Topic: Light, Sound and Motion
Content Statement
The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth. Any change in speed or direction of an object requires a force and is affected by the mass* of the object and the amount of force applied.
Big Concepts
The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object’s motion, the speed will increase. If a force is applied in the opposite direction of an object’s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at constant speed in a given direction. If an object is not moving and no force acts on it, the object will remain at rest. Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took the object to go a specific distance). Speed is calculated by dividing distance by time. Speed must be investigated through testing and experimentation. Real-world settings are recommended for the investigations when possible. Virtual investigations and simulations also can be used to demonstrate speed. An object that moves with constant speed travels the same distance in each successive unit of time. In the same amount of time, a faster object moves a greater distance than a slower object. When an object is speeding up, the distance it travels increases with each successive unit of time. When an object is slowing down, the distance it travels decreases with each successive unit of time. Speed must be explored and tested through investigations (3-D or virtual) inside and outside of the classroom. Video technology can be used to stop movement and measure changes at different steps in the investigations.
Performance Based Assessments
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTS
Pinewood Derby: Students will design a car to use mass, speed, and force to win a race.
DEMONSTRATING SCIENCE KNOWLEDGEPlan and implement a scientific experiment that determines how the mass* of an object (or amount of force acting on an object) affects how the motion of an object changes. Analyze the data to determine trends. Formulate a conclusion.
Predict what will happen to the motion of an object. Provide the speed and direction of motion and a force diagram on the object. Explain the prediction.
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INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSRepresent data graphically.
Clarify specifically how data will be measured and how it will be used to determine the speed of the car.
Compare and rank the relative change in motion for three objects of different masses that experience the same force.
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RECALLING ACCURATE SCIENCERecognize that increasing the force acting on an object will result in greater changes in motion. Recognize that objects with greater mass* will change their motion less than objects with less mass* .
Recall the mathematical relationship between distance, time and speed. Identify what factors must be measured to determine speed.
Identify three ways the motion of an object can be changed (e.g., speed up, slow down, change direction). Identify two factors that influence the amount of change in motion of an object.
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Topic: Light, Sound and Motion
Content Statment
Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another and then it can be reflected, refracted or absorbed. Sound is produced by vibrating objects and requires a medium through which to travel. The rate of vibration is related to the pitch of the sound.
Light can travel through some materials, such as glass or water. Light also can travel through empty space, like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it interacts with another object or material. When light strikes objects through which it cannot pass, shadows are formed. As light reaches a new material, it can be absorbed, refracted, reflected or can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Light can be absorbed by objects, causing them to warm. How much an object’s temperature increases depends on the material of the object, the intensity of and the angle at which the light striking its surface, how long the light shines on the object and how much light is absorbed. Investigating and experimenting with temperature changes caused by light striking different surfaces can be virtual or in a lab setting. When light passes from one material to another, it is often refracted at the boundary between the two materials and travels in a new direction through the new material (medium). For example, a magnifying lens bends light and focuses it toward a single point. A prism bends white light and separates the different colors of light. Experiment with prisms and magnifying lenses to observe the refraction of light. Visible light may be emitted from an object (like the sun) or reflected by an object (like a mirror or the moon). The reflected colors are the only colors visible when looking at an object. For example, a red apple looks red because the red light that hits the apple is reflected while the other colors are absorbed. Pitch can be changed by changing how fast an object vibrates. Objects that vibrate slowly produce low pitches; objects that vibrate quickly produce high pitches. Audible sound can only be detected within a certain range of pitches. Sound must travel through a material (medium) to move from one place to another. This medium may be a solid, liquid or gas. Sound travels at different speeds through different media. Once sound is produced, it travels outward in all directions until it reaches a different medium. When it encounters this new medium, the sound can continue traveling through the new medium, become absorbed by the new medium, bounce back into the original medium (reflected) or engage in some combination of these possibilities. BACK TO INDEX BACK TO K-8 INDEX OHIO’S NEW LEARNING STANDARDS I Science 154 Light travels faster than sound. Technology and virtual simulations and models can help demonstrate movement of light and sound. Experimentation, testing and investigation (3-D or virtual) are essential components of learning about light and sound properties.
Performance Based Assessments
Build your own Periscope!
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTS |
DEMONSTRATING SCIENCE KNOWLEDGE |
INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSRecognize that the angle that light approaches a reflective surface affects the direction in which the light is reflected.
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Make your own rainbow!
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTSPlan and implement a scientific experiment to investigate what happens when light enters a new medium (e.g., passing from air to water, passing from Jell-O® to air).
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DEMONSTRATING SCIENCE KNOWLEDGEPictorially represent the path light takes when traveling from one medium to another.
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INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSRecognize that refraction involves bending of light when passing into a new medium.
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Build your own instrument!
DESIGNING TECHNOLOGICAL/ ENGINEERING SOLUTIONS USING SCIENCE CONCEPTSDesign two different musical instruments, one using blowing and one using plucking, that can create the same three notes.
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DEMONSTRATING SCIENCE KNOWLEDGEPlan and implement a scientific investigation to investigate how the length of PVC tubing/rubberband affects the pitch of the sound.
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INTERPRETING AND COMMUNICATING SCIENCE CONCEPTSSummarize the data in a way that is clear and easy to understand. Verbally explain how the design of the instrument allows different pitches to be produced
Recognize that longer tubes produce lower pitches and shorter tubes produce higher pitches.
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