ssciencecashs.weebly.comssciencecashs.weebly.com/.../year_7_physics_inquiry_program.docx · Web viewMathematics. Number and algebra. Compare, order add and subtract integers (ACMNA280)

FORCES AND MOTION in Year 7 Science

Cecil Andrews Senior High School

Sue Scrymgour

ALL ABOUT FORCES

Contents

2

Title Page NumberScience Outline 3Maths Outline 4Science Inquiry Skills Checklist 5Lesson Overviews 6Glossary 8I am/You are 9Place Mat 12Venn Diagram 13Designing Observation Guide (DOG) 16Further Understanding Report (FUR) 18Planning Investigation Guide (PIG) 20Experiment Analysis Report ( EAR) 22Team Assessment of Individual Learning (TAIL) 24Group Roles 25Lesson 1 27Portfolio Cover Sheet 28Portfolio Roles 29Portfolio Contract 30Portfolio File Check 31Lesson 2 & 3 32Lesson 4 & 5 33Lesson 6 & 7 34Lesson 8 35Lesson 9 & 10 36Lesson 11 37Lesson 12 38Lesson 13 39Lesson 14 40Lesson 15 41Lesson 16 42Lesson 17 43Lesson 18 44Lesson 19 45Lesson 20-22 46Lesson 23 47Lesson 24 48Lesson 25-27 49Lesson 28-30 50

ALL ABOUT FORCES

OVERARCHING QUESTION

Could we move without forces all around us?

Learning area ScienceScience understandings Physical sciencesScience inquiry skills Questioning and predicting

Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

AUSTRALIAN CURRICULUM:

ACSSU117 & ACSSU118

Change to an objects motion is caused by unbalanced forces acting on the object.

Earth’s gravity pulls objects towards the centre of the Earth.Unit understandingsStudents will be able to :

Investigate the affects of applying different forces to familiar objects

Force is described by its strength and the direction over which it acts.Investigate common situations where forces are balanced e.g. stationary objects or unbalanced such as falling objects.Recognise that an object is in motion if it changes position relative to a reference point.Investigate how an object in constant motion has balanced forces acting on it.Investigate that the speed of an object is the distance travelled in aspecfic amount of time.Understand that if multiple forces act upon an object, the forces will reinforce or cancel one another depending on direction and magnitude.Investigate how simple machines such as levers or pulley systems are used to change the force direction or speed.Explore how gravity affects objects on the surface of the earthConsider how gravity keeps planets in orbit around the sunRecognise that the two factors that affect the gravitational force between two objects are mass and distance.

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Learning area MathematicsNumber and algebra Compare, order add and subtract integers (ACMNA280)

Recognise and solve problems involving simple ratios (ACMNA173)

Patterns and algebra Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176)

Linear and non-linear relationships

Investigate, interpret and analyse graphs from authentic data (ACMNA180)

Data representation and interpretation

Construct and compare a range of data displays (ACMNA170)

ALL ABOUT FORCES

4

ALL ABOUT FORCESYear 7 Science Inquiry Skills Checklist

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Questioning & Predicting Planning & Conducting Processing & Analysing Data

Communicate information

5

http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions

http://www.australiancurriculum.edu.au/Glossary?a=S&t=relationships

http://www.australiancurriculum.edu.au/Glossary?a=S&t=secondary+sources

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigations

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=variables

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigation

ALL ABOUT FORCESLesson overview

Lesson oneIn this lesson students will be introduced to the concept of forces & motion,Lesson two – threeStudents will build on their knowledge and further explore forces, by exploring situations in which forces are occurringThey will develop their understanding through the investigation of the motion of a toy car.

Lesson four & fiveIn this lesson students will investigate balanced and unbalanced forces, across various planes, by exploring the centre of mass and stability of an object.Lesson six & sevenIn these lessons students will explore forces by the design and creation of a machine to use a combination of forces to move a marble through a boxLesson eightStudents will continue their exploration of balanced and unbalanced forces by exploring friction.

Lesson nine & tenStudents will be introduced to gravity by an investigation into the fall of fall of objects of different masses.Lesson elevenIn this lesson students will explore the magnetic fields that surround magnets of different shapes.Lesson twelveIn this lesson students will explore electrostatic forcesLesson ten-twelve.In this section students will expand on their knowledge of motion by designing an investigation into factors that change the speed of a moving toy.Lesson thirteenStudents will further expand their knowledge of forces by exploring the force exerted by water on floating objects.Lesson fourteenIn this lesson students will investigate the amount of force exerted by water.Lesson fifteenStudents will consolidate their knowledge of forcesLesson sixteenIn this lesson students will develop a concept map of their knowledge of forces and their real life applications.Lesson seventeenStudents will refine their knowledge of forces and motion by exploring how simple machines, such as levers are used to reduce effort.Lesson eighteenStudents will further refine their knowledge of forces and motion through an exploration of how inclined planes are used to reduce effort.Lesson nineteenIn this lesson students will investigate the mechanical advantage of inclined planes.Lesson twenty to twenty twoThrough an investigation into other forms of simple machines students will recognise that all simple machines are either levers or inclined planes.Lesson twenty threeStudents to will consolidate their knowledge of simple machines by undertaking an internet search into simple machines in the human body, e.g joints, teeth and bonesLesson twenty fourSUMMING UP: Students to undertake cooperative learning strategies such as a silent card shuffle to summarise their learning.

Lesson twenty five to twenty sevenStudents to undertake research in to how gravity keeps the planets and satellites in position in the solar system and the factors determining gravity such as mass and distance.

Lesson twenty eight to thirtyIn these lessons students will consolidate their knowledge of forces and create a construction to hold the maximum weight.Students to create a concept map or other visual representation of forces and motion

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ALL ABOUT FORCES

Lesson thirtyStudents will complete a walkthrough of different locations around the school to identify forces and simple machines and then develop a presentation that they will show to how forces are used to help us move in many different contexts.

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ALL ABOUT FORCES

WORD MEANINGForces

Motion

Gravity

Speed

Distance

Push

Pull

Newton (N)

Spring balance

Contact

Electrostatic

Repel

Attract

Weight

Mass

Unbalanced

Magnetic

Lever

Inclined plane

Friction

Density

Surface tension

Buoyancy

Upthrust

Simple machine

Complex machine

Load

Effort

Advantage

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ALL ABOUT FORCES

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I AM: FORCE

YOU ARE: THE FORCE OF GRAVITY ACTING ON AN OBJECT

I AM: WEIGHT

YOU ARE: EQUAL FORCES THAT DO NOT CHANGE THE MOVEMENT OF AN OBJECT

I AM: BALANCED

YOU ARE: THE FORCES BETWEEN TWO OBJECTS THAT MUST BE TOUCHING

I AM: CONTACT

YOU ARE: THE BRANCH OF SCIENCE THAT INVESTIGATES FORCES, MOTION AND ENERGY.

I AM: PHYSICS

YOU ARE: A BASIC DEVICE THAT CHANGES THE SIZE OR DIRECTION OF FORCE BEING APPLIED.

I AM: SIMPLE MACHINE

YOU ARE: A SIMPLE MACHINE MADE UP OF A RIGID ROD PIVOTING ON A POINT.

I AM: LEVER

YOU ARE: THE FORCE OF ATTRACTION BETWEEN TWO OBJECTS SUCH AS THE EARTH AND A PERSON

I AM: GRAVITY

YOU ARE: FORCES THAT ACT OVER A DISTANCE, FOR EXAMPLE MAGNETISM, OR GRAVITY

I AM: NON-CONTACT

YOU ARE: ITEM USED TO MEASURE FORCES

I AM: SPRING BALANCE

YOU ARE: THE AMOUNT OF MATTER IN AN OBJECT

I AM: MASS

YOU ARE: THE OBJECT IS NOT MOVING.

I AM: STATIONARY

YOU ARE: THE POINT AT WHICH A LEVER PIVOTS

I AM: FULCRUM

YOU ARE: NUMBER OF DIFFERENT TYPES OF LEVERS

I AM: THREE

YOU ARE: A WHEEL WITH TEETH

I AM: GEARS

YOU ARE: A SIMPLE MACHINE THAT ROTATES AROUND AN AXLE

I AM: WHEEL

YOU ARE: THE SCIENTIFIC WORD FOR MOVEMENT

ALL ABOUT FORCES

IN THIS ACTIVITY EACH STUDENT IS GIVEN A CARD.

ONE PERSON (P1) IS REQUIRED TO BEGIN BY STANDING AT THE FRONT OF THE ROOM AND STATING I AM.... AND YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)

THE PERSON WHO IS THE NEXT ‘I AM’ (P2) CALLS OUT “I AM A...... “ AND IS THEN REQUIRED TO STAND NEXT TO P1 AND READ THEIR YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)

THE PERSON WHO IS THE NEXT ‘I AM’ (P3) CALLS OUT “I AM A...... “ AND IS THEN REQUIRED TO STAND NEXT TO P2 AND READ THEIR YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)

REPEAT THIS PROCESS UNTIL ALL CARDS ARE IN THE LINE IN THE CORRECT ORDER.

THE FINAL “YOU ARE” LINKS TO P1 AND SO A CIRCLE IS FORMED.

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I AM: NEWTON

YOU ARE: A WHEEL & AXLE WITH A RIM AND CORD.

I AM: PULLEYS

YOU ARE: THE FORCE THAT IS APPLIED TO THE SIMPLE MACHINE TO OVERCOME THE LOAD

I AM: EFFORT

YOU ARE: THE FORCE THE SIMPLE MACHINE THAT THE EFFORT MUST OVERCOME

I AM: LOAD

YOU ARE: : A PUSH, PULL OR TWIST THAT CHANGES WAYS SOMETHING MOVES

ALL ABOUT FORCESPlacemat

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[FLOATS]

[SINKS]

ALL ABOUT FORCESVenn Diagram

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[Both]

FLOATS

ALL ABOUT FORCES

13

SINKS

ALL ABOUT FORCES

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ALL ABOUT FORCESDOG

GROUP MEMBERS______________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:___________________________________________________________

VOCABULARY WORDS (THEY MUST BE USED IN YOUR F.U.R)WORD MEANING

12345678910

AIM (What are you investigating?) ______________________________________________________________________________________

PREDICTION (What do you think will happen? ) ______________________________________________________________________________________

HOW WILL YOU KEEP EVERYONE SAFE? ______________________________________________________________________________________

CONTROL VARIABLES (What things are kept the same? How will you do this?)

Controlled variables How you will control it

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ALL ABOUT FORCESEQUIPMENT (list of the things you will need).

1. 2.3. 4.5. 6.7. 8.9. 10.11. 12.13. 14.

METHOD: (Step by step list of what you will do during your investigation there should be at least six separate steps)

1.

2.

3.

4.

5.

6.

DRAW A STEP BY STEP FLOW CHART THAT OUTLINES THE STEPS IN WHICH YOU WILL UNDERTAKE YOUR EXPERIMENT

DIAGRAM: (labelled diagram of equipment used, drawn scientifically)

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ALL ABOUT FORCESFUR

GROUP MEMBERS___________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:__________________________________________________________________

DON’T FORGET TO USE YOUR VOCABULARY WORDS FROM YOUR D.O.G.

RESULTS: DRAW A DIAGRAM OF YOUR OBSERVATIONS

OBSERVATIONS (DESCRIBE WHAT YOU SAW DURING THE EXPERIMENT)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANALYSIS: Write a paragraph that EXPLAINS scientifically why you made the above observations)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT FORCESCONCLUSION (explain what happened)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IMPROVEMENTS: (suggest three ways to make this experiment better).

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE AS A HUMAN ENDEAVOUR: what are two real life uses of this experiment.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT FORCESPIG

GROUP MEMBERS____________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:____________________________________________________________

VOCABULARY WORDS (THEY MUST BE USED IN YOUR E.A.R)WORD MEANING

12345678910

AIM: (what are you investigating) ______________________________________________________________________________________

PREDICTION: (what do you think will happen) ________________________________________________________

HYPOTHESIS (an if and then statement IF (enter the variable you are changing) THEN (enter the vaiable you are measuring) ______________________________________________________________________________

SAFETY: (describe how will you keep everyone safe) ______________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________

INDEPENDENT VARIABLE (what will you change)_______________________________________

DEPENDENT VARIABLE (What will you measure)______________________________________

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ALL ABOUT FORCESCONTROL VARIABLES (What needs to be kept the same, how you will do this)

Controlled variables How you will control it

MATERIALS & EQUIPMENT (list of equipment and materials you will need for the investigation). DON’T FORGET TO DRAW A DIAGRAM.

1. 2.3. 4.5. 6.7. 8.9. 10.11. 12.13. 14.15. 16.

RECORDING DATA: Describe how to keep your data accurate ____________________________________________________________________________________________________________________________________________________________________________

METHOD: (Step by step instructions of what you will do & what you will record as your results, at least six separate steps)

1.

2.

3.

4.

5.

6.

DRAW A STEP BY STEP FLOW CHART THAT OUTLINES YOUR METHOD TO THIS EXPERIMENT

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ALL ABOUT FORCESEAR

GROUP MEMBERS_______________________________________________________________

GROUP NAME__________________________________________________________________

INVESTIGATION TITLE:____________________________________________________________

DON’T FORGET TO USE YOUR VOCABULARY WORDS FROM YOUR P.I.G

RESULTS:

TABLE

GRAPH: (draw a graph from you recorded data, remember TITLE, AXIS, LABEL, SCALE ACCURACY AND TYPE [ column for distinct values and line for continuous variables]).

ANALYSIS: Now write a paragraph that summarises all the data that you have recorded in your table and graph, what is the graph doing, increasing, decreasing, staying the same, is it in a straight line?)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION (explain what happened using scientific ideas and words)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IMPROVEMENTS: (suggest three ways in which you could improve this experiment).

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ALL ABOUT FORCES______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE AS A HUMAN ENDEAVOUR: what are two real life applications of this type of experiment.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT FORCESTEAM

Investigation title:__________________________________________________________Group members: ___________________________________________________________Group title: _________________________________________________________________I contributed to my group’s success by:MANAGER:RECORDER:REPORTERGO GETTER

Next time, I would:MANAGER:RECORDER:REPORTERGO GETTER

On a scale from 1 to 5, rate your group on the following items.

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree 5 = Couldn’t agree more!

All members contributed equally to the project. 1 2 3 4 5

Our group worked well together. 1 2 3 4 5

Disagreements were settled quickly and politely. 1 2 3 4 5

Our group met deadlines and did not procrastinate. 1 2 3 4 5

I felt encouraged by my group members to work on the project. 1 2 3 4 5

I would like to work with this group again. 1 2 3 4 5Group members evaluation

Rate each member of your group on how well they contributed to the group’s success, one is very little or no contributionand five is an excellent contribution:

Member 1 2 3 4 5MANAGERRECORDERREPORTERGO GETTER

Rate each member of your group on how well they performed their role within the group:

Member 1 2 3 4 5MANAGERRECORDERREPORTERGO GETTER

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ALL ABOUT FORCESGROUP ROLES

All members are to contribute to the investigations and experiments that their group undertakes. Each person is also responsible for taking their own copy of the results, just in case other members are absent. As well as that you will have a specific role within the group and part of your assessment will be based on how well you perform this role.

GETTER You are responsible for ensuring that you have all the required equipment for your group activity. This may also mean that you have to bring things from home. You must be organised and resourceful.

MANAGER You are responsible for ensuring that all members of your group are on track and are participating to the best of their ability. It is your job to liaise with the teacher, librarian or other staff members as required and so you must be confident.

RECORDER You are responsible for ensuring that all information for our group is recorded, this will include taking measurements during the investigation, compiling the bibliography of other resources and graphing any required information and so you must be organised.

REPORTER Has the job of presenting the information that their group has discovered to the class. As it is your job to present an interesting production for the class presentation and so you must be creative and outgoing.

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ALL ABOUT FORCES

Hi I am the GETTERIt is my job to ensure that we have all the equipment and materials we need for this activity, as well as undertaking the activity

Hi I am the MANAGERIt is my job to ensure that everyone is on task as well as undertaking the activity

Hi I am the RECORDERIt is my job to make sure everyone is writing down all of their ideas and data, as well as participating in the activity

Hi I am the REPORTERIt is my job to summarize back to the class what we discovered in this activity









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ALL ABOUT FORCESLesson one

QUESTION OF THE DAY: WHAT CAUSES ALL THE MOTION AROUND US?TITLE MOTION AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre class preparations large sheet of paper drawn up as a place mat for each group of four students., 5 textas or coloured pencils per group

Get students to sit in small groups of 4 students, explain that they will keep a journal for this unit, which will be in the form of a text based exercise book /display folder or an e.book, all should contain their P.I.G & E.A.R OR D.O.G & F.U.R and every T.A.I.L for every investigation. Each student is responsible for their own journal. In these groups discuss the roles of the getter, the manager, the recorder and the reporter. Allow each student to select their role within their current group but explain that often these groups will change but their role won’t.

This activity works well if you allocate a display folder to each group and allocate groups based on learning style – in each groups students with three warning for uncompleted work will be fired (lose points)

Provide each group with placemat instruct them that they should take a differ colour each and each has one corner of the mat to write in.In their corner they are each to write down as many things that they can think of that are in motion.

As a group they are to discuss what causes each form of motion and the recorder is to record the causes in the centre circle.

The reporter is then to report back to the class some of their forms of motion and causes as they do (call for a volunteer recorder) develop a class placemat in a large piece of paper to be displayed in the room.

Discussion with class that these causes are either forces or are applying forces.

GLOSSARY WORDSMotionforces

TIME ALLOWED

5 min

10 min

10 min

10 min

10 min

10 min

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ALL ABOUT FORCESGroup Work

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ALL ABOUT FORCES

ROLES

CONTRACTGROUP NUMBERNAME TITLE DUTIES AGREED

(signature)COMPLETED

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MANAGER RECORDER

REPORTER GO-GETTER

ALL ABOUT FORCES

MANAGER

RECORDER

REPORTER

GO GETTTER

AUTHORISATION (signed by Ms S)WARNINGS

NUMBER FOR REPORTED BY

APPROVED

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ALL ABOUT FORCESFILE CHECK LIST

YEAR 7 PHYSICSGROUP NAME______________________

MANAGER______________________

REPORTER______________________

RECORDER______________________

GO GETTER______________________

FORM______

30

Item Comment Done?WORK NEAT

WORK DATEDNO GRAFFITI

GLOSSARY TERMSREPORT: TOY CAR

REPORT: BALANCED/UNBALANCEDREPORT: FRICTIONREPORT: GRAVITY

REPORT: MAGNETISMREPORT: ELECTROSTATIC

REPORT: WATER FORCES & VENNREPORT: MEASURING WATER

FORCESCONCEPT MAPREPORT: LEVERS

REPORT: INCLINED PLANEREPORT: MECHANICAL ADVANTAGE

REPORT: COMPARING SIMPLE MACHINESWEB QUEST: JAWS

RESEARCH:EARTH AND MOVE

TS

D

ALL ABOUT FORCESLesson two - three

QUESTION: WHAT CAUSES THE TOY CAR TO MOVE?TITLE TOY CAR MOTION AUSTRALIAN CURRICULUM ACSSU117; ACMNA170; ACMNA180;

ACMNA176ACTIVITIESStudent hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by reviewing the rules and procedures for the activity. The getter (gets all the materials for the group), the manager (keeps everyone on task), the recorder (makes sure all group members are writing down their own data, ideas etc) and the reporter (orally reports back to the class). Instruct students to wear goggles at all times

In these lessons the students investigate a number of ways to make a toy car move, e.g. elastic band launcher, inclined plane. They should measure either the speed of the car or the distance travelled in the various circumstances to decide which method is most effective. Speed is distance divided by time.

ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW:EACH OF THESE CAN BE UNDERTAKEN ON FLAT SURFACES, INCLINED PLANES OR WITH A LAUNCHER.

TO FIND OUT HOW FAR A TOY CAN TRAVEL IN A FIXED TIME.MATERIALS• stopwatch • long tape measure• 3 or 4 moving toys (such as model cars)METHOD1 Measure the distance travelled by each toy alongthe classroom floor in 10 seconds. Use the stopwatch to set starting and finishing times.2 Record the results for all toys tested in a table

OR

TO FIND OUT HOW LONG IT TAKES A TOY TO TRAVEL A FIXED DISTANCE.METHOD1 Using the same materials as in Part A measure a distance of 2 metres and use the stopwatch to measure the time taken for the toy to cover the distance.2 Record the results for all the toys in a table.

ANALYSIS1 Plot your results on a bar graph to give a quicker way of comparing results.

DURING LESSON 4 REPORTERS REPORT BACK TO CLASS AND ANSWER QUESTION What conclusions can you draw about the motion of the toys that were tested by other groups?

GLOSSARY WORDSSpeedDistance

TIME ALLOWED

Lesson four - fiveQUESTION: WHAT FACTORS INFLUENCE STABILITY?TITLE: BALANCED AND UNBALANCED AUSTRALIAN CURRICULUM ACSSU117ACTIVITIESStudent hand outs: D.O.G, T.A.I.L & F.U.R FORMS

GLOSSARY WORDS

31

ALL ABOUT FORCESReview class rules and procedures and roles The getter, the recorder, the manager, and the reporter.ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW:

AIMTo investigate what are some of the factors which influence the stability of buildings.METHOD1 Using dominoes, build a tower of single dominoes as high as possible. 2 Now build a tower two dominoes wide. Can you build it higher?3 Try to build an archway by gradually overlapping dominoes. Can you make a bridge that iswider than one domino?

OR

WHAT YOU NEEDA range of standing objects such as different types of glasses, lamps, vases, furniture, chairs, stools, toys,etc.WHAT YOU DOSort out the objects into the hardest and the easiest to tip over. What are the characteristics of:a the most stable objects?b the least stable objects?DISCUSSIONFind out how the following keep stable (why don’t they topple over?):• a tall lamp on a wide heavy base• a long glass with a thick base• a ruler, with most of its length sticking out froma table, with a large mass on it• a shelf resting on a triangular support.

FINALLY

Challenge the students to balance a plastic chair on the least number of legs with the greatest number of text books upon it,

CLASS DISCUSSION:What is the force that causes the towers to topple over?What happens to the forces when towers or creations are stable.

BalancedUnbalanced.

TIME ALLOWED

Lesson six to sevenQUESTION: HOW CAN YOU GET THE MARBLE TO MOVE THROUGH THE BOX WITHOUT TIPPING THE BOX.TITLE MARBLE MACHINE AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Student hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and role for the activity. The getter, the manager, the recorder and the reporter. Instruct students to wear goggles at all times

Discuss with students that all forces are either pushes pulls or twists; they are to use these forces to create a marble mover.

WHAT YOU NEED

GLOSSARY WORDSPushPullTwist

TIME ALLOWED

32

ALL ABOUT FORCES• marbles • cardboard• glue • sticky tape• wire • other materials as available

WHAT TO DO1 Working in groups of three or four, design a simple machine that uses a push, pull or twist to move a marble through a cardboard box .2 for example it could move from one end of the box tho another along a spiral wire turned with a handle.3 Construct your machine.

REPORTER: To report findings to class and answer the days questionAnd give a demonstration of how it works to the rest of the class.

DISCUSSION1 What type of motion does your machine use: apush, pull or twist? Describe how your machine works.

2 Describe a practical use for your machine. To be practical it may have to be built on a larger scale.

Lesson eightQUESTION OF THE DAY: What is friction?TITLE friction AUSTRALIAN CURRICULUM: ACSSU117; ACMNA170; ACMNA180ACTIVITIESPre-class preparation:Student hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity and by instructing students how to use a spring balance to measure force.

CLASS DISCUSSION: what is friction?THINK PAIR SHARETHINK: Ask students to write down what they think friction is and as many examples of it as they can.PAIR: Share their definition and examples of friction with their groups and decide on a group definition.SHARE: SHARE THEIR DEFINITION WITH THE CLASS TO COME UP WITH A CLASS DEFINITION OF FRICTION.

EXPLAIN THAT THE AIM OF THESE LESSONS IS TO EXPLORE HOW DIFFERENT SURFACES CHANGE THE FRICTIONAL FORCES. ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW:

Aim: to determine the force required to drag a block along different materials

GLOSSARY WORDSFrictionContactSpring BalanceNewton

TIME ALLOWED

33

ALL ABOUT FORCESMaterials:

timber block with hook Spring balance (with Newtons) Various surfaces and carpet samples 50g masses

Method:1. Lay the carpet sample on the bench and place the block of timber on it.2. Place 100g of weights onto the timber block.3. Connect the spring balance to the hook on the timber block and gently try and pull the block

along.4. Looking at the Newton scale on the spring balance, record the force needed to shift the

block, and the force needed to drag it slowly along once it is moving.5. Repeat for the card, plastic etc.

RESULTS:Create a table and graph results.

DISCUSSION

EXTENSION ACTIVITYThere are some pieces of dowel in the tray. How would you use these to pull the block along using less force? Try your idea and record the force.

34

ALL ABOUT FORCESLesson nine - ten

QUESTION OF THE DAY: how does weight change the fall of an object.TITLE gravity AUSTRALIAN CURRICULUM: ACSSU117; ACSSU118; ACMNA170;

ACMNA180; ACMNA176ACTIVITIESPre-class preparation:Student hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity.

Introduce students to gravity as the non contact force that pulls us towards and object. Weight as the force of gravity acting on an object and mass as the amount of matter in an object. Mass is constant, weight changes with the amount of gravity.

EXPLAIN THAT THE AIM OF THESE LESSONS IS TO EXPLORE FACTORS THAT AFFECT THE FALL OF AN OBJECT, SUCH AS SHAPE, OR MASS. ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW:FirstlyAIMTo measure the force of gravity on various objects innewtons.MATERIALS• spring balance with scale in newtons • various objects to be weighedMETHOD1 Weigh the various objects on a spring balance (N) and on a scale (g)2 Find the weight of 100 grams in newtons.3 Present your results in a table.

INVESTIGATIONAIMTo investigate gravity by comparing the fall of different objects.MATERIALS• metal plate • two stopwatches (optional) • paper plate of similar size to the metal plate• piece of paper of similar size to the metal plateMETHODRelease the two objects from the same height at the same time and compare the rate at which they drop. (assign two people with stopwatches to time the fallof each object.).• Hold the metal plate and the sheet of paper horizontally, side by side.• Place the sheet of paper on top of the paper plate, holding them horizontally.• Crumple the paper into a small ball. Hold the metal plate and the crumpled ball of paperhorizontally, side by side.• Hold the paper plate and the crumpled ball of paper horizontally, side by side. Time the fall of each item.DISCUSSION1 Record your results in a table, and comment on your observations.2 Why does the piece of paper keep up with the plate when it is crumpled or on top of the plate and not when it is a flat sheet?3 what is the force that can change the fall of different shaped objects?4. If there were no air resistance, how do you think all objects would fall under the force of gravity?EXTENSION ACTIVITYInvestigate ways in which the air resistance of an object can be changed (e.g. shape)ANDRepeat the investigation using different masses, e.g. 1 50g mass, 2x 50g masses taped together 3 x 50g masses taped together etc.REPORTER: To report findings to class and answer the days question

GLOSSARY WORDSGravityWeight

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g

M W

N N

N S

ALL ABOUT FORCES

Lesson elevenQUESTION OF THE DAY: what do magnetic fields look like?TITLE magnetism AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Student hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and role for the activity.ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW, DISCUSS WITH THEM THE OPTIONS FOR MAGNET ARRANGEMENT, ALSO TRY A HORSESHOE OR ROUND MAGNETMethod1. Place the magnets in the plastic sleeve supplied.2. Arrange the magnets as shown below.3. Sprinkle iron filings onto the plastic sleeve.4. Draw a diagram of the field using the field mapping rules.

REPORTER: To report findings to class and answer the days question

GLOSSARY WORDSMagneticAttractionRepulsion

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S

S

N

N

SN

NS

ALL ABOUT FORCESLesson twelve

QUESTION OF THE DAY: how can we bend water?TITLE electrostatic forces AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Student hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and role for the activity.ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW, DISCUSS WITH THEM THE OPTIONS

Materials: Plastic, glass and ebonite rods various material e.g. furs and cloth tissue paper polystyrene balls balloon use small circles of paper from a hole punch instead of tissue paper

Method:1. Inflate a balloon and then rub it on your jumper briskly. See if you can then get the balloon to

‘stick’ on the wall or ceiling. Try picking up small piece of tissue paper with the balloon

2. Rub a plastic rod several times with a fur or cloth. See if you can use this to pick up tissue paper. Repeat the process again, but this time use the rod to try to roll a polystyrene ball without touching it.

Example of tableRod Rubbed with Picked up paper Y/Nplastic Fur

SilkwoolCottonnylon

3. Rub the rod again and bring it to a very slow, fine stream of tap water. Don’t let the rod touch the water, but get it as close as you can and observe what happens.

Question:If like charges repel, and opposite charges attract, what can you say about the charges of the following (same or different):

a. plastic rod and the tissue paper

b. plastic rod and the polystyrene ball

c. plastic rod and the water

d. water and tissue paper


GLOSSARY WORDSElectrostatic

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ALL ABOUT FORCESLesson thirteen

QUESTION OF THE DAY: does water exert a forceTITLE: water forces. AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Student hand outs: D.O.G, T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and role for the activity. The getter, the manager, the recorder and the reporter. ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW, DISCUSS WITH THEM THE OPTIONS

CLASS DISCUSSION WHY DO THINGS FLOAT? IN THEIR GROUPS STUDENTS TO COME UP A NUMBER OF THINGS THAT FLOAT AND A NUMBER OF THINGS THAT SINK, THEN LIST THE THINGS THAT THEY HAVE IN COMMON. ENTER THESE ON A VENN DIAGRAM

Note: an alternative to a classic Venn diagram that will extend the students constructivist learning is to have 2 blank circles on OHT sheet, have students to individually cut out their terms for the topic and to place them on the relevant circle, ensure that there are terms that fit both criteria. Discuss with students where they put each terms and those that are left over should be discussed, ask for suggestion as to where to put the terms. Have students overlap the two circles to create a Venn diagram and put the relevant terns in the centre section.

THEY MUST THEN GIVE WITH A REASON THAT BOATS FLOAT AND REPORT THIS BACK TO CLASS.

INTRODUCE TERMS DENSITY AND SURFACE TENSION.ADD THESE TERMS TO VENN DIAGRAM.

MATERIALS• balloon• basin or bucket big enough to contain the inflated balloonMETHOD1 Blow up the balloon and tie off the neck. 2 Half-fill the basin with water. Place the balloon on the surface of the water so it floats.3 Try to push the balloon into the water so that it is completely submerged.

DISCUSSION1 How much of the balloon was above the surfaceof the water when it was floating?2 What was resisting you when you tried to pushthe balloon completely under the water?3 What happened to the level of the water in thebucket as you pushed the balloon further down?


GLOSSARY WORDSDENSITYSURFACE TENSION

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Lesson fourteenQUESTION OF THE DAY: what is the force exerted by water?TITLE: measuring water forces. AUSTRALIAN CURRICULUM: ACSSU117

38

ALL ABOUT FORCESACTIVITIESPre-class preparation:Student hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and role for the activity. The getter, the manager, the recorder and the reporter.ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW, DISCUSS WITH THEM OPTIONS

AIMTo investigate the force exerted by water on an objectMATERIALS• clean margarine tub and lid • masses (5 grams, 10 grams, etc.)• clean dry sand • spring balance• strong string • large basin or bucket of waterMETHOD1 Float the open margarine tub in the basin of water.2 Add masses to the tub until it is floating with its rim just above the surface of the water.3 Remove the masses and weigh them with the spring balance. Record the result. Make sure no waterenters the inside of the tub. If water does get in, dry the inside of the tub with a paper towel.4 Repeat steps 2 and 3, but this time using sand instead of the masses. Try to keep the sand dry.5 Place the empty tub on the water again. Pour water into the tub until it is floating with its rim just above the surface.

DISCUSSION QUESTIONS TO BE REPORTED BACK TO CLASS.1 What was supporting the tub, whether it was empty or carrying masses or sand?2 Think about the tub with the masses in it. The water kept the tub and masses afloat. a What was the size of the force exerted by the water? (Don’t forget that the tub has weight too.) b What was the direction of the force exerted by the water? Was it upwards, downwards or sideways?3 Think about the tub with the sand in it. a What was the size of the force supporting the tub and sand? b What was its direction?4 How does the weight of the sand compare with the weight of the masses?5 Can you now work out the weight of the water inside the tub without weighing the water? If necessary, discuss this with the rest of your class.When you have worked it out, check your answer by weighing the water.


E

GLOSSARY WORDSBuoyancyUpthrust

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Lesson fifteenTITLE: CONSOLIDATION: AUSTRALIAN CURRICULUM: ACSSU118,ACTIVITIESStudents to undertake various activities and questions to consolidate their knowledge of forces.Aim To experience a range of different forces.

Part A

MaterialsTable tennis ball Drinking straws

Method and Questions1) What happens if you blow on the ball while it is moving towards you?

2) What happens if you blow on it while it is moving away from you?

3) What happens if you blow on it while it is moving across in front of you?

Part B

MaterialsA 20 cent coin Scissors and Paper

Method and Questions1) Cut out a piece of paper the size of the coin.2) Hold the paper disc in one hand and the coin in the other. Drop them both at the same time.3) Describe what happened. In your explanation say what forces were acting on the coin and the paper, and in which direction they were acting.4) Draw a diagram showing the two forces acting on the coin.

Part C

MaterialsPiece of paper Plastic PenSquare of Carpet

Method and questions1) Tear a piece of paper into small bits.2) Rub a plastic pen briskly (quickly) on the square of carpet.3) What happens when you bring the pen near the pieces of paper?

4) The force acting here is due to an electric charge on the pen. Does the pen need to be touching the paper, or can the electric force act over a distance?


GLOSSARY WORDS

TIME ALLOWED

ALL ABOUT FORCESLesson sixteen

TITLE: ASSESSMENT: forces concept map AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Students to create a forces concept map using the terms in their glossary and real life examples of their application.

This can be undertaken using technology such as popplet or by drawing it.

GLOSSARY WORDS

TIME ALLOWED

40

ALL ABOUT FORCESLesson seventeen

QUESTION OF THE DAY: can we change the applied force?TITLE: levers AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation: Student hand outs: P.I.G, T.A.I.L & E.A.R FORMS. Begin by establishing the rules, procedures and roles for the activity. ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW, DISCUSS WITH THEM OPTIONS

MATERIALS30 cm ruler pencil or triangular piece of wood in the shape of a prismPlasticine 6 identical washers or weights

METHOD• Set up the ruler with the pencil or wood as a fulcrum. The fulcrum needs to be exactly in the centre of the ruler.• Use the plasticine to attach the pencil to the bench.• Place two of the washers 5 cm from the fulcrum. These washers act as a load on the lever.The end of the ruler will be resting on the bench.• Try lifting the load by using two washers placed close to the fulcrum. Slide the washers away from the fulcrum in the opposite direction of the load, until they just lift the load. These washers act as the effort in the lever system. What is the closest distance between the effort and the fulcrum that allows you to liftthe load washers?Record your results in a table• Remove the two effort washers. Now use just one of the washers to lift the original two load washers. Record the smallest distance between the effort and the fulcrum that allows you to just lift theload washers.• Predict where a washer needs to be placed if the load is increased to three washers.Record your prediction.Test your prediction and record your results.• Increase the load to four washers. Use two washers as the effort to just lift the load. Record your results in a table calculating the ratio of load: effort.ANALYSISLook for patterns in your table of results. Write a simple rule that explains how to place the effort washers so that they just lift the load washers.Predict the largest load that you could lift with an effort of just one washer. Test your prediction.Was your prediction correct? If not, explain why.What happens to mechanical advantage when the distance between the effort and the fulcrum is increased?ALTERNATIVETo see how a lever is used in balances and see-saws.MATERIALS• triangular shaped piece of wood • metre ruler • eraser • paper clipsMETHOD1 Place the ruler on the triangular shaped piece ofwood so that the piece of wood acts as a pivot for your see-saw. 2 Place an eraser on one end of the ruler.3 How many paper clips have to be placed on the other end to return the ruler to the horizontal?4 What happens when the pile of paper clips is moved nearer to the centre of the ruler?DISCUSSIONREPORTER: To report findings to class and answer the days questionThe paperclips and the eraser each cause a turning effect about the pivot. One effect is in the opposite direction to the other. Where did the paper clips have the greatest turning effect, and where did they have the least effect?EXTENSIONTake a large and a small weight. Rubber stoppers will do. Place the small weight on one end of the ruler.Where do you have to place the large weight to balance the see-saw?

GLOSSARY WORDSLeversMassLoadEffort

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ALL ABOUT FORCESLesson eighteen

QUESTION OF THE DAY: does a ramp make it easier to load a truck?TITLE: inclined planes AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Student hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity. ALLOW STUDENTS TO DEVELOP THEIR OWN INVESTIGATION BUT SUGGESTIONS ARE BELOW, DISCUSS WITH THEM OPTIONS

DISCUSS WITH STUDENTS IF THEY HQVE SEEN A TRUCK BEING LOADED WITH THE LOAD BEING CARRIED UP A RAMP.

Aim: To investigate how an inclined plane reduces effort.Materials: Trolley

Spring BalanceRampProtractor

Method:1. Using the spring balance, pull the trolley up a 900 (vertical) surface and record the force required

to do this.2. Set up the ramp at 700 and measure and record the force required to pull the trolley up the

ramp.3. Repeat step 2 for different angles.4. Graph your results.

Results:

Analysis:How does increasing the angle of the ramp change the force?How does using a ramp make it easier to load a truck?What are other examples of the uses of ramps?


GLOSSARY WORDS

Inclined plane

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Lesson nineteen

QUESTION OF THE DAY: how do simple machines work?TITLE mechanical advantage AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:

GLOSSARY WORDS

42

Angle of Ramp Force Required (N)900

700

500

300

150

ALL ABOUT FORCESStudent hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by discussing how simple machines are used to give a mechanical advantage of speed or direction and by establishing the rules, procedures and roles for the activity.

MECHANICAL ADVANTAGE OF AN INCLINED PLANEThe mechanical advantage (M.A.) of an inclined plane is the length of the incline divided by its height. The longer the incline the greater the mechanical advantage. That means the longer the incline the less force or effort needed to move an object up the incline.

Example: A man is using an 8 metre board to slide things into the back of his truck. The truck is 1 metre from the ground. What is the mechanical advantage of this incline?

Solution: Length of incline = 8 metreHeight of incline = 1 metreM.A. = 8 m. / 1 m.M.A. = 8

This means the effort is multiplied by 8 when using this inclined plane or the total weight of an object is divided by 8 to find the force required to lift the object.

Directions: using the inclined planes from L18.

1. A road winds around a mountain at an incline. The road is 4.5 km long and the mountain is 2 km high. What is the mechanical advantage of this inclined plane?

For lever Mechanical advantage is load distance divided by effort distance have students to apply this to their results from lesson seventeen

Simple machine.

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ALL ABOUT FORCES

Lesson twenty to twenty twoQUESTION OF THE DAY: what do all simple machines have in common.TITLE :comparing simple machines AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIESPre-class preparation:Student hand outs: P.I.G, T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity.

Discuss with students other forms of simple machines and then get them to investigate how they work.

The length of a screw threadA screw is a curved inclined plane. When a screw is used to hold objects together, it needs to be turned through the length of the thread. The effort is applied over a much larger distance than if the screwwas driven straight into the objects. The distance a screw actually travels through the timber is longer than the length of the screw.

You will need:a pencil A4 piece of paperscissors.Method:• Fold the paper in half, diagonally, tomake a right-angled triangle. • Cut along the fold. You will needonly one of the triangles.• Cut the triangle so that its height is less than that of the pencil.• Measure the height of the triangle & measure the length of the longest side of the triangle.• Wrap the paper triangle around the pencil.

Try triangles of different heights.ANALYSIS1. If the pencil were a screw, how deeply could the screw reach into a piece of timber?2. How far has the screw actually turned?

PULLEYSFirstly to model pulley systems have two of the largest students hold two broom sticks apart. Have the smallest student in class try to pull them together. Then wrap a rope around them to simulate a pulley system and have the students do it again.

AIMTo compare two pulley systems.METHOD1 have the students to explore the use of one and two pulley systems2 Find what mass is needed to just balance a 100 g mass in each case. 3 In each case, pull the mass on the end of thestring a distance of 10 cm. Measure how far the other mass moves.RESULTS AND DISCUSSIONRecord your results in a table.What do we gain from using a pulley system and what do we lose? How does increasing the numberof pulleys used relate to the size of the load needed to balance the 100 g?


EXTENSION ACTIVITYDesign a pulley system using three or four pulleys. Even if you do not set up the system, you can suggest what the gains and the losses are in using this system.

GLOSSARY WORDS

TIME ALLOWED

44

Try the following key words in your search engine:

masticatory system

jaws

ALL ABOUT FORCESLesson twenty three

QUESTION OF THE DAY: are there simple machines in the human body?TITLE consolidation simple machines. AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIES

Web quest or library research into the different types of levers and how these are represented in the bones in the human body.In small groups students to come up with a collection of at least 10 questions that they are to answer in this assignment For example

Webquest–JAWSThe human body is a remarkable machine. Our arms and legs work like long levers. The jaws are the two opposable structures forming, or near the entrance to, the mouth. Put your fingers just in front of your ears and open and close your mouth. Can you feel the hinge of your jawbone? Press your fingers just under your nose. Open and close your mouth again. Which jawbone moved—the top one or the bottom one?

Questions1 Describe what your bones are made

of.

2 What names are given to the upper jaw and the lower jaw?

3 Draw the upper and lower jaws, showing where and how they are attached.

4 a Draw or describe the tool known as the ‘Jaws of Life’.

b Why was it called this?

c When was the Jaws of Life invented?

Bibliography(Copy and paste the table below for each website you use. Colour the boxes for the appropriate responses.)

Web address:Title of page:Who put the information there:

GLOSSARY WORDS

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45

Lesson twenty fourQUESTION OF THE DAY:TITLE: SUMMING UP AUSTRALIAN CURRICULUM: ACSSU117ACTIVITIES

Students to undertake cooperative learning strategies such as a silent card shuffle to summarise their learning.

POSE QUESTION can we move without forces?

Instructions for students:

STEP ONE In your group silently remove the cards from the envelope and arrange them into an ordered arrangement

STEP TWO At a signal from the teacher you have two minutes to talk quietly and making and justifying any changes- DONT LET OTHER GROUPS HEAR YOU.

STEP THREE Circle around the room and observe how other groups have arranged their cards – DO NOT TALK OR TOUCH ANY CARDS.

STEP FOUR Return to your home table and rearrange any cards.

STEP FIVE The teacher will lead a group discussion to work out the “answer”

STEP SIX Groups can correct their cards and discuss changes as they do.

GLOSSARY WORDS

TIME ALLOWED

ALL ABOUT FORCESLesson twenty five to twenty seven

QUESTION OF THE DAY: how does gravity keep the earth and moon in their position?TITLE AUSTRALIAN CURRICULUM: ACSSU118ACTIVITIESStudents to undertake research activity into how gravity keeps the planets and satellites in position in the solar system and the factors determining gravity such as mass and distance.

Use the question matrix to allow student to develop their own questions to answer

They are then to create a power point or similar presentation

GLOSSARY WORDS

TIME ALLOWED

46

ALL ABOUT FORCESLesson twenty eight to thirty

QUESTION OF THE DAY: what is the maximum weight can a structure made of straws holdTITLE AUSTRALIAN CURRICULUM: ACSSU117; ACMNA280ACTIVITIES

You are set the task of constructing a tower. The materials available to you are;

25 straws5 pieces of A4 paper1 metre of sticky tape1 plastic cupwater

The conditions of the task are;

It must be freestanding and not attached to anything else including the bench!It must be as high as possible.You have to build your tower so that it will support at least half a paper cup of water.The height will be measured to the water level.

You must first provide a detailed plan of your structure. Your teacher must be given a labelled copy

Think what makes high buildings stable?What sort of framework should you use?How many different ways could you use your material?

Each team member must be given a clearly defined role and explain their responsibility for the task.

Do not be afraid to modify the plan if things don’t work out as you would expect.

Your team must include 4 members only.You will be awarded marks for;Plan/ Evaluation / Teamwork/ Height / Cost / Clearing up.


GLOSSARY WORDS

TIME ALLOWED

47

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