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MAGNETISM AND ELECTRICITY 1LEVERS AND PULLEYS

WASHINGTON EDITION

Grade 5 Version

ASSESSMENTLEVERS AND PULLEYS

Grade 5 Version

This folio contains a variety of resources that help teachers assess student progress in reaching Grade Level Expectations (GLEs) as outlined in the Essential Academic Learning Requirements (EALRs) for science. These materials have been designed for Washington State teachers using the 2000 edition of FOSS. Look in the Assessment Overview, available at www.smerc.org, for more on how to use these classroom-based assessments.

Scoring guides for each of the assessments begin on page 4, using a +//– rubric. + going beyond expectations meeting expectations – below expectations

The summative assessment scores more complex items with a 0–4 rubric. 4 going beyond expectations 3 meeting expectations 2 close to expectations 1 below expectations 0 off task, or no response

NOTE: This edition is the result of collaboration among FOSS staff at Lawrence Hall of Science, the Science and Math Education Resource Center (SMERC) at ESD 112, and many dedicated teachers in Washington State.

The Washington Edition was made possible by the generous support of the following organizations: Delta Education; Educational Service District 112; Eisenhower Funding; Hewle�-Packard; Intel; Lawrence Hall of Science at the University of California, Berkeley; Washington State School Districts; and Washington State University, Vancouver.

ASSESSMENT CONTENTSInvestigations 1 – 4 2End-of-Module Assessment 47Assessment Blueprint 56

INVESTIGATION DUPLICATION MASTER CHANGESNew student sheets • Inquiry Project SheetsModified student sheets • no. 4 Lever Experiment A• no. 5 Response Sheet—

Investigation 1 (replacing Levers)

• no. 6 Lever Experiment B• no.11 Response Sheet—

Investigation 2 (replacing More Leverage)

• no. 18 Pulley Diagrams• no. 19 Response Sheet—

Investigation 3 (replacing Pulleys)

• no. 20 Pulley Data• no. 24 Response Sheet—

Investigation 4 (replacing Pulleys at Work)

2 FULL OPTION SCIENCE SYSTEM

INQUIRY INVESTIGATION SUMMARY

PART 1

Grade 5 Version

INVESTIGATION 1: LEVERS

PART 2

PART 3

Students are introduced to levers and devices that help li� weight and overcome resistance. They develop an intuitive sense of how levers work, become familiar with lever terminology, and learn to use a spring scale.

Students conduct a lever experiment, keeping the load stationary, to discover the relationship among the load, fulcrum, and effort. They gather data and graph the results in order to draw conclusions about the advantage in using levers.

LEVER EXPERIMENT B

• What happens to the effort needed to li� a load as the position of the load changes?

Time: 50 minutes in 1 or 2 sessions

LEVER EXPERIMENT A

• What happens to the effort needed to li� a load as the effort changes position?


INTRODUCTION TO LEVERS

• How can a lever make work easier?


Students conduct another lever experiment, this time applying the effort in the same position every time to see what happens to the amount of effort needed as the load moves to different positions on the lever arm.

3LEVERS AND PULLEYS

WASHINGTON EDITION—AT A GLANCECONCEPTS AND PRINCIPLES ASSESSMENT OPPORTUNITIES

Grade 5 Version

Teacher Observation

Using a spring scale

Planning and Conducting Safe Investigations. Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)

Examples of questions students might generate for inquiry projects

• How does the length of the hammer affect the effort required to pull out a nail from a wooden board?

• Build a physical model to show how a teeter-to�er works.

• How does changing the position of the fulcrum in the lever system affect how high/far a paper can be flicked?

Modified Student Sheet & Science Notebook

Lever Experiment A

Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1)

Modified Student Sheet

Response Sheet—Investigation 1

Explaining. Understand how to construct a reasonable explanation using evidence. (GLE 2.1.3)

Modfied Student Sheet Lever Experiment B

Communicating. Understand how to report investigations and explanations of objects, events, systems, and processes. (GLE 2.1.5)

Science Notebook

Interpreting relationships


• A lever is a simple machine.

• Simple machines provide advantage to the user.

• The unit used to measure the amount of force needed to li� a load or overcome a resistance is the newton (N).

• The greatest advantage is gained if the load is close to the fulcrum and the effort is applied as far from the fulcrum as possible.

• Two-coordinate graphs show a relationship between two variables.

• When effort is applied at a predetermined position, the closer the load is to the fulcrum, the easier it is to li�.

FULL OPTION SCIENCE SYSTEM4

FORMATIVE ASSESSMENT

Grade 5 Version

INVESTIGATION 1: LEVERS PART 1: INTRODUCTION TO LEVERS

Use teacher observation to assess students’ ability to correctly use a spring scale.

Teacher Observation—Using a spring scale


Score If the student...

knows to zero the scale before starting; always uses the scale right side up; reads the scale when the lever arm is level; accurately reads the scale.

– needs further instruction about how to use a spring scale.


WASHINGTON EDITION

Grade 5 Version

Blank Page



Grade 5 Version

No. 4—Modified Student Sheet

INVESTIGATION 1: LEVERS PART 2: LEVER EXPERIMENT A

Use science notebook prompt along with modified student sheet no. 4 called Lever Experiment A. A�er students have completed the graph, have them answer the question below in their notebook. Encourage students to use the completed graph to interpret the relationship between the distance of the effort from the fulcrum and the effort needed to li� the load.

Notebook Prompt

• What can you tell from the graph about the relationship between the distance of the effort from the fulcrum and the effort needed to li� the load?

Student Sheet & Notebook Prompt—Lever Experiment A



+ interprets the graph: with the load always in the same location on the lever arm, the farther from the fulcrum the effort is applied, the less effort is needed to li� the load; and gives supporting data (e.g. when the effort is __ cm. from the fulcrum, it takes only __ N. to li� the load, but when the effort is __ cm. from the fulcrum, it takes __ N. to li� the load.

interprets the graph as given above, but does not give supporting data.

– refers to one reference point but does not explain a relationship (e.g. at 25 cm. I need to use 9 N to li� the load).

LEVER EXPERIMENT A

Y

00

Manipulated Variable: Distance of eff ort from fulcrum (in cm)

Res

pond

ing

Vari

able

: Eff

ort

nee

ded

to li

� th

e lo

ad (i

n N

)

X

Lever experiment with LOAD positioned 10 cm from fulcrum

Position of eff ort(cm from fulcrum)

25.0 cm20.0 cm15.0 cm10.0 cm

5.0 cm2.5 cm

Eff ort(scale + 0.5 N)

Levers and Pulleys Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 1: LeversNo. 4—Modifi ed Student Sheet

WA Edition

Date ___________________________________Name ________________________________


WASHINGTON EDITION

Grade 5 Version


Use modified student sheet no. 5 called Response Sheet— Investigation 1 to check student understanding about how distance from the fulcrum affects the effort needed to li� a load.




+ correctly answers that Kevin’s lever requires less effort to li� the load; uses knowledge and evidence to ex-plain that when the effort is farther from the fulcrum or the load is closer to the fulcrum in a lever system, the load is easier to li�.

correctly answers that Kevin’s lever requires less effort to li� the load; gives a piece of evidence to explain that when the effort is farther from the fulcrum or the load is closer to the fulcrum in a lever system, the load is easier to li�.

– does not correctly answer and/or cannot explain the relationship of distance and effort.



WA Edition

RESPONSE SHEET—INVESTIGATION 1

Randy and Kevin each set up a lever system. Both levers had the load hanging at the 40-cm position on one side, and the eff ort pressing at the 40-cm position on the other side.

Fulcrum

2.4 NLoad

Effort

40 30 20 10 0 10 20 30 40l

Fulcrum

2.4 NLoad

Effort

40 30 20 10 0 10 20 30 40l

Randy’s lever

Kevin’s lever

Randy said, “Our levers are the same. They will both take the same amount of eff ort to li� the load.”

Kevin responded, “I don’t agree. One lever system will require less eff ort to li� the load.”

Whose lever do you think will require less eff ort to li� the load?

(Circle the best answer.) Randy Kevin both require the same eff ort

Explain your answer:

Date ___________________________________Name ________________________________

LEVER EXPERIMENT A

Y

00

Manipulated variable: Distance of effort from fulcrum (in cm)

Res

pond

ing

vari

able

: Eff

ort n

eede

d to

li�

the

load

(in

N)

X

Lever experiment with LOAD positioned 10 cm from fulcrum

Position of effort(cm from fulcrum)

25.0 cm20.0 cm15.0 cm10.0 cm

5.0 cm2.5 cm

Effort(scale + 0.5 N)

FOSS Levers and Pulleys Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 1: LeversNo. 4—Modified Student Sheet

WA Edition

Date ___________________________________Name ________________________________



WA Edition


Randy and Kevin each set up a lever system. Both levers had the load hanging at the 40-cm position on one side, and the effort pressing at the 40-cm position on the other side.

Fulcrum

2.4 NLoad

Effort

40 30 20 10 0 10 20 30 40l

Fulcrum

2.4 NLoad

Effort

40 30 20 10 0 10 20 30 40l

Randy’s lever

Kevin’s lever

Randy said, “Our levers are the same. They will both take the same amount of effort to li� the load.”

Kevin responded, “I don’t agree. One lever system will require less effort to li� the load.”

Whose lever do you think will require less effort to li� the load?

(Circle the best answer.) Randy’s Kevin’s Both require the same effort

Explain your answer.

Date ___________________________________Name ________________________________



Grade 5 Version


INVESTIGATION 1: LEVERS PART 3: LEVER EXPERIMENT B

Use modified student sheet no. 6 called Lever Experiment B. A�er students have completed the graph, have them answer the question below in their notebook (or use the back of the sheet). Encourage students to use the completed graph to interpret the relationship between the distance of the effort from the fulcrum and the effort needed to li� the load.

Student Sheet—Lever Experiment B (Graph)



+ records data that is mathematically correct (adds 0.5 to each measurement); organizes graph without help identifying and labeling manipulated and responding variables, using equal intervals on X and Y axes, and plo�ing points to create a straight line in a positive direction.

records data but forgets to add 0.5 to each measurement; organizes data on graph with minor errors.

– needs help to record data and add 0.5 to each measurement; needs help to use graphing conventions.

Y

00

Manipulated Variable: _______________________________________

Res

pond

ing

Vari

able

: __

____

____

____

____

____

____

____

____

____

__

X

LEVER EXPERIMENT BLever experiment with EFFORT applied 10 cm from fulcrum.

Position of load(cm from fulcrum)

Eff ort(scale + 0.5 N)

25.0 cm20.0 cm15.0 cm10.0 cm

5.0 cm2.5 cm


WA Edition


Date ___________________________________Name ________________________________


WASHINGTON EDITION

Grade 5 Version

Notebook Prompt:

• What is the relationship between the location of the load on the lever system and the effort required to move the load?

NOTE: In the science WASL, writing a conclusion item, students are considered to have a full understanding of GLE 2.1.3 if they can:

• Write a conclusive statement that answers the investigative question.

• Provide the highest supporting data.

• Provide the lowest supporting data.

• Use explanatory language to connect the data to the conclusive statement.

Notebook Prompt—Interpreting Relationships



explains that as the load moves away from the fulcrum, more effort is needed to li� the load (or the reverse, as the load moves closer to the fulcrum, less effort is needed to li� the load); uses data to support the conclusion (i.e. when the load is placed at __ cm. it takes __ N.– highest data, and when the load is placed at __ cm. it takes __ N.– lowest data).

– interprets from the graph specific placements of the load and effort but does not explain the relationship between the amount of effort and load placement.

Y

00

Manipulated Variable: _______________________________________

Res

pond

ing

Vari

able

: __

____

____

____

____

____

____

____

____

____

__

X

LEVER EXPERIMENT BLever experiment with EFFORT applied 10 cm from fulcrum.

Position of load(cm from fulcrum)

Effort(scale + 0.5 N)

25.0 cm20.0 cm15.0 cm10.0 cm

5.0 cm2.5 cm


WA Edition


Date ___________________________________Name ________________________________


WASHINGTON EDITION

Grade 5 Version

Blank Page



PART 1

Grade 5 Version

PART 2

PART 3

Students use lever-system components to explore the possible arrangements of the fulcrum, effort, and load on the lever arm. They learn that each arrangement has a name: class 1, class 2, or class 3.

Students explore the advantage that can be gained by using each class of lever. They learn several conventions for communicating and keeping permanent records of lever systems.

LEVER CLASSES

• How many ways can you arrange the fulcrum, load, and effort in a lever system?

Time: 50 minutes, in 1 or 2 sessions

REAL-WORLD LEVERS

• What classes of levers can we find in the real world?

• How do people use levers to make work easier?


LEVER DIAGRAMS

• What conventions can we use to communicate in the same language and have an efficient way to record the lever systems we build?


Students investigate common tools to determine that they are applications of the three classes of levers.

INVESTIGATION 2: MORE LEVERAGE

PART 4

LEVER PICTURES

• What other levers do we find around us?

Time: 40–50 minutes

Students analyze pictures of familiar tools, identify them by lever class, and diagram the lever systems.

15LEVERS AND PULLEYS


Grade 5 Version

• Apply content from previous parts.

• Conventions acknowledged by a group of people help them to communicate be�er and more efficiently.

• Advantage is a gain in effort or distance or a change of direction resulting from the use of a simple machine.

• A class-1 lever has the fulcrum between the load and the effort.

• A class-2 lever has the load between the effort and the fulcrum.

• A class-3 lever has the effort between the fulcrum and the load.

Examples of questions students might generate for inquiry projects

• Design a way to use half-meter sticks to build a lever system where one lever acts on another to bring about double advantage.

• Use common household materials to design a lever system that would work like a catapult.

Science Notebook

Diagram levers

Structure of Physical Earth/Space and Living Systems. Analyze how the parts of a system go together and how these parts depend on each other. (GLE 1.2.1)




Student Sheet

Levers at Work

Modeling. Understand how to use simple models to represent objects, events, systems, and processes. (GLE 2.1.4)

• Apply content from previous parts. Student Sheets

Lever Pictures A and B




Grade 5 Version

INVESTIGATION 2: MORE LEVERAGEPART 1: LEVER CLASSES

Use the science notebook prompt below to assess students’ ability to draw diagrams of levers and classify the levers as class # 1, 2, or 3.

In Step #10, when students practice se�ing up levers, have them draw diagrams of the levers they set up using symbols similar to those introduced on the posters (rather than a realistic drawing). Observe students’ ability to identify the different lever classes. You may want to introduce the FLE—1-2-3 mnemonic (Step 11).

Notebook Prompt:

• Draw diagrams of the levers using the conventions for the fulcrum load and effort.

• Identify the lever class correctly.

Answer key on following page.

Science Notebook—Diagram Levers



+ diagrams lever systems and identifies the classes of levers diagrammed.

needs some help to diagram lever systems, or needs some help to identify the class.

– needs help to diagram lever systems and identify class.

FL E


WASHINGTON EDITION

Grade 5 Version

Class-2 Lever

Class-3 Lever

Class-1 Lever

LEF

LEF

Answers to notebook prompt

LEF



Grade 5 Version

INVESTIGATION 2: MORE LEVERAGEPART 2: LEVER DIAGRAMS Use modified student sheet no. 11 called Response Sheet— Investigation 2 to assess students’ ability to analyze a lever they may not have seen before.




+ correctly diagrams and labels the fulcrum, effort, and load for each picture and gives the correct class of lever; rewrites Anna’s notebook with a detailed response explaining that a hammer can be either a class-3 lever or a class-1 lever depending on how it is used, for example: The hammer being used to pound in a nail is a class-3, but when pulling the nail out, the hammer is a class-1 lever.

correctly diagrams and labels the fulcrum, effort, and load for each picture and gives the correct class of lever; rewrites Anna’s notebook, explaining that a hammer can be either a class-3 lever or a class-1 lever.

-- does not correctly diagram and label the fulcrum, effort, and load for each picture; does not give the correct class of lever; and/or does not explain that a hammer can be either a class-3 lever or a class-1 lever.


LF

class-____ lever class-____ lever3 1

E LF

E


Investigation 2: More LeverageNo. 11— Modifi ed Student Sheet

WA Edition


class-____ lever class-____ lever

Anna wrote in her science notebook:

I used a hammer to pound a nail into a board, and then I used the hammer to take the nail out. I think a hammer is always a class-3 lever no matter how it is used.

Here are pictures of the hammer being used each way. Diagram each hammer system with the fulcrum, load, and eff ort using the appropriate symbols. Then identify the class of lever.

Based on your labels on the hammers, rewrite Anna’s notebook entry.

Diagram: Diagram:

Name ________________________________ Date ___________________________________


Investigation 2: More LeverageNo. 11— Modified Student Sheet

WA Edition


Class-____ lever Class-____ lever

Anna wrote in her science notebook:

I used a hammer to pound a nail into a board, and then I used the hammer to take the nail out. I think a hammer is always a class-3 lever no matter how it is used.

Here are pictures of the hammer being used each way. Diagram each hammer system with the fulcrum, load, and effort using the appropriate symbols. Then identify the class of lever.

Based on your labels on the hammers, rewrite Anna’s notebook entry.

Diagram: Diagram:

Name ________________________________ Date ___________________________________



Grade 5 Version

INVESTIGATION 2: MORE LEVERAGEPART 3: REAL-WORLD LEVERS

Use student sheet no. 12 called Levers at Work to assess students’ understanding about how a variety of real-world levers work.

NOTE: The human arm, hammer, tweezers, bo�le opener, and broom can each be two different classes, depending on usage and how it is diagrammed. There is an answer sheet in the Investigation 2 folio on page 22 of the teacher guide.

Student Sheet—Levers at Work



+ diagrams all the tools accurately; labels fulcrum, load, and effort or resistance; uses arrows to show the direc-tion of forces; correctly identifies the class of levers for each tool (may include minor errors).

diagrams most tools accurately (may be missing some labels, arrows, or classes).

– a�empts diagrams but clearly needs further instruction.

No. 12—Student Sheet

5

BROOM

87

6

3

1 2

4

Class-1 lever

NUTCRACKER

SCISSORS BOTTLE OPENER

PLIERS TWEEZERS

HAMMER HUMAN ARM

This is an example of a class- lever. This is an example of a class- lever.


Class-2 lever Class-3 lever

E EL L E



F FL

F


Investigation 2: More LeverageNo. 12—Student Sheet

WA Edition

LEVERS AT WORKName ________________________________ Date ___________________________________

5

BROOM

87

6

3

1 2

4

Class-1 lever

NUTCRACKER

SCISSORS BOTTLE OPENER

PLIERS TWEEZERS

HAMMER HUMAN ARM



Class-2 lever Class-3 lever

E EL L E



F FL

F



WA Edition

LEVERS AT WORKName ________________________________ Date ___________________________________



Grade 5 Version

INVESTIGATION 2: MORE LEVERAGEPART 4: LEVER PICTURES

Use student sheet nos. 16 and 17 called Lever Pictures A and Lever Pictures B to assess students’ ability to diagram levers and identify their classes.

NOTE: The fishing pole should be considered from the point of view of casting (not the wheel-and-axle motion of the reel).

Student Sheets—Lever Pictures A and B



+ accurately draws most lever diagrams to model the behavior of the objects illustrated on the sheet; correctly identifies the class of each lever.

accurately draws lever diagrams for many of the tools; correctly identifies their class.

– needs help to draw and label lever diagrams.



PAPER CUTTER

GOLF CLUBTREE PRUNERS

FISHING ROD



LEVER PICTURES B

Class-1 lever Class-2 lever Class-3 lever

E EL L EF F

LF


WA Edition


Name ________________________________ Date ___________________________________

LEVER PICTURES A

TEETER-TOTTER

PAINT-CAN OPENERFLY SWATTER

WHEELBARROW




E EL L EF F

LF



WA Edition

Name ________________________________ Date ___________________________________


WASHINGTON EDITION

Grade 5 Version

ANSWERS(student sheets can be found on the following two pages)

ELF

2 1

EF

L

LEF

3

ELF

This is an example of a

class-___ lever.1

LEF

3

E LF

2

E

F

LE

L

1

L EF

3

ELF

LEVER PICTURES A

TEETER-TOTTER

PAINT-CAN OPENERFLY SWATTER

WHEELBARROW




E EL L EF F

LF



WA Edition

Name ________________________________ Date ___________________________________

PAPER CUTTER

GOLF CLUBTREE PRUNERS

FISHING ROD



LEVER PICTURES B


E EL L EF F

LF


WA Edition


Name ________________________________ Date ___________________________________



PART 1

Grade 5 Version

PART 2

PART 3

Students discover two ways to set up a one-pulley system to li� a load: single fixed pulley and single movable pulley. They use a spring scale to quantify and compare the effort needed to li� the load in each system.

Students investigate how two pulleys can be used together. They diagram the four pulley systems that can be assembled with one or two pulleys.

Students play a game of se�ing up different pulley systems to practice what they have learned in the first two parts.

ONE-PULLEY SYSTEMS

• How much effort is needed to li� a load in a one-pulley system?

• Is it always the same?


PULLEY GAME

• How many pulley systems can you set up?


TWO-PULLEY SYSTEMS

• How many ways can two pulleys be assembled?

• Can two pulleys give more advantage than one pulley?


INVESTIGATION 3: PULLEYS



Grade 5 Version

• Apply content from previous parts.

• Two-pulley systems o�en use one fixed pulley and one movable pulley.

• A two-pulley system in which the effort is applied upward provides a greater mechanical advantage than one in which the effort is applied downward.

• A single pulley can be set up in two ways, fixed or movable.

• A single movable pulley can li� a load using half as much force as can a single fixed pulley.

• A single fixed pulley gives the advantage of change of direction.

Examples of questions students might generate for inquiry projects• If I increase the number of pulleys, will the advantage increase?


Pulley Diagrams



Pulley Diagrams




Evaluating Potential Solutions. Analyze how well a design or a product solves a problem. (GLE 3.1.3)

Teacher Observation

Pulley systems


Science Notebook

Identifying problems




Grade 5 Version



INVESTIGATION 3: PULLEYSPART 1: ONE-PULLEY SYSTEMS Use part 1 of modified student sheet no. 18 called Pulley Diagrams.

NOTE: You will do part 2 of the student sheet in Investigation 3, Part 2.

Student Sheet—Pulley Diagrams, Part 1



+ indicates that when a single-fixed-pulley system is used, the same amount of force is needed to li� the load, and the advantage of the system is change of direction (being able to pull down), and that when a single-movable-pulley system is used the effort should be approximately half the load, so the advantage is that less effort is needed (but you have to pull up); uses data to explain the advantage.

indicates when a single/fixed pulley system is used the same amount of force is needed to li� the load; when a single/movable pulley is used, only half the effort is needed; uses data to explain the advantage, but explanation is not clear or shows confusion.

– needs help to interpret data and to draw conclusions about the advantage of using pulleys.

Single-movable

Looking at the data you have recorded in the table above, state the advantage of one pulley system over the other pulleys?

Part 1. One-Pulley Systems

Part 2. Pulley-System Diagrams

Single-fi xed

Single-fi xed

Pulley system

Single-movable

Effort (N)Load (N)

Single-fi xed/single-movable


Directionof pull

Scalereading (N)

PULLEY DIAGRAMS


Investigation 3: PulleysNo. 18—Student Sheet

WA Edition

Name ________________________________ Date ___________________________________

Single-movable

Looking at the data you have recorded in the table above, state the advantage of one pulley system over the other pulleys.



Single-fixed

Single-fixed

Pulley system

Single-movable

Effort (N)Load (N)

Single-fixed/single-movable

Single-fixed/single-movable

Directionof pull

Scalereading (N)

PULLEY DIAGRAMS


Investigation 3: PulleysNo. 18—Modified Student Sheet

WA Edition

Name ________________________________ Date ___________________________________

FULL OPTION SCIENCE SYSTEM30 Grade 5 Version


INVESTIGATION 3: PULLEYSPART 2: TWO-PULLEY SYSTEMS Use part 2 of modified student sheet no. 18 called Pulley Diagrams to assess students’ ability to illustrate four different pulley systems.

Student Sheet—Pulley Diagrams, Part 2



+ correctly diagrams all of the two-pulley systems.

correctly diagrams all of the pulley systems with only minor errors.

– needs help to diagram the pulley systems.

Use modified student sheet no. 19 called Response Sheet— Investigation 3 to assess students’ understanding of directional versus mechanical advantage.



Score If the student... + answers all questions correctly (see answers on page

31); gives a detailed and accurate description of how the pulley is used.

answers all questions correctly; has some small errors in description.

‒ cannot analyze the advantage of the different systems.

Single-movable

Looking at the data you have recorded in the table above, state the advantage of one pulley system over the other pulleys?



Single-fi xed

Single-fi xed

Pulley system

Single-movable

Effort (N)Load (N)



Directionof pull

Scalereading (N)

PULLEY DIAGRAMS


Investigation 3: PulleysNo. 18—Student Sheet

WA Edition

Name ________________________________ Date ___________________________________



Investigation 3: PulleysNo. 19—Modifi ed Student Sheet

WA Edition


Tom has a 40-kg load of bricks he wants to li� to the second fl oor of a new building. He has one pulley and a long rope. Note that the 40-kg bag exerts a force of 400 N.

a. Describe in words and a diagram how Tom might use a fi xed pulley to li� the bricks.

What type of advantage would this pulley system give Tom? _______________________

What was the direction of eff ort in the single-fi xed pulley system? __________________

How much eff ort did Tom have to apply to li� the 40-kg (400 N) load of bricks with the single-fi xed pulley? ________________

b. Describe in words and a diagram how Tom might use a movable pulley to li� the bricks.


What was the direction of eff ort in the single-movable pulley system? _______________

How much eff ort did Tom have to apply to li� the 40-kg (400 N) load of bricks with the

single movable pulley? ________________

Which system should Tom use, single-fi xed or single-movable and why? ______________

L E

E

L

L E

E

L

Name ________________________________ Date ___________________________________



WASHINGTON EDITION

Grade 5 Version

RESPONSE SHEET—INVESTIGATION 3Tom has a 40-kg load of bricks he wants to li� to the second floor of a new building. He has one pulley and a long rope. Note that the 40-kg bag exerts a force of 400 N.

a. Describe in words and a diagram how Tom might use a fixed pulley to li� the bricks.

What type of advantage would this pulley system give Tom? directional advantage

What was the direction of effort in the single-fixed pulley system? down

How much effort did Tom have to apply to li� the 40-kg (400 N) load of bricks with the single-fixed pulley? 400 N


What type of advantage would this pulley system give Tom? mechanical advantage

What was the direction of effort in the single-movable pulley system? up

How much effort did Tom have to apply to li� the 40-kg (400 N) load of bricks with the

single movable pulley? 200 N

Which system should Tom use, single-fixed or single-movable and why? Tom should

probably use the single-movable pulley system

w

Sample answer: Tom will fix a pulley to the

ceiling of the second floor. He will stand on the

ground floor and pulling the rope down to lift the

load to the second floor.

Sample answer: Tom will fix the end of the

rope to the ceiling of the ground floor and attach

the load to a movable pulley. He will be on the

second floor to pull the rope and load up to the

floor.

L

L

E

E

ANSWERS


Investigation 3: PulleysNo. 19—Modified Student Sheet

WA Edition


Tom has a 40-kg load of bricks he wants to li� to the second floor of a new building. He has one pulley and a long rope. Note that the 40-kg bag exerts a force of 400 N.

a. Describe in words and a diagram how Tom might use a fixed pulley to li� the bricks.


What was the direction of effort in the single-fixed-pulley system? __________________

How much effort did Tom have to apply to li� the 40-kg (400 N) load of bricks with the single-fixed pulley? ________________



What was the direction of effort in the single-movable-pulley system? _______________

How much effort did Tom have to apply to li� the 40-kg (400 N) load of bricks with the

single movable pulley? ________________

Which system should Tom use, single-fixed or single-movable, and why? ______________

L E

E

L

L E

E

L

Name ________________________________ Date ___________________________________


WASHINGTON EDITION

Grade 5 Version

INVESTIGATION 3: PULLEYSPART 3: PULLEY GAMES Use teacher observation. Check to see that all students can set up the different pulley systems.

Teacher Observation—Pulley systems



+ sets up all pulley systems independently.

needs some coaching from other students to set up all the pulley systems.

– needs a lot of help to set up the pulley systems.

Use the science notebook prompt below a�er students have read “Thank You, Mr. Clumpet” in FOSS Science Stories. This story is being introduced here to provide more time for students to think about ideas for a possible design challenge (see page 42 for information about an inquiry or design project).

Notebook Prompt

• Give an example from the story of a problem for which a scientific concept has been used in the solution.

• Give examples of problems in your life for which a lever and a pulley may be used to solve the problem.

Science Notebook—Identifying problems


+ gives an example from the story and more than one example of problems in everyday life solved by a lever or pulley.

gives an example from the story and one example of problems in everyday life solved by a lever or pulley.

– cannot give an example from the story or from everyday life.



PART 1

Grade 5 Version

PART 2

PART 3

Students systematically investigate four different pulley systems. They record the force of the load, the effort needed to li� the load, and the number of ropes supporting the load.

Students measure the distance over which effort must be applied to li� a load 5 cm. They discover that even though the effort is reduced, the distance it must cover increases, and that the distance traveled by the effort times the force of the effort is equal to the distance traveled by the load times the weight of the load.

EFFORT IN PULLEY SYSTEMS

• How can we predict the effort needed to li� the load in a pulley system?


CHOOSING YOUR OWN INVESTIGATION

• What other lever and pulley systems can you design?

Time: 4–6 sessions

MEASURING DISTANCE

• What is the relationship between the mechanical advantage and the distance the load and effort move in a pulley system?

Time: one or two 40–50 minute sessions

Students choose a topic to investigate in greater depth. They share their findings with the class in a formal presentation.

INVESTIGATION 4: PULLEYS AT WORK



Grade 5 Version

• Apply content introduced in the levers and pulleys investigations.

• “You never get something for nothing”; for example, if the effort decreases, the distance you pull the rope increases.

• The effort needed to li� a load can be predicted from the weight of the load and the number of ropes supporting the load.

Teacher Observation/Modified Student Sheet Pulley Data


Modified Student Sheet Pulley Data

Nature of Forces. Nature of Force. Understand forces in terms of strength and direction. (GLE 1.3.1)

Modified Student Sheet Response Sheet - Investigation 4

Designing and Testing Solutions. Understand how the scientific design process is used to develop and implement solutions to human problems. (GLE 3.1.2)

Performance Assessment

Inquiry or Design Project

Investigating Systems GLEs: 2.1.1-2.1.5

or Designing Solutions GLEs: 3.1.1-3.1.3



Grade 5 Version

INVESTIGATION 4: PULLEYS AT WORKPART 1: EFFORT IN PULLEY SYSTEMS Use modified student sheet no. 20 called Pulley Data, Part 1, along with teacher observation to check how systematically students are working, and how accurately they measure and record data.

Teacher Observation/Modified Student Sheet—Pulley Data, Part 1



+ systematically conducts the investigation and records all data accurately; recognizes that if the effort is pulling down, then the rope where effort is applied is not a supporting rope; adds 0.5 N to the measured effort when pulling down on the rope.

works fairly systematically and records all data accurately with minimal guidance; adds 0.5 N to the measured effort when pulling downward on the rope.

– needs help to work systematically; records data but data may not be accurate.


Date ___________________________________Name ________________________________

PULLEY DATA

Does the eff ort increase or does it decrease as the number of supporting ropes increases? ________________________

Does the distance the rope moves increase or does it decrease as the eff ort decreases? __________________________

What type of advantage does the single fi xed pulley provide? ________________________

What type of advantage is provided by all the pulley systems that include a movable pulley? ________________________

One- and two-pulley systems

Number of pulleys

Direction of effort Load (N) Effort (N) Number of

ropes lifting load

Single fi xed pulley

Single movable pulley

Single fi xed/single movable pulleySingle fi xed/single movable pulley

Part 1Distance effort

movedDistance load

moved

Part 2


Investigation 4: Pulleys at WorkNo. 20—Modifi ed Student Sheet

WA Edition

Question:

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Grade 5 Version

INVESTIGATION 4: PULLEYS AT WORKPART 2: MEASURING DISTANCE Use modified student sheet no. 20 called Pulley Data, Part 2 to assess students’ understanding of the relationships between number of supporting ropes versus effort needed, and effort needed versus the distance the rope must be pulled.

Student Sheet—Pulley Data, Part 2



+ completes part 2 of the data table; answers the questions correctly (see answer sheet on page 41).

completes part 2 of the data table; answers the questions correctly (see answer sheet on page 41) but needs help with the mathematical expression.

‒ cannot complete part 2 of the data table; cannot answer the questions correctly.


Date ___________________________________Name ________________________________

PULLEY DATA

Does the eff ort increase or does it decrease as the number of supporting ropes increases? ________________________

Does the distance the rope moves increase or does it decrease as the eff ort decreases? __________________________

What type of advantage does the single fi xed pulley provide? ________________________

What type of advantage is provided by all the pulley systems that include a movable pulley? ________________________

One- and two-pulley systems

Number of pulleys

Direction of effort Load (N) Effort (N) Number of

ropes lifting load

Single fi xed pulley

Single movable pulley

Single fi xed/single movable pulleySingle fi xed/single movable pulley

Part 1Distance effort

movedDistance load

moved

Part 2



WA Edition

Question:


WASHINGTON EDITION

Grade 5 Version


Use modified student sheet no. 24 called Response Sheet— Investigation 4 to assess students’ ability to determine mechanical advantage and to understand the trade-offs.




+ states that Belinda can li� five of the 20-kg crates at a time (one for each rope supporting the load with Belinda pulling with 20 kg or 200 N); gives detailed information to explain how she knows it can li� five of the crates; explains that in a pulley system when the effort decreases, the distance you pull the rope increases.

states that Belinda can li� five of the 20-kg crates at a time (one for each rope supporting the load with Belinda pulling with 20 kg or 200 N); explains that the disadvantage is when the effort decreases, the distance you pull the rope increases.

– states an incorrect number of crates that Belinda can li� and/or cannot explain the disadvantage.

RESPONSE SHEET—INVESTIGATION 4Belinda and her mother cut and polish rocks to make beautiful bookends. They pack them in crates for shipment. Each crate has a mass of20 kg. Belinda can li� only one crate of bookends at a time up to the shipping area.

Belinda decided to put together a pulley system to li� the crates up the 2 m to the shipping area. She said,

With this system I will be able to lift six crates at a time. And there is no disadvantage. Using a pulley system is just like getting something for free.

Is Belinda right about the number of crates she will be able to li� ? Is her statement right that there is no disadvantage? Explain.

20kg

20kg

20kg

20kg

20kg

20kg


WA Edition


Name ________________________________ Date ___________________________________

RESPONSE SHEET—INVESTIGATION 4Belinda and her mother cut and polish rocks to make beautiful bookends. They pack them in crates for shipment. Each crate has a mass of 20 kg. Belinda can li� only one crate of bookends at a time up to the shipping area.

Belinda decided to put together a pulley system to li� the crates up the 2 m to the shipping area. She said,

With this system I will be able to lift six crates at a time. And there is no disadvantage. Using a pulley system is just like getting something for free.

Is Belinda right about the number of crates she will be able to li�? Is her statement right that there is no disadvantage? Explain.

20kg

20kg

20kg

20kg

20kg

20kg

Investigation 4: Pulleys at WorkNo. 24—Modified Student Sheet

WA Edition


Name ________________________________ Date ___________________________________


WASHINGTON EDITION

Grade 5 Version

Answer Sheet



Grade 5 Version

INVESTIGATION 4: PULLEYS AT WORKPART 3: CHOOSING YOUR OWN INVESTIGATIONINQUIRY OR DESIGN PROJECT

The inquiry or design project replaces “Choosing Your Own Investigation.” It can be completed at any point in the module with any lesson that lends itself to students’ independently carrying out an investigation, starting from their own question, to drawing a conclusion. See examples of inquiry questions at the bo�om of each At a Glance page.

Use materials available from the FOSS kit and add materials as needed or possible. Use the inquiry project sheets, which are also in the Assessment Overview with more detailed information.

NOTE: Students should complete an entire inquiry project at least once in each module to build understanding of the inquiry and design process by the fi�h and sixth grades.

INQUIRY OR DESIGN PROJECT SCORING GUIDES

Use the Student Project Scoring Rubric to grade projects. Score one point for each a�ribute in the list. By the end of fi�h grade, students should be able to score between 10 and 13 points for planning an investigation to meet standards on the WASL.

Inquiry Project Sheets

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

� logical steps to do the investigation � variables kept the same (controlled) � one variable changed (manipulated) � any variables being measured and recorded � how o� en measurements are taken and recordedQuestion

Prediction

Materials

Date ___________________________________Name ________________________________

FOSS Module© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Inquiry Project Sheet (1 of 4) New Student Sheet

WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure



WA Edition

Name ________________________________ Date ___________________________________

WRITING A CONCLUSION Data Collected

A� er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation

Date ___________________________________Name ________________________________



WA Edition

Grades 3 through 6 FOSS Modules© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.


WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)

Investigation A� ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A� ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifi es at least one variable that stays the same.

Identify the correct variable that changes.

Identifi es the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


Investigation A� ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1

Date ___________________________________Name ________________________________


Inquiry Project Sheet (1 of 4)New Student Sheet

WA Edition

INQUIRY PROJECTPlan an investigation to answer a question.

Your plan should include all these parts.• A question that can be investigated• A prediction of the outcome of the investigation• Materials needed to do the investigation• A procedure that includes

logical steps to do the investigation variables kept the same (controlled) one variable changed (manipulated) any variables being measured and recorded how o�en measurements are taken and recordedQuestion

Prediction

Materials



WA Edition

INQUIRY PROJECT (continued)You may use the space below for a labeled diagram to support your procedure.

Procedure

Date ___________________________________Name ________________________________

Date ___________________________________Name ________________________________



WA Edition

WRITING A CONCLUSION Data Collected

A�er completing your investigation, write a conclusion that explains whether your prediction was correct. Your conclusion should include these parts. • Supporting data from your data table • An explanation of how this data supports your conclusion

Supporting Data

Explanation



WA Edition

STUDENT INQUIRY PROJECT SCORING RUBRIC

Questioning. Understand how to ask a question about objects, organisms, and events in the environment. (GLE 2.1.1)

Investigation A�ribute If the student . . .Value Point

Question Asks a question that can be investigated. 1


Investigation A�ributes If the student . . .Value Point

Prediction

Materials

Logical steps

Variables kept the same (controlled)

One changed variable (ma-nipulated)

One measured variable

Repeated trials

Record measurements

Conducts investigation

Data collection

Relates the prediction to the investigative question and includes both the changed variable and the measured variable. Lists the materials for the procedure.

Writes the steps of the investigation in a logical order. Includes enough detail so that someone could repeat the procedure.

Identifies at least one variable that stays the same.

Identify the correct variable that changes.

Identifies the variable to be measured and the units to be used.

Plan for more than one trial.

States how you will record data.

Follows the procedure as planned unless problems arise, then adjusts the procedure.

Collects and records data.

1

1

1

1

1

1

1

1

1

1


Investigation A�ributes If the student . . .Value Point

Cites data

Cites data

Explanation

Reports lowest supporting data.

Reports highest supporting data.

Uses data to form a reasonable explanation.

1

1

1


WASHINGTON EDITION

Grade 5 Version

END-OF-MODULE ASSESSMENTThis assessment is used as an evaluative tool a�er all the investigations have been completed. It checks student content knowledge, skills in conducting investigations, and explanation building. Items are in three formats: performance tasks, multiple-choice/short-answer items (which give students practice for standardized tests), and narrative items that require students to write short explanations.

MATERIALS FOR EACH LEVERS STATION

1 Binder clip 1 Dowel • Duct tape 1 Eraser, pencil-cap 1 Half-meter stick 1 Load with rubber band 1 Spring scale with rubber bands • Assessment sheet no. 7 called Performance Assessment: Levers

MATERIALS FOR EACH PULLEYS STATION

1 Binder clip • Duct tape 1 Half-meter stick 1 Load 1 Single pulley 1 Rope with loops, 75 cm 1 Spring scale 2 Paper clips • Assessment sheet no. 8 called

Performance Assessment: Pulleys

Use the duplication master to make copies.

FOSS Levers and Pulleys Module

© The Regents of the University of California

Can be duplicated for classroom or workshop use.


Assessment ChartNo. 5—Assessment Sheet

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.

31.

32.

STUDENT NAME

ASSESSMENT CHART FOR SUMMATIVE ASSESSMENT

Performance Performance Multiple-Choice Short-Answer Narrative PortfolioAssessment

levers pulleys #1–9 #10–18 #19–20


GETTING READY1. SCHEDULE THE ASSESSMENT

You may need to give the assessment in two sessions: one for the performance items, and one for the multiple-choice/short-answer and narrative items. Read through Steps 2 and 3 below before deciding how you will proceed.

2. ADMINISTER THE PERFORMANCE ITEMSThe performance assessment is in two parts: one assesses understanding of levers and the other of pulleys.

Individual Assessment. If you want students to work individually, you can assess up to 16 students at a time. Set up eight identical stations for levers and eight identical stations for pulleys around the room. Or set up both tasks at each station (8 stations, instead of 16). Students will need 10–15 minutes to complete each task and to fill in the assessment sheet at each station. Send shi�s of students to the stations until all have had a chance to complete both tasks. Students waiting to take their turn at the performance tasks can be completing the multiple-choice/short-answer and narrative items, or working on some other quiet activity.

Collaborative-Group Assessment. If you don’t have time for each student to complete the performance tasks, have students work in groups. A�er the group completes the task, each student fills in his or her assessment sheet individually. The completed assessment sheets should reflect each student’s learning.

3. ADMINISTER THE MULTIPLE-CHOICE/SHORT-ANSWER AND NARRATIVE ITEMS

Assessment items in content areas such as science o�en require a fairly high level of reading. If you feel that students will have a difficult time reading the items on their own, you can read each item and its possible answers (when appropriate) aloud. Have students mark their answers and move on to the next item, working together through the assessment, item by item.

4. COPY ASSESSMENT SHEETSMake copies of the assessment masters provided a�er this folio. Each student needs one set of assessment sheet nos. 7–16. Make a copy of assessment chart no. 5 to record scores.

SUMMATIVE ASSESSMENT


WASHINGTON EDITION

Grade 5 Version

5. SET UP THE PERFORMANCE STATIONSSet up stations for the levers and pulleys performance tasks as suggested below.

Levers Station• Tape a dowel to the table so that only 4 or 5 cm hangs off the

edge of the table.• Place all of the other equipment on the table for students to

use as needed.

Pulleys Station• Clamp a binder clip on one end of a half-meter stick.• Tape the half-meter stick to the table so only the binder clip

hangs off the edge.• Place all of the other equipment on the table for students to

use as needed.



No. 7—Assessment Sheet


END-OF-MODULE ASSESSMENT for Levers and PulleysPERFORMANCE ASSESSMENT: LEVERS

Summative AssessmentNo. 7—Assessment Sheet

Name ____________________________________

Date_____________________________________

Directions: Use the equipment on the table to answer the questions. Record your answersin the spaces provided. (Be sure to zero the spring scale before beginning.)

Set up a lever system in which the effort needed to lift the load is less than the load.

1.Diagram the system you set up. Label the load, effort, and fulcrum. Use arrows to showthe directions of the forces.

2. What is the mass of the load?

3. How much does the load weigh?

4. How much effort is needed to lift the load in the lever system you diagram

510152025 0 5 10 15 20 25

Levers and PulleysEND-OF-MODULE ASSESSMENT SCORING GUIDES

Performance Assessment

Performance Assessment Item—Levers

Score If the student... 4 diagrams a lever system in which the effort is less than

the load; records the mass of the load as 240 g; records the weight of the load as 2.4 N; accurately calculates the effort needed to li� the load in the lever system

diagrammed. 3 diagrams a lever system in which the effort is less than

the load; answers two of the other questions correctly. 2 diagrams a lever system in which the effort is less than

the load, but may have minor errors; answers one of the other questions correctly.

1 has major errors or misconceptions in diagram; may answer one or two of the other questions.

0 does not complete the task, or gives information that has nothing to do with what was asked.


WASHINGTON EDITION

Grade 5 Version


Correct pulley diagram


END-OF-MODULE ASSESSMENT for Levers and PulleysPERFORMANCE ASSESSMENT: PULLEYS

Summative AssessmentNo. 8—Student Sheet

Name ____________________________________

Date_____________________________________

Directions:Use the materials on the table to lift a load with a single movable .

1. Diagram this pulley system.

2. Label the load and effort in your diagram.

3. How much effort is needed to lift the load in the pulley system you diagrammeShow how you figured this out below.

4. Describe another way to determine the effort needed to lift the load.

E

L

Performance Assessment Item—Pulleys

Score If the student... 4 accurately diagrams a single-movable-pulley system;

determines the effort needed to li� the load as 1.2 N; divides 2.4 N by 2 because there are two support ropes, or measures the effort with the spring scale; suggests a second way to determine the effort (either method not chosen in the previous question).

3 accurately diagrams a single-movable-pulley system; describes effort needed to li� the load as 1.2 N, but explanation is less clear than a category 4 answer; sug-gests a second way to determine the effort.

2 diagrams a single-movable-pulley system with minor errors; describes the effort needed to li� the load as 1.2 N; cannot suggest another way to determine the effort.

1 a�empts to diagram a single-movable-pulley system and describe the effort needed to li� the load, but has major errors or misconceptions; cannot determine the effort needed to li� the load.


Multiple-Choice ItemsScore 1 point for each correct answer.

1. B 6. D

2. D 7. A

3. D * 8. A

4. B 9. C

5. D

* You might give 2 points for this question if students answer D and 1 point if they answer C.


Short-Answer Items

Short-Answer Item 10a. Score 1 point for grams, newtons, and an indicator marked at

1.4 N added to the picture.b. Score 1 point for 100 g or 1 N.c. Score 1 point for 20 g or 0.2 N.

Short-Answer Item 11a. Score 1 point for a reasonable drawing of a lever li�ing the earth.b. Score 1 point for identification of lever type (probably class-1).

Short-Answer Item 12Score 1 point for the fulcrum, load, and effort labeled correctly; score 1 point for the arrows pointing in the correct direction.

Short-Answer Item 13Score 1 point for a circle around B.

Short-Answer Item 14Score 1 point for an X on A.

Short-Answer Item 15a. Score 1 point for an answer of 2.2 N, give or take 0.1 N.b. Score 1 point for an answer of 3.8 N, give or take 0.1 N.c. Score 1 point for 20 cm.d. Score 1 point if student explains that the greater the distance from

the fulcrum, the easier it is to li� the load.e. Score 1 point for 3.2 N or 320 g.

Short-Answer Item 16a. Score 1 point for 120 N.b. Score 1 point for explaining they divided 360 by 3; 1 point for ex-

plaining that you divide by 3 because there are three ropes li�ing the load.

c. Score 1 point for 3:1 or narrative explanation stating the effort will be one-third the weight of the load.

d. Score 1 point for explaining that you have to pull the rope farther.

Short-Answer Item 17Score 1 point for an X on A, B, and C.

Short-Answer Item 18Score 1 point for a circle around W, Y, and Z.

Item 10

0

200

100

300

500

400

600

700

800

900

1000

0

01

02

03

05

04

06

07

08

09

10

LF

E

E

Item 12



WASHINGTON EDITION

Grade 5 Version



Summative AssessmentNo. 16—Assessment Sheet

Name ____________________________________

Date_____________________________________

END-OF-MODULE ASSESSMENT for Levers and PulleysNARRATIVE ITEMS

19.Describe how the three types of lever systems are alike and how they differ from oneanother.

Give two examples of each type of lever system.

20.Explain how you would load a 50-kg boulder into a truck using...

a lever.

a pulley.

Narrative Items

Item 19 Three Lever Types


4 focuses the explanation on the common elements, which include fulcrum, load, and effort: a class-1 lever has the fulcrum between the load and effort; a class-2 lever has the load between the effort and fulcrum; a class-3 lever has the effort between the fulcrum and the load; gives two examples of each type of lever.

3 explains the common elements; explains differences by noting that what’s in the middle of the lever is different for each class; gives one or two examples of each type.

2 explains that all levers have a fulcrum, load, and effort; does not explain any differences; gives one example for each type.

1 a�empts an answer but it contains major misconceptions; does not give examples.



Item 20 Lifting a Boulder


4 gives a clear and reasonable explanation about how to accomplish the task with a lever and with a pul-ley; may explain that the lever is not very practical.

3 gives a clear and reasonable explanation for using the lever or the pulley, but one has minor errors.

2 explains how to use the pulley or the lever.

1 a�empts to explain using the lever and/or pulley, but the explanation has major misconceptions.



WASHINGTON EDITION

Grade 5 Version

Blank Page

LEVERS AND PULLEYS BLUEPRINT

SYSTEMS FORMATIVE SUMMATIVE COMMENTS

Inv. 1, Pt. 2 Inv. 4, Pt. 2

Inv. 2, Pt. 1, 2Inv. 3, Pt. 1, 3

Inv. 1, Pt. 1

Inv. 1, Pt. 2, 3

Inv. 2, Pt. 3

PA Levers 1 ,4 ,7PA Pulleys1, 3

Important to cover in this module.

PA Levers 1, 2, 3, 4PA Pulleys 2, 3, 47, 8, 9, 12




Nature of Force. Understand forces in

terms of strength and direction. (GLE 1.3.1)

Planning and Conducting Safe Investigations Understand how to plan and conduct simple investigations following all safety rules. (GLE 2.1.2)






Investigating Systems: GLEs 2.1.1-2.1.5 or Designing Solutions: GLEs 3.1.1-3.1.3

PA Pulleys 44, 5, 6, 13, 14

Inv. 1, Pt. 3Inv. 3, Pt. 2Inv. 4, Pt. 1

Inv. 4, Pt. 2

PA Levers 1 11b

1, 2, 3, 10a-c, 11b

PA Levers 111a

APPLICATION

3-5 Grade Level Expectations (GLE) Assessment Opportunities

INQUIRY OR DESIGN PROJECTProjects Important to do one project per module.

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The FOSS program was developed withthe support of National ScienceFoundation grants Nos. MDR-8751727and MDR-9150097. However, anyopinions, findings, conclusions, state-ments, and recommendations expressedherein are those of the authors and donot necessarily reflect the views of NSF.

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Full OptionScience System

Lawrence Hall of ScienceUniversity of California

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Inv. 3, Pt. 2, 3

INQUIRY

Assessed throughout the grades in inquiry projects.





assessment - nthurston.k12.wa.us · pdf filegrade 5 version assessment ... • a lever is a...

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