Day 9: Simple Machines

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Teacher’s
Toolbox

DAY-BY-DAY INSTRUCTIONAL PLANS

Suggested for Beginning of Year Review

Science
Grade 8 Toolbox
Created by Michigan Teachers for Michigan Students

St. Clair County Regional Educational Service Agency

499 Range Road  PO Box 1500
Marysville, Michigan 48040
Phone: 810/364-8990  Fax: 810/364-7474
www.sccresa.org
Eighth Grade Science Toolbox

Table of Contents

Letter of Introduction .......................................................................................................... 2

Important Notices ............................................................................................................... 3

How to Read a Lesson Plan Page ..................................................................................... 5

Materials Needed for Lesson Activities .............................................................................. 6

Fifteen Day Overview ......................................................................................................... 7

Day 1: A Car in the Sun...................................................................................................... 8

Day 2: Arrangement and Motion of Molecules ................................................................. 15

Day 3: Elements, Compounds, and Mixtures .................................................................. 24

Day 4: Heat Energy ......................................................................................................... 32

Day 5: Balanced and Unbalanced Forces ........................................................................ 39

Day 6: The Roller Coaster ................................................................................................ 44

Days 7-8: Simple Machines.............................................................................................. 50

Day 9: Light ...................................................................................................................... 58

Day 10: Sound ................................................................................................................. 64

Day 11: Weather and Water ............................................................................................ 69

Day 12: Phases of the Moon and Eclipses ...................................................................... 79

Day 13: Seasons and Other Planets ................................................................................ 84

Days 14 and 15: Forest Management .............................................................................. 88

MEAP Practice ................................................................................................................. 93

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8th Grade Science Toolbox  St. Clair County RESA 2005
Letter of Introduction

Dear Educators,

While creating this toolbox, we spent a great deal of time worrying. We worried about:

 devoting enough time to reviewing the Benchmarks taught in previous grades;
 being developmentally appropriate;
 including just the right amount of best practice instructional activities;
 incorporating to, with, and by into the Day-by-Day lesson plans;
 interpreting and aligning the Benchmarks accurately;
 making the lessons interesting and motivating; and
 addressing the teaching and learning standards within the lessons.

We worried about everything, so you wouldn’t have to worry. We know teaching is a difficult
profession at best and even more difficult when faced with increased academic standards and
content expectations. We wanted to help you through this transition period by providing this easy
to use model designed to prepare Michigan’s students for future statewide assessments.

We realize we are providing a way for you to prepare your students for the MEAP. We also
understand the best way for students to prepare for the MEAP is through excellent instruction
aligned to a carefully designed curriculum. With changing content expectations and statewide
assessments, it has been challenging for schools and districts to keep pace. We offer this toolbox
in light of the previous statements. We hope you will find, within these day-by-day lesson plans,
instructional strategies, and pedagogical ideas you can use everyday of the school year. If you
do, we have done our job. It means we have created more than MEAP preparation materials. It
means we have influenced your instruction and possibly your curriculum.

St. Clair County teachers created this toolbox for use by Michigan teachers with Michigan
students. It was a time consuming effort we hope other teachers find useful and will appreciate.

Sincerely,

Eighth Grade Toolbox Team

Michael Larzelere – Port Huron Area School District
Steven Hunt – Yale Public Schools
Crystal Harris _ St. Clair RESA
Monica Hartman – St. Clair County RESA
Kathy Lentz –Capac Community Schools
Jason Letkiewicz – St. Clair RESA
Mike Maison – St. Clair RESA
Tracie Stubbs – Algonac Community Schools

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8th Grade Science Toolbox  St. Clair County RESA 2005
Important Notices

Michigan Curriculum Framework, Science Benchmarks

The science toolboxes are a suggested review at the beginning of the year for Michigan’s fifth
grade students. Our emphasis is placed on the constructing and reflecting benchmarks. We
embed them in the Physical, Earth and Life Science content standards of the Michigan Curriculum
Framework. Use of these toolboxes does not guarantee all benchmarks have been addressed.
The benchmarks chosen are the ones that seem to be more difficult for many students.

The lessons are designed to make use of the ―to‖, ―with‖, and ―by‖ format. First, you model the
skills and strategies for your students. Modeling means explicitly showing how the skill or
strategy is completed and all the thinking that goes on during its completion. Second, you help
your students practice the skills and strategies. This help can be whole class, small group, or
individual guidance. Third, you let your students complete the skills and strategies on their own.
This format starts with the activity on Day 2. During this activity, you will model the inquiry
process. You will think aloud as you ask the investigation question, make a prediction, graph data,
interpret results and draw a conclusion. In the lessons that follow, students will be given
opportunities to practice these skills with less and less intervention until they can do them on their
own.

Each daily lesson is designed to engage the students for the full science period of 50-60 minutes.
Because the toolbox is a review of content taught in fifth through seventh grade, for most of the
activity days, the students are not doing the investigations themselves. Rather they are graphing,
analyzing, and interpreting data collected by the project teachers or their students. This is not the
best way to teach science, but given the time constraints of fifteen days, this is the format we
chose. In a few cases, pictures and videos were made of the data collection. The video clips are
provided on a separate CD. We invite teachers to extend the full investigation to their students,
when time permits.

We hope that some of the ideas presented will be springboards to further inquiry projects after the
review period. We look forward to your suggestions and feedback.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Children do not learn by doing.
They learn by thinking,
discussing,
and reflecting
on what they have done.

"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan
Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability
(OEAA) of the Michigan Department Education. These guidelines can be found at:
http://www.michigan.gov/documents/Prof_Assessmt_Practices_108570_7.pdf "

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8th Grade Science Toolbox  St. Clair County RESA 2005
How to Read a Lesson Plan Page

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8th Grade Science Toolbox  St. Clair County RESA 2005
Materials Needed for Lesson Activities

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8th Grade Science Toolbox  St. Clair County RESA 2005
Fifteen Day Overview
Day 1 Day 2 Day 3 Day 4 Day 5
Constructing and Physical Science Physical Science Physical Science Physical Science
Reflecting on Matter and Energy Changes in Matter Matter and Energy Motion of Objects
Scientific Arrangement and Elements, Compounds Heat Energy Balanced and
Knowledge Motion of Molecules and Mixtures Unbalanced Forces
Inquiry and Describe common
Investigations Classify substances as physical changes in Describe and
elements, compounds, matter: evaporation, compare motion in
Generate scientific Describe the or mixtures and justify condensation,
questions about the arrangement and two dimensions
classifications in terms sublimation, thermal
world based on motion of molecules in of atoms and expansion and Relate motion of
observation. solids, liquids, and molecules. contraction
gases. objects to
Design and conduct Describe common Explain physical unbalanced forces in
scientific investigations chemical changes in changes in terms of the two dimensions.
Write and follow terms of properties of arrangement and
procedures in the form reactants and products. motion of atoms and
of step-by-step molecules
Explain physical
instructions, formulas, changes in terms of the Describe common
flow diagrams, and arrangement and energy transformations
sketches. motion of atoms and in everyday situations.
Evaluate the strengths molecules
and weaknesses of
claims, arguments, or
data.

Day 6 Days 7-8 Day 9 Day 10
Physical Science Physical Science Physical Science Physical Science
Motion of Objects Simple Machines Light Waves and Vibrations
Roller Coaster Design and conduct scientific investigations. Explain how light is Sound
required to see objects.
Describe and compare Relate motion of objects to unbalanced forces in Explain how sound
motion in two two dimensions. Describe ways in which travels through different
dimensions light interacts with media.
Identify and use simple machines and describe how matter.
Relate motion of objects they change effort
to unbalanced forces in
two dimensions. Design strategies for moving objects by application
of forces, including the use of simple machines.

Day 11 Day 12 Day 13 Days 14-15
Earth Science Earth Science Earth Science Life Science
Atmosphere and Solar System and Solar System and Ecosystems
Weather Universe Universe
Evaluate the strengths and weaknesses of claims,
Explain patterns of Phases of the Moon Seasons and Other arguments, or data.
changing weather and Planets
Develop an awareness of and sensitivity to the
how they are measured. Describe, compare, and natural world.
explain the motions of Compare the earth to
Describe the solar system objects other planets and Describe ways in which humans alter the
composition and moons in terms of environment.
characteristics of the Describe and explain supporting life.
atmosphere. common observations
of the night skies. V. 4.M.2
Explain the behavior of Describe, compare, and
water in the explain the motions of
atmosphere. solar system objects

Describe the
arrangement and
motion of molecules in
solids, liquids, and
gases.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Lesson Focus Day 1
 Constructing Scientific Knowledge
 Reflecting on Scientific Knowledge
Inquiry and Investigations

Day 1: A Car in the Sun Science Benchmarks
I.1.M1 Constructing New Scientific Knowledge I.1.M1
Generate scientific
Generate scientific questions about the world based on observation. questions about the world
Key concepts: Scientific questions can be answered by gathering and based on observation.
analyzing evidence about the world. I.1.M.2
Real-world contexts: Any in the sections on Using Scientific Knowledge. Design and conduct
scientific investigations

I.1.M.2 Constructing New Scientific Knowledge I.1.M.6
Write and follow procedures
Design and conduct scientific investigations. in the form of step-by-step
Key concepts: The process of scientific investigations—test, fair test, instructions, formulas, flow
diagrams, and sketches.
hypothesis, theory, evidence, observations, measurements, data,
conclusion; Forms for recording and reporting data—tables, graphs, II.1.M.1
journals. Evaluate the strengths and
weaknesses of claims,
Real-world contexts: Any in the sections on Using Scientific Knowledge; arguments, or data.
also, recognizing differences between observations and inferences;
recording observations and measurements of everyday phenomena.

I.1.M.6 Constructing New Scientific Knowledge
Write and follow procedures in the form of step-by-step instructions,
formulas, flow diagrams, and sketches.
Key concepts: Purpose, procedure, observation, conclusion, data.
Real-world contexts: Listing or creating the directions for completing a task,
reporting on investigations.

II.1.M.1 Reflecting on Scientific Knowledge Materials
Evaluate the strengths and weaknesses of claims, arguments, or data.  Student Journal
Key concepts: Aspects of arguments such as data, evidence, sampling, pages 1-5
alternate explanation, conclusion; inference, observation.  Colored Pencils
Real-world contexts: Deciding between alternate explanations or plans for
solving problems; evaluating advertising claims or cases made by interest
groups; evaluating sources of references.

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8th Grade Science Toolbox  St. Clair County RESA 2005
LESSON
We start the toolbox with a review of the first two strands of the Michigan Curriculum Framework -
Construct New Scientific Knowledge and Reflecting on Scientific Knowledge. These two strands
are the foundation of the inquiry process and should be a part of any Life, Earth and Physical
Science Lessons. The context of this investigation is a real-world problem involving the
greenhouse effect in cars. Students will have an opportunity to ask a question related to the
scenario, make a prediction, identify variables that make the investigation a fair test, graph
results, analyze data and draw a conclusion. An optional activity to extend the learning is
included.

To, With and By
Using the ―to, with and by‖ format, first model the strategy for the students. Modeling means
explicitly showing how the skill or strategy is completed, including the thinking processes that
goes on during its completion. Second, help the students practice the skills and strategies. This
help can be the whole class, small group, or individual guidance. Third, let students complete the
skills and strategies on their own. As you go through the steps of the inquiry in this activity, model
the skills and strategies. Make your thinking explicit. In later activities, you will give the students
the opportunity to practice the skills with help.

KEY QUESTIONS
What are the steps in a scientific investigation?
How can I design an investigation to solve a real world problem?

PROCEDURE
1. Students read the scenario that sets the stage for the investigation.
2. Follow the steps through the investigation, modeling them and thinking aloud.

EXTENSION
If there is time, students should design an investigation to answer one of the research questions
they suggest in their reflection.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Name _______________________________________________________ Day 1
A Car in the Sun

Alicia read the newspaper. She read: ―A baby girl has died, apparently from sunstroke,
after being left in the family car outside her home on one of the hottest days of the
year…It is believed that the baby was in the car which had been parked in the shade for
about two hours during early afternoon, in temperatures of up to 23 C (75F).‖ The news
article continued, ―The Automobile Association is currently carrying out tests on heat
inside cars at different times of the day.‖

Alicia was very sad to read that news. She heard of other similar cases. She wondered
how hot it does get in the car when it is parked in the sun. She decided to conduct an
investigation.

Purpose:
Help Alicia design the investigation. The first step is to define the purpose or ask a
question. What question could Alicia ask for the investigation?

How hot does it get inside a car that is parked in the sun?
What is the rate of the temperature increase inside a car when it
is parked in the sun?

Hypothesis:

The hypothesis is the prediction of what you think will happen in the investigation. It can
begin with the words ―I think‖.

Write your hypothesis on the lines.

Next, give a reason for your prediction. Explain your thinking.

I think this because

Procedure:
The next step is to design a procedure that will answer the research questions and gather
the tools she needs. Alicia has a digital temperature probe to measure the temperature

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8th Grade Science Toolbox  St. Clair County RESA 2005
inside the car. She must decide how long the temperature probe will stay in the car to
gather temperature information. She must also decide how often the probe will collect the
data. An advantage of the temperature probe is she would not have to open the car to
read the thermometer. This is Alicia’s procedure:

1. Do this activity on a mostly sunny day.
2. Measure the air temperature and record.
3. Set the probe so it will measure the temperature every minute for 30 minutes.
4. Close all the car windows. Put the thermometer in the back seat where a baby car
seat would be, and start the temperature probe. Close the car door.
5. After 30 minutes, download the temperature data into the computer.
6. Repeat this test two more times.

Fair Testing: Identify and Control Variables:

Manipulated variables are the things that you change on purpose in the investigation.
What variable was Alicia controlling or studying in this investigation?

Alicia will put the car in the sunlight for the purpose of finding out what happens.
Sunlight is the variable she is manipulating or controlling.

The responding variable is the one that changes as a result of changing the manipulated
variable. What will change when the sunlight shines into the car?
The temperature inside the car will change when the car is in the sunlight.

What should Alicia do to make sure the test is fair?
The temperature of the inside of the car should start at about the same
temperature as the air. Have Mom or Dad drive the car out of the garage
into the sunny part of the driveway when you are ready to start, or start the
experiment after the car has been driven with the windows open.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Collecting and Organizing Data

The day was a mostly sunny day. The air temperature was 87°F. The car was in the
garage and driven out to begin the investigation.

The following table shows the temperatures inside the car each minute for 20 minutes.
Use these data to make a graph. Use these data to make a graph.

Time in Temperature
Minutes (°F)
0 89°
1 99°
2 109°
3 115°
4 116°
5 115°
6 114°
7 113°
8 114°
9 118°
10 122°
11 121°
12 123°
13 126°
14 129°
15 132°
16 134°
17 136°
18 137°
19 138°
20 139°
21 139°
22 140°
23 142°
24 142°
25 143°
26 144°
27 144°
28 145°
29 145°
30 145°

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8th Grade Science Toolbox  St. Clair County RESA 2005
Temperature inside Car Parked in Sun

Temperature Inside Car Parked in Sun

160

140

120
Temperature (°F)

100

0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Tim e (m inutes)

Results:
What happened? Describe your observations.

The temperature inside the car was 89°F at the beginning of the investigation. The largest
increase in temperature came during the first 3 minutes. During the first and second minute,
the temperature went up 10° each. During the third minute, it increased 6°. In the fourth
minute, it increased only 1°, and then the temperature started to decrease slightly. This
could be due to a passing cloud. It increased by 4° each from the 8th to the 9th minute and
the 9th to the 10th minute, and then it decreased again by 1°. After the 11th minute, there was
a more gradual increase of 3°, than 2°, and during the last 14 minutes, there was a 1 °
difference or less. After 30 minutes, the temperature in the car was 145°.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Conclusion:
What do your results tell you? Are there any relationships, patterns or trends in you
results?

The temperature inside the car parked in the sun became uncomfortably hot. It increased the
most during the first few minutes and it continued to get hotter after that. The temperature
inside a car parked in the sun with closed windows gets very hot in a short period of time.
When the temperature outside is 88, it can get to be 145 in less than a half hour.

Can you explain the relationships, patterns or trends in your results? Try to use some
science ideas to help you explain what happened.

The sunlight can pass through the car windows because the windows are transparent.
Objects inside the car absorb the light energy and the light energy is transformed to heat
energy. The molecules in the air and the objects in the car start to move faster. The heat
energy cannot get through the windows as easily as the light energy. The heat energy is
trapped inside the car (greenhouse effect) and the car gets warmer until it reaches a point
where the rate of heat entering the house equals the rate of heat lost by the car (equilibrium).

Reflection:
How could Alicia improve this investigation?

A passing cloud may have caused the temperature to decrease for a short time during the
investigation. Alicia could repeat the experiment to see the affect of clouds.
She could set the probe to take more temperature readings, maybe twice or three times a
minute instead of once a minute.
She could take the temperature readings for a longer period of time.
She could do this again on a day where there are no clouds.

What new questions could she investigate?
What is the rate of temperature increase if the car was parked in the shade?
Does the color of the car make a difference?
Does the time of day make a difference?
Does the temperature of the air make a difference?
What would happen if there were no clouds during part of the investigation?
What difference would there be if the car had tinted windows?

EXTENSION
Design an investigation that could study one of your new research questions. Include the
question or purpose, hypothesis, materials and procedure.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Lesson Focus Day 2
 Using Physical Science

Matter and Energy

Day 2: Arrangement and Motion of Molecules
Science Benchmarks
IV. 1.M.4 Using Physical Science Knowledge
Describe the arrangement and motion of molecules in solids, liquids, and IV. 1.M.4
Describe the arrangement and
gases. motion of molecules in solids,
Key concepts: Arrangement—regular pattern, random. Distance between liquids, and gases.
molecules—closely packed, separated. Molecular motion—vibrating,
bumping together, moving freely
Real-world contexts: Common solids, liquids, and gases, such as those
listed above.

LESSON
During the elementary grades, students study the visible properties of
solids, liquids and gases. In the middle school, students learn the
molecular properties. In this lesson, students are asked to draw a picture
Materials
of molecules in a flask filled with air and again, after the air is removed.
The big ideas in this lesson are 1) all matter is made of particles that have  Student Journal
mass and take up space; 2) the particles are evenly distributed, and 3) pages 6-8.
the molecules in matter are always moving. These ideas are difficult for  Transparencies of
students because you cannot see atoms and molecules. It is especially student page 6
difficult for students to understand that molecules in a solid are moving.  Make transparencies
of the anonymous
KEY QUESTION student work on
How can you best represent air particles before and after most of the air pages 20 -24 from
in a flask is removed by a vacuum pump? the Teachers’
Toolbox and/or
make paper copies
PROCEDURE
for each student.
1. Students complete Journal page 6 independently. While students
are working, walk around the room, looking for students who may  Make copies of
scoring rubric,
still hold naïve ideas.
Teachers Toolbox
2. Compare students’ ideas with the scientific ones. Read the text, page 17, for each
Solids, Liquids, and Gases, from the Student Journal page 7 with student. Note:
the class. There are two
3. Pass out copies of the rubric from page 17 in the Teachers’ rubrics on each
Toolbox to the students and discuss them with the class. This page.
rubric includes the big ideas that are needed for the explanation
and drawing of the air molecules in the flask.
4. Give students time to read the anonymous student work included
in the Teachers’ Toolbox on pages 20 -24 individually.

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8th Grade Science Toolbox  St. Clair County RESA 2005
5. Discuss their ideas with the class. A good strategy to find out what everyone is thinking
quickly is to ask your students to show with their fingers the number of points they would
give the anonymous students, or have them raise their hands as you ask, ―How many
students would give a score of 3 (or two, one or none)?‖ Discuss differences and compare
them to the actual scores from the anonymous students.
6. Use the second copy of the page, Student Journal page 8 for students to revise and/or
improve their original response.

SCORES FOR ANONYMOUS STUDENT WORK (PAGES 20-24)

Student 1 (1 point)
 Air is made of particles.
 Molecules are evenly distributed in the first flask, but when most of the air is removed, the
molecules are clustered near the top of the flask.
 The random motion of the molecules is not represented.

Student 2 (2 points)
 Air is made of particles.
 The particles are randomly distributed in both drawings.
 The motion of the particles is not represented.

Student 3 (1point)
 Air is made of molecules.
 Molecules are evenly distributed in both flasks.
 The motion of the molecules is not represented.

The misconception that the molecules expand when the pressure is reduced is present.

Student 4 (3 points)
 Air is made of molecules.
 The molecules are evenly distributed.
 The motion of molecules is included.

This student also represents the air molecules that moved to the vacuum pump in picture #2.

RESOURCES

http://www.miamisci.org/af/sln/phantom/index.html
The Phantom’s Portrait Parlor
View a simulation of the motion of molecules in a solid –copper; liquid – water; and a gas –
Nitrogen, at different temperatures.

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8th Grade Science Toolbox  St. Clair County RESA 2005
RUBRIC
Molecules of Air in the Flask

Big Ideas

 Matter is made of particles.
 The particles are evenly distributed.
 The particles are in constant random motion.

Points Description
3 All three big ideas are present. There are no misconceptions.
Two of the big ideas are present. There are no other
2
misconceptions.
At least one of the big ideas is present. There are no other
1
misconceptions.
0 None of the big ideas are present.

RUBRIC
Molecules of Air in the Flask

Big Ideas

 Matter is made of particles.
 The particles are evenly distributed.
 The particles are in constant random motion.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Name _______________________________________________________ Day 2
Below are pictures of a flask and a vacuum pump. A vacuum pump can remove air from a
tightly sealed container. In picture #1, the flask is filled with air. In picture #2, most of the
air was removed from the flask with the vacuum pump. Pretend that you can see
molecules. Show the molecules of air for both pictures. Explain your pictures.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Solids, Liquids and Gases

A solid is a state of matter that has a definite shape
and volume. The molecules in a solid are closely
packed and locked in place by an invisible force.
They can make only small movements, but they are
always moving. The more energy they have, the
more they can move. If you apply heat to a solid, the
particles will vibrate faster and faster until eventually
they have enough energy to break the force that
holds them together and the solid becomes a liquid.

A liquid is a state of matter that has a definite volume, but no definite shape. The
particles in a liquid are farther apart but are still held together by invisible forces.
They bump into each other, but can move around within a substance and slide
past each other. The faster moving molecules will
escape the liquid completely and the liquid
substance turns to a gas. This is called
evaporation. The more heat energy you apply to a
liquid, the faster the molecules move and then
escape. Evaporation of water can occur when the
water boils and at room temperature.

A gas is a state of matter that has no definite shape
or volume. The particles in gas are far apart and
move in any direction, as fast as they want. The more
heat you apply, the faster they move and the gas
expands, not the molecules. If the gas is in a closed
container, the pressure inside the container will
increase.

If you continue to heat a gas and keep it contained while you heat it, the molecules
will break apart and when it is very hot, the atoms will eventually come apart,
leaving a substance called plasma. Plasma is rare on Earth, but is plentiful in
other parts of the universe.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Student #1
Name ____________________________

Below are pictures of a flask and a vacuum pump. A vacuum pump can remove air from a
tightly sealed container. In picture #1, the flask is filled with air. In picture #2, most of the
air was removed from the flask with the vacuum pump. Pretend that you can see
molecules. Show the molecules of air for both pictures. Explain your pictures.

The air molecules in the flask
are far apart. They take up
space in the flask,

The pump took out most of
the air. The air molecules
that are left move closer
together and take up less
space.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Student #2
Name ______________________________

There’s more air molecules
because there is more air.

There’s less air molecules
because there is less air.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Student #3
Name ______________________________

The air in the flask is the
same as the air outside
the flask. The molecules
are normal.

The air got sucked out of the
flask. The matter that was left
expanded and got further
apart. The big dots show the
molecules got bigger.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Student #4
Name ______________________________

The air molecules in the
flask are going all over
the place.

Most of the molecules would
have moved to the pump and
would be acting the same way as
they did in the flask. There are
only a few molecules in the flask.
They would still be moving all
over the place.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Lesson Focus Day 3
 Using Physical Science

Matter and Energy
Changes in Matter

Day 3: Elements, Compounds, and Mixtures
Science Benchmarks
IV. 1.M.3 Using Physical Science Knowledge IV. 1.MS.3
Classify substances as
Classify substances as elements, compounds, or mixtures and justify elements, compounds, or
classifications in terms of atoms and molecules. mixtures and justify
Key concepts: Element, compound, mixture, molecule, atom. classifications in terms of
atoms and molecules.
Real-world contexts: Common substances such as those listed above,
including—elements, such as copper, aluminum, sulfur, helium, iron;
IV. 2.M.2
compounds, such as water, salt, sugar, carbon dioxide; mixtures, such as Describe common chemical
soil, salt and pepper, salt water, air. changes in terms of
properties of reactants and
IV. 2.M.2 Using Physical Science Knowledge (Changes in products.
Matter) IV. 2.M.3
Explain physical changes in
Describe common chemical changes in terms of properties of reactants terms of the arrangement
and products. and motion of atoms and
Key concepts: Common chemical changes—burning, rusting iron, molecules
formation of sugars during photosynthesis, acid reacting with metal and
other substances. Mass/weight remains constant in closed systems.
Real-world contexts: Chemical changes—burning, photosynthesis,
digestion, corrosion, acid reactions, common household chemical
reactions such as with alkaline drain cleaners.

IV. 2.M.3 Using Physical Science Knowledge (Changes in
Matter)
Explain physical changes in terms of the arrangement and motion of
atoms and molecules.
Key concepts: Molecular descriptions of states of matter. Changes in Materials
state of matter—melting, freezing, evaporation, condensation; thermal
expansion and contraction; Speed of molecular motion—moving faster,  Student Journal
slower, vibrate, rotate, unrestricted motion; change in speed of molecular pages 10-14.
motion with change in temperature.
Real-world contexts: States of matter—solid, liquid, gas. Changes in
state, such as water evaporating as clothes dry, condensation on cold
window panes, disappearance of snow or dry ice without melting;
expansion of bridges in hot weather, expansion and contraction of
balloons with heating and cooling; solid air fresheners.

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LESSON
In this lesson, students will read about elements, compounds, mixtures and states of matter. The
Reciprocal Teaching strategy will be used. They will write notes in a graphic organizer so they
will have a record of their ideas which they can revisit as they go through the other days of the
toolbox.

RECIPROCAL TEACHING 1
Palincsar (1986) describes the concept of reciprocal teaching:

"Definition: Reciprocal teaching refers to an instructional activity that takes place in the form of a
dialogue between teachers and students regarding segments of text. The dialogue is structured
by the use of four strategies: summarizing, question generating, clarifying, and predicting. The
teacher and students take turns assuming the role of teacher in leading this dialogue.
Purpose: The purpose of reciprocal teaching is to facilitate a group effort between teacher and
students as well as among students in the task of bringing meaning to the text. Each strategy was
selected for the following purpose:

 Summarizing provides the opportunity to identify and integrate the most important
information in the text. Text can be summarized across sentences, across paragraphs,
and across the passage as a whole. When the students first begin the reciprocal teaching
procedure, their efforts are generally focused at the sentence and paragraph levels. As
they become more proficient, they are able to integrate at the paragraph and passage
levels.

 Question generating reinforces the summarizing strategy and carries the learner one more
step along in the comprehension activity. When students generate questions, they first
identify the kind of information that is significant enough to provide the substance for a
question. They then pose this information in question form and self-test to ascertain that
they can indeed answer their own question. Question generating is a flexible strategy to
the extent that students can be taught and encouraged to generate questions at many
levels. For example, some school situations require that students master supporting detail
information; others require that the students be able to infer or apply new information from
text.

 Clarifying is an activity that is particularly important when working with students who have
a history of comprehension difficulty. These students may believe that the purpose of
reading is saying the words correctly; they may not be particularly uncomfortable that the
words, and in fact the passage, are not making sense. When the students are asked to
clarify, their attention is called to the fact that there may be many reasons why text is
difficult to understand (e.g., new vocabulary, unclear reference words, and unfamiliar and
perhaps difficult concepts). They are taught to be alert to the effects of such impediments
to comprehension and to take the necessary measures to restore meaning (e.g., reread,
ask for help).

1
Retrieved from the NCREL website at http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm

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 Predicting occurs when students hypothesize what the author will discuss next in the text.
In order to do this successfully, students must activate the relevant background knowledge
that they already possess regarding the topic. The students have a purpose for reading: to
confirm or disprove their hypotheses. Furthermore, the opportunity has been created for
the students to link the new knowledge they will encounter in the text with the knowledge
they already possess. The predicting strategy also facilitates use of text structure as
students learn that headings, subheadings, and questions imbedded in the text are useful
means of anticipating what might occur next.

In summary, each of these strategies was selected as a means of aiding students to construct
meaning from text as well as a means of monitoring their reading to ensure that they, in fact,
understand what they read.

KEY QUESTION
How is matter classified?
What are the molecular properties of matter?

PROCEDURE
1. Use the Reciprocal Reading Strategy as a whole group for each section of the reading.
These strategies include Question, Predict, Clarify, and Summarize. These do not need to
follow in any particular order.
2. Students complete the graphic organizer.
3. Use the assessment items on pages 13 and 14 in the student journal.

REFERENCES AND RESOURCES

Palincsar, A.S. (1986). Reciprocal teaching. In Teaching reading as thinking. Oak Brook, IL: North
Central Regional Educational Laboratory.

Chem 4 Kids; Matter
http://www.chem4kids.com/files/matter_intro.html

Minerals. Elements and the Earth’s Crust
http://www.chemsoc.org/networks/learnnet/jesei/minerals/students.htm

Web site with suggested strategies for note taking.
http://www.familyeducation.com/whatworks/item/nogroup-index/0,3002,1-27933,00.html

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Name ________________________________________________________ Day 3
What’s the Matter? Elements, Compounds and Mixtures

Anything that has mass and takes up space is matter. Matter is everywhere. Everything
you touch is matter. During the time of Aristotle, people thought everything was made up
of a combination of air, fire, water and earth. Today we know that there are a certain
number of elements that make up all matter on Earth. Elements are made of tiny
particles called atoms. Atoms are composed of a certain number of protons, electrons,
and neutrons.

Matter has physical and chemical properties. Color, smell, mass, volume, density,
temperature, freezing point and boiling point are examples of physical properties of
matter. The way elements combine and react with each other are chemical properties.
Matter can change physically and chemically. To understand how matter changes, you
need to know something about molecules.

Elements, Compounds, and Mixtures

Elements are the building blocks of all matter. They are Element Percentage
substances that cannot be broken down or divided by Oxygen 47
ordinary chemical means. The smallest possible Silicon 28
amount of an element is called an atom. We know of Aluminum 8
over 100 elements. About 92 occur in nature and the Iron 5
rest are man-made. Four of the elements make up 96% Calcium 3.5
of all living matter: carbon, oxygen, hydrogen, and Sodium 3
nitrogen. Eight elements make up 99% of the Earth’s Potassium 2.5
crust. Magnesium 2
All Other 1
One or two letters represent each element. The
elements are arranged in order based on their Elements Found in the Earth's Crust
properties in what we call the Periodic Table. The
rows are called periods. All the atoms in a row or period have the same number of
atomic shells for their electrons. Columns are called groups and elements in the groups
have the same chemical and physical properties.

Compounds are substances made of two or more elements that are combined
chemically. Compounds can be in the form of a solid, liquid or a gas. They can change
from one phase to another, but the elements that combined to make them cannot be
broken down through a physical process. For example, when two atoms of hydrogen
combine with one atom of oxygen, they form water. The symbol for water, H 2O, shows
how the atoms combined. Water can go through physical changes by heating and
cooling. Liquid water can lose heat energy and become a solid, or it can gain heat
energy and become a gas. But a chemical process called electrolysis is needed to break
the water molecule back to hydrogen and oxygen molecules. Carbon dioxide is a gas

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formed when two atoms of oxygen combine with one atom of carbon. The symbol CO 2
shows how the atoms combined. When the atoms combine, the new substance is very
different than the elements that made them. For example, water is very different than
hydrogen or oxygen.

Minerals are another example of compounds. Pyrite, or Fool’s Gold, is a mineral that is
made of the elements iron and sulfur. Each molecule of Pyrite is made of 1 part of iron
and 2 parts of sulfur that are chemically combined. The chemical symbol for Pyrite is
FeS2. The mineral magnetite (Fe3O4) is a natural magnet formed when 3 atoms of iron
combine chemically with 4 atoms of oxygen. In forming compounds, the number and kind
of elements that combine are always the same.

Chemists look for new ways to chemically combine the elements to make new
compounds with properties that they find useful, but elements always remain the same.

Mixtures are a physical combination of two or more elements or compounds. They are
not chemically combined. The amount of the substance that combines does not always
have to be exactly the same. For example, you can mix a different amount of sugar with
water and still have sugar water. A new substance is not formed in the mixture. The
original materials are still in the mixture and they can be easily separated by physical
means. The properties of the mixture could be similar to the properties of the substances
that came together to form them.

There are many kinds of mixtures. Solutions are mixtures in which the particles are
spread out evenly throughout the mixture. The particles are very small and will not settle
out. Solutions can be made from all phases of matter. Examples of solutions are Kool-
Aid, tea, sugar water and salt water. Mixtures can also be in a solid form. Rocks are an
example of a mixture of solids. Minerals combine physically to make rocks, but elements
combine chemically to make minerals.

States of Matter
Most matter on Earth exists in one of three states or phases: solid, liquid, or gas.
Each of these states is also known as a phase. The phases differ in how their molecules
move. Molecules move randomly and collide with each other in all three phases. In a
solid, they are help together in a set pattern by a bond. In a liquid, the bond is not as
strong and the molecules can slide past each other. They still stay close to each other
and this explains why liquid has a well-defined volume. Since molecules slide past each
other in a liquid, they take the shape of the container they are in. In a gas, there is no
bond that holds the molecules together. They move independently filling the space of
whatever they are in. Matter moves from one phase to another through a physical
process. The state of matter changes when energy is added or taken away.

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Organizer for Elements, Compounds and Mixtures

Use this chart to help you organize ideas about elements, compounds and mixtures found
in the reading.

Elements
Over 100 kinds of elements
make up all matter.
Made of one kind of atom

Mixtures
Compounds
Made of 2 or more
Made of 2 or more elements physically
elements chemically combined
combined
Solutions
Made of very small particles
that will not settle out and
are spread out evenly
throughout

States of Matter

Describe the molecular bond and the motion of molecules in a solid, liquid and gas

State of Matter Molecular Bond Motion of Molecules
Molecules move randomly and bump into
Solids Strong bond
each other. The bond holds them together.
Molecules move randomly and bump into
Liquids Weak bond each other. The weak bond allows them to
slide past each other, but they remain close.
Molecules move randomly and bump into
Gas No bond each other. With no bond holding them
together, they can move freely.
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Name ______________________________________________________ Day 3
Assessment

Identify the substance as an element, compound or mixture. If it is a mixture, describe
how the parts can be separated.

How can the mixture be
Element Compound Mixture
separated?

1. Sugar X

2. Water X

Boil water; catch the water vapor
3. Salt water X and let it condense back into
water; salt will remain.
Boil water until it evaporates.
4. Sugar Collect the water vapor and cool
X
Water it until it condenses, sugar will
remain.

5. Carbon X

Pour the mixture through filter
6. Sand and paper. Sand will collect in the
X
Water paper and the water will filter
through
7. Iron filings Use a magnet to attract the iron
X
and sand filings.

8. Oxygen X

Pour water into the mixture to
make a salt-water solution. Use a
9. Sand and
X filter to separate the salt water
Salt
from the sand. Evaporate the
water from the salt water as

10. Salt X

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Name ______________________________________________________ Day 3
Teresa is given a mixture of salt, sand, iron filings, and a small piece of cork. She
separates the mixture using a 4-step procedure as shown in the diagram. The letters W,
X, Y, and Z are used to stand for the four components but do not indicate which letter
stands for which component.

Step 1: W, X, Y, Z
Uses a
magnet
X, Y, Z W

Step 2:
X, Y, Z
Adds water and
removes the
component that
floats Y, Z + X
water

Y, Z + water
Step 3:
Filters

Z + water Y

Step 4: Z + water
Evaporates water

water Z

Identify what each component is by writing salt, sand, iron, or cork in the correct spaces
below.
iron
Component W ____________________ Component X ___________________
cork

sand
Component Y ____________________ salt
Component Z ___________________

13
(TIMSS 2003 Released Items: Eighth Grade Science)

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Lesson Focus Day 4
 Using Physical Science

Heat Energy

Day 4: Heat Energy
Science Benchmarks
IV. 2.M.1 Using Physical Science Knowledge
IV. 2.M.1
Describe common physical changes in matter: evaporation, Describe common physical
condensation, sublimation, thermal expansion and contraction. changes in matter:
Key concepts: States of matter—solid, liquid, gas. Processes that cause evaporation, condensation,
sublimation, thermal
changes of state or thermal effects: heating, cooling, and boiling. expansion and contraction
Mass/weight remains constant during physical changes in closed
IV. 2.M.3
systems. Explain physical changes in
Real-world contexts: States of matter—solid, liquid, gas. Changes in terms of the arrangement
state, such as water evaporating as clothes dry, condensation on cold and motion of atoms and
window panes, disappearance of snow or dry ice without melting; molecules
expansion of bridges in hot weather, expansion and contraction of IV.2.M.4
balloons with heating and cooling; solid air fresheners. Describe common energy
transformations in everyday
situations.
IV. 2.M.3 Using Physical Science Knowledge
Explain physical changes in terms of the arrangement and motion of
atoms and molecules.
Key concepts: Molecular descriptions of states of matter. Changes in
state of matter—melting, freezing, evaporation, condensation; thermal
expansion and contraction; Speed of molecular motion—moving faster, Materials
slower, vibrate, rotate, unrestricted motion; change in speed of molecular  Student Journal
motion with change in temperature. pages 15-18
Real-world contexts: Changes in state, such as water evaporating as  Video, Melting
clothes dry, condensation on cold window panes, disappearance of snow Chocolate
or dry ice without melting; expansion of bridges in hot weather, expansion  Colored pencils
and contraction of balloons with heating and cooling; solid air fresheners.
Optional:
IV.2.M.4 Using Physical Science  Flask
Describe common energy transformations in everyday situations.  Balloon
Key Concepts Forms of energy, including mechanical, heat, sound, light,  Heat source
electrical, magnetic, chemical, food energy. Total amount of energy
remains constant in all transformations.
Real-world contexts: Motors, generators, power plants, light bulbs,
appliances, cars, radios, TV’s, walking, playing a musical instrument,
cooking food, batteries, body heat, photosynthesis.

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LESSON
Students will review the motion of molecules and heat energy in the context of melting chocolate
chips. A video of this investigation is provided on the CD. They will extend their learning by
applying it to another investigation with a balloon on a flask which holds a small amount of water
that is heated. If available, the investigation of the balloon and the flask can be performed in the
classroom.

KEY QUESTION
By what pattern will the chocolate chips melt? Why?
How can I represent the molecules in a flask with water and a balloon attached when it is
heated and cooled?

PROCEDURE
1. Read the description of the investigation and the investigation question on Student Journal
page 15. Give students time to make a prediction and write an explanation.
2. Watch the video, Melting Chocolate, twice; the first time to get a big picture of what is
happening and the second time to record the time it takes for the chocolate chips to melt.
3. Students make a graph of the data.
4. Discuss the results. Use these questions and the questions from the video:
a. Describe the properties of chocolate before and after it melted. What properties
stayed the same? What properties changed? Before: sweet, hard or firm, brown,
definite shape, solid. After: sweet, soft, brown, undefined shape, liquid.
b. How did the closeness of the flame affect the chocolate chips? The closer the
chocolate chip was to the flame, the faster it melted. The chocolate chip furthest
from the flame did not melt.
c. In what direction did the heat energy move? The heat energy moved from the area
close to the candle to the area farther away from the candle
d. What can you conclude about how the heat energy moves? Heat energy moves
from a warmer area to a cooler area.
e. Describe the molecules of the chocolate chip before and after they were heated.
Before the chocolate chip was heated, the molecules of the chocolate chip were
arranged in an orderly pattern. They were held together by a molecular force and
they were moving in place. When they were heated, the energy they received
made them move faster. The molecules remained close, but they were able to
slide past each other. The heat energy allowed the chocolate chip to change from
a solid state to a liquid state.
f. Describe the molecules in the aluminum foil bridge during the investigation.
Aluminum foil is a solid, so the molecules in the aluminum foil remained in an
orderly pattern throughout the investigation. The molecules were moving in place.
The heat gave them energy which made them vibrate faster and bump into each
other harder than before. The molecules did not travel along the foil, but when
they bumped their neighbors, they passed the energy on. This is called the
conduction of heat. This conduction of heat slowed down as it was passed along
the foil because some of the heat energy was passed to the air molecules near the
foil bridge.)
5. The balloon and the flask pages can be used as an assessment. They can be completed
at a later time.

RESOURCES
The melting chocolate chips activity came from the following resource:
AIMS Education Foundation (2004). Hot Chocolate. Popping with Power. (pp. 96-102)

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Name ________________________________________________ Day 4

States of Matter

Most matter on Earth exists in one of three states or phases: solid, liquid, or gas.
Each of these states is also known as a phase. The phases differ in how their molecules
move. Molecules move randomly and collide with each other in all three phases. In a
solid, they are held together in a set pattern by a bond. In a liquid, the bond is not as
strong and the molecules can slide past each other. They still stay close to each other
and this explains why liquid has a well-defined volume. Since molecules slide past each
other in a liquid, they take the shape of the container they are in. In a gas, there is no
bond that holds the molecules together. They move independently filling the space of
whatever they are in. Matter moves from one phase to another through a physical
process. The state of matter changes when energy is added or taken away.

What is Energy?

Energy can be defined as the ability to do work. If an object can be put to work, then it
has energy. Applying energy is doing work. In science, work is when you apply a force
to an object and it moves.

Objects can have stored or potential energy. When you stretch a rubber band, you store
energy in the rubber. You can feel this stored energy when you let it go. It can sting your
fingers or zoom across the room. When you jump on a trampoline, as you go down,
some of the energy is stored in the springs around the edge of the mat. This energy is
used to lift you back up into the air.

When an object moves, the potential energy it has changes to kinetic energy, or energy of
movement. The amount of kinetic energy depends on its mass and speed. The kinetic
energy of atoms and molecules is sometimes referred to as heat energy.

Heat Energy
On day 2, we reviewed the motion of molecules. Heat energy is due to the motion of
molecules. Heat is related to temperature. An object’s temperature is the measure of the
average speed of the atoms and molecules. The higher the temperature, the faster its
atoms and molecules move. Heat energy is made up partly of kinetic energy and partly of
potential energy. When the atoms move or vibrate, they have kinetic energy because they
are moving. They also have potential energy because the spacing between the atoms is
changing as they move; as you stretch or squeeze the distance, you store potential
energy just like when you stretch or squeeze a spring. So heat energy is due to the
motion of individual atoms.

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Name ________________________________________________ Day 4
Melting Chocolate Chips

Question: By what pattern will the chocolate chips melt? Why?

In this investigation, a foil bridge is made
from folding a piece of aluminum foil (24
cm x 30 cm) into a narrow strip and
placing it between two 16 ounce metal
cans. Five chocolate chips are spread
out evenly along the aluminum foil bridge
and a small candle is placed under the
bridge, under the first chocolate chip. The
candle is lit and the time it takes the
chocolate chips to melt is measured.

Prediction:

Watch the video (name) Record the amount of time it takes for each chocolate chip to
start to melt in the table below. Make a graph of the results.

Results:
What happened? Describe your observations and record your results.

The first chocolate chip close to the flame melted in 10 seconds.
The second chip took 25 seconds to start to melt. The third chip
took 45 seconds and the fourth chip took 100 seconds. The last
chocolate chip did not melt. When the chips melted, they first got
soft on the bottom of the chip.

Chip Time
1 10 seconds

2 25 seconds

3 45 seconds

4 100 seconds

5
15

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8th Grade Science Toolbox  St. Clair County RESA 2005
Time it Takes for Chocolate Chip to Melt

110
100
90
80
70

Seconds
60
50
40
30
20
10
0
Chip 1 Chip 2 Chip 3 Chip 4 Chip 5
Chip Number

Conclusion:
What do your results tell you? Are there any patterns?

It took time for the heat energy from the flame needed to melt the
chocolate chip to transfer along the foil strip. Although the chips were
placed an equal distance apart, it took longer each for each chip to get
the heat energy

Explain the patterns using scientific ideas about the motion of molecules and the transfer
of heat energy.

Heat energy from the flame transferred to the molecules in the foil strip. The
molecules in the foil started to move faster making the temperature of the foil bridge
higher. The molecules in the foil bumped the molecules in the chocolate, making
them move faster. This made the chocolate chip change from a solid to a liquid. It
took time for the molecules in the chocolate chips further from the flame to receive
enough heat energy to melt. Some of the heat energy transferred to the air
molecules and was lost.

What did you find out about the question you were investigating? Was it different from
your prediction? Explain.

The chocolate chips melted in the pattern of increasing time. The
further the chip was from the heat source, the longer it took between
the chips to melt.

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Name ________________________________________________ Day 4
The Flask and Balloon Part 1

A balloon was placed over the neck of a flask, which had a small amount of water. The
flask was placed on a cup warmer. Use pictures and words to explain what happened.

The molecules in the second flask are moving
faster, increasing the pressure inside the flask and
balloon and taking up more space.

Heat energy from the cup warmer was transferred to the water in the flask. The energy
made the molecules in the water move faster, increasing the temperature of the water
and the air. As the liquid water molecules moved faster, some escaped the liquid and
changed to water vapor molecules. The molecules were free to move and spread out.
This increased the pressure inside the flask. Since the balloon was stretchy, the balloon
was able to expand.

Note students’ misconceptions: It would be incorrect to say that the hot air rises or the
particles expand when heated.
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Name ________________________________________________ Day 4
The Flask and Balloon Part 2

A balloon was placed over the neck of a heated flask with a small amount of water. The
flask was removed from the cup warmer. When the flask cooled, the balloon went into
the flask. Explain in words and pictures what happened to the molecules.

The molecules in the first flask were warmer and were moving very fast. They lost energy
when they cooled. Some of the water vapor molecules condensed back into liquid water
molecules. The molecules in the flask when it was cooled did not take up as much space
as they did when they were warmer. The pressure inside the flask decreased. The air
pressure outside the flask and balloon pushed the balloon into the flask.

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Lesson Focus Day 5
 Using Physical Science

Motion of Objects
Day 5: Balanced and Unbalanced Forces Science
Benchmarks
IV. 3.M.1 Using Physical Science Knowledge
Describe and compare motion in two dimensions.
IV. 3.M.1
Key concepts: Two-dimensional motion—up, down, curved path. Speed, Describe and compare
direction, change in speed, change in direction. motion in two dimensions
Real-world contexts: Objects in motion, such as thrown balls, roller
IV. 3.M.2
coasters, cars on hills, airplanes. Relate motion of objects
to unbalanced forces in
IV. 3.M.2 Using Physical Science Knowledge two dimensions.

Relate motion of objects to unbalanced forces in two dimensions.
Key concepts: Changes in motion and common forces—speeding up,
slowing down, turning, push, pull, friction, gravity, magnets; Constant
motion and balanced forces. Additional forces—attraction, repulsion,
action/reaction pair (interaction force), and buoyant force. Size of change
is related to strength of unbalanced force and mass of object.
Real-world contexts: Changing the direction—changing the direction of a
billiard ball, bus turning a corner; changing the speed—car speeding up, a
rolling ball slowing down, magnets changing the motion of objects,
walking, swimming, jumping, rocket motion, objects resting on a table,
tug-of-war.

LESSON Materials
This lesson reviews the concept of balanced and unbalanced forces.
Diagrams are used to help students, but if the materials are available, this  Student Journal
Pages 19-21
can be a demonstration or small group lesson. By thinking about each
scenario, students can build their own definition  Bricks
Optional:
KEY QUESTIONS
How can we relate the motion of objects to unbalanced forces?  Digital force
probes or spring
scales to measure
PROCEDURE the forces.
1. For each numbered section 1-4, students will read the scenario,
look at the pictures and predict what happens. Students can
discuss their ideas in their small group. Students write the
explanation after this discussion. Do not correct students at this
time.
2. After students complete the first four scenarios, have a whole
group discussion. Students share their ideas and summarize

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8th Grade Science Toolbox  St. Clair County RESA 2005
what happens to the brick. Try to develop a class theory about balanced forces.
Suggested responses are given in the Teachers’ Toolbox.
3. Follow a similar procedure for sections 6-9. Students work alone and in small groups.
4. Question 10 requires the students draw a picture and explain what happens. In this case,
focus the attention on when the block is in motion. A force is needed to lift the block up,
but once it is lifted shoulder height, the motion stops and the forces are balanced. Give
students time to think this through before having a whole group discussion.
5. Share the results for the unbalanced forces section. Develop a class theory for how things
move which includes the concepts of balanced and unbalanced forces.

RESOURCES

A project-based curriculum unit for Simple Machines that integrates the use of technology in
developing science concepts.
Rivet, A., Krajcik, J., & Ganiel, U. (2002). How do machines help me build big things? Ann Arbor,
Michigan: Center for Highly Interactive Computing in Education.

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Name ___________________________________________ Day 5
How Do Things Move?

1. Observe a brick on the table. What happens to the brick? Why?

The brick does not move. 0 forces are
pushing from right or left. The force of the
table pushing up balances the gravitational
force pulling the brick down.

2. The brick is on the table. Attach a force probe to each side of the brick. Push equally
hard on both force probes. What happens to the brick? Why?

The brick does not move. The force pushing the
brick from the left is equal to the force pushing the
35 N 35 N brick from the right. These forces are balanced.
There are no changes in the forces pushing up or
pulling down.

3. The brick is on the table. Pull equally hard on each side. What happens to the brick?
Why?
The brick does not move. The force pulling the
brick from the left is equal to the force pulling the
47 N brick from the right. These forces are balanced.
47 N There are no changes in the forces pushing up or
pulling down.

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4. Attach one force probe to the brick. Suspend the brick in the air. 17 N
Hold it as still as possible. What happens to the brick?

The brick does not move. The pulling force on the brick was 17 N.
This is the same as the gravitational force pulling down on the brick.
The forces are balanced and there is no motion.

17 N
5. Write a theory about why the brick did not move in these investigations. Include the
concepts of force and motion.

When two forces are equal and are applied in opposite directions, they
are balanced and there is no motion.

6. The brick is on the table with two force probes attached. Pull harder on the right.
What happens? Why?
25 N 47N The brick moves to the right. The pulling force on
the right is greater than the pulling force to the left.
The forces are in the opposite direction, but they are
not equal. They are unbalanced forces, so the brick
moves.

7. Why was the motion to the right?
The forces were opposite in direction, but were not equal. The motion occurs
in the direction of the greater applied force.

8. The brick is on the table with 2 force probes attached. Push harder on the right side
and lightly on the left. Predict the force. What happens? Why?

17 N 36 N The brick moves to the left. The pushing force on
the right is greater than the pushing force to the left.
The forces are in the opposite direction, but they are
not equal. They are unbalanced forces, so the brick
moves.

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9. Why was the motion to the left?

The forces were opposite in direction, but were not equal. The motion
occurs in the direction of the greater applied force.

10. Hold the brick waist high with one force probe attached to the top of the brick. Pull
the brick up to your shoulder. Hold it at shoulder level for 10 seconds. The graph
using the force probe is pictured below. After 1.42 seconds, the greatest force was
measured. It was 16.81 N.

Draw a picture of the brick and the forces acting on the brick between second 1 and 2.
Explain what happened to the brick.

17 N The brick moved up because the pulling force upward
was greater than the force of gravity pulling down.
Like the other examples, the forces are in opposite
directions, but are not equal.

Lesser force

11. Write a theory about how things move. Use the concept of balanced and
unbalanced forces.

If two equal forces are applied in opposite directions, they are balanced
forces and the object does not move. When two forces are not equal or
not in opposite directions, they are unbalanced and the object moves in
the direction of the greater applied force.

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Lesson Focus Day 6
 Using Physical Science

Motion of Objects
Day 6: The Roller Coaster Science
Benchmarks
IV. 3.M.1 Using Physical Science Knowledge
Describe and compare motion in two dimensions.
IV. 3.M.1
Key concepts: Two-dimensional motion—up, down, curved path. Speed, Describe and compare
direction, change in speed, change in direction. motion in two dimensions
Real-world contexts: Objects in motion, such as thrown balls, roller
IV. 3.M.2
coasters, cars on hills, airplanes. Relate motion of objects
to unbalanced forces in
IV. 3.M.2 Using Physical Science Knowledge two dimensions.

Relate motion of objects to unbalanced forces in two dimensions.
Key concepts: Changes in motion and common forces—speeding up,
slowing down, turning, push, pull, friction, gravity, magnets. Constant
motion and balanced forces. Additional forces—attraction, repulsion,
action/reaction pair (interaction force), buoyant force. Size of change is
related to strength of unbalanced force and mass of object.
Real-world contexts: Changing the direction—changing the direction of a
billiard ball, bus turning a corner; changing the speed—car speeding up, a
rolling ball slowing down, magnets changing the motion of objects,
walking, swimming, jumping, rocket motion, objects resting on a table,
tug-of-war.

LESSON
In this lesson, students will review the benchmarks for the motion of
objects standard in the context of a roller coaster activity. This activity
was done in the classroom of one of the toolbox writers. The data
collected is presented in this activity for your students to analyze and Materials
interpret. The Roller Coaster lesson can be used as an assessment. It
also includes a stem and leaf plot and a scatter plot that is part of the 8th
 Student Journal
Pages 22-25
grade mathematics curriculum.

KEY QUESTIONS
How can we describe and compare the motion of objects?
How does the height of the first hill on a roller coaster affect the distance
and speed in which a marble travels on the roller coaster path?

PROCEDURE
1. Read the context of the investigation with your students and
answer questions they may have about the activity.

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2. Students answer the questions independently.
3. Students may still have some misconceptions about these concepts. Discuss their
answers as a whole group.
4. The web page listed in the resources section and on the student page will give students
the opportunity to make a virtual roller coaster and read more information about this
concept.

RESOURCES

Here is a roller coaster applet. Students can build a virtual roller coaster.
http://www.funderstanding.com/k12/coaster/

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Name ______________________________________________ Day 6
Roller Coasters

Mike’s class was studying the motion of objects. In class they
made a roller coaster from foam tubing. They formed a loop with
part of the tube and taped it to the floor. They taped one end of
the roller coaster to the wall at different heights from the floor. The
first height was taped at 1.4 meters (140cm). The second height
was set at 1.2 meters (120 cm). The third height was set at 1
meter (100 cm).

A marble, held in position at the top of the roller coaster,
was let go. It rolled down the hill and then up and around
the loop. It continued to roll off the foam tubing onto the
floor where it eventually came to a stop. The class timed
how long it took for the marble to complete the path.
They measured the distance the marble traveled on the
roller coaster and on the floor after it left the roller
coaster. This process was repeated 6 times for each
height.

The stem and leaf plots below show the data Mike’s class collected during the roller
coaster investigation.

Distance the Marble Rolled (cm) from Different Starting Heights

5 .3 .8 5 5
6 .0 .2 .6 .6 6 .5 .7 .9 6
7 7 .0 .0 .4 7 .8
8 8 8 .1 .2
9 9 9 .2 .6 .7

Roller Coaster 1 Roller Coaster 2 Roller Coaster 3
Height 1.0 m Height 1.2 m Height 1.4 m

1. What was the longest distance the marble rolled in Roller Coaster 3?
A. 78 cm
B. 97 cm Answer: B
C. 267 cm
D. 812 cm

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Mike made the following scatter plot of the data collected:

Distance Marbles Rolled in Roller Coaster

11
10
9
Distance (meters)

8
7
6
5
4
3
2
1
0
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6
Height of Roller Coaster (meters)

2. What can you conclude about the relationship between the height of the roller coaster
and the distance the marble rolls? Answer: C

A. When the height of the roller coaster increases, the distance the marble rolls
decreases.
B. When the height of the roller coaster decreases, the distance the marble rolls
increases.
C. When the height of the roller coaster increases, the distance the marble rolls
increases.
D. You cannot determine a relationship between the height of the roller coaster and
the distance the marble rolls from this type of graph.

According to Newton’s First Law, an object at rest will stay at rest until a force pushes or
pulls it and causes it to move. An object in motion will keep moving in a straight line, in
the same direction, and at the same speed, unless a force pushes or pulls it, changing
its direction and/or speed.

3. What best describes the force that put the marble in motion?

A. An unbalanced force Answer: A
B. A balanced force
C. A powerful force
D. A frictional force

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8 Grade Science Toolbox  St. Clair County RESA 2005
4. Which statement best describes what changed the direction of the marble at the top
of the ramp when it was released?
Answer: A
A. The force of the marble pushing upward was less than the force of gravity pulling
the marble downward. This is an unbalanced force.
B. The force of gravity pulling the marble downward was equal to the force of the
marble pushing downward. This is a balanced force.
C. The force of gravity pulling the marble downward was less than the force of the
marble pushing upward. This is an unbalanced force.
D. The force of gravity pushed the marble downward and the marble did not have
an upward force. This is an unbalanced force.

5. What two forces cause the marble to slow down as it goes up a hill?

A. Electrical and magnetic forces
B. Balanced and unbalanced forces Answer: D
C. Gravity and buoyancy
D. Gravity and friction

6. The marble changed its speed, as it was moving along the path after it left the roller
coaster. What caused the marble to slow down and stop?

A. The marble’s energy from the roller coaster was used up.
B. The frictional forces of the marble rubbing the floor and the air. Answer: B
C. Only the frictional force of the marble rubbing on the floor.
D. Only the force of gravity.

7. The marble speeds up when it is on a downhill slope. What force makes the marble
speed up?

A. A gravitational force
Answer: A
B. A balanced force
C. A frictional force
D. A buoyant force

8. How was the marble able to roll up through the loop?

A. The force of gravity was less at that part of the roller coaster.
B. The force of gravity was greater at that part of the roller coaster.
C. Moving objects keep moving unless a force stops them. Answer: C
D. The marble received a boost of energy from rolling down the hill.

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9. Which statement is NOT true about the energy in the roller coaster system?
Answer: C
A. Some of the energy is transformed to heat energy.
B. Some of the energy is transformed to friction.
C. The energy in the roller coaster system decreases as the marble rolls to a stop.
D. The total energy in the roller coaster system does not increase or decrease.

Speed of Marble on Roller Coaster

1.8 1.56
1.6
meters per second

1.24 1.31
1.4
1.2
1
0.8
0.6
0.4
0.2
0
1.0 m 1.2 m 1.4 m
Roller Coaster Height

10. What can you conclude about the relationship between the speed of the marble and
the height of the roller coaster? Answer: B

A. When the height of the roller coaster increases, the speed of the marble
decreases.
B. When the height of the roller coaster decreases, the speed of the marble
decreases.
C. When the height of the roller coaster decreases, the speed of the marble
increases.
D. The speed of the marble does not depend on the height of the roller coaster.

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Lesson Focus Days 7-8
 Constructing Scientific Knowledge
 Using Physical Science

Motion of Objects
Days 7-8: Simple Machines Science Benchmarks
I.1.M.2
I.1.M.2 Constructing New Scientific Knowledge Design and conduct scientific
investigations.
Design and conduct scientific investigations.
Key concepts: The process of scientific investigations—test, fair test, IV. 3.M.2
hypothesis, theory, evidence, observations, measurements, data, Relate motion of objects to
unbalanced forces in two
conclusion. Forms for recording and reporting data—tables, graphs, dimensions.
journals.
Identify and use simple machines
Real-world contexts: Any in the sections on Using Scientific Knowledge; and describe how they change
also, recognizing differences between observations and inferences; effort
recording observations and measurements of everyday phenomena.
IV. 3.M.5
Design strategies for moving
IV. 3.M.2 Using Physical Science Knowledge objects by application of forces,
including the use of simple
Relate motion of objects to unbalanced forces in two dimensions. machines.
Key concepts: Changes in motion and common forces—speeding up,
slowing down, turning, push, pull, friction, gravity, magnets. Constant
motion and balanced forces; Additional forces—attraction, repulsion,
action/reaction pair (interaction force), buoyant force. Size of change is
related to strength of unbalanced force and mass of object.
Real-world contexts: Changing the direction—changing the direction of a
billiard ball, bus turning a corner; changing the speed—car speeding up,
a rolling ball slowing down, magnets changing the motion of objects, Materials
walking, swimming, jumping, rocket motion, objects resting on a table,
tug-of-war.  Student Pages 26-
31
IV. 3.M.5 Using Physical Science Knowledge  Videos on CD
Simple Machines:
Design strategies for moving objects by application of forces, including Inclined Plane
the use of simple machines. Simple Machines:
Key concepts: Types of simple machines—lever, pulley, screw, inclined Lever
plane, wedge, wheel and axle, gear; direction change, force advantage, Simple Machines:
speed and distance advantage. Pulley
Real-world contexts: Objects being moved by using simple machines, OPTIONAL:
Brick
such as wagons on inclined planes, heavy objects moved by levers,
Spring Scale
seesaw, cutting with knives or axes. Board (1 m)
Meter tape or ruler
LESSON 2 Pulleys
The big concepts for students to understand are: machines are devices
that change the direction or magnitude of the applied force. Machines
help us by making it easier to apply the unbalanced force needed to move

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heavy things.

There are six simple machines: the inclined plane, pulley, lever, screw, wedge, and wheel and
axle. Some of these are variations of others. The wedge is made of two inclined planes. The
screw is an inclined plane that wraps around itself.

The inclined plane reduces the force needed to lift an object. Instead of lifting the object straight
up, it is pushed along the inclined plane. The longer the inclined plane, the more gradual the
slope and less force is needed. A shorter plane would have a steeper slope and would require
more force. The trade-off for an inclined plane is that you have to move the object a longer
distance to use less force.

The lever is a rigid object that is usually long and narrow, like a bar or pole. This bar or pole
turns or pivots around a fixed point called a fulcrum. There are different kinds of levers,
depending on where the fulcrum is and where you apply the force. In a first class lever, the
fulcrum is in the middle, between the force and the load. If the fulcrum is close to the load, then
less force is needed to lift an object. The trade off is that the pushing end of the lever has to
move a greater distance. In a second class lever, the load is in the middle between the fulcrum
and the force. Wheel barrows and nut crackers are examples of second class levers. In a third
class lever, the force is in the middle. Examples of third class levers are golf clubs, hockey
sticks, baseball bats, brooms, rakes, and catapults.

At the beginning of this review, students are asked to think about the pyramids and how simple
machines may have been used to help build them. The focus for this review is on three of the
simple machines: the inclined plane, the lever and the pulley. As this is meant to be a review,
what would take about 9-10 days of hands-on, minds-on classroom instruction is condensed to
one day. To make this review process easier for the visual learners, video of the activities are
available on the CD. Pictures are also presented on the students’ journal pages.

KEY QUESTION
What is the advantage of using simple machines like inclined planes, levers and pulleys?

PROCEDURE
1. Read the scenario about the pyramids on their journal page 26. Ask students to think
about how the large slabs of rock were lifted to build them. Tell them they will review
some of the advantages of using simple machines.
2. Students record their ideas about how inclined planes are used to lift a brick.
3. Watch the video about inclined planes on the CD.
4.

RESOURCES
Simple Machines
http://edheads.org/activities/simple-machines/index.htm

Odd Machine
Includes application of gravity and friction concepts
http://www.edheads.org/activities/odd_machine/index.htm

An interactive website from the COSI Museum; Focus is on explaining the mechanical
advantage of the six simple machines. This one may take awhile to download.
http://www.cosi.org/onlineExhibits/simpMach/sm1.html

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Name ___________________________________________ Days 7-8
Simple Machines

The pyramids were built from huge slabs of rock like limestone,
sandstone and granite. It is believed that the rocks were mined
in the quarries that were far from the site where the pyramids
were built. They were probably floated down the Nile on barges
during the time of the year when the river flooded. Then they
were dragged the rest of the way by teams of men or oxen.

Simple machines may have been used to help them move the
bricks. What are some of the advantages of using inclined
planes, levers, and pulleys?

Inclined Plane

Question: How can an inclined plane help to lift a brick?

Hypothesis: (What do you think and why?)

______________________________________________________________________

Procedure:
Stack four paver bricks (or similar objects) to a height of 24 cm. This will
represent the distance we want to lift the brick, as if we were building the
pyramids. Tie a string to a larger brick with mortar holes. Measure the
force it takes to lift the brick straight up to the top of the stack with a
spring scale and record.

Place one end of the inclined plane on top of the stack of paver bricks.
Pull the large brick with the spring scale. Measure the force and record.

Without
Inclined Plane With Inclined Plane

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Results:

Force Distance
Without inclined plane 19 N 24 cm
With inclined plane 10 N 60 cm

Write the results of this investigation. Use words and the numbers from the data table
to describe what happened.

A force of 19 N was needed to lift the brick 24 cm straight up. A force of 10 N
was needed to lift the brick 24 cm along the inclined plane that was 60 cm
long.

Graph:

Force Distance

20 70
centimeters

60
15 50
Newtons

without 40 without
10
with 30 with

5 20
10
0 0
without with without with
Inclined Plane Inclined Plane

Conclusion: The conclusion is a general statement of what you now know about how
inclined planes help to lift the brick. It answers the research question using the data on
the graph as evidence. Write a conclusion for this investigation on the lines.

More force is needed to lift a brick without the inclined plane, but the brick
moves a shorter distance. Less force is needed to lift the brick with an
inclined plane, but the brick must move a greater distance.

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8th Grade Science Toolbox  St. Clair County RESA 2005
Lever

Question:
How can a lever help to lift a brick?

Hypothesis: (What will happen and why?)

Procedure:
If you have a different brick, measure the force needed to lift the brick straight up 24 cm
from the table to the top of the stack of paver blocks with the spring scale; record.
If you have the same brick, record the results from the Inclined Plane investigation.

Tie the brick to one end of a long narrow strip of
wood, 1 meter long. The strip of wood will act as
the lever. Stack four paver bricks (or similar
objects) to a height of 24 cm next to the lever.
This represents the height we want to lift the
brick. To be consistent, place a piece of tape on
the lever 30 cm from the brick. Put the fulcrum
under this marked spot on the lever. Attach a
string to the other end of the lever and attach the
spring scale to this string.

Pull down on the spring scale until the brick is lifted to
the height of the paver bricks, 24 cm. Measure the
effort force on the spring scale. Also measure the
distance your hand moves as it pulls down on the
string.

Results:
Force Distance Write the results of this investigation. Use
Without
19 N 24 cm words and the numbers from the data table to
Lever
describe what happened.
With
10 N 46 cm
Lever

A force of 19 N was needed to lift the brick 24 cm without the lever. A force of
10 N was needed to lift the block the same height with the lever, but the
distance the effort had to move was 46 cm.

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Graph:

Force
Distance

20 50
45
40
15
35

centimeters
Newtons

30
10 25
20
5 15
10
5
0
0
w ithout lever w ith lever
without lever with lever
Lever Lever

Conclusion: The conclusion is a general statement of what you now know about how
levers help to lift the brick. It answers the research question using the data on the
graph as evidence. Write a conclusion for this investigation on the lines.

A force of 19 N was needed to lift the brick 24 cm straight up. A force of 10 N
was needed to lift the brick 24 cm along the inclined plane that was 60 cm
long.

Pulley

Question: How can a pulley help you lift a brick?

Hypothesis:

Procedure:
If you have a different brick, measure the force needed to lift the brick straight up 24 cm
from the table to the top of the stack of paver blocks with the spring scale; record. If
you have the same brick, record the results from the Inclined Plane investigation.

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Single Fixed Pulley
Stack four paver bricks (or similar objects) to a height of 24 cm to represent the distance
we need to move the brick. Attach a pulley to the top of a ring stand. Tie one end of a
string to the brick and bring the other end of the string through the pulley at the top of
the ring stand. Make a loop on this end of the string and attach the spring scale. Pull
the string with the spring scale until the bottom of the brick is even with the top of the
stack of paver bricks. Measure and record the force.

Fixed and Movable Pulley
Attach one end of the string to the top of
the ring stand. Also attach a fixed
pulley to the top of the ring stand.
Attach a second pulley to the brick as
shown in the picture. This will be the
movable pulley. Bring the string
attached to the top of the ring stand
down through the movable pulley.
Movable pulley attached to the
Continue to bring the string back up brick.
through the pulley at the top. Tie a Fixed pulley at the
top of the ring
loop at this end and attach the spring scale.
stand

Pull the string attached to the spring scale until the brick is
lifted 24 cm to the top of the stack of paver bricks. Measure
and record the distance your hand moves as you pull the
string.

Results:

Force Distance
Without a Pulley 19 N 24 cm
With One Fixed Pulley 21 N 24 cm
With a Fixed and a
11 N 50 cm
Movable Pulley

Write the results of this investigation. Use words and the numbers from the data table
to describe what happened.

A force of 19 N was needed to lift the brick up 24 cm without a pulley. A force
of 21 N was needed to lift the brick up 24 cm with one pulley. A force of 11 N
was needed to lift the brick 24 cm, but the effort force had to pull the string 50
cm.

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Graph:
Pulley - Force

Newtons 20

0
without pulley with fixed pulley with fixed and
movable
Pulley

Pulley - Distance

50
centimeters

0
w ithout pulley w ith fixed pulley w ith fixed and
movable
Pulley

Conclusion: Write a general statement of what you now know about how pulleys help
to lift the brick. Answer the research question using the data on the graph as evidence.

With one pulley, the effort force to lift the load increased slightly. This was
due to the friction. The direction of the force changed. You pulled down to lift
the load up.
Less force is needed (about one-half the force) to lift the brick with 2 pulleys,
but the effort force must move a greater distance.

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Lesson Focus Day 9
 Using Physical Science

Waves and Vibrations

Day 9: Light
IV. 4.M.3 Using Physical Science Knowledge (Waves and
Science Benchmarks
Vibrations)
IV. 4.M.3
Explain how light is required to see objects. Explain how light is required to
Key concepts: Light source, object, eye as a detector, illumination, path see objects.
of light, reflection, absorption.
Real-world contexts: Seeing common objects in our environment; seeing IV. 4.M.4
―through‖ transparent media, such as windows, water; using flashlights to Describe ways in which light
see in the dark. interacts with matter.

IV. 4.M.4 Using Physical Science Knowledge (Waves and
Vibrations)
Describe ways in which light interacts with matter.
Key concepts: Reflection, refraction, absorption, transmission, scattering,
medium, lens; Transmission of light—transparent, translucent, opaque.
Real-world contexts: Objects that reflect or absorb light, including
mirrors; media that transmit light such as clear and frosted glass, clear
and cloudy water, clear and smoky air; objects that refract light, including
lenses, prisms, and fiber optics; uses of lenses, such as eye, cameras,
telescope, microscope, magnifying lens, for magnification and light-
gathering.

LESSON
This lesson is a review of the benchmarks for light.

Naïve Conceptions Materials
Some students believe:
 Student Journal
 That light travels from our eyes to the objects we look at rather Pages 32- 35
than from the object to our eyes.
 That light can go around things, rather than that light travels only
in straight lines
 That light travels further in the night than in day
 That brighter light can travel farther than dim light
 That nocturnal animals like owls and cats can see in total
darkness

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KEY QUESTION
How are humans able to see things?
How does light interact with matter?

PROCEDURE
1. Students read Light on pages 32-33. Follow the reciprocal teaching strategies from
pages 25-25, Day 3.
2. Students complete the two-column notes organizer to organize the concepts about light
presented in the reading. They can use the suggested outline headings, or use their
own loose leaf paper and create their own outline.

RESOURCES
Annenberg: the Science of Light. Teacher Lab
http://www.learner.org/teacherslab/science/light/

Annenberg: Shedding Light on Science
http://www.learner.org/resources/series118.html
This is an 8 part series of tapes for Teachers’ Professional Development

How Stuff Works: Light
http://science.howstuffworks.com/light.htm
There are quite a few advertisements on this page, but the content is good.

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Name _______________________________________________ Day 9
Light

Everything we see, we can see because of light. We see things because they either
produce light, like the sun, light bulbs, lasers, lightning bugs and candles, or they reflect
light. Light is energy.

Scientists think about light in two ways, the particle theory and the wave theory. In the
particle theory, light is thought of as a stream of particles called photons. This theory
developed because people saw rays of light streaming through clouds on partly sunny
days. The particle theory explains how objects that block the stream of light make
shadows. In the wave theory, light travels in waves of different sizes. Waves are
arranged in order by size and frequency in what is called the electromagnetic spectrum.
The electromagnetic spectrum includes gamma rays, X-rays, ultraviolet, optical or
visible light waves, infrared, and radio waves. Gamma waves are the shortest and radio
waves are the longest. Human eyes can only see the optical or visible light waves.

The frequency of the waves determines the colors we see. Frequency is the number of
complete waves that pass a given point in a certain amount of time. It can also be
described as the number of waves per second. Frequency is measured in units called
hertz. Red has the shortest frequency of visible light and violet the longest. The longer
the frequency is, the greater the energy. Violet has more energy than red.

Light travels in a straight line. It travels at different speeds, depending on the medium it
is traveling through. Light travels about 186,000 miles per second in the vacuum of
space. It slows down when it travels through air, water, and other transparent materials
like glass and diamonds. The denser the material, the slower it travels.

Interactions of Visible Light with Matter

Visible light interacts with materials in different ways. Some materials allow light to pass
through. Objects that transmit light, that is, they let nearly all the light pass through, are
transparent. Examples of transparent materials are glass, clear water and diamonds.
If light is scattered as it passes through a medium and the object is distorted or hazy,
the medium is said to be translucent. Examples of translucent materials include
sunglasses, waxed paper, frosted glass windows, or smoky air. Objects that do not
transmit any light are opaque.

When light reaches matter it can be:
 Transmitted, or pass through the object with no effect
 Refracted through the object, which changes speed
 Reflected off the object
 Absorbed by the object

A combination of these interactions is possible at one time.

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32
Reflected Light

Reflected light is light that bounces off something. The law of reflection of light says that
the angle at which light bounces off a surface is the same as the angle at which it hits
the surface. When light hits a flat, smooth surface like metal or glass, the light energy
bounces off in one direction. When light hits a rough surface, it scatters in many
directions because the surface is uneven. But a surface can be rough even if it does
not appear to be rough to us. It could be rough to an extremely
small photon of light. You can see the uneven surface of paper if
you look at paper under a microscope. You are able to see the
Reflected Light words on this paper when you look them from any angle because
of the way the reflected light is scattered. When that light reaches
your eyes, you see it.

Refracted Light

Light travels at different speeds through space, air, water and
other transparent materials. When it reaches the boundary
between two different kinds of material, it changes speed and in
most cases it changes direction. When this happens, we say
that light is bent or refracted. You can see this when you look at
objects in water. A pencil in a glass of water appears to be bent
when you look at the pencil through the side of the glass.

Light is also refracted when it travels through lenses. The
bending of light through the curved surface of a lens causes the
light rays to come together or spread out. A convex lens causes light to come together.
This can produce an image that can be focused on a screen. A concave lens spreads
the light out, so an image on a screen cannot be focused.

Convex Lens
Concave Lens

Absorbed Light

When light is absorbed, almost all of its energy is transferred to the
matter it strikes. This absorption of energy causes the atoms and
molecules in that matter to move faster and heat up. How fast they
speed up depends on the type of material and the arrangement of Absorbed Light
molecules.

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Cornell Two-Column Notes

Keywords: Notes:
Light I. Light is energy
A. We see because of light
1. Some objects produce their own light
2. Some objects reflect light
B. Particle Theory
1. Light is made of particles called photons
2. This theory explains shadows
C. Wave theory
1. Light travels in waves of different sizes called
frequencies
2. The frequency determines the color
3. Light travels in a straight line
4. It travels at different speeds through different
media (space, air, water, glass)
Interactions II. Can light pass through the object?
with Matter A. If light passes through, the object is transparent
B. If some light passes through, it is translucent
C. If no light passes through, the object is opaque
III. When light reaches matter it can be:
A. Transmitted
1. Light passes through
B. Reflected
1. Light bounces off at the same angle it hit the
surface
2. If light hits a smooth surface, it bounces off in one
direction

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3. If light hits a rough surface, it scatters in many
directions
C. Light can be refracted
1. When light reaches the boundary between
different media, it changes speed and in most
cases, direction
2. Refraction makes the light look bent
3. Lenses refract light too
D. Light can be absorbed
1. Absorption causes the atoms and molecules in
matter to move faster and heat up.
2. How fast they speed up depends on the type of
material

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Lesson Focus Day 10
 Using Physical Science

Waves and Vibrations
Day 10: Sound Science Benchmarks

IV. 4.M.1 Using Physical Science Knowledge
Explain how sound travels through different media. IV. 4.M.1
Explain how sound travels
Key concepts: Media—solids, liquids, gases, vacuum. through different media.
Real-world contexts: Sounds traveling through solids, such as glass
windows, strings, the earth; sound traveling through liquids, such as
dolphin and whale communication; sound traveling through gases, such
as human hearing, sonic booms.

LESSON

In this activity, students will physically represent sound waves traveling
through a solid and a gas. They will watch a video of the bell ringing in a
vacuum. They will take a practice assessment on the concepts of light
and sound.

KEY QUESTION
What are sound waves? How do they travel? How do we hear sound?
What factors affect sound?

PROCEDURE
1. Students simulate a wave as it travels through a solid and a gas.
Students, representing atoms, stand in 2 lines, one behind the
other. The same number of students should be in each line. To
represent a gas, students stand more than an arm’s length apart.
To represent a solid, students stand less than an arm’s length Materials
apart. A touch represents a wave. When given a signal, the last
student in each line touches the shoulder of the student standing Sound
in front on him/her. When that person is touched, he or she
 Student Journal
touches the person in front of him/her. This ―wave‖ continues pages 36 -38
until it reaches the first person in line, who raises their arms to
show the wave reached the end. The wave will take longer to
 Video: Bell in a Jar
travel through the line representing the gas because it must travel
a longer distance between atoms. The person representing an
atom of gas will have to take a step forward to reach the person
in front of them. This analogy should help students understand
how sound waves travel faster through a solid than through a
gas.
2. Watch the video, Bell in a Jar. Complete Student Journal page 36

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3. Complete Journal pages 37 and 38 as a review of Light.

RESOURCES

http://www.geocities.com/thesciencefiles/sound/energy.html

To better understand the wave activity described in this lesson, watch a video of children in a
classroom engaged in the demonstration. This is from the Earth and Space Science Series,
Session 3 at about the 30 minute mark.
http://www.learner.org/resources/series195.html
You can watch the videos on a computer with broadband Internet access. You need to create a
free account first.

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Name __________________________________________ Day 10
Sound

What makes sound?

What do we need to be able to hear sound?

Watch the video, Bell in a Jar. See if your ideas are the same as the ideas presented in
the video.

Describe what happened to the bell in the jar.
You could hear the bell ring when the bell was first placed in the jar.
When the vacuum pump removed most of the air, you could not hear the
bell very well. The sound of the bell got louder as the air was pumped
back into the jar.

What can you conclude about sound?
Sound is made when something vibrates.
The sound waves travel through matter. They can not travel through a
vacuum

Can astronauts hear when they are walking in space? Explain.

Astronauts can hear sounds from radio waves because
radio waves are part of the electromagnetic spectrum
that can travel through space. Sound waves travel
through matter. Astronauts can not hear sounds other
than what they hear on their radio because there are no
air molecules for the sound to travel through in space.
Two astronauts’ helmets would have to touch for them to
hear each other in space without a radio.

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Name ______________________________________________ Day 10
1. Which diagram shows the refraction of light as it enters water from the air?
Answer: B. Light changes speed when it goes from air into water because light
travels faster in matter that is less dense. (It bends at an angle less than the angle
of incidence, away from the surface between the two materials.)
Air
Air
A B

Water
Water

Air
Air D
C

Water
Water

2. Draw arrows on the diagrams to show what happens to the light rays when they strike
the surfaces as shown below.
Light is scattered.
Light passes through,

Clear glass Frosted glass
Light is reflected at the same angle it
strikes the mirror. Light is absorbed.

Mirror Black cardboard

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Name ___________________________________________ Day 10
How Does Light Help Us See?

Eric is in a room with a cat. There is no window and the door is closed. The only source
of light is an electric light bulb on the ceiling.

1. When the light is switched on, how does Eric see the cat? Draw arrows on the
diagram and explain.
Light from the bulb bounces off (or
reflects off) the cat into Eric’s eye.

2. When the light is switched off and there is no light in the room, can Eric see the cat?
Explain.

No. You can’t see without light. Light
rays are needed to form an image in
the eye.

3. When the light is switched off and there is no light in the room, can the cat see Eric?
Explain.

No. Cats can’t see without light. Light
______________________________________________________________________
rays are needed to form an image in
the eye.

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Lesson Focus Day 11
 Using Earth Science

Atmosphere and Weather

Day 11: Weather and Water Science Benchmarks
V. 3.M.1 Using Earth Science Knowledge V. 3.M.1
Explain patterns of changing
Explain patterns of changing weather and how they are measured. weather and how they are
Key concepts: Weather patterns—cold front, warm front, stationary front, measured.
air mass, humidity. V. 3.M.2
Tools: Thermometer, rain gauge, wind direction indicator, anemometer, Describe the composition and
characteristics of the
weather maps, satellite weather images.
atmosphere.
Real-world contexts: Sudden temperature and cloud formation changes;
records, charts, and graphs of weather changes over periods of days; V. 3.M.3
Explain the behavior of water
lake effect snow. in the atmosphere.
IV. 1.M.4
V. 3.M.2 Using Earth Science Knowledge Describe the arrangement
Describe the composition and characteristics of the atmosphere. and motion of molecules in
solids, liquids, and gases.
Key concepts: Composition—air, molecules, gas, water vapor, dust
particles, ozone. Characteristics— air pressure and temperature changes
with altitude, humidity.
Real-world contexts: Examples of characteristics of the atmosphere,
including pressurized cabins in airplanes, demonstrations of air pressure;
examples of air-borne particulates, such as smoke, dust, pollen, bacteria;
effects of humidity, such as condensation, dew on surfaces, comfort level
of humans. Materials

V. 3.M.3 Using Earth Science Knowledge  Student Journal
pages 39-45
Explain the behavior of water in the atmosphere.  Colored Pencils
Key concepts: Water cycle—evaporation, water vapor, warm air rises,  Transparencies of
cooling, condensation, clouds; Precipitation—rain, snow, hail, sleet, Graphing pages,
freezing rain; Relative humidity, dew point, fog. Student Journal
Real-world contexts: Aspects of the water cycle in weather, including Pages, 44-45
clouds, fog, precipitation, evaporating puddles, flooding, droughts.  Optional: Color
transparency of
IV. 1.M.4 Using Physical Science Knowledge (Matter and weather maps.
Energy)
Describe the arrangement and motion of molecules in solids, liquids, and
gases.

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Key concepts: Arrangement—regular pattern, random. Distance between molecules—closely
packed, separated; Molecular motion—vibrating, bumping together, moving freely.
Real-world contexts: Common solids, liquids, and gases, such as those listed above.

LESSON
Students will have an opportunity to read, construct and interpret weather charts and graphs.
They will also draw a picture and explain the water cycle. Information that students are not
expected to master but are important for interpreting the graphs is included in the scenario of
some of the problems. Students should learn to read all the text as a test taking strategy. There
may be information in the text hat could help them answer some questions.

KEY QUESTIONS
How can charts and graphs help interpret weather data and show relationships?
What is the water cycle?

PROCEDURE:
1. Students work on the first two questions about dew point and temperature. Information
needed to answer these questions is contained in the text before the question. Discuss
answers and strategies for finding the answers.
2. For question 3, students draw a picture that will represent the water cycle. Students
should continue answering questions 4 through 9 on their own to give others time to
draw and explain. Take time for students to share their drawings of the water cycle.
Some students think that water disappears when it evaporates. Listen during their
explanations to be sure they understand the science. Students’ responses should
include the motion of molecules as reviewed in earlier lessons.
3. In the next set of questions, students construct graphs of the data and describe an
interesting pattern from the data of wind speed and air pressure. If there is not enough
time during class to do the graphs, students can do these as a homework assignment
and they can be discussed the next day.

RESOURCES
 Weather Underground: http://www.wunderground.com/
 Intellicast.com: http://www.intellicast.com/
 University of Illinois Online Weather Guide:
http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/home.rxml
 The Weather Channel: http://www.weather.com/maps/
 USA Today Weather Maps: http://www.usatoday.com/weather/fronts/latest-fronts-
systems.htm

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Name ______________________________________ Day 11
The graph below shows the temperature and dew point for Detroit on July 16, 2005.
Use it to answer questions 1 and 2.

Detroit, Michigan
July 16, 2005

Temperature Dew Point

90
80
70
Temperature (°F)

60
50
40
30
20
10
0
5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00
AM AM AM AM AM AM AM PM PM PM PM PM PM PM PM PM PM PM
Time of Day

The temperature at which water vapor condenses into liquid is called the dew point
temperature. If the air temperature and the dew point temperature are close to each
other, dew can form or the weather can be misty, foggy or rainy. Temperatures at or
below freezing may cause water vapor to condense as frost instead of dew.

1. Using information from the graph, at what time might there have been dew on the
grass or fog in the area? Explain.

There may have been dew or fog between 5 and 7 in the morning. The
temperature and the dew point temperature were close.

2. It rained in Detroit on July 16. According to the graph, at what time did it most likely
rain?
It rained between 3 pm and 6 pm because the temperature and the dew
point were close.

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3. Draw a diagram to show how the water that falls as rain in one place may come from
another place that is far away. Explain your drawing.

A correct response includes 3 steps:

1. Evaporation of water from a source
2. Transportation of water as vapor/clouds to another place
3. Precipitation in another place

An explanation would refer to the water cycle in which water evaporates
into the air. This happens when the molecules are heated, usually from
the sun, and move rapidly, breaking the molecular attraction that holds
them together. When they escape, they become gas. Eventually, the
molecules cool, losing energy, and forming liquid water again. These
small drops of water condense on salt or dust particles in the air, forming
clouds and are carried away in currents of air to another place. The
molecules of water fall from the clouds as precipitation in the form of
rain, sleet, or snow.

4. The diagram below shows a map of the world with the lines of latitude marked.
Which of the following places marked on the map is most likely to have an average
yearly temperature similar to location X.

A. Location A
B. Location B Answer: A
C. Location C
D. Location D

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The following are weather maps from http://www.intellicast.com/ show the weather
conditions in the United States at 6:00 pm Eastern Daylight Time on July 18 and July
19, 2005. Use the maps to answer questions 5 – 7.
2

Date: July 18, 2005 Time: 2100UTC

Date: July 19, 2005 Time: 2100 UTC

5. What statement best describes the weather in Michigan’s Lower Peninsula on July
18?

A. High pressure with clouds and rain
B. High pressure with high temperatures and rain Answer: C
C. Storms as a cold front passes through the State
D. Storms as a warm front passes through the State

2
Surface Analysis retrieved from http://www.intellicast.com/ July 18, 2005
3
Surface Analysis retrieved from http://www.intellicast.com/ July 19, 2005

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6. What statement best describes the weather across most of Michigan on July 19
compared to the day before?

A. Higher temperatures with high air pressure
B. High pressure with sunny skies and cooler temperatures Answer: B
C. Low pressure with sunny skies and higher temperatures
D. Higher winds and cooler temperatures

7. In which direction did Hurricane Emily move?

A. North
Answer: B
B. Northwest
C. Southwest
D. South

Below is a tracking map of Hurricane Ivan retrieved from
http://www.wunderground.com/hurricane/at200409.asp on July 17, 2005.
.

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Saffir-Simpson Chart

Saffir-Simpson Lowest Air Pressure Wind Speed
Damage
Hurricane Category (millibars) (miles per hour)
1 980+ 74-95 Minimal

2 979-965 96-110 Moderate

3 964-945 111-130 Extensive

4 944-920 131-155 Extreme

5 below 920 156+ Catastrophic
A storm is classified as a Tropical Depression if the maximum sustained wind speeds
are 38 mph or less. It becomes a Tropical Storm if the maximum sustained wind
speeds are 39 mph to 73 mph. When the wind speeds reach 74 mph, it is classified as
a Hurricane. The chart above lists the hurricane categories according to the Saffir-
Simpson Scale.

8. On what date did Tropical Storm Ivan become Hurricane Ivan?

A. September 3
B. September 4 Answer: C
C. September 5
D. September 6

9. According to the chart, on what date did Ivan first become a Category 5 Hurricane?

A. September 9
B. September 11 Answer: B
C. September 12
D. September 13

The chart below shows Ivan’s Wind speed and Air Pressure.

Hurricane Ivan Tracking Chart Hurricane Ivan Tracking Chart
Wind Air Pressure Wind Air Pressure
Date Date
(mph) (mb) (mph) (mb)
9/2 30 1009 9/10 140 937
9/3 50 1000 9/11 165 914
9/4 50 994 9/12 150 916
9/5 125 950 9/13 160 912
9/6 105 958 9/14 140 929
9/7 120 956 9/15 135 939
9/8 140 947 9/16 60 980
9/9 150 921 9/17 20 999

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10. Use the data from the Hurricane Ivan Tracking Chart to plot the air pressure at the
center of the storm. Connect each point. Use a different color pencil for each stage of
Ivan from Tropical Depression to Category 5 Hurricane. Use the information in the
Saffir-Simpson chart to determine the Hurricane category.

Air Pressure at the Center of Hurricane Ivan
From September 2 – September 17

9/2 9/3 9/4 9/5 9/6 9/7 9/8 9/9 9/10 9/11 9/12 9/13 9/14 9/15 9/16 9/17

11. What relationship is there between the stages of the hurricane and air pressure?

As the hurricane became stronger, the air pressure
decreased.

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12. Use the data from the Hurricane Ivan Tracking Chart to plot his wind speeds.
Connect each point. Use a different color pencil for each stage of a hurricane from
Tropical Depression to Category 5.

Maximum Sustained Wind Speeds for Hurricane Ivan
From September 2 – September 17

9/2 9/3 9/4 9/5 9/6 9/7 9/8 9/9 9/10 9/11 9/12 9/13 9/14 9/15 9/16 9/17

13. What relationship is there between the stages of the hurricane and wind speed?

As the hurricane became stronger, the wind speed
increased.

14. Looking at the graphs of air pressure and wind speed, what relationship is there
between the air pressure and the wind speed?
As the air pressure decreases, the wind speed increases/

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Maximum Sustained Wind Speed
Hurricane Ivan 2004

180
160
140
120
100
mph

80
60
40
20
0
9/2 9/3 9/4 9/5 9/6 9/7 9/8 9/9 9/10 9/11 9/12 9/13 9/14 9/15 9/16 9/17
Date

Air Pressure at the Center of
Hurricane Ivan 2004

1020

1000

980

960
mb

940

920

900

880

860
9/2 9/3 9/4 9/5 9/6 9/7 9/8 9/9 9/10 9/11 9/12 9/13 9/14 9/15 9/16 9/17
Date

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Lesson Focus Day 12
 Using Earth Science

Solar System, Galaxy and
Universe

Day 12: Phases of the Moon and Eclipses
Science Benchmarks
V. 4.M.2 Using Earth Science Knowledge V. 4.M.2
Describe, compare, and explain the motions of solar system objects. Describe, compare, and explain
the motions of solar system
Key concepts: Orbit, rotation (spin), axis, gravity, planets, moons, objects
comets, asteroids, seasons. Tilt of the earth on its axis, direct/indirect
rays. V. 4.M.3
Describe and explain common
Real-world contexts: Observations of comet motion over days and observations of the night skies.
weeks, length of day and year on planets, changes in length of daylight
and height of sun in sky; changes in daily temperature patterns; summer
and winter solstices, spring and fall equinoxes.

V. 4.M.3 Using Earth Science Knowledge
Describe and explain common observations of the night skies.
Key concepts: Perceived and actual movement of the moon and planets
across the sky, moon phases, eclipses, stars and constellations, planets, Materials
Milky Way, comets, comet tails, meteors. Sun is light source for all solar  Student Journal
system objects (except meteors; friction with atmosphere), emitted light, pages 46-47
reflected light  Small Styrofoam
Real-world contexts: Outdoor observing of the skies, using telescopes balls (about 2 inch);
and binoculars when available, as well as ―naked-eye‖ viewing; viewing one for each student
with robotic telescopes via the World Wide Web; telescopic and  Barbecue skewers
spacecraft-based photos of planets, moons, and comets; news reports of or pencil
planetary and lunar exploration.  Lamp without a
shade
LESSON  Extension cord for
This is a review lesson of phases of the moon and Lunar and Solar lamp to reach center
Eclipses. To make these abstract concepts easier to visualize, models of the room
will be used. Students will then be given an opportunity to explain their
ideas in writing. For these investigations, the room should be as dark as
possible. Even a small amount of light from a source other than the
lamp will shine on the Styrofoam bulbs and affect the results.

KEY QUESTIONS
How can I model and explain the phases of the moon?
How can I model and explain solar and lunar eclipses?

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PROCEDURE: PHASES OF THE MOON

4. Darken the room as much as possible. Put a lamp in the center of the room. Position
the lamp so the bulb is eye level for the students.
5. Give each student a Styrofoam ball and a skewer or pencil. (The pencil makes a larger
hole, so a skewer is preferred.) Stick the skewer into the ball.
6. Students stand in a circle facing the lamp. Their heads will represent the Earth. The ball
represents the moon. The lamp represents the sun.
7. With all lights out except for the lamp, students hold their ball out in front of them. Since
the moon orbits the Earth, the students will move the ball in a circle around their head.
The motion needs to be counterclockwise. This models the orbit of the moon. Make
sure students understand the moon’s orbital path. Many students believe that the moon
stays in one place in relation to the Earth, just like the sun. They think that when the
Earth turns and faces the sun, it is day. When the Earth faces the moon it is night.
Because the Earth is spinning on its axis, the moon appears to travel across the sky.
8. The Moon rotates in the same amount of time that it takes to revolve around the Earth—
27 days, 7 hours, 43 minutes and 11.47 seconds! We always see the same side of the
Moon facing us. To better see the phases of the moon in our model, the students will
have to turn with the moon’s orbit. The time between two consecutive full moons is 29.5
days. This longer period of time is due to the fact that the Earth is also moving along its
orbit as it revolves around the Sun. In reality, Earth would have made about 29 turns
during the time it takes the moon to complete one orbit.4
9. Students hold the ball in front of them. The people living on the dark side of the Earth
(the students’ backside) cannot see the moon because the moon faces the side of Earth
that is having day. When the moon is in this position, it is the new moon. The dark side
of the moon is facing the daytime side of the Earth.
10. Take a few steps counterclockwise, while continuing to hold the ball straight out in front
of you. The right side of the Styrofoam ball will sparkle a bit as it reflects the light from
the lamp. This models the crescent moon.
11. Continue to take a few more steps counterclockwise. When you have made a quarter of
a turn from the starting position, you will see a representation of the first quarter moon.
The right side of the ball will sparkle as it reflects the light from the lamp.
12. Continue to take steps in the counterclockwise motion and watch an increasing amount
of the ball become illuminated. This represents the waxing gibbous moon.
13. When you have made a half turn from the original position, your back will be facing the
lamp. The entire side of the ball facing you will be reflecting the light from the lamp.
This is a full moon. Since you cannot see the lamp, you are on the nighttime side of the
Earth facing the full moon.
14. Continue to move counterclockwise as you continue to hold the ball in front of you. The
amount of light reflected off the ball will begin to decrease. You will see the waning
gibbous and the last quarter of the moon, the waning crescent, and finally back to the
new moon.
15. Be sure to remind students that the Earth and the moon do not complete this path
simultaneously.

4
See Teacher Background Information at this web site:
http://www.eyeonthesky.org/lessonplans/08sun_moonplayground.html

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PROCEDURE: SOLAR ECLIPSE\

1. The solar eclipse occurs when the moon is positioned
between the sun and the Earth in such a way that the
moon blocks the sun and creates a shadow on part of
the Earth. The solar eclipse can only occur when there
is a new moon.
2. To model the solar eclipse, stand facing the lamp and
hold the ball so it covers the light bulb. Look at the faces
of the students across from you to see the shadow of the
ball on them. If their heads were the Earth, the people
living in that shadow would experience the solar eclipse.

PROCEDURE: LUNAR ECLIPSE

1. The lunar eclipse occurs when the Earth is positioned between
the sun and the moon so that the Earth blocks the light from the
sun and makes a shadow on the moon.
2. To model the lunar eclipse, stand with your back to the lamp. The
ball is held straight out in front of you, but you will need to position
it so that your head, which represents the Earth, blocks the light
from the lamp and makes a shadow on the Styrofoam ball.

RESOURCES

Demonstration of the phases of the moon and the moon’s orbit around the Earth
http://pmo-sun.uoregon.edu/images/lunarphases.mpg

The current moon phase:
http://kids.msfc.nasa.gov/Earth/Moon/Moon.asp

U.S. Naval Observatory: Phases of the Moon
If you continue to scroll down this page, there is a movie that shows the phases of the moon.
http://aa.usno.navy.mil/faq/docs/moon_phases.html

Resource for software that helps students understand Moon phases, Seasons, and weather
concepts through interactive visualizations
http://www.riversci.com/

Sneider, C. I. (1986). Earth, Moon, and Stars. Berkeley: Lawrence Hall of Science.
A GEMS unit for grades 5-8 that teaches the concepts of a spherical Earth, Moon Phases, and
Eclipses

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Name ____________________________________________ Day 12
The Moon and Its Phases

1. Explain how we can see the moon.

The moon does not make its own light. The sun shines on the moon and that light is reflected
toward the Earth.

2. Describe how the moon appears to change its shape. Use may use pictures to
explain.

 The part of the moon that is illuminated by the sun changes as the moon orbits the Earth.
After the new moon, you see a small crescent shape. The lit part gradually increases until
the moon appears full. Then the lit part of the moon gradually decreases until it is a new
moon again. This takes about 29 days because it takes the moon about 29 days to complete
its orbit around the Earth

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Name ____________________________________________ Day 12
Eclipses

Draw the position of the Moon on the diagram below to show what is meant by an
eclipse of the Sun, a Solar Eclipse. Explain your drawing.

Earth

Moon

Sun

Crystal: Ungroup the answers for student sheet.

When the Moon comes between the Sun and the Earth and casts a shadow on the Earth, there is a lunar
eclipse.

Draw the position of the Moon on the diagram below to show what is meant by an
eclipse of the Moon, a Lunar Eclipse. Explain your drawing.

Earth

Moon

Sun

When the Earth comes between the Sun and the Moon, there is a Lunar Eclipse.

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Lesson Focus Day 13
 Using Earth Science

Solar System, Galaxy and
Universe

Day 13: Seasons and Other Planets
Science Benchmarks
V. 4.M.1 Using Earth Science Knowledge V. 4.M.1
Compare the earth to other planets and moons in terms of supporting Compare the earth to other
planets and moons in terms of
life. supporting life.
Key concepts: Surface conditions—gravity, atmospheres, temperature.
Relative distances, relative sizes. Sun produces the light and heat for
V. 4.M.2
each planet. Molecules necessary to support life—water, oxygen, Describe, compare, and explain
nitrogen, carbon; see LC-III.1 m.2 (cell processes), LO-III.2 m.3 the motions of solar system
(photosynthesis), LEC-III.5 m.2 (light needed for energy). objects
Real-world contexts: Examples of local and extreme conditions on earth
vs. conditions on other planets; exploration of planets and their satellites.

V. 4.M.2 Using Earth Science Knowledge
Describe, compare, and explain the motions of solar system objects.
Key concepts: Orbit, rotation (spin), axis, gravity, planets, moons, Materials
comets, asteroids, seasons. Tilt of the earth on its axis, direct/indirect  Student Pages 48-
rays. 49
Real-world contexts: Observations of comet motion over days and  Data Projector,
weeks, length of day and year on planets, changes in length of daylight Monitor, or
and height of sun in sky; changes in daily temperature patterns; summer computers to show
and winter solstices, spring and fall equinoxes. web site
visualization models
LESSON
Students will start this lesson by thinking about why there are seasons on
Earth. A common misconception is that distance to the sun is the reason
for the seasons. Textbooks exaggerate the elliptical orbit of the Earth
around the sun. Our orbit around the sun is nearly circular. The Earth-
Sun distance varies only by 1.5% and this distance is not significant to be
the reason for seasons. Students may believe that we are closer to the
sun in the summer, but the Earth is actually closest to the sun on
January 2 and farthest on July 4. A more subtle misconception students
have is that when the Northern hemisphere is tilted toward the sun, the
Northern Hemisphere is closer to the sun. Given the diameter of the
Earth is 12,000 kilometers or about 7,900 miles, that difference is even
more insignificant.

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There are two main factors responsible for seasons on Earth. First, there are more daylight
hours where the parts of the Earth are tilted toward the sun. Second, during the summer, the
sun’s position is higher in the sky. This increases the angle of incidence of the sunlight and the
concentration of light on the ground so the ground gets warmer.

These are complex ideas and it takes time for students to develop the scientific understanding.
An excellent resource for a unit that helps students develop these concepts is the GEMS book
listed in the Resource section.

The second part of this lesson gives students an opportunity to use what they know to interpret
the characteristics of other planets given in a chart.

KEY QUESTIONS
What causes the seasons?
How does the Earth compare to other planets?

PROCEDURE
1. Students write a response to the first question on their Journal page.
2. Have students share their ideas. List them on the board, but do not judge them at this
time. However, allow students to agree or disagree with each other. If students
disagree with another student’s statement, they should state the evidence they have to
support their claim.
3. Show the NASA online video from
http://kids.msfc.nasa.gov/Earth/Seasons/Seasons.htm. It is a short video. Show it in its
entirety the first time. Repeat it and use the controls at the top of the screen to stop the
video for discussion. Discuss any of the ideas listed on the board and compare them to
the ideas presented in the video.
4. Students compare their own responses and improve or revise them.
5.

RESOURCES
Gould, A., Willard, C., & Pompea, S. (2000). The Real Reasons for Seasons: Sun-Earth
Connection. Berkeley, CA: Lawrence Hall of Science.

Online Video Clip: What Causes the Seasons?
http://kids.msfc.nasa.gov/Earth/Seasons/Seasons.htm

Resource for software that helps students understand Moon phases, Seasons, and weather
concepts through visualizations
http://www.riversci.com/

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Name ____________________________________________ Day 13
Seasons

1. Why do you think it is hotter in the United States in June than in December?

Watch the NASA online video about the seasons at:
http://kids.msfc.nasa.gov/Earth/Seasons/Seasons.htm

Compare your ideas to those presented in the video. Discuss them in your class. What
ideas are the same as yours? What ideas are different?

Revise or improve your response to the first question.

Because the Earth is tilted on its axis, the United States receives more hours
of sunlight in June. The sun is positioned higher in the sky so the rays of light
are more direct.

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Name ____________________________________________ Day 13

Comparing Earth to the Other Inner Planets
Main
Mean Distance Time to Move Period of
Components of
from the Sun around the Sun Rotation
Atmosphere
Mercury 57.9 km 88 days 59 days Virtually none
Venus 108.2 km 224.7 days 243 days Carbon Dioxide
Nitrogen,
Earth 149.6 km 365.3 days 23 hr. 56 min.
Oxygen
Mars 227.9 km 687 days 24 hr. 37 min. Carbon Dioxide

1. Name each planet listed on this chart that has a year shorter than a year on Earth.
Explain how you arrived at your answer.

Mercury and Venus have a year that is shorter than Earth’s. The time it takes
a planet to move around the sun determines the year. It takes Mercury only
88 days to move around the sun. It takes Venus 224.7 days to move around
the sun. It takes Earth 365.3 days.

2. Name each planet from this chart with a cycle of light and dark that is shorter than
Earth’s cycle of day and night. Which planet’s cycle is similar to Earth’s? Explain how
you arrived at your answer.

No planet listed on this chart has a day and night cycle that is shorter than
Earth’s. The period of rotation gives the length of a planet’s day and night
cycle. Earth’s cycle of day and night is 23 hours and 56 minutes. Mars cycle is
similar at 24 hours and 37 minutes.

3. Name each planet from this chart that might support human life. Explain.

No planet listed on this chart could support human life. Humans need oxygen
to breathe and we are the only inner planet that has oxygen in its atmosphere.
Mercury and Venus are closer to Sun and it would be too hot. Mars is farther
from the Sun and it would be too cold.

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Lesson Focus Days 14-15
 Constructing Scientific Knowledge
 Using LifeScience

Ecosystems

Days 14 and 15: Forest Management
Science Benchmarks
II.1.M.1 Reflecting on Scientific Knowledge
II.1.M.1
Evaluate the strengths and weaknesses of claims, arguments, or Evaluate the strengths and
data. weaknesses of claims,
Key concepts: Aspects of arguments such as data, evidence, arguments, or data.
sampling, alternate explanation, conclusion; inference, observation.
Real-world contexts: Deciding between alternate explanations or II.1.M.5
Develop an awareness of and
plans for solving problems; evaluating advertising claims or cases sensitivity to the natural world.
made by interest groups; evaluating sources of references.
III. 5.M.6
II.1.M.5 Reflecting on Scientific Knowledge Describe ways in which
humans alter the environment.
Develop an awareness of and sensitivity to the natural world.
Key concepts: Appreciation of the balance of nature and the effects
organisms have on each other, including the effects humans have on
the natural world.
Real-world contexts: Any in the sections on Using Scientific
Knowledge appropriate to middle school.

III. 5.M.6 Using Life Science Knowledge
Materials
Describe ways in which humans alter the environment.
Key concepts: Agriculture, land use, renewable and non-renewable  Student Journal
resource development, resource use, solid waste, toxic waste; pages 50-52
biodiversity.  Poster paper
Real-world contexts: Human activities, such as farming, pollution from  Markers
manufacturing and other sources, hunting, habitat destruction, land
development, reforestation, and species reintroduction.

LESSON
While change is an integral part of Earth’s natural processes, not all
changes occur naturally. The management of forests has been
debated well before the Industrial Revolution. Man has impacted the
forest ecosystems not only to manage them, but to benefit himself.
Forestry is a practice where trees are managed and harvested. Trees
are treated as any other agricultural crop, with its goal to provide
wood products, such as paper, lumber and charcoal. Logging
companies use many different methods to harvest trees, not always

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keeping in mind the balance of the forest and the rate of tree growth. Unfortunately when you
are dealing with ―old-growth‖ forests, a complete biological ecosystem that contains trees
centuries old and hundreds of feet tall, sustainable management is impossible. It takes
hundreds of years to replace what has been logged. This is why the management of ―old-
growth‖ forests is so controversial. The debate on whether or not to log ―old growth‖ forests, or
leave them alone is raging today.

Students will be involved in a discussion of the issues. A compromise may need to be made to
reach a decision on how to manage several acres of forest. They will evaluate the options and
explore the consequences of their decision.

KEY QUESTION
 What are the advantages and disadvantages of your decision?
 How will your decision impact the forest ecosystem?
 Are there other alternative decisions that can be proposed?

PROCEDURE

1. Explain to students the scenario of today’s lesson. The students will be working as a
team for their community. The community has been given a large parcel of ―old-growth‖
forest in their town to do with it as they see fit. Students in their groups must decide how
they will manage or use the land and be prepared to share their ideas with the class.
2. Divide students into groups of 4. Each group will read the proposals.
3. They will use the discussion questions from the Community Management Assessment
page to evaluate their proposals and prepare a presentation to the class for the next
day. They will use poster paper to record their ideas for the presentation.
4. Allow students time to present their posters on Day 15.

ASSESSMENT
Examine the students’ decision and their reasoning to see how well they understand the
complexity of the decision and how each decision has consequences, both positive and
negative, of their own.

OPTIONAL ASSESSMENT:
Put a copy of the poem below on the board and have students interpret its meaning.

―The tree which moves some to tears of joy is in the eyes of others only a green thing that
stands in the way.‖ -William Blake

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Name _______________________________________ Days 14-15
Proposed Management Decision

Your community has been given 250 acres of land just outside of town. Your town is a
medium-sized town with the largest business being a lumbering company. Many of the
people who live in this town work for the lumbering company. Others work for a
computer company in a nearby town. The donated land is completely covered with
forest including 100 acres of ―old-growth‖ forest. This old growth forest has enormous
trees over 150 years old. There is a pond that is a home to swans and ducks to rest
during migration and nest during mating season. Deer, raccoon, foxes, and other
animals also make there home there. It is the job of the Community team to decide
which proposal would best suit the needs of the community.

Proposal #1 – The town’s local environmental organization wants to keep the land and
manage it as a protected natural area. They have proposed building hiking trails, and
look out points for avid wildlife watchers. No hunting signs would be posted and the
local DNR would help to police the area. The 100 acres of ―old-growth‖ forest would be
left as it is, while the other 150 acres would be managed. Dead trees would be cleared
to allow room for new seedlings to emerge and grow.

 This area is a unique area. It is home to many plants and animals. If the trees are
cut down, their habitat will be destroyed.
 The town does not need a mall. There are enough stores to meet the needs of the
community. If a mall were built, the people who own businesses downtown would
go out of business!
 There are no forests like this in town. Why should the people of this town sacrifice
their natural heritage so some businesses can make a lot of money?
 Setting this area aside and maintaining hiking trails would be the best thing for the
people of our town,

Proposal #2 – A local developer would like to purchase the 250 acres to build a
shopping mall and new homes.

 Shopping malls are convenient places to shop, with all the stores indoors and under
one roof.
 With a wide variety of stores, there would be more competition and this would mean
better prices for things the people in the community need.
 Malls draw people from a wide area and would mean big money for the town.
 The money earned from the sale of the land to the developer and from the property
taxes would create revenue for the town to pay for schools, medical clinics, roads,
 The developer is proposing that part of the 100 acres of ―old-growth‖ forest would be
left alone to provide ―forest character‖ for the new homes built there.

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 The developer assures us that although much of the trees will be cleared, the pond
would be preserved so the wildlife would still have a place for migration and
breeding.

Proposal #3 – The town’s lumber company proposes purchasing the land for
commercial and ecological purposes.

 This company already has successfully managed other forests near the town.
 Lumber from their company has been in high demand for construction proposes.
They can provide this lumber at better prices.
 The lumber company would carefully control the harvesting of the trees. Their
regular practice is to immediately replant the harvested areas with seedlings.
 They would set aside part of the ―old growth‖ forest and set up a buffer zone to
protect the habitat there.
 They would allow hiking and other recreation in the forest.
 The purchase would provide the town with an economic boost. It would provide the
town with the money it needs to balance the budget, provide funds for the local
library, school expenses, medical clinics, and road management.
 The proposal will create new jobs for foresters, scientists, loggers, truckers and mill
workers and this would lower the unemployment rate of the community.

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Name ____________________________________ Days 14-15
Community Management Assessment

Your community team must work together to decide what to do with this gift of
land. You can accept a proposal from one of the three that have been
presented. You may also choose to make a compromise or offer another
proposal. Each team member must agree with the team’s decision. When
making your decision you need to consider the questions below. Keep in mind
what is best for the entire community. Be prepared to present your ideas to the
class.

1. What facts were presented in the proposal?
2. Which statements were opinions?
3. What will it cost the town to adopt the proposal?
4. What are the advantages and disadvantages of the proposal?
5. What negative effects could happen to the community and the
environment?
6. Who most benefits from your proposal?
7. Are there any changes you would make to either of the proposals?

What is the decision of your Community Team and why?

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MEAP Practice

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