck is traveling? • Which surface did the puck travel the least across?

Accommodations: Adaptations (For Students with Learning Disabilities)

• Partner with higher level peers. Have them choose which role they would feel most comfortable doing during the experiment. Provide a chart for them.

Extensions (For Gifted Students)

• Have students try this experiment using different items other than a hockey puck. (For example a tennis ball or a sneaker)

• Compare the results between the two experiments. • Research how friction positively and negatively affects everyday life.

Check for Understanding

• As students are working, circulate around the room and check to see that they are working correctly and cooperatively.

• Clarify any questions as they are asked. Closure/Wrap-Up

• Have students return to their seats. • Have them check over their predictions and write a conclusion about their

findings. • Students should realize that the smoother a surface, the further the hockey

puck will travel. Evaluation

• Student participation in discussion and experiment • Completion of chart • Completion of notes and conclusion about their findings (in notebook)


Additional Teacher Background The following is specific information about Energy Transformations designed to help the teacher.

1. Energy cannot be created or destroyed, but only changed from one form into another.

2. Most of what goes on in the universe from exploding stars and biological growth to the operation of machines and the motion of people involves some form of energy being transformed into another.

3. Heat can be transferred through materials by the collisions of atoms or across space by radiation.

4. Energy appears in different forms.

The following is specific information about FRICTION designed to help the teacher.

Friction is a force that opposes motion in a particular direction. Friction occurs when the surfaces of 2 materials come into contact with each other. Since no surface is completely smooth, there will always be a frictional force that opposes motion. The magnitude of this force is dependent upon the material of the 2 surfaces and the normal force. (Physics Encyclopedia, "Friction", 1998) Normal Force The normal force is always perpendicular to the surface of motion. On a flat surface, the normal force (N) is equal to the weight, mg, of the object in motion. However, on an inclined plane, the normal force is equal to mgcos. In the physics of hockey, the surface of the ice pad is parallel to a level ground. (Physics Encyclopedia, "Friction", 1998) The Two Types of Friction There are two types of friction that can occur when an object moves along a surface: Static and Kinetic. Static friction prevents motion from occurring altogether and occurs when objects are stationary. Kinetic friction, on the other hand, impedes motion already in progress.

Science 3rd – 5th Grade Lesson Background & Concepts for Teachers A frictional force exists when two objects come in contact with each other. It opposes motion, meaning if something is sliding on the floor, friction is the force that makes it eventually come to a stop. In a world without friction, the object would continue to slide for ever, if not acted on by another force. Some surfaces have inherently less friction. This is the reason a puck will slide a greater distance across an ice hockey rink than a rink made of concrete.

Inertia is the common definition for Newton's First Law of Motion. It states that an object at rest will stay at rest unless acted on by another force, and an object in motion will stay in motion unless acted on by another force. Using the hockey puck example, the only force that slows it down is friction, and if there was no friction present, the object would never slow down. The hover pucks used in this lesson can demonstrate Newton's First Law of Motion or the law of inertia as it is oftentimes referred to.

The last concept this lesson demonstrates is the conservation of energy. This concept states that the total amount of energy in an isolated system remains constant, although this energy may change forms. A rolling object has a certain amount of kinetic energy, or energy of motion. If the "isolated system" is for example a concrete parking lot and a bowling ball, as the ball is rolled across the parking lot, the amount of energy the system has when the ball first starts rolling is the same as the amount of energy the system has when it comes to a stop. At the beginning the thermal energy, or heat energy, is related to the ambient temperature, and the other energy in the system is the initial kinetic energy you provide by rolling the ball. In the end, there is no more kinetic energy because the ball is at rest, but the thermal energy has increased. All the kinetic energy is converted to the increased thermal energy, so the total energy is the same as it was at the beginning.

Additional Teacher Resources (websites that are useful in teaching Friction) • en.wikipedia.org/wiki/Friction • www.sciencekids.co.nz/gamesactivities/friction.html • www.neok12.com/Types-of-Forces.htm



Lesson 5: Transfer of Energy Concept/Topic to Teach: Transfer of energy Standards Addressed: Physical Sciences (Chemistry and Physics) Grades 3-5

• Standard Five: o Give examples of how energy can be transferred from one form to

another. General Goal(s) – Expected Outcome:

• Students learn that the energy of one moving hockey player is transferred directly to another hockey player when they collide.

• Students learn the concept of the conservation of energy via a "collision." Specific Objectives:

• Students will learn that energy can be transferred during a hockey check. • Using a mathematical formula on a computer, students will be able to calculate

how much force is generated in an open ice check. • Using the website www.exploratorium.edu/hockey/checking2.html, students will

navigate the pages and participate in an activity that converts the energy generated in an open ice check into lighting a 60 watt light bulb.

The San Francisco Exploratorium's Science of Hockey "At this site, users can read about National Hockey League players and coaches from the San Jose Sharks, as well as physicists and chemists. The site is divided into seven sections, the first of which discusses ice and several of the qualities that make ice a unique playing surface. Players and scientists discuss differences between 'fast ice' and 'slow ice' and a chemist explains why ice is slippery. The second section investigates the mechanics of skating on ice, while the third section describes technological advances in hockey equipment such as carbon-graphite sticks, aluminum shafts, and fiberglass/kevlar goalie masks. The fourth section deals with the reaction time and reflexes of NHL goalies. The Shooting section explains how hockey players are able to shoot the puck more than 100 miles per hour. Mathematical formulas are used to show how much force is generated during a check between two players. The final section talks about physical fitness, nutrition, and the chemistry of lactic acid production. (ENC Focus: Informal Mathematics and Science Education, 5(2), 1998) http://www.exploratorium.edu/hockey/ “

Science 3rd – 5th Grade Required Materials:

• Access to a computer or preferably a computer lab. • Have students work on a computer either in a computer lab or in the

classroom. • If there are not enough computers for each student to use one, partner or

group them making sure each student has the opportunity to navigate the website.

• Another option would be to have the teacher do a demonstration to the whole class using his/her computer.

Introduction

• Explain to students that they will be using the computer to research a hockey website and learn about how much energy is transferred in a hockey check.


• Put the website up on the board, or have the website written out on individual slips of paper to reduce confusion when typing in the web address: http://www.exploratorium.edu/hockey/

• Explain to the students that they will be clicking on the “Checking” link on the

bottom of the page (6th out of 7 links found in the black bar at the bottom of the home page)

• Have students find the page. • Once everyone is on the same “checking” portion of the website, have them

begin the independent practice. Independent Practice

• Students should read through the website and take notes in their science notebook on any terms or concepts related to the transfer of energy.

• These notes will be shared at the end of class. • Students can then proceed to the second page (Go Forward link) where they

have the opportunity to choose players and have the computer calculate how much energy is transferred during open ice checks.

• The list of players is already given, they just need to select one player from each conference and estimate the speed

.

Science 3rd – 5th Grade Accommodations: Adaptations (For Students with Learning Disabilities)

• Have a teacher’s assistant or a higher-level peer help read through and navigate the website.

Extensions (For Gifted Students) • Have students research the size and weight of Bruin’s players and see if they

can calculate the energy generated through open ice collisions between teammates. They will need to use a standard calculator for this as the website does not have this information programmed in it.

Check for Understanding • As students are working, walk around the class and make sure they are on the

correct page and that they understand what they are reading. • The teacher may want to have one student read portions of the material out

loud to the whole class and then have them work independently on the calculations time.

Closure/Wrap-Up

• Once the groups have tried a few different possibilities for player collisions on page two of the website, have them “surf” around the other sections of this website as review to some of the other concepts learned already.

• Give them 5-10 minutes to read through the other material, or however much time needed.

• When all students are through with the “checking” section, have the class return their screens to the desktop and finish writing any new discoveries learned in their notebooks.

• Have students share something new they learned by browsing this website and participating in the checking activity.

Evaluation

• Student participation • Notes taken • Class discussion


• The majority of this lesson is explained in detail on the website. • Teachers should read through the website and familiarize themselves with the

section on checking, especially, prior to using this lesson.

Documents

Science 3 – 5th Grade - Official Boston Bruins Website | …bruins.nhl.com/v2/ext/pdfs/2009/iceschool/Science_3_5.… · · 2009-12-31Properties of matter are ways that scientists