TEKS
3.6 Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to:3.6A Explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life.
3.6B Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons.
3.6C Observe forces such as magnetism and gravity acting on objects.
Essential Questions from ARRC
3.6AHow is mechanical energy useful in everyday life?
How is light energy useful in everyday life?
How is sound energy useful in everyday life?
How is heat/thermal energy useful in everyday life?
3.6B
How can pushing and pulling change an object?
When does work happen?
How are swings, balls, pulleys and wagons changed by pushing and pulling?
3.6C
Why is gravity a force?
Why is magnetism a force?
What are some observable effects the force of gravity can have on an object?
What are some observable effects the force of magnetism can have on an object?
Adapted from TAKScopes
Force and Motion: Labs/Activities
Day / Activity / Materials / Activity Description1 (engage)
TEK 3.6A / Radiometers / Radiometers, flashlights (in lab)
Hair dryer-bring from home / Give each group a radiometer and pose the question…”how can we make the vanes in the radiometer spin?” Allow students to brainstorm and if reasonable try a few. Give students a flashlight and allow them to explore. Pose the questions:
1. Why does the flashlight cause the vanes to spin? How do you know?
2. What is energy? And does the flashlight produce energy? If so, what types?
3. What effects do you think a hair dryer will have on the radiometer?
4. What are other types of energy? (heat/thermal, mechanical, sound, light)
1 (explore/explain)
TEK 3.6A / Energy Stations
1. Mechanical
2. Sound
3. Light
4. Heat / 1. Mechanical- roto-copter template, scissors
2. Sound- tuning forks, drinking glass, water (in lab)
3. Light- solar beads on string, flashlight and sun print paper (in lab)
4. Heat- food coloring, jars, water (in lab) / 1. Mechanical-Allow students to cut and fold the Roto-copter pattern hold up in the air and release.
2. Sound-Allow students to use tuning forks and tap them on a rubber stopper. Students will be able to see, hear, and feel it vibrate. Allow them to tap it again and place on the surface of a glass of water.
3. Light-Allow students to explore using the solar beads by shining a flashlight on them and placing them in a window. Give them a small sheet of sun print paper and allow them to place an object on the blue side, shine a flashlight on it and then repeat by placing it in the sun on a window ledge.
4. Heat-Place 2 beakers or graduated cylinders with cold water and one with warm water. Add a few drops of food coloring and observe what happens. (The heat will cause the food color to spread more rapidly because the particles are moving more rapidly.)
Day 2 (elaborate)
TEK 3.6A / Energy Forms Review
Mechanical Energy Card Sort
Energy foldable / Mechanical Energy Cards- copies needed
Construction paper, scissors / Allow students to work in groups to cut and sort mechanical energy cards. Discuss with students.
Give students energy pyramid template and follow directions on the link.
Day 3 (engage & explore 2) TEK 3.6B / A Mug in Motion / Coffee mugs w/handles , lots pennies-from home
Styrofoam or plastic cup, string,
tape (in lab) / Give each group a mug and have them brainstorm ways to make it move. Brainstorm more ways that don’t involve you touching the mug.
1. Give students the listed materials and have them create a hanging weight device (see below)
2. Have students add pennies to the cup to make the mug move.
3. Leave the pennies in the cup. Find ways to make the cup stop moving (place coins in mug).
4. Discuss position, motion, push, pull
Note-When the pulling force of the cup was greater the mug moved. When the pulling force of the mug was the same or greater the mug didn’t move.
Day 4 (explore/explain)
TEK 3.6B / Ramps / books (to make ramps), rulers
Toy Cars- 2 per group (needed) / Allow students to create their ramps with books and release cars from different positions on the ramp (3 trials of each-record in notebook) and allow it to hit the car at the bottom of the ramp; Allow students to change ramp heights as well.
Besides ramp what are some common tools that help us do work? (pulleys, swings, balls, etc.)
Discuss with students the importance of measuring the same way each time, from the front of the car.
Day 5 (elaborate)
TEK 3.6B / Pushin’ and Pullin’ Objects / Various objects that can include a ball, block, plastic cup, paper clip, pencil, string, rubber bands, geoshapes, etc. / 1. Place the same set of objects at each station. Have the students predict which objects they think they can move without touching them.
2. Tell students they may use any of the other objects but they cannot touch the object they are trying to move.
3. Note: Students will discover they can use another object to apply force to move the first object. Some objects may be moved by blowing on them (wind force). Others may be moved by pushing another object into them.
Day 6 (engage/explore/explain/ elaborate)
3.6C / Magnetism and Gravity / Magnets, balls, timers (in lab) / Allow students to move a paperclip w/o touching it using a magnet. Discuss how a force is acting on it.
Give students different types of balls and allow them to drop them from the same height. Discuss which fell faster and repeat trials to demonstrate valid results.
RADIOMETER,
instrument for detecting and measuring the intensity of radiant thermal energy
The dark side of the paddle absorbs more light than the metallic side creating pressure and producing motion. /The radiometer works with warm light, that is sunlight or the light from electric bulbs, but not cold neon light.
Sir William Crookes invented the original radiometer in the mid-nineteenth century. The device
was developed to measure the intensity of radiant energy, or heat.---scientist to research
· mechanical energy - The energy of motion used to perform work. Mechanical energy enables an object to apply a force to another object in order to cause it to be displaced (move or shift positions). Mechanical energy is often defined as the ability to do work.
vocabularycentimeter
distance
force
gravity
heat energy
height
length
light energy
mechanical energy
motion
position
pulley
sound
thermal
vibration and work
Adapted from TAKScopes