sturdy structures - queen's university · 2018-03-27 · sturdy structures page 1 structures...

Turn, Push or PullAll About Forces

Build a BenchDifferent BridgesBuilding Bridges

The Advantage of Pulleys Gearing Up and Gearing Down

Amusement Park Ride

Including:

October 2001

Written by:

Tina Alonzo, Linda Quagliotto, Emelda Byrne (Project Leader)

Sturdy StructuresStructures and Mechanisms

Length of Unit: approximately: 15.3 hours

A Unit for Grade 5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 11:17:14 AM

Sturdy StructuresStructures and Mechanisms A Unit for Grade 5



St. Maria Goretti(519) 948-1111

Windsor Essex Catholic District School Board

St. Maria Goretti(519) 948-1111

Windsor Essex Catholic District School Board

[email protected]

[email protected]

Based on a unit by:

A Unit for Grade 5Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and Theological review.

A sincere thank you to Barry Elliott from Windsor-Essex Catholic District School Board who facilitated theinvolvement of the Windsor-Essex, London, Brant/Haldimand-Norfolk, St. Clair and Durham Catholic DistrictSchool Boards in the development of elementary Science units.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchCatholic Curriculum Cooperative (CCC)

A special thank you to The Institute for Catholic Education who providedleadership, direction and support through the Advisory and CurriculumCommittees.


Sturdy Structures Page 1

Structures and Mechanisms A Unit for Grade 5

Task ContextStructures are everywhere. They can range in size from the tiniest spider web to the CN Tower. Even ourbody's skeletal frame is considered a structure. There are several different forces acting on a structure atthe same time. How do these various structures withstand all of these forces? How can we use differentmachines to help build structures while using less energy?

You have been asked by your city council to design a ride for an amusement park. Before you start thisproject, your team will have to investigate the different properties that help to strengthen structures and towithstand the various forces that act upon them. In addition, your team will also have to learn how simplemachines make our lives easier when working with structures. Your amusement park ride will have tosupport a given weight and safely move your guests a determined distance.

Catholic Graduate ExpectationsOverall throughout this unit, students will learn to contribute in all group tasks, taking pride in a job well done.They will learn to constructively criticize their peers, and be respectful, honest, and sensitive to their feelings.

CGE Overall - an effective communicator who speaks, writes and listens honestly and sensitively,responding critically in light of gospel values.

CGE Overall - a collaborative contributor who finds meaning, dignity and vocation in work which respects therights of all and contributes to the common good.

CGE 2a - listens actively and critically to understand and learn in light of gospel values.

CGE 2b - reads, understands and uses written materials effectively

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

CGE 4e - sets appropriate goals and priorities in school, work and personal life.

CGE 4f - applies effective communication, decision-making, problem- solving, time and resource managementskills.

CGE 5a - works effectively as an interdependent team member.

CGE 5e - respects the rights, responsibilities and contributions of self and others.

CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

CGE 7b - accepts accountability for one's own actions.

Task SummaryStudents will learn how to identify and measure various forces that act on structures (e.g., compression andtension), and describe their effects on a structure. They will learn how to use a newton spring scale tomeasure the force exerted by a mechanical system, such as an inclined plane, pulley system or gear traincompared to exerting a force manually. (This is mechanical advantage.)

Unit Overview

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Students manipulate materials to see how triangulation of struts help to strengthen a structure againstcompressive forces and how ties are used to resist tensive forces. They will construct a simple load-bearingstructure to withstand compressive and tensive forces (a bench), and design and make a frame structure (abridge) that can withstand a given load.

Students will experiment with mechanical systems to determine how mechanical advantage works withsimple machines. They will design and construct an amusement park ride (using a combination of aload-bearing structure and mechanical system) that will safely hold a group of people at a given weight /mass.

Culminating Task AssessmentStudents will demonstrate their knowledge of forces acting on structures and the mechanical advantage ofusing simple machine systems. They will design a blueprint and construct a model of a combined load-bearingstructure / mechanical system of an amusement park ride. They will present their work to an audience madeup of city council members (their classmates).

In their presentation they will be required to demonstrate their knowledge in this unit by producing a blueprint,completing written plans, constructing an aesthetically appealing model, estimating and calculating a costanalysis, and predicting a possible environmental impact of a real product.

Catholic Graduate ExpectationsCGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.


CGE 4f - applies effective communication, decision-making, problem- solving, time and resource managementskills.



CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities in thework of others.


In this final task, students will apply their communication and group work skills, as well as their knowledge ofmechanical systems and simple machines learned in previous subtasks. Collaborative group work is essentialin completing a quality amusement park ride. Each member is accountable for the success of the design andgoal-setting to complete the project by the determined due date. Many of these skills applied to this task areimportant in future learning, such as having accountability for one's own actions, taking pride in a job welldone, showing respect to your co-workers, and setting priorities in school, work, and personal life so as tohave a good balance.

Links to Prior KnowledgeStudents will be familiar with:- the concept of stability and strength being needed in structures;- how different forces affect the operation of everyday devices (push/pull forces);- the characteristics and advantages of pulley and gear systems;- the design process and methods used in scientific inquiry.

Considerations


Notes to TeacherAdaptations and Accommodations

Not all students in a Grade 5 classroom will be able to complete all of the unit suggestions or assessments.The activities in this unit are designed to be as open-ended as possible to allow for many learning styles andabilities. Adaptations to teaching/learning strategies will need to be made to accommodate the needs ofexceptional students as outlined in their IEP. Some examples include:

1. Providing an encouraging and supportive classroom environment to ensure that each student feels that heor she is a valued member of the class.2. Teaming students with varying abilities or use a buddy system. The group work should meet the needs ofall members so that each member can contribute to the group.3. Repeating important information (concepts and ideas), or allowing students to repeat or rephrase whatwas taught.4. Using pictures and diagrams whenever possible.5. Clarifying expectations at the beginning of each lesson and perhaps providing sample responses for somestudents.6. Varying resources with regard to reading level and visual information for students at all reading levels.7. Modifying assignments in terms of time, quantity of work, or the nature of the assignment based on thestudent's IEP. This can be made through consultation with the school's special education and ESL teachers.8. Considering extension options (e.g., research on bridges) that allow students to reach beyond thecurriculum expectations.9. Developing and implementing consistent behavioural expectations and consequences with the studentsand involving the students in goal setting.10. Checking in with the modified/accommodated student regularly and recognizing and praising their effort,improvement, and task completion.11. Providing preferential seating as necessary to assist with focusing and maintaining attention. The front ofthe class may be preferable.12. Providing hands-on activities such as "Building a Bridge" will allow restless students opportunities tomove about. Other opportunities may need to be added for certain students, as outlined in their IEP.



Subtask List Page 1List of Subtasks

Turn, Push or PullFor the Review Game, divide the class into two teams. Ask the students to identify and matchprepared pictures of various gear and pulley systems to be placed on a prepared chart paper or on thechalkboard beside the written term. Ask them to write an example of a pushing or pulling force found indaily activities. The team must work quickly and cooperatively to place the pictures or give correctexamples of forces. Each player takes a turn to fill in the chart. If a team player has made a mistake,another student must use his/her turn to correct the error.

After a 10-minute time limit, the teacher will notify the teams of the number of correct answers on thechart. Then the students will be given an additional two-minute time limit to discuss any neededchanges to improve their score.

A short debriefing will follow the initial activity.

Catholic Graduate ExpectationsCGE 4c - takes initiative and demonstrates Christian leadership.

CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfareof others.


Students will need to co-operate with each other to collectively complete this task. By supporting eachother and helping to correct team errors in a reassuring manner, individuals will feel confident abouttheir contribution to the team's success.

1

All About ForcesBy squeezing a sponge marked with lines to act as beams, students will visually see howcompressive and tensive forces act on a structure. They will then combine bristol board struts/beamsinto various geometric shapes (e.g., squares, rectangles, and triangles) to test their strength andstability against compressive and tensive forces. They will be able to identify and apply the correctterminology when describing the forces that act upon various structures.

Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.


Students will listen critically to the demonstration on forces in order to apply what they have learned totheir peer experiment with the bristol board strips. Students may be paired according to variouslearning levels. This encourages the pairs to work collaboratively to complete the task.

2

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Build a BenchStudents will cooperatively plan and construct a load-bearing structure in the form of a small bench.The students will use their knowledge of triangulation and ties to build a structure out of newspapersand strong tape. The real test would be to have a student sit on the bench to test its strength andstability!

As an option, teachers can assign a mathematical cost analysis to this activity. A given monetary valuewill be issued to each sheet of newspaper and metre of tape. The students must estimate and recordthe actual cost amount for materials used in the activity.

Catholic Graduate ExpectationsCGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.

CGE 4f - applies effective communication, decision-making, problem- solving, time and resourcemanagement skills.




In groups students will work cooperatively to complete a load-bearing bench. They will have to sharetheir knowledge of benches. Some members may choose to share stories of how they have workedon other building projects and how they can offer their skills and advice in this area.

Some students will demonstrate effective leadership skills to positively unite the group to complete thetask. Other members will choose to follow the lead and work effectively as an interdependent teammember.

The group will have to communicate effectively and respectfully when problem-solving and makingdecisions about building the bench.

3

Different BridgesStudents will identify the characteristics of various kinds of bridges (e.g., Suspension Bridge).Technical terms for materials used in building various bridges will be introduced. They will compare thedifferences between types of bridges and the purpose for building a specific type of bridge, byconsidering its location and function (e.g., for trains carrying cargo). Related options include: havingstudents search the Internet for famous Canadian bridges, or reviewing the architecture of earlycivilizations and determining its impact on modern architecture and technology (e.g., Roman aquaduct).

Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.

CGE 5b - thinks critically about the meaning and purpose of work.

Students will read and complete written materials effectively. Some reflection may be made about thelocation and purpose of various bridges throughout history (e.g., Roman aquaducts were created totransport clean water to the citizens of Rome to maintain a healthy population).

4




Building BridgesStudents will construct a load-bearing bridge of their choice based on their learning from the previoussubtask. They will test the strength of their bridge by placing loads or various masses onto theroadway. Students will reflect on the performance of their model and suggest any possibleimprovements.

A curriculum connection can be made with a Visual Arts lesson on drawing perspective. Oncestudents have chosen a bridge, they can use line and one-point perspective to draw their bridge toshow depth in a real-life setting.

Catholic Graduate ExpectationsCGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

CGE 4b - demonstrates flexibility and adaptability.




Students will learn to share their ideas and creatively solve the given task. As frustrations arise,flexibility and adaptability will be needed to effectively modify their bridge design. All communicationamong group members should be respectful.

5

The Advantage of Pulleys Students will learn how to measure force in newtons using the newton spring scale. They will operatefixed pulleys, moveable pulleys, and combined pulleys, known as 'block and tackle.' These activitieswill help students to determine the mechanical advantage of using a simple machine or mechanicalsystem to move a load compared to moving one manually. The mechanical advantage of the pulleysystems can be measured with the newton spring scale.





Students will learn how to increase mechanical advantage by using various pulley systems. They willwork constructively to solve the different problems outlined in this task within a given time limit. Asfellow members make suggestions, each individual should listen and respect their ideas.

6




Gearing Up and Gearing DownStudents will manipulate various gears in order to determine the turning force (torque) of differentcombinations of gears, based on the size and number of teeth on the gears. They will recognize thatthe turning force of a smaller gear can increase the torque of a larger gear, and that the turning forceof a larger gear can decrease the torque, but increase the speed of a smaller gear.


CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.


As students work on various gear systems, they may reflect on their past knowledge of gears andgear systems (e.g., bicycles). This is an opportunity to share their experience with fellow groupmembers. As they reflect on the problems to be solved, and contribute ideas to the group, othermembers should listen to and respect their ideas.

7




Amusement Park RideStudents will demonstrate their knowledge of forces acting on structures and the mechanicaladvantage of using simple machine systems. They will design a blueprint and construct a model of acombined load-bearing structure / mechanical system of an amusement park ride. They will presenttheir work to an audience made up of city council members (their classmates).

In their presentation they will be required to demonstrate their knowledge in this unit by producing ablueprint, completing written plans, constructing an aesthetically appealing model, estimating andcalculating a cost analysis, and predicting a possible environmental impact of a real product.







CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.


In this final task, students will apply their communication and group work skills, as well as theirknowledge of mechanical systems and simple machines learned in previous subtasks. Collaborativegroup work is essential in completing a quality amusement park ride. Each member is accountable forthe success of the design and goal-setting to complete the project by the determined due date. Many ofthese skills applied to this task are important in future learning, such as having accountability for one's

8


Sturdy Structures Subtask 1Turn, Push or Pull

Structures and Mechanisms A Unit for Grade 5 mins40

Expectations5e49 A • contribute and work constructively in groups;5e50 A • demonstrate the ability to concentrate by

identifying main points and staying on topic;5e61 A – contribute ideas to help solve problems, and listen

and respond constructively to the ideas of otherswhen working in a group;

DescriptionFor the Review Game, divide the class into two teams. Ask the students to identify and match preparedpictures of various gear and pulley systems to be placed on a prepared chart paper or on the chalkboardbeside the written term. Ask them to write an example of a pushing or pulling force found in dailyactivities. The team must work quickly and cooperatively to place the pictures or give correct examples offorces. Each player takes a turn to fill in the chart. If a team player has made a mistake, another studentmust use his/her turn to correct the error.

After a 10-minute time limit, the teacher will notify the teams of the number of correct answers on thechart. Then the students will be given an additional two-minute time limit to discuss any needed changesto improve their score.

A short debriefing will follow the initial activity.

Catholic Graduate ExpectationsCGE 4c - takes initiative and demonstrates Christian leadership.

CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare ofothers.


Students will need to co-operate with each other to collectively complete this task. By supporting eachother and helping to correct team errors in a reassuring manner, individuals will feel confident about theircontribution to the team's success.

GroupingsStudents Working In Small GroupsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesBrainstormingDiscussionClassifying

AssessmentFormative assessment by teacher ofstudent's ability to recognize and recall anyknowledge on structures, mechanicalsystems, and forces. This can be applied toboth the game and the discussion thatfollows. (See checklist in this subtask'sresources.)

Assessment StrategiesQuestions And Answers (oral)Observation

Assessment Recording Devices

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 11:17:26 AM Page C-1



Checklist

Resources

Teaching / Learning1. Prior to the lesson, make two photocopies of the various examples of gears found in the blackline masters.Place one copy of each set into a large envelope to be used by each team. Prepare two large charts, (or theblackboard) with three columns. The first column should have a list of the specific pulleys and gears to bematched by the students' photocopies during the game. The second column has five spaces under theheading "A Pushing Force." The final column has five spaces under the heading "A Pulling Force." (Seeresources for an example.)

2. Tell students that they will be playing a game called "Turn, Push or Pull." The object of the game is todetermine who knows the most facts about pulleys, gears, and forces. The students are to take turns to tryand match the different pulley and gear pictures to the headings outlined on the chart/blackboard. If studentsare not confident in this area, they can also work for their team by filling in an example of a pushing force or apulling force. (An example of a pushing force would be pushing a lawnmower.) A bonus question onstructures will also be part of this section.

3. To start the game, students can be given two minutes to look at the photocopied pictures and discusspossible matches. On your signal, the teams must line up at a determined distance from the board/chartpaper. Each team is allowed to have one player at a time approach the chart and place his/her answer. Thatplayer must then tag the next player to signal their turn. NOTE: Instead of making a new choice, a student mayuse their turn to correct another team member's mistake.

4. The students will be given a time limit of 10 minutes, to take turns placing the pictures or filling in the chart.

5. At the end of 10 minutes, count the correct responses for each team, and notify them of the number oferrors that they need to correct in the next two minutes. The students will then make any needed changes.

6. The team with the most correct answers wins the game.

7. A follow-up would be a discussion session about why certain answers were placed or written on thechart. Students will share their reasoning for their choices. This review helps students to recall the differentpulleys and gears taught previously in Grade 4. It also looks at forces and structures taught in Grade 3.

8. A checklist can be used to record your observations of the students' behaviours during the game. SeeBLM "Checklist For Turn, Push, or Pull."

AdaptationsIf a student has identified needs, he or she can be placed with a buddy and be given assistance with spelling orplacing a photocopied picture on the chart.

The classroom may be arranged in order to provide enough space for the two teams to be able to move freely tothe board or chart paper.

Turn, Push, or Pull Game Chart ST1agamechart2.cwk




Student Checklist for Turn, Push, or Pull ST1bgamechecklist.cwk

Pulleys (Fixed and Moveable) 1_pulleys.cwk

Pulley (Combined) 1_cpulley.cwk

Worm and Spur Gears 1_wormandspur.cwk

Bevel Gears and Rack and Pinion 1_bevelgear.cwk

chart paper / blackboard 2

masking tape 1 roll

Notes to TeacherHave a chart ready ahead of time.Use masking tape for a starting line for the game and to hold the pictures on the chart or blackboard.Align desks for enough space for the students to line up for the game.

Teacher Reflections


Sturdy Structures Subtask 2All About Forces


Expectations5s81 A – identify the parts of a structure that are under

tension and those that are under compression whensubjected to a load (e.g., the wires in a suspensionbridge are under tension; a ladder bearing a mass isunder compression);

5s80 A – identify and measure forces acting on a structure(e.g., mass, air pressure), and describe the effectsof their application;

DescriptionBy squeezing a sponge marked with lines to act as beams, students will visually see how compressiveand tensive forces act on a structure. They will then combine bristol board struts/beams into variousgeometric shapes (e.g., squares, rectangles, and triangles) to test their strength and stability againstcompressive and tensive forces. They will be able to identify and apply the correct terminology whendescribing the forces that act upon various structures.

Catholic Graduate ExpectationsCGE 2a - listens actively and critically to understand and learn in light of gospel values.


Students will listen critically to the demonstration on forces in order to apply what they have learned totheir peer experiment with the bristol board strips. Students may be paired according to various learninglevels. This encourages the pairs to work collaboratively to complete the task.

GroupingsStudents Working In PairsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesDirect TeachingDiscussionLearning Log/ JournalNote-makingSketching To LearnWorking With Manipulatives

AssessmentSome expectations are going to beassessed using formative assessmentthrough worksheets and entries into thestudent's logbook. The student'sperformance on the worksheets will beassessed by the teacher in anecdotal recordformat.

Assessment StrategiesLearning LogQuestions And Answers (oral)

Assessment Recording DevicesAnecdotal Record

Teaching / LearningThis subtask can be taught in two or three separate lessons.




1. Introduce the concepts of compression and tension by having students participate in a quick hands-onactivity. Have students work in pairs and face each other. To feel compression, have them hold hands,(palms touching) and lean into each other. To feel tension, have them hold their partners' wrists and leanbackwards. This is a quick but effective way to have students feel the forces that act on structures.

2. Hand out student worksheets from this subtask's blackline masters. They will need these to record theirobservations from the demonstration. Using a large sponge, (with visible lines running horizontally along thesponge), show how the two forces work. Squeeze the sponge in the centre and walk around the studentsso that they can see how compression affects the sponge. Have them record their observations at thistime.

3. Then proceed to walk around again and ask them to record how tension affects the sponge. This mayneed some prompting from the teacher to help students understand the concept of tension, e.g., "What doyou see happening to the bottom lines on the sponge?". Have them record their observations.

4. To demonstrate bending, a combination of compression and tension, a piece of construction paper can berolled up and held in place with a piece of tape. Stand the cylinder upright on a desk and begin to applypressure at the top by pressing lightly with your hands. (Be sure to secure the base so that it doesn't slide).The paper should begin to bend in one or more places. Another way to show bending, is to have a studentstand in front of the class and tell them that you are going to apply pressure to their shoulders. The studentwill either bend at the waist or at the knees. (Ask them where they feel the compression and tension).

5. Have students write their own definition of compression, tension, and bending based on their learning inthe previous demonstrations.

6. To expand on the concept of bending, ask students to list some examples of structures that do bend easily(flexible) and to list structures that do not bend easily (rigid). Record their suggestions onto the board in achart format with two categories: STRUCTURES THAT ARE FLEXIBLE/STRUCTURES THAT ARE RIGID

Examples of structures that are flexible include: diving boards, bridges, elastic bands, spider webs, and bodyjoints.Examples of structures that are rigid include: buildings, hockey sticks, chairs, and hydro poles.

On student worksheets, have students record three examples of each category. Assign them to fill in threemore examples of each for homework.

7. To build on the concepts of bending and rigidity, have students brainstorm various materials that theybelieve are flexible and rigid. Two examples of flexible materials include rubber and paper. Two examples ofrigid material include steel and wood. Ask students, "Why are bridges and benches made up of suchmaterials as wood and steel? Why not paper?" Have students record the materials discussed onto theirworksheets.

8. As an ending to the discussion, (or as a separate lesson), introduce 'The Different Types of Forces' chart(found on worksheets). Recall the "Turn, Push or Pull" game and the list of pushing and pulling forces.Review with students that the concept of a force being either a push or a pull. Direct attention to the namesof forces listed in the chart. Discuss each type of force. Through brainstorming, define each term, list anexample, and determine its effect on objects. (See this subtask's blackline masters.)___________________________________________ A different lesson will follow about how to make a structure sturdier to withstand the forces that act uponit.




Resources

1. Distribute student worksheets (see BLM) and manipulatives (a small bag or envelope containing the Bristolboard strips and ties). Note: Time is saved if the strips and ties are pre-cut and organized for the students.

2. Have students work in pairs and use the manipulatives to determine which shape will withstand the forcesof compression and tension best. The answer will be triangles. By using the manipulatives and appropriateworksheets, the students should reach a conclusion that triangulation is the most sturdy solution whenbuilding the frame of a structure.

3. You can direct this lesson from the front of the classroom if you choose, or let the students lead the lessonand later share their findings before finishing the last application question on the worksheet. Reflections canalways be added to their Science logbooks about what they've learned or reviewed in the lesson. Any newvocabulary words or scientific terms can be recorded on a separate sheet of paper titled "Glossary." Thissheet can be kept in the back of the student's logbook. This glossary will be added to by the students infuture lessons.

AdaptationsThe classroom teacher may use flash cards to help ESL students to identify key terms that are being used duringthe demonstration. This is also helpful for students who are visual learners.

A student with physical needs may be paired with a buddy to help work with the manipulatives.

All About Forces (compression/tension) ST2forces1.cwk

All About Forces (triangulation) ST2forces2.cwk

Outline of Strips for "All About Forces" ST2bristolstrips2.pdf

Different Types of Forces (Blank) ST2forceschartq.cwk

Different Types of Forces (Answers) ST2forcescharta.cwk

Forces and Motion Simon de Pinna

Building Big Bridges

Nova Super Bridge

fasteners 15

Bristol board strips

sponge 1

black marker or masking tape 1

Student Science Logbook 1




Notes to TeacherThis subtask can be taught in two or three lessons. The first activity looks at compression and tension in thesponge. The second activity focuses on bending, flexibility, and rigidity. This can also focus on the types offorces. The final activity looks at how to improve the strength of a structure by using triangulation.

To shorten the time limit of the lesson, teachers can pre-cut the Bristol board strips and punch holes for the ties.The required number of Bristol board strips and ties can be organized into a small bag/envelope for each pair ofstudents. (To help students understand the differences in the function of these strips, different coloured papercan be used.)

Prepare sponge for the demonstration by drawing black horizontal lines. Materials other than the sponge can beused to demonstrate the forces of compression and tension. These include an eraser cut with slits, a extrudedpolystyrene foam block cut in slits, or a marshmallow.

Teacher Reflections


Sturdy Structures Subtask 3Build a Bench


Expectations5s80 A – identify and measure forces acting on a structure

(e.g., mass, air pressure), and describe the effectsof their application;

5s81 A – identify the parts of a structure that are undertension and those that are under compression whensubjected to a load (e.g., the wires in a suspensionbridge are under tension; a ladder bearing a mass isunder compression);

5s87 – plan investigations for some of these answers andsolutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions;

5s91 A – design and make a frame structure that cansupport a load (e.g., a bridge);

5s94 A – describe safety measures to be taken to ensuretheir own safety and that of others (e.g., they needto check that fixed pulleys in pulley systems aresecure before testing them).

DescriptionStudents will cooperatively plan and construct a load-bearing structure in the form of a small bench. Thestudents will use their knowledge of triangulation and ties to build a structure out of newspapers andstrong tape. The real test would be to have a student sit on the bench to test its strength and stability!

As an option, teachers can assign a mathematical cost analysis to this activity. A given monetary valuewill be issued to each sheet of newspaper and metre of tape. The students must estimate and record theactual cost amount for materials used in the activity.

Catholic Graduate ExpectationsCGE 3e - adopts a holistic approach to life by integrating learning from various subject areas andexperience.





In groups students will work cooperatively to complete a load-bearing bench. They will have to sharetheir knowledge of benches. Some members may choose to share stories of how they have worked onother building projects and how they can offer their skills and advice in this area.

Some students will demonstrate effective leadership skills to positively unite the group to complete thetask. Other members will choose to follow the lead and work effectively as an interdependent teammember.

The group will have to communicate effectively and respectfully when problem-solving and makingdecisions about building the bench.

GroupingsStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesCollaborative/cooperative LearningBrainstormingExperimentingLearning Log/ Journal

AssessmentExpectations are to be assessed usingformative assessment of the student'sentries in his/her learning log andworksheets. The students will complete aself-assessment on their participation ingroup work using a simple rating scale (see




5s95 A – identify specific considerations in the actualmanufacture of a product that they have designedand made (e.g., production time; cost andavailability of materials);

5s96 A – identify problems that arose in the designing andmaking of a product, and indicate how these couldhave been avoided or how they were solved;

5m28 A – multiply and divide numbers using concretematerials, drawings, and symbols

5m33 A – select operations and solve two-step problemsinvolving whole numbers and decimals with andwithout a calculator (e.g., 300 students wish to seea show. If there are 25 rows of seats and 9 seatsper row at the show, how many students will not beable purchase a ticket?);

5s77 A • demonstrate an understanding of the effect offorces acting on different structures andmechanisms;

5s78 A • design and make load-bearing structures anddifferent mechanisms, and investigate the forcesacting on them;

5s79 A • evaluate the design of systems that includestructures and mechanisms, and identifymodifications to improve their effectiveness.

5s97 A – describe the consequences of having limited timeand materials when making a product;

5m18 A – explain processes and solutions with wholenumbers and decimals using mathematicallanguage;

this task's resources). The performance taskby the group, and each individual will beassessed by the rubric. (See this task'sresources.)

A summative quiz on forces acting onstructures can be given at this time.

Assessment StrategiesPerformance TaskQuizzes, Tests, ExaminationsLearning LogSelf Assessment

Assessment Recording DevicesRubricRating Scale

Teaching / Learning1. Inform students that they are going to apply the knowledge gained from "All About Forces" and from theirown experiences to build a sturdy structure in the form of a bench. Read the following scenario to thestudents:

"You have been asked by the city council to help provide benches for the new amusement parkbeing built in your city. The benches must be able to support the weight of two people. Theymust appear sturdy and inviting to sit on. These benches will be placed in all areas of the park."

2. Explain to the students that they will be working in small groups. The groups must work cooperatively andefficiently in order to complete the task in a given time limit, (30 minutes). The length of the bench must be atleast 80 cm, and the only materials to be used are the newspapers and masking tape. (A cost analysis canbe assigned at this time, if you choose to include this in your activity. See Subtask notes).

3. Have students discuss their ideas and fill in the first three questions on "My Written Plans" worksheet.

4. Let students build their benches as you walk around the classroom and observe their interactions.

5. As a fun ending to the activity, have the groups present their benches to the class. They must explain whythey chose their design and make a prediction about its sturdiness to hold up first one student, then twostudents. Then test it out! (Remember to be sensitive to students' physical attributes and to take safetyprecautions with this experiment!)

6. Following the activity, students must complete the remaining questions on "My Written Plans" worksheet.




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7. Students will be assessed based on their worksheets and group work, (performance task). See the rubric"Building a Bench."

AdaptationsAllow exceptional students to contribute in the planning stages of the bench (e.g., drawing a diagram or orallydiscussing ideas).

Building a Bench

Bench Written Plans ST3bench.cwk

newspapers large quantity

masking tape 1 roll


Notes to TeacherHave students collect newspapers for a few weeks prior to this lesson. Students will need to be placed intogroups of three or four. They should be made aware of the safety practices required when making anddemonstrating their benches. Be aware of student sensitivity to physical attributes (e.g., weight) to avoid anembarrassing situation when testing out the sturdiness of their bench. Some alternatives to a student testing thebench could be to use a defined number of heavy books or other large objects.

Students will need to apply what they have learned about triangulation in order to build a sturdy bench. To makestrong struts or legs, give students a hint about rolling up sheets of newspapers together to make thick columns,and secure the paper rolls with masking tape.

As an extension to the lesson, the teacher can assign a monetary value to the materials being used in theactivity. For example, each sheet of newspaper can cost $0.05, and the masking tape can be valued at $0.50per metre. The groups can be asked to estimate the amount of materials that they are going to need for theactivity. As they build, they can record the costs of the materials consumed (making adjustments), and determinethe amount of materials wasted. As a final reflection, the group can compare their original estimates to theiractual spending.

Teacher Reflections


Sturdy Structures Subtask 4Different Bridges


Expectations5s81 – identify the parts of a structure that are under

tension and those that are under compression whensubjected to a load (e.g., the wires in a suspensionbridge are under tension; a ladder bearing a mass isunder compression);

5s86 A – formulate questions about and identify needs andproblems related to structures and mechanisms inthe outdoor environment, and explore possibleanswers and solutions (e.g., construct a bridge thatmust support a given load across a given distance;determine which surface of a cantilever bridge orbeam is under tension and which is undercompression);

5z19 A – examine how environment, society, andtechnology were related in early civilizations;

5z20 – examine the impact of early civilizations onmodern civilizations (e.g., Olympics, architecture,geometry, the idea of democracy, medicine, thecalendar, number systems);

5s79 • evaluate the design of systems that includestructures and mechanisms, and identifymodifications to improve their effectiveness.

5e44 A – locate and interpret information, using variousconventions of formal texts (e.g., index, maps,charts, lists, pictures, illustrative figures).

5e22 A • read a variety of fiction and non-fiction materials(e.g., novels, short stories, biographies, editorials)for different purposes;

5m89 A – construct two-dimensional shapes with one line ofsymmetry;

DescriptionStudents will identify the characteristics of various kinds of bridges (e.g., Suspension Bridge). Technicalterms for materials used in building various bridges will be introduced. They will compare the differencesbetween types of bridges and the purpose for building a specific type of bridge, by considering itslocation and function (e.g., for trains carrying cargo). Related options include: having students search theInternet for famous Canadian bridges, or reviewing the architecture of early civilizations and determiningits impact on modern architecture and technology (e.g., Roman aquaduct).

Catholic Graduate ExpectationsCGE 2b - reads, understands and uses written materials effectively.


Students will read and complete written materials effectively. Some reflection may be made about thelocation and purpose of various bridges throughout history (e.g., Roman aquaducts were created totransport clean water to the citizens of Rome to maintain a healthy population).

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesTechnologyClassifyingBrainstormingDirect TeachingNote-making

AssessmentExpectations are to be assessed usingformative assessment of the student'sentries in his/her learning log andworksheets.

A checklist can assess the accuracy of thestudent's individual reading and note-takingskills. An additional column allowsobservation and anecdotal records to bewritten about each student.

Assessment StrategiesLearning LogQuestions And Answers (oral)

Assessment Recording DevicesChecklist




Resources

Teaching / Learning1. Introduce the topic of bridges by brainstorming with the class names of famous bridges, types of bridges,materials used in bridge building, the function and location of certain types of bridges. Using a web, recordthe students' ideas on the board or chart paper for future reference. See the BLM "Brainstorming Bridges" tosee a sample web.

2. Distribute copies of BLM "Different Bridges" to read orally with the class. As you read the worksheets,clarify and expand on the bridge types by stating specific examples. Students should highlight importantinformation from the reading selection. Any new terms should be added to their glossary in their logbooks.

3. Distribute copies of BLM " Types of Bridges Chart" and have them refer to the reading selection "DifferentBridges" to classify the bridge types by filling in the chart.

4. Completed charts will be added to the student logbooks.

5. As an added activity, have students look up websites on bridges and try some of the challenges that thesewebsites have to offer. (See this subtask's resources to locate the websites.)

6. Answers on the chart can be assessed with the checklist provided in this task's resources. See BLM"Checklist for Different Bridges."As an extension to this activity, students may be given a research assignment about a specific bridge (e.g.,Confederation Bridge).

As a cross-curricular link to Mathematics, have students complete BLM "Symmetrical Bridges" to explorethe concept of symmetry.

AdaptationsTeachers may have to adapt their teaching/learning strategies to accommodate the needs of exceptional studentsor ESL students consistent with the strategies outlined in their IEP.

Some strategies may include: scribing, pairing students and clarifying definitions, terms, and vocabulary for thestudents. Some students may even need to be provided with notes highlighting relevant information.

Students may need a lesson about notetaking or organizational skills when completing research from the Internet.

Brainstorming About Bridges ST4brainstormbridges.cwk

Different Bridges st4bridges2.cwk

Classifying Bridges (answers) st4classifybridgeans.cwk

Classifying Bridges st4classifybridge2.cwk

Types of Bridges Checklist st4bridges checklist.cwk

Types of Bridges (Reference Sheet) 4_typesofbridges.cwk

Bridges (Symmetry Sheet) 4_symmetry.cwk




Bridges Trudee Romanck

Beam Bridges, Nelson SupplementalReadings

Etta Kaner

Bridging the Gap Omega Films Limited


Nova Super Bridges

Bridge Types

Confederation Bridge

Bridge of the Month Quiz

BridgeSite

The Basic Bridge Types


Notes to TeacherA reading selection has been provided to complement the student worksheets. If students are able to accessthe Internet on computers, then the reading selection may not have to be used. This is left to your discretion asto whether or not you want to incorporate computer technology and research into your unit. The specificwebsites should be previewed before the lesson is taught. These are listed under Resources.

As an extension, students may be assigned research on the types of bridges that they have just learned. Ideasinclude: finding various examples of certain types of bridges, locating famous bridges from the past and present,or determining how various bridges have been constructed.

A combined research assignment can include a certain type of bridge, with a few existing examples, and anexplanation as to how it was constructed and is presently being maintained. A current example is theConfederation Bridge.

A historical society may have documents or a guest speaker who can explain the construction and history of alocal bridge.

A cross-curricular link for Math would be to use the provided BLM to complete drawings of bridges using theconcept of symmetry.

Teacher Reflections


Sturdy Structures Subtask 5Building Bridges


Expectations5s80 A – identify and measure forces acting on a structure

(e.g., mass, air pressure), and describe the effectsof their application;

5s81 – identify the parts of a structure that are undertension and those that are under compression whensubjected to a load (e.g., the wires in a suspensionbridge are under tension; a ladder bearing a mass isunder compression);


5s87 – plan investigations for some of these answers andsolutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions;

5s88 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as component, subsystem, and devicewhen describing systems);


DescriptionStudents will construct a load-bearing bridge of their choice based on their learning from the previoussubtask. They will test the strength of their bridge by placing loads or various masses onto the roadway.Students will reflect on the performance of their model and suggest any possible improvements.

A curriculum connection can be made with a Visual Arts lesson on drawing perspective. Once studentshave chosen a bridge, they can use line and one-point perspective to draw their bridge to show depth ina real-life setting.


CGE 4b - demonstrates flexibility and adaptability.




Students will learn to share their ideas and creatively solve the given task. As frustrations arise, flexibilityand adaptability will be needed to effectively modify their bridge design. All communication among groupmembers should be respectful.


Teaching / Learning StrategiesBrainstormingCollaborative/cooperative LearningExperimentingLearning Log/ JournalOral Explanation

AssessmentPeer-assessment of group participation canbe made using a rating scale. (See thistask's resources.)Self-assessment of group participation canbe made using a rating scale. (See thistask's resources.)Expectations are to be assessed usingformative assessment of the student'sentries in his/her learning log.The performance task of the group will beassessed using a rubric. (See this task'sresources.)Formative assessment can be used basedon the teacher's observations of students




5s94 – describe safety measures to be taken to ensuretheir own safety and that of others (e.g., they needto check that fixed pulleys in pulley systems aresecure before testing them).


5e1 A • communicate ideas and information for a variety ofpurposes (e.g., to present and support a viewpoint)and to specific audiences (e.g., write a letter to anewspaper stating and justifying their position on anissue in the news);

5e42 – use specialized terms in different subject areas, asappropriate;

5e45 A • communicate information, explain a variety ofideas and procedures, and follow the teacher’sinstructions;

5e49 • contribute and work constructively in groups;5e56 A – use appropriate words and structures in

discussions or classroom presentations;5e61 A – contribute ideas to help solve problems, and listen


5s77 • demonstrate an understanding of the effect offorces acting on different structures andmechanisms;

5s78 A • design and make load-bearing structures anddifferent mechanisms, and investigate the forcesacting on them;

5s79 A • evaluate the design of systems that includestructures and mechanisms, and identifymodifications to improve their effectiveness.

5s97 A – describe the consequences of having limited timeand materials when making a product;

5a31 – describe how line may be used to define shapesand forms and to create movement and depth;

5a32 – identify how the shading of shapes can be usedto create the illusion of depth (e.g., create aspherical form by shading one side of a circle);

5a41 A – identify strengths and areas for improvement intheir own work and that of others.

during group work, and on their writtenassignments (anecdotal records).A summative quiz on bridges can be givenat this time.

Assessment StrategiesPerformance TaskObservationLearning LogSelf AssessmentQuizzes, Tests, Examinations

Assessment Recording DevicesRubricRating ScaleAnecdotal Record

Teaching / Learning1. Read the following scenario to your students:

You have been asked by the city council to build bridges joining different theme areas in the amusement park.You will be asked to select a type of bridge from a hat. Then you will discuss with your group a plan of howyou will design your specific bridge keeping in mind that it must support the weight of several people crossingover it at any given time. Your group will come up with a written plan, design notes, and a model made ofstraws, modelling clay, and string. Your model bridge must span a minimum of 50 cm, and be a minimum of 6cm wide. Don't forget to give your bridge a memorable name.

You may do extra research on the type of bridge that you have chosen to help you with your design. Yourbridge will be judged by the mayor of your city (your teacher) by placing a load on the roadway (20 gmasses). Additional masses of 20 g will be added until your bridge can no longer support the weight. If your




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bridge withstands a minimum load of 80 g, it will be included in the amusement park.

2. Divide students evenly into small groups. Have one representative from each group choose one of the fivetypes of bridges from a hat. Some bridge types may be repeated.

3. Students discuss their bridge type with their group and begin making design plans for their bridge. See BLM" Written Plans for Bridges."

4. Once a plan has been agreed upon by the group, the members must have a conference with the teacher.Conference with the students to approve the design plan or help make revisions.

5. After a successful conference, students will be given materials to start construction. (Not all groupsrequire string; only suspension and cable-stayed bridges.)

6. Give students enough class time to complete their model. When all groups have finished, have each grouppresent their bridge before the mayor and city council to test the ability of the bridge to withstand the load. Totest the amount of weight the bridge can hold, 20 g weights will be placed on the centre of the bridge. Youwill continue to place more weights in the centre until the bridge can no longer support the load (i.e., it bendsor breaks). Have students take note of where their structure's weaknesses were located. This will help themin their reflections about any needed improvements.

7. In their logbook, students should illustrate their final bridge design and label the areas where their bridgewas under tension and compression during their experiment. Afterwards students should reflect on theresults of their bridge design and suggest any modifications which could be made to their bridge. They shouldalso state the reason why they think these modifications would improve their bridge.

8. Students will then complete a self-evaluation focusing on their contribution to the group project. See BLM"Self-evaluation." You may also wish to have students complete a peer-evaluation. See BLM"Peer-evaluation."

9. The performance task of the group can be assessed with the provided rubric "Building Bridges." See thissubtask's resources.

AdaptationsThe teacher should ensure that there is enough space for the students to work in groups.

Teachers may need to modify the assignment in terms of: time, group size, and quantity of work assigned.

Building Bridges

Written Plans for Bridges st5bridgeplan.cwk

20 g weights 5

straws 100

a roll of string 1




a package of plasticine 2


Notes to TeacherStudents should be placed into groups of three or four. They should be made aware of the safety practicesrequired when making and demonstrating their bridges.

A cost analysis can be used for this activity. (See Subtask 3 for an example.)

You may want to provide a written criteria of the bridge for the students to refer to while building their bridge.

Teacher Reflections


Sturdy Structures Subtask 6The Advantage of Pulleys


Expectations5s82 A – compare the force needed to lift a load manually

with the force required to lift the load with a simplemachine (e.g., lever, pulley system, gear system);

5s83 A – describe, using their observations, theadvantages and disadvantages of using differenttypes of mechanical systems (e.g., a single-pulleysystem has no mechanical advantage; a pulleysystem with two or more pulleys has a mechanicaladvantage);

5s85 A – identify the force required by different pulleysystems (systems with one or more pulleys) to movea load, and compare the systems in qualitativeterms.

5s89 A – compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., make a chart torecord data on the raising of a load with differentpulley systems);

5s103 A – recognize the advantages and disadvantages ofusing various mechanisms (e.g., levers, wheels andaxles, pulleys, gears) with respect to the amount ofenergy they require to move or lift a given load;

5e49 A • contribute and work constructively in groups;5e45 A • communicate information, explain a variety of

ideas and procedures, and follow the teacher’sinstructions;

DescriptionStudents will learn how to measure force in newtons using the newton spring scale. They will operatefixed pulleys, moveable pulleys, and combined pulleys, known as 'block and tackle.' These activities willhelp students to determine the mechanical advantage of using a simple machine or mechanical system tomove a load compared to moving one manually. The mechanical advantage of the pulley systems can bemeasured with the newton spring scale.





Students will learn how to increase mechanical advantage by using various pulley systems. They willwork constructively to solve the different problems outlined in this task within a given time limit. As fellowmembers make suggestions, each individual should listen and respect their ideas.

GroupingsStudents Working In Small GroupsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesProblem-solving StrategiesSketching To LearnDirect TeachingExperimentingOral ExplanationLearning Log/ JournalCollaborative/cooperative LearningHomework

AssessmentExpectations are to be assessed usingformative assessment of the student'sentries in his/her learning log andworksheets.

Formative assessment can be used basedon the teacher's observations of studentsduring group work, and on their writtenassignments (anecdotal records).

Assessment StrategiesLearning Log




Performance Task


Teaching / Learning1. Introduce the topic of simple machines and their function. (To change the direction or amount of forcerequired to move a load.) List the six simple machines on the board. Next, explain what a mechanical systemis and write its description on the board. ( A system using one or more simple machines with certainfeatures that allow it to complete a specific task.) You may want the students to write these notes into theirScience logbooks in their "glossary" section for future quizzes and tests. Discuss how each simple machineserves a purpose and can be useful when working with structures. For example a crane uses a pulleysystem to lift heavy objects to great heights. A ramp helps to move an object a short distance with less effort.

2. Tell students that today they are going to work with pulley systems and learn about their advantages anddisadvantages. (They allow us to exert a greater force, but usually at the cost of distance.) In order tomeasure the amount of force needed to lift a load a certain distance, a special tool called a 'newton springscale' will be used. The amount of force required to lift a certain amount of weight (mass) is measured innewtons.

3. Assign students into groups of three or four. Have them lift a mass of 200 g or 500 g directly up from thefloor with the newton spring scale. A string may be needed to attach the spring scale to the weight. Have thestudents record the amount of force exerted to lift the load manually in the chart provided on the BLM "PulleySystems." See this subtask's resources.

4. Next have students lift the weight (attached to the newton spring scale), using an inclined plane. Theinclined plane (ramp) can be made with a ruler or large rectangular block angled against a chair or desk.Using the chart, have students record the amount of force (effort) needed to lift the load to the same distanceas step 3. (This is a fair test, with only a change in one variable. This is a concept that you may want toreview with your class.)

5. Now have the students set up a fixed pulley by attaching a pulley to a metre stick (or ruler) placed acrosstwo chairs. The pulley may have to be tied to the metre stick with some string. Have them tie the weight (load)to one end of a string, place the string over the grooved wheel of the pulley, and tie the other end of thestring to the newton spring scale. They can then lift the weight (load) by pulling down on the end of the stringwith the newton spring scale. Have the students predict the amount of force needed to lift the load. Oncefinished, they can record in the chart the direction of their pull, the amount of force needed to lift the load agiven distance, and the distance they moved when lifting the load. In order to measure the distance theypulled, a partner can use a large piece of string and place the string along a metre stick to measure its length.(The same amount of force will be required, but the direction of the pull is opposite of the moving weight.The distance will be the same.)

6. Students will now test a moveable pulley. Have them attach one end of the string to the metre stick and theother end of the string to the newton spring scale. Place the pulley on the string with the weight (load) tied tothe bottom of it. (The pulley may be loosely tied to the metre stick in order to help the students control thebalance of the pulley.) Students will lift the load by pulling upwards. Have the students predict the amount offorce that they will have to exert before trying the experiment. After completing the activity, they can recordin the chart the amount of force needed to lift the load, the direction that they pulled, and the distance requiredto lift the load a given distance. (Half of the force will be required, and the direction of movement will be thesame as the load. The distance will be twice as far. This is because one end of the string is attached to anobject so only half of the force is needed to lift the object.)




7. The final pulley system is a combination pulley called a 'block and tackle' system. It has a great mechanicaladvantage and is therefore used to move very heavy loads. Have students set up a fixed pulley. Next attachthe weight (load) to the moveable pulley. Then tie the string to the top of the moveable pulley, up through thegrooved wheel of the fixed pulley, down under the grooved wheel of the moveable pulley and out andupwards. Attach the end of the string to the newton spring scale to measure the amount of force exertedwhen lifting the load. Students may predict the results before testing them out. After completing theexperiment, have students record in the chart the direction of the pulling, the amount of force exerted to lift,and the distance required to lift the load a set distance. (The amount of force will be half, the direction willbe the same as the weight being lifted, and the distance will be twice as far.)

NOTE: In order to determine the mechanical advantage, count how many ropes (strings) are around themoveable pulley. If there is only one moveable pulley and two ropes, the advantage is 2. If there are twomoveable pulleys in the block and tackle, then the mechanical advantage will be 4, since four ropes willbe touching the moveable pulleys. However, the distance to lift the load will also have to be four times aslong.

8. Have students continue to build 'block and tackle' pulley systems and predict and record the mechanicaladvantages and disadvantages (distance) of these systems.

9. A follow-up discussion can be completed as a whole class to share their findings. Look for patterns in thechart and discuss which mechanical system that they found to work best. Why?

Be sure to include the idea of a counterweight when discussing a fixed pulley. Lifting an object uses all ofyour muscles, but pulling downwards with a pulley allows you to use your body mass as a counterweight tothe load being lifted. The force of gravity helps in pulling the rope downwards. Counterweights are used inmany pulley systems, especially the elevator. It is used to help counter the weight of the elevator car and thepeople on the elevator.

10. A formative assessment of student understanding can be made with anecdotal records of the entriesmade by the student into the logbook and worksheets. As an additional activity, students can place theirfindings into a graph. An example would be to demonstrate the mechanical advantage of different types ofpulley systems. The x axis are the different types of pulleys, and the y axis is the amount of force needed tolift the load (measured in newtons).___________________________________ A Separate Lesson

Students will learn how to change the speed of a mechanism by attaching a small pulley to a larger pulleywith a belt. By turning the large pulley (making it the driver), the smaller pulley will increase in speed but exertless force (power). By making the smaller pulley the driver, the larger pulley will rotate with less speed, butwill exert more force (power).

1. Have students work in pairs or small groups. Give each pair:- a large block of extruded polystyrene to use as a base;- two dowels to support the wheels of the pulleys;- two wheels of different sizes, with a grooved track for the rubber band to run through (plastic/cardboard) (The wheels need a hole punctured in the middle to be held in place on the extruded polystyrene with thedowel.);- one large elastic rubber band.

Students are to lay the wheels flat on the surface of the extruded polystyrene, close to each other, but nottouching. Hold the wheels in place with a dowel in a hole in the middle of each wheel. This will secure them tothe extruded polystyrene. Place the large rubber band around the two wheels to make a belt. A crank may be




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added to each wheel with a small dowel and tape.

Once the belt is made, students are to follow the questions outlined on their worksheets. (See this task'sresources.)

2. The worksheets will guide the students through activities to discover the directions belts turn using a pulleysystem, and how to change the speed of these belts. During the follow up discussion, students may needclarification as to how the decrease in speed of a rotating wheel increases its force (torque). The twoterms 'rotate' and 'torque' can be added to the student glossary. Some background information can befound in the subtask notes.

3. A formative assessment can be made using their oral and written responses to these activities.

AdaptationsIf it is difficult to obtain the materials needed to complete the activities in groups, a demonstration can always beused in front of the class using an overhead projector. This would only require one set of materials.

Working in pairs and groups can be beneficial to ESL students who have difficulty reading the worksheets. Apartner can paraphrase what they are being asked to do for each task. If written answers are difficult for a student,the questions can be read to them by another student and the ESL student can answer the questions on a taperecorder. The teacher can then listen to their oral answers at a later date.

Changing the Speed of a Pulley st6pulley belts.cwk

Pulley Systems (Chart) st6pulley charts.cwk

Simple Machines, Pulleys and Gears David Glover

Pulleys and Gears Addison and Wesley

Pulleys Michael Dahl

Push, Pull and Lift Herman and Nina Schneider

Simple Machines Deborah Hodge

Lever, Wheel and Axle, Pulley Kinetic Inc.

Think Quest

Pulleys

simple pulleys 4

string 2 m

a given weight (e.g. 50g) 1 or 2




a newton spring scale 1

wheels of different sizes 2

a large rubber band 1

small dowel 4

a large extruded polysterene block (thin) 1


Notes to TeacherSome classroom adjustments may be needed to accommodate the students when working on theiractivities.

Background information

fixed pulley - stays in pace and is usually attached to the boom (as in a crane). It changes the direction ofthe force (effort) used to lift a load. It does not affect the amount of force exerted to lift the load.

moveable pulley - is not fixed in place. It reduces the amount of force (effort) needed to lift the load. It ispulled in the same direction as the load.

combined pulley (block and tackle) - has a combination if a fixed and moveable pulley, and is usuallyused to lift very heavy loads. It changes the direction of the force (effort) used to lift the load and reducesthe amount of force (effort) needed to lift the load.

Changing speed of a mechanism (a belt using a pulley system). When two wheels are of the same size,they rotate at the same speed. When they vary in size, either the speed will increase or decreasedepending on which wheel you begin turning.

If the smaller pulley is the driving pulley (the pulley being turned), then the larger pulley will rotate at aslower speed, but will be able to turn with a greater force. This is an increase in torque. If the larger pulleyis the driving pulley, then the smaller pulley will rotate at an even faster speed, but it will not have as muchpower or torque.

torque - a force that rotates (turns) or causes other parts of a system to rotate.

Teacher Reflections


Sturdy Structures Subtask 7Gearing Up and Gearing Down


Expectations5e1 • communicate ideas and information for a variety of

purposes (e.g., to present and support a viewpoint)and to specific audiences (e.g., write a letter to anewspaper stating and justifying their position on anissue in the news);

5e45 A • communicate information, explain a variety ofideas and procedures, and follow the teacher’sinstructions;

5e56 – use appropriate words and structures indiscussions or classroom presentations;

5e59 – use tone of voice, gestures, and other non-verbalcues to help clarify meaning when describingevents, telling stories, reading aloud, makingpresentations, stating opinions, etc.;

5e61 A – contribute ideas to help solve problems, and listenand respond constructively to the ideas of otherswhen working in a group;

5e62 – discuss with peers and the teacher strategies forcommunicating effectively with others in a variety ofsituations;

5s82 A – compare the force needed to lift a load manuallywith the force required to lift the load with a simplemachine (e.g., lever, pulley system, gear system);

5s84 A – describe the turning force (torque) of differentcombinations of gears (e.g., the turning force of ahigher gear and of a lower gear);

5s89 A – compile data gathered through investigation inorder to record and present results, using tallycharts, tables, and labelled graphs produced byhand or with a computer (e.g., make a chart torecord data on the raising of a load with differentpulley systems);

5s103 A – recognize the advantages and disadvantages ofusing various mechanisms (e.g., levers, wheels and

DescriptionStudents will manipulate various gears in order to determine the turning force (torque) of differentcombinations of gears, based on the size and number of teeth on the gears. They will recognize that theturning force of a smaller gear can increase the torque of a larger gear, and that the turning force of alarger gear can decrease the torque, but increase the speed of a smaller gear.




As students work on various gear systems, they may reflect on their past knowledge of gears and gearsystems (e.g., bicycles). This is an opportunity to share their experience with fellow group members. Asthey reflect on the problems to be solved, and contribute ideas to the group, other members should listento and respect their ideas.


Teaching / Learning StrategiesCollaborative/cooperative LearningDiscussionExperimentingHomeworkLearning Log/ JournalReview

AssessmentExpectations are to be assessed usingformative assessment of the student'sentries in his/her learning log.

Formative assessment can be used basedon the teacher's observations of studentsduring group work, and on their writtenassignments (anecdotal records).

A summative quiz on pulley and gearsystems can be given at this time.

Assessment StrategiesLearning LogQuizzes, Tests, ExaminationsObservation




axles, pulleys, gears) with respect to the amount ofenergy they require to move or lift a given load;

5s104 A – describe the change in energy transfer that occurswhen the number and the size of gears in a gearsystem are modified.

5s87 A – plan investigations for some of these answers andsolutions, identifying variables that need to be heldconstant to ensure a fair test and identifying criteriafor assessing solutions;


Teaching / Learning1. Organize students into small groups. Explain how they are going to review how gear systems help us totransfer movement, just like pulley systems. Gears are forms of wheels and axles. Gears have teeth on thewheel that interlock with teeth on another wheel. Gears are mechanical systems that allow us to change thespeed and direction of objects.

2. Using a drawing of two same-sized gears, or two spur gears on an overhead, review with the studentsthe terms "driver," "follower," and "spur." Also review the term "gear train"; a group of two or moregears working together. You may want the students to add these terms to their glossary. (All of these termsshould be review from Grade 4.)

3. Using a kit from your school board, have students make a a simple gear train with two gears of the samesize. If a kit is not available, have students cut out gears from thick cardboard pieces. Make sure the gearsare the same size, with the same number of teeth. A thick piece of cardboard can be used as a base and thegears can be held in place with a small nail.

4. Handout students worksheets to be completed throughout the upcoming activities. See BLM "Gearing Upand Gearing Down." There will be a worksheet to be filled in as each activity is completed.

5. Have students turn the gear train and note the direction and speed of the two gears. Have them add asmaller middle gear, called an idler. Now they can note the direction and speed of the two gears. What isdifferent?

6. Using their knowledge of directions of gears, have the students complete the question about designing agear train. The train will have seven gears, and the first gear must rotate in the same direction of the lastgear. The gears are not to be aligned in a perfect line, but they must all be touching. Can they solve this bydrawing a diagram and showing the direction of each gear using arrows?

7(a). Now that students know how to manipulate the direction of gears, they must learn how to adjust theforce of the gear system by changing the size of the gear wheels. In other words, the students must learnhow to increase or decrease the torque, (rotating force) of an object. Have the groups set up a gear trainwith a small gear and a large gear. (Be sure to make the large gear an equal number of times larger thanthe small gear, e.g., 4 : 16.) Have them record the number of teeth on each gear. Be sure to have studentsmake the large gear act as the driver. They should predict how many times the smaller gear (follower) willrotate compared to the larger gear (driver). Test this out and record results. Students may feel the rotatingforce of the smaller gear moving faster, but with less force (torque).

7(b). Test out the torque. Using string, have students tie a weight (minimum 200 g) to the small follower gear.The weight should be placed at a set distance (e.g., 30 cm) for all experiments in order to ensure that thetests are fair. They are to rotate the driver gear and see how much force is exerted in order to pull the weightto the gear train. They can record their observations on the worksheet using a simple rating scale. (Studentsshould notice a strong force being needed to move the load.)




8(a). Now have students reverse the process by making the smaller gear act as the driver and the largergear act as the follower. Have them make another prediction about rotation and then record their results.They may feel the rotating force of the larger gear moving slower, but with more force (torque).

8(b). Test out the torque. Using the same string, students tie the weight (minimum of 200 g) to the largefollower gear and place it at the same distance as 7(b). As they rotate the driver, they should record theirobservations about the amount of force exerted in the activity. (Students should notice that less force isneeded to move the load.)

9. Have students experiment with gear trains of three or four gears. Have them determine the amount offorce needed to move the load the set distance. Have them experiment with the following questions: If thedriver gear is the smallest gear and the last follower gear is the largest gear, what happens to the speed andtorque in the gear train? If the driver gear is the largest gear and the last follower is the smallest gear, whathappens to the speed and torque of the gear train? Is it easier to move a load using more gears? Does it makea difference if the gears are all the same size? Different sizes?

10. You can build on the idea of changing speed and torque if you are able to get access to a kit with severalgears of different sizes. Have students build a mutli-geared system, like a clock. Using two gears on oneaxle, the follower can mesh with a different gear on a different axle. This new axle is attached to two gears.That fourth gear now meshes with a fifth gear on a different axle. Look at the speed and torque of the finalgear depending on the size of the initial driver and the size of the gears in the middle of the gear train. Withouta kit, gears may possibly mesh on shared axles with the help of a thick base, like a block of expandedpolystyrene.

A discussion about bicycles can help those students who are still unsure of the concepts "Gearing Up andGearing Down." It is a great example of changes in torque. Almost all of the students will have experiencedriding a bicycle and using gears.__________________________________

A Separate Lesson

This lesson looks at different types of gears and how to combine them to change the an object's direction.Using the pictures from the game "Turn, Push, or Pull," describe the four basic types of gears and some basicexamples of how they are used in our daily lives.

1. Spur Gears: two gears that mesh on the same plane, either horizontally or vertically. The speed of motionis regular, but they rotate in the opposite direction. A good example of a spur gear is a can opener. The gearsmesh to turn the blades that open the can. Many clocks and watches work with spur gears. Some gears turnon the same axle, but mesh with different-sized gears in order to vary the speed of the second hand, minutehand, and hour hand.

2. Bevel Gears: two gears that mesh at an angle (usually 90 degrees). The angle allows the force of motionto change direction. Different sized bevel gears can change the speed and force of an object. A goodexample of this type of gear is the egg beater. The handle rotates a large doubled-sided bevel gear whichdrives two smaller follower bevel gears. These two gears are attached to the blades of the beater. Thischange in size increases the speed in which the blades turn compared to the force that is being exerted atthe handle. This could be a good question for review of the previous activities!

3. Worm Gears: a shaft with a screw thread meshes with another gear. It usually transmits motion at 90degrees. Not only is the direction of motion changed, but the speed and force is also changed. This is anexcellent type of gear system to really slow down the speed of an object. An example of this type of gear is




Resources

a corkscrew used to uncork wine bottles. They are are also used in car speedometers.

4. Rack and Pinion: a gear meshes with a sliding toothed rack. This allows the object to change from arotating circular motion to a straight line (linear motion). This linear motion goes back and forth. A goodexample of this is the steering wheel column found in cars. The steering wheel axle is attached to a pinion.The pinion turns along the rack which is connected to another axle called the steering arm. This steering armturns the car's wheels in the same direction as the steering wheel is being turned.

5. Another device that can change a circular motion to a linear motion is the Cam and Cam Follower. A camis a fixed wheel that is oblong in shape, (not circular). It looks almost like an egg. The cam follower is usuallya rod that presses against the cam. As the cam rotates, the rod is pushed up when it meets the part thatsticks out. It falls back down when the cam rotates to its circular side. This up-and-down motion can be seenwith the needle of a sewing machine. The pistons in a car also lift because of a cam and cam follower. Littletoys with a part that moves up and down as the wheels rotate is an example that students may be able torelate to.

6. A different but useful gear system that is not as well known is the Ratchet and Pawl System. It is oftenfound on winding mechanisms like a car seat belt and a volleyball net. The ratchet is a gear with angled teeth.The pawl is a type of rod that fits into the teeth of the ratchet when it rotates in its unwinding direction. Thegear will be allowed to rotate in only one direction, and if it stops, the pawl will catch in the teeth to prevent itfrom unwinding. In order to unwind the mechanism, the pawl must be lifted or unlatched.

7. Students can make a note on the different types of gear systems. Give only one example for each type ofsystem. For homework, have students apply their knowledge of the world, by having them give at least onemore example of each type of gear system. (The more examples the better!) Answers can be shared in afollow-up discussion.

AdaptationsIf it is difficult to obtain the materials needed to complete the activities in groups, a demonstration can always beused in front of the class using an overhead projector. This would only require one set of materials. If materials arelimited, vary the tasks among groups, and have different groups demonstrate their model and findings to the class.

Working in pairs and groups can be beneficial to ESL students who have difficulty reading the worksheets. Apartner can paraphrase what they are being asked to do for each task. If written answers are difficult for a student,the questions can be read to them by another student and the ESL student can answer the questions on a taperecorder. The teacher can then listen to their oral answers at a later date.

Gear Up Gear Down (part 2) st7gears.cwk

Gearing Up and Gearing Down st7gear up and down.cwk

The Way Things Work, 2.0

Simple Machines, Pulleys and Gears David Glover

How Things Work Neil Ardley




Simple Machines Deborah Hodge

Simple Machines Made Simpler

How Stuff Works


cardboard (the size of a large book) 1

a pair of scissors / small cutting blade 1

K'NEX 1

LEGO Kit 1

Notes to TeacherSome classroom adjustments may be needed to accommodate students when working on their activities.

BACKGROUND INFORMATION

Gears are forms of wheels and axles that have teeth that interlock with teeth on another wheel. Gears aremechanical systems that allow us to change the speed and direction of objects.

When a gear system has a large gear driving a small gear, the smaller gear moves faster, but with lessforce (torque). The person turning the driver will feel a stronger force being exerted at the input than at theoutput.

When a gear system has a small gear driving a larger gear, the larger gear moves slower, but with moreforce (torque). Less force is needed at the input because a stronger force is being exerted at the output.

This concept of gearing up and gearing down is covered by the worksheets and activities. However, it is adifficult concept to grasp and may need to be repeated in a class lesson.

Teacher Reflections


Sturdy Structures Subtask 8Amusement Park Ride


Expectations5e1 A • communicate ideas and information for a variety of

purposes (e.g., to present and support a viewpoint)and to specific audiences (e.g., write a letter to anewspaper stating and justifying their position on anissue in the news);

5e7 • revise and edit their work, seeking feedback fromothers and focusing on content, organization, andappropriateness of vocabulary for audience;

5e9 A • use and spell correctly the vocabulary appropriatefor this grade level;

5e10 A • use correctly the conventions (spelling, grammar,punctuation, etc.) specified for this grade level (seebelow).

5e18 – routinely introduce new words from their readinginto their writing;

5e19 A – use levels of language appropriate to theirpurpose (e.g., informal language to write a letter toa friend and formal language to invite a guest

DescriptionStudents will demonstrate their knowledge of forces acting on structures and the mechanical advantageof using simple machine systems. They will design a blueprint and construct a model of a combinedload-bearing structure / mechanical system of an amusement park ride. They will present their work to anaudience made up of city council members (their classmates).

In their presentation they will be required to demonstrate their knowledge in this unit by producing ablueprint, completing written plans, constructing an aesthetically appealing model, estimating andcalculating a cost analysis, and predicting a possible environmental impact of a real product.







CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.


In this final task, students will apply their communication and group work skills, as well as their knowledgeof mechanical systems and simple machines learned in previous subtasks. Collaborative group work isessential in completing a quality amusement park ride. Each member is accountable for the success of the


Teaching / Learning StrategiesCollaborative/cooperative LearningBrainstormingExperimentingLearning Log/ JournalModel MakingOral ExplanationProblem-solving StrategiesTechnology

AssessmentIndividual expectations are to be assessedby using:




speaker to the school);5e42 A – use specialized terms in different subject areas, as

appropriate;5e45 A • communicate information, explain a variety of

ideas and procedures, and follow the teacher’sinstructions;

5e49 A • contribute and work constructively in groups;5e53 A • create a variety of media works;5e56 A – use appropriate words and structures in

discussions or classroom presentations;5e59 A – use tone of voice, gestures, and other non-verbal

cues to help clarify meaning when describingevents, telling stories, reading aloud, makingpresentations, stating opinions, etc.;

5e60 A – speak clearly when making presentations;5e61 A – contribute ideas to help solve problems, and listen


5e62 – discuss with peers and the teacher strategies forcommunicating effectively with others in a variety ofsituations;


5s88 A – use appropriate vocabulary, including correctscience and technology terminology, in describingtheir investigations and observations (e.g., useterms such as component, subsystem, and devicewhen describing systems);

5s90 A – communicate the procedures and results ofinvestigations for specific purposes and to specificaudiences, using media works, written notes anddescriptions, drawings, charts, and oralpresentations (e.g., give a presentation on theprocess of designing and making a specificstructure);


5s94 – describe safety measures to be taken to ensuretheir own safety and that of others (e.g., they needto check that fixed pulleys in pulley systems aresecure before testing them).

5s95 A – identify specific considerations in the actualmanufacture of a product that they have designedand made (e.g., production time; cost andavailability of materials);


5s97 – describe the consequences of having limited timeand materials when making a product;

5s98 A – identify modifications intended to improve the

- formative assessment of the student'sentries in his/her learning log (especiallythe worksheet "Relating Science andTechnology to the Outside World");- teacher observations of each studentduring group work (Is the studentcontributing ideas to the group andworking constructively within the group?);- self-evaluation and peer-evaluation ratingscales;- a final unit summative test.

Group expectations are to be assessed byusing:- teacher observations of group interactionduring the process of planning and buildingthe ride;- teacher observations and anecdotalrecords during group conference (oralquestions/answers);- the rubric for written plans and blueprint;- the rubric for the final performance taskand product;- peer-assessment rating scales.

Assessment StrategiesClassroom PresentationLearning LogObservationPerformance TaskQuestions And Answers (oral)Self Assessment

Assessment Recording DevicesRubricRating ScaleAnecdotal Record




Teaching / Learning1. Read the following scenario to students:

As a final request, the city council has asked your team to design and construct a model of a ride that can beused in the new amusement park. This ride can either be a ride for adults (in the main section of the park), orbe a special ride for young children (in the section for small children). The model must be able to hold a givenload (like the structures your team has previously built), and move a certain distance using a mechanicalsystem, (pulleys and gears).Here are some of the criteria that your team must meet:-- The amount of weight that your device should be able to support is at least 200 g.-- The distance your device must be able to travel carrying your load is at least a metre.-- The ride should be given a memorable name.-- Your team must have a written plan and a blueprint of your model. Your built model should be as close toyour blueprint as possible.-- You will be asked to estimate the amount of materials and costs needed to build your ride. The cost ofbuilding materials will be determined by your teacher during your teacher/group conference.-- An estimate of the time necessary to build your device will also be written in your plans.-- The mayor is also concerned about the environmental impact of your ride. Do you have to use naturalresources like trees to build your device? Will it pollute the city in any way during its operation?

Your team will be asked to present your written plan, blueprint, and model to the city council (class members)and to the mayor (teacher). We're looking forward to hearing from you and seeing your work in ACTION!Good Luck!

2. Have students form into small groups of three or four students, based own their own selection or yourpre-selected groupings. Let them collaborate for this first class and have them make a decision today aboutwhether they are going to make a ride for the main section of the amusement park, or for the children'ssection .

3. Over the next few classes, have students complete the BLM "Written Planner" worksheet. They mustconference with you. (A sample outline for the conference is provided in this task's resources.) For theconference, they must have their written plan (worksheet), a rough blueprint, and a list of materials that theybelieve they are going to use. With each group, determine a cost factor for each specific type of material(e.g., craft sticks cost $0.08).

4. As they work together observe their cooperation and decision-making skills. These can be recorded usinganecdotal records.

5. To assess the group's project, rubrics have been provided. (See this task's resources.) Rating scales forself-assessment and peer-assessment have also been provided for groupwork. (See this task's resources.)Assessments of individual students can be made using their worksheets from their logbooks.

AdaptationsThe classroom may need to be adjusted to accommodate and safely store the materials needed for the group'sride/game.

The time factor may need to be adjusted depending on the needs of your students.

General adaptations can be viewed in the overall unit notes.




ResourcesAmusement Park Written Plans /BlueprintAmusement Park Ride (Part 2)

Written Plans for Amusement Park Ride st8written plans for ride.cwk

Amusement Park Conference Sheet st8apconfer.cwk

Self-Assessment Evaluation st8self-.cwk

Peer-Assessment Evaluation st8peere.cwk

Hyperstudio


Notes to TeacherStudents may collect various items to be used for their assignment.

Students should be made aware of the safety practices required when making and demonstrating their device.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List

A Unit for Grade 5

Page 1

Rubric

Amusement Park Ride (Part 2)

To assess the students' abilities to :-estimate and calculate a cost analysis- reflect and suggest modifications in the built model- presentation skills

3ST 8

Amusement Park Written Plans / Blueprint1

ST 8

Building a Bench2

ST 3

Building Bridges2

ST 5

Blackline Master / File

All About Forces (compression/tension)ST2forces1.cwk

ST 2

All About Forces (triangulation)ST2forces2.cwk

ST 2

Amusement Park Conference Sheetst8apconfer.cwk

ST 8

Bench Written PlansST3bench.cwk

ST 3

Bevel Gears and Rack and Pinion1_bevelgear.cwk

ST 1

Bibliography Page1Bibliographyscience.cwk

Unit

Brainstorming About BridgesST4brainstormbridges.cwk

ST 4

Bridges (Symmetry Sheet)4_symmetry.cwk

ST 4

Changing the Speed of a Pulleyst6pulley belts.cwk

ST 6

Classifying Bridges

st4classifybridge2.cwk

ST 4

Classifying Bridges (answers)st4classifybridgeans.cwk

ST 4

Different Bridgesst4bridges2.cwk

ST 4

Different Types of Forces (Answers)ST2forcescharta.cwk

ST 2

Different Types of Forces (Blank)ST2forceschartq.cwk

ST 2

Gear Up Gear Down (part 2)st7gears.cwk

ST 7

Gearing Up and Gearing Downst7gear up and down.cwk

ST 7

Outline of Strips for "All About Forces"ST2bristolstrips2.pdf

ST 2

Peer-Assessment Evaluationst8peere.cwk

ST 8

Pulley (Combined)1_cpulley.cwk

ST 1

Pulley Systems (Chart)st6pulley charts.cwk

ST 6

Pulleys (Fixed and Moveable)1_pulleys.cwk

ST 1

Self-Assessment Evaluationst8self-.cwk

ST 8

Student Checklist for Turn, Push, or PullST1bgamechecklist.cwk

ST 1

Turn, Push, or Pull Game ChartST1agamechart2.cwk

ST 1

Types of Bridges Checklistst4bridges checklist.cwk

ST 4

Types of Bridges (Reference Sheet)4_typesofbridges.cwk

ST 4

Worm and Spur Gears1_wormandspur.cwk

ST 1

Written Plans for Amusement Park Ridest8written plans for ride.cwk

ST 8

Written Plans for Bridgesst5bridgeplan.cwk

ST 5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 11:17:35 AM Page D-1


Resource List

A Unit for Grade 5

Page 2

Licensed Software

Hyperstudio Unit

Hyperstudio ST 8

The Way Things Work, 2.0 ST 7

Print

Beam Bridges, Nelson Supplemental ReadingsEtta KanerA supplementary reading about Beam bridges. A simpleexperiment is given in the reading.

ST 4

BridgesTrudee Romanck

This selection looks at the various kinds of bridges.

Nelson Language Arts Grade 5 Reader "Making aDifference

ST 4

Building BigDavid Macaulay

A good resource for various buildings and towers aroundthe world. It has many key facts.

0-395-96331-1

Unit

Force FactorPan-Canadian Science Place TeamA published textbook for the grade five level onStrucutres and Mechanisms.

Unit

Forces and MotionSimon de Pinna

A good introduction to forces. It explains how thedifferent types of forces affect our daily lives.

0-8172-4962-1

ST 2

Forces on StructuresAddison WesleyA published textbook for the Grade Five level onStructures and Mechanisms.

Unit

How Things WorkNeil ArdleyA resource about pulleys and gears.

ST 7

Machines, Power and Transport Volume 5Cambridge Science UniverseIt gives a history of the evolution of early machines.These machines included pulleys and gears.

Unit

PulleysMichael Dahl

A good resource with simple text for E.S.L. andexceptional students. Real-life pictures are usedthroughout the book.

1-56065-445-7

ST 6

Pulleys and GearsAddison and Wesley

Looks at how pulleys and gears work. It givesexamples of the different kinds of pulleys and gearsystems.

0-201-64983-7

ST 6

Push, Pull and LiftHerman and Nina Schneider

An older resource. It examines the benefits of pulleysand pulley systems to help us with daily chores.

47-30817

ST 6

Simple MachinesDeborah HodgeA resource for different pulleys.

ST 6

Simple MachinesDeborah HodgeA resource for different gears.

ST 7

Simple Machines, Pulleys and GearsDavid Glover

This book has several pictures to help students see realexamples of pulleys and gears.

1-57572-084-1

ST 6

Simple Machines, Pulleys and GearsDavid Glover

The book has good pictures of various types of gearsand their uses.

1-57572-084-1

ST 7

Technology, The Roots Of EngineeringKris Dick and Norman Lee

A good resource about structures and technology ofearly civilizations. Good visuals and diagrams.

0-7715-8184-X

Unit

The New Way Things WorkDavid, Macaulay

A good reference for mechanical systems, like pulleysand gears.

0-395-93847-3

Unit

The Science FactoryJon Richards

It has easy to make science experiments. Topicsinclude buildings, gears, pulleys and bridges.

0-7613-0832-6

Unit



Resource List

A Unit for Grade 5

Page 3

Media

Balance / Structure (Bill Nye)Magic Lantern0329 (Series Bill Nye the Science Guy 0106)

Unit

Bridging the GapOmega Films Limited

A VHS tape about 14 minutes in length. It reviews thedifferent uses and purposes of bridges.

0427 (Series Technology Starters 0756)

ST 4

Lever, Wheel and Axle, PulleyKinetic Inc.

A great video at explaining mechanical advantage ofpulley systems, and how to measure mechanicaladvantage.

0301 (Simple Machines & Work Series 0914)

ST 6

Website

Bridge of the Month Quiz

Students view a picture of a bridge. They guess thename and location of the bridge and email their answerto the address provided. (It's fun to guess and see theresults the next month).

http://www.hevanet.com/bridgink/ST 4

Bridge Types

Good visual site for viewing famous bridges around theworld. This site describes newly built bridges and liststhe length of the longest bridges in the world.

http://www.discovery.com/stories/technology/buildings/bridges.html

ST 4

Bridge-watching for Beginners

A good overall website for research and termsassociated with structures, especially bridges.

http://www.media.uwe.ac.uk/masoud/projects/bridges/bridges.htm

Unit

BridgeSite

A good site for locating specific types of bridges.Be sure to choose the link "Fun and Learning".

http://www.bridgesite.com/index.htmlST 4


A great website to describe various types of bridgesand to show the forces that act on each type. * Note:click on bridges (on left side of page), then click on"Forces Lab" to see about compression, tension, etc.(Good challenge game)

http://pbs.org/wgbh/buildingbig/bridge/basics.htmlST 2


This site has good descriptions and examples ofbridges. It has a good game for the students to applywhat they have learned in a real life situation.

http://www.pbs.org/wgbh/buildingbig/bridge/basics.html

ST 4

Confederation Bridge

Begin with Yahoo.com. Select first found site "Bridges".Then select "Confederation Bridge".

http://www.confederationbridge.com/en/accuail/index.htm

ST 4

How Stuff Works

It has good examples of different gears and excellentvisual aids.

http://www.howstuffworks.com/gears.htmST 7

Nova Super Bridge

It shows the different types of bridges and theirstrengths and weaknesses. It gives examples ofhistorical and modern bridges. Good activities to useas a supplement.

http://www.pbs.org/wgbh/nova/bridge/build.htmlST 2

Nova Super Bridges

This site allows students to research the various typesof bridges.

http://www.pbs.org/wgbh/nova/bridge/build.htmlST 4

Pulleys

Select "Encyclopedia" on the left side. Type in "Pulley",and click on "Search". Click on the first "Pulley" site.This site is excellent for describing simple to complexpulley systems.

http://www.funkandwagnalls.com/ST 6

Simple Machines Made Simpler

This is an interactive website for students explaininggears. There is also a quiz that students can take.

http://www.smartown.com/sp2000/machines2000/ST 7

The Basic Bridge Types

The site describes six different types of bridges.

http://www.matsuo-bridge.co.jp/english/bridges/basics/index.shtm

ST 4

Think Quest

There is a good animation of how effective fixed andmoveable pulleys are at lifting different loads.

http://library.thinkquest.org/J002079F/pulley2.htmST 6



Resource List

A Unit for Grade 5

Page 4

Material

20 g weights5per group

ST 5

a given weight (e.g. 50g)1 or 2per group

ST 6

a large extruded polysterene block (thin)1per group

ST 6

a large rubber band1per group

ST 6

a newton spring scale1per group

ST 6

a package of plasticine2per class

ST 5

a pair of scissors / small cutting blade1

Needed to cut out the gears from the cardboard.per person

ST 7

a roll of string1

The string is only needed for groups working oncable-stayed and suspension bridges.

per group

ST 5

black marker or masking tape1

To be used on the sponge.per class

ST 2

Bristol board stripsSee blackline master for copies.

ST 2

cardboard (the size of a large book)1

These pieces can be used to trace and cut out varioussized gears for the needed activities in this subtask.

per person

ST 7

chart paper / blackboard2

If using chart paper, 2 or 3 sheets may be needed.per group

ST 1

fasteners15

To be used as ties.per pair

ST 2

masking tape1 rollper group

ST 1

masking tape1 rollper group

ST 3

newspaperslarge quantity

Have students collect newspapers for a few weeksahead of time.

per group

ST 3

simple pulleys4per group

ST 6

small dowel4

Two are to secure the wheel to the styrofaom. Theother two are to form a crank on each wheel to help it toturn.

per group

ST 6

sponge1

To be used in the demonstration. Draw horizontal linesalong the sponge.

per class

ST 2

straws100per group

ST 5

string2 mper group

ST 6

Student Science Logbook1per person

ST 2


ST 3


ST 4


ST 5


ST 6


ST 7


ST 8

wheels of different sizes2per group

ST 6



Resource List

A Unit for Grade 5

Page 5

Equipment / Manipulative

K'NEX1

Simple pulleys and gears can usually be found in a kit.per class

ST 7

LEGO Kit1

New LEGO kits have rods, grooved wheels for pulleysand different-sized gears.

per group

ST 7


Sample Chart / Blackboard for the game ""Turn, Push or Pull" Sample Chart / Blackboard for the game ""Turn, Push or Pull" Sample Chart / Blackboard for the game ""Turn, Push or Pull"

Pulley and Gear Systems Forces: Push and Pull

worm gear Push

fixed pulley 1

rack and pinion 2

spur gear 3

moveable pulley 4

bevel gear 5

gear train Pull

combined pulley 1

idler gear 2

3

4

5Draw any structure and explain why it is a structure.Draw any structure and explain why it is a structure.Draw any structure and explain why it is a structure.

Checklist for "Turn, Push or Pull" Checklist for "Turn, Push or Pull" Checklist for "Turn, Push or Pull" Checklist for "Turn, Push or Pull" Checklist for "Turn, Push or Pull"

Class List

Demonstrated knowledge in

this area

Accurately filled in chart during game

Cooperated with team members

Additional Observations

1234567891011121314151617181920212223242526272829303132333435

Subtask 2 BLM 2.1

All About ForcesYou have just watched a demonstration of forces acting on a

sponge. Now record what you have observed when you saw the sponge being squeezed.

1. Draw a diagram of the sponge. 2. With arrows, show the direction of compression acting on the sponge. Be sure to use the word compression in your diagram.3. With arrows, now show the direction of tension acting on the sponge. Be sure to use the word tension when labeling your diagram.

Now that you have seen a demonstration of some of the forces that act on structures, try to make your own explanation of how each force acts on a structure.

compression:

tension:

bending:

Subtask 2 BLM 2.2

ALL ABOUT FORCESUsing several prepared strips of Bristol board and paper fasteners,

make a frame for each of the following shapes: a triangle, a square, and a rectangle. (The strips are the beams, and the fasteners are the ties).

1. How strong is each shape when being squeezed? Stand up each shape on your desk. Squeeze each shape from corner to corner. Record how each structure moved when it was being squeezed. Draw a simple picture to show what happened.

triangle square rectangle

______________ _____________ _____________ ______________ _____________ _____________ ______________ _____________ _____________ ______________ _____________ _____________ ______________ _____________ _____________

2. How strong is each shape when being pulled? Stand up each shape on your desk. Pull each shape from its sides. Record how each structure moved when it was being pulled. Draw a simple picture to show what happened.

triangle square rectangle

_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________3. Using the different coloured Bristol board strips (struts), try to make your structures

DIFFERENT TYPES OF FORCES DIFFERENT TYPES OF FORCES DIFFERENT TYPES OF FORCES

Name of Force Definition Effect on Objects Example(s)

GRAVITY

a pulling force of attractin that acts between any two masses (objects)

the object with less mass is pulled to the

object with more mass

the moon and the Earth; any object

dropped from your hand

COMPRESSION

a pushing force exerted by a load

(squeezing)

the object changes shape; depending on the material, it may be

temporary or permanent

sitting on a chair

TENSION

a pulling force exerted on a load (stretching)

the object changes shape; depending on

the material, it may change temporarily or

break apart

pulling an elastic band

FRICTION

a force that is created when two objects rub

together (heat results)

the motion of an object decreases and can

even stop

rolling a bowling ball

TORSION

a force that rotates an object by twisting one or more parts at the

same time

the object may change shape; depending on

the material it may change temporarily or

twist apart

twisting a towel to remove any water

BUOYANCY

an upward pushing force exerted by fluids

(water and air) on objects sitting in them

an object will sink or float depending on

whether it is lighter or heavier than the fluid it

is in

a canoe; a person swimming

SHEAR

a bending force that pushes an object in one or more parts in different directions at

the same time

an object may bend, tear slightly, or tear

apart completely

ripping or tearing a piece of paper

DIFFERENT TYPES OF FORCES DIFFERENT TYPES OF FORCES DIFFERENT TYPES OF FORCES

Name of Force Definition Effect on Objects Example(s)

GRAVITY

COMPRESSION

TENSION

FRICTION

TORSION

BUOYANCY

SHEAR

sturdier (more rigid). Which two shapes needed to be adjusted? Show your new designs.

4. What shape do you see in each of your new designs? How did adding your strut make the frame more rigid? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

5. Look around your community to see what structures have been made with triangular frames. Name a few examples. __________________________________________________________________________________________________________________________________________________

6. You have learned about forces acting on a structure and how frames provide strength and stability in a structure. Now apply what you have learned, and draw the frame of a building using different beams, struts and ties. (Remember to use different shapes.)

Subtask 2 BLM 2.5

This is an outline of the strips that can be copied for Subtask 2, “All About Forces”. Foreach pair/group of students, you will need: 9 copies of A, 3 copies of B, and 2 copies ofC.

A B C

Subtask 3 BLM 3.1My Written Plans

1. What is the problem (PURPOSE) of the experiment?________________________________________________________________________________________________________________________________________________________________________

2. Here are the MATERIALS I plan to use:

3. My design will look like this: ( Remember labels)

4. Now I will build the design and work on my experiment (PROCEDURE).

5. I will test my work and record my results (OBSERVATIONS).

6. Do I need to make any changes? Here are some improvements:

7. What did I learn from this activity? (Conclusion) Using my recorded observations, I can see that...

8. I will share this work with my peers by ...

9. a. Where do you see benches?

9. b. What materials can benches be made of?

10. Draw a bench for a bus stop. List the materials you would use to build this bench. (Remember that it will be outside in all kinds of weather.)

BRIDGES FAMOUS BRIDGESTYPES

Subtask 4 BLM 4.1

Types of Bridges Checklist Types of Bridges Checklist Types of Bridges Checklist Types of Bridges Checklist Types of Bridges Checklist Types of Bridges Checklist

Student Names Student Names Span Components

Advantages/ Disadvantages Additional Comments

1234567891011121315161718192021222324252627282930

Rating ScaleRating Scale

1- completed with many major errorscompleted with many major errorscompleted with many major errors2- completed with many minor errorscompleted with many minor errorscompleted with many minor errors3- completed with some minor errorscompleted with some minor errorscompleted with some minor errors4- completed with few/no minor errorscompleted with few/no minor errorscompleted with few/no minor errors

Subtask 4 BLM 4.2

BridgesCanadians rely on bridges everyday. Bridges are designed to cross obstacles

like streams, rivers, valleys, and railroad tracks. They are designed to support various loads like people, cars, and trains.

There are many questions surrounding bridges. Possible questions you may have about bridges are: “How do bridges work?” or, “What are the different types of bridges?” After reading the following descriptions, you will find the answers to these questions while uncovering information to answer other questions such as: “What forces are acting on bridges?” and, “How effectively do specific bridges resist these forces?” You will also realize why one type of bridge would be more suitable to be built over another type of bridge based on the location, span, and purpose of the bridge.

To begin our discovery of bridges, it is important to look into the history of bridge building and find out which properties of ancient bridges are helpful and still being used by engineers today. It is also interesting to note how materials and technology used in the construction of bridges have evolved over time.

The History of Bridges

Bridges are structures that have been around for a long time. Since the beginning of time, natural bridges have been a means to getting from one place to another. A simple log used to cross over a stream is an example of a natural beam bridge. These simple, natural bridges have inspired the complex bridge designs you see today.

The Ancient Romans improved bridge building by using an arch design to support more weight. They also built with natural cement giving bridges more strength. In fact, many Ancient Roman bridges like the Pont du Gard aqueducts near Nimes, France are still standing strong today.

In Asia, cantilever designs were made popular. China’s “Great Stone Bridge,” built around the year 700 AD, is a famous cantilever bridge. The cantilever design is a type of Truss Bridge. This design encouraged long-span bridges to be built.

Through the years, people like Galileo and Leonardo da Vinci came up with theories about materials which later helped architects in designing strong bridges from lighter weight materials.

Around 200 years ago, cast-iron was introduced into bridge building. “The Iron Bridge,” the first cast iron bridge, was built at Coalbrookdale, England. Soon cast iron was replaced by wrought iron, which was later replace by steel. Metal bridges allowed

for the development of such designs as the Truss Bridge, the Suspension Bridge, and the Cable-Stayed Bridge.

The most recent development in bridge building came about 100 years ago when engineers started using pre-stressed concrete. Pre-stressing helps prevent concrete from stretching.

Types of Bridges

There are several types of bridges used for various purposes throughout the world. Each type also has a number of variations to fit its specific purpose. The types of bridges you will be reading about are: the Arch Bridge, the Beam Bridge, the Suspension Bridge, the Cable-Stayed Bridge, and the Truss Bridge.

The Beam Bridge

Canadian Example: Confederation Bridge - links Borden, Prince Edward Island with Jourimain Island, New Brunswick. (This bridge is 12.9 kms long!)

The Beam Bridge is the simplest type of bridge. Building a beam bridge could be as easy as laying a single strong cross piece (called a beam or span), with no supports underneath, across a short distance. This beam could be supported by land at either side. To cross a longer distance, a beam is supported at each end by piers. Since the weight of the beam pushes straight down on the piers, the farther apart the piers are located, the weaker the beam becomes.

Beams can be made of many different types of materials. They can be made of concrete, wood, or steel. The material used to build a Beam Bridge depends on the purpose, the location, the span, and the load the bridge must support. Beam Bridges usually span no more than 75 metres.

The Arch Bridge

Canadian Example: The Peace Bridge - crosses The Niagara Gorge between Niagara Falls, Ontario and Buffalo, New York.

The Arch Bridge is one of the oldest types of bridges ever built. It is known for

its natural strength and beauty. The Romans built their aqueducts in the form of arch bridges two thousand years ago. Although they are no longer used for transporting water, the fact that these ancient bridges are still standing tell us something about their natural strength. The Romans built their Arch bridges of stone. Today, most arch bridges are made of steel or pre-stressed concrete. These materials are used because they are strong under compression. This is especially important since every part of an arch bridge is under compression.

Arch bridges are simple in design. They consist of an arch, vertical supports (called spandrels), supports at each end (called abutments), and a cross piece that can rest on top, through the middle, or at the bottom of an arch. The weight of a load on an arch bridge is drawn out along the curve of the arch to the abutments. The abutments keep the ends of the arch from spreading out and collapsing at the centre of the bridge. Arch bridges commonly span anywhere from 60 to 245 metres. They are most often built for crossing over valleys.

Truss Bridge

Canadian Example: Quebec Bridge - crosses the St. Laurence River north of Quebec City.

Truss Bridges have rigid frames made up of short, straight pieces joined to form a series of triangles. A Cantilever Bridge is a complex version of a truss bridge. It has rigid beams that extend from both sides of two piers. Diagonal steel tubes coming from the top and bottom of each pier hold the beams in place. The beams coming from the middle are only supported by one side. They are flexible, like strong diving boards. These are called “Cantilever Arms.” These cantilever arms also support a third central span. Truss bridges have an average span of 200 to 600 metres.

The Suspension Bridge

Canadian Example: The Ambassador Bridge - crosses The Detroit River between Windsor, Ontario and Detroit, Michigan.

Suspension Bridges are usually built over water. They are light-weight, strong, and beautiful to look at. Suspension bridges actually suspend a roadway with huge cables. Main cables extend from one end of the bridge to the other draping over high towers. The cables are secured into solid concrete blocks called “anchorages.” From

the cables, more wires called “hangers” hang vertically attaching to the roadway below. This is how the road is held up. Suspension bridges can span great distances, anywhere from 600 to 2 135 metres. Though they look aesthetically appealing, they are very expensive to build.

Cable-Stayed Bridge

Example: The Sunshine Skyway Bridge in Tampa, Florida.

Designs for Cable-Stayed Bridges have been around for centuries. It has not been until recently, however, that the construction of this type of bridge has become more popular. Cable-Stayed bridges appear similar in appearance to Suspension Bridges. They are both designed with large towers and steel cables to hold up a roadway. The difference is in the way they support the roadway. In a Suspension Bridge, the cables drape over the towers so that the load is supported by the anchorages at either end. In a Cable-Stayed Bridge, the cables are attached to the towers, making the towers support the load.

There are two ways the cables can be attached to the road in Cable-Stayed designs: a radial pattern and a parallel pattern.

In a radial pattern, cables stretch from many points in the roadway to a single point at the top of a tower. In a parallel pattern, cables stretch from the road to different heights along the tower. The cables are equally spaced parallel to each other.

Cable-Stayed bridges can span 90 to 1 525 metres. This type of bridge is becoming more and more popular for medium span bridges 150 to 850 metres. In comparison to Suspension Bridges, Cable-Stayed Bridges are less expensive to build. They require less cable, they can be constructed using precast concrete sections, and they are faster to build.

Subtask 4 BLM 4.3

Types of Bridges SpanBridge

componentsAdvantages and Disadvantages

Arch

Beam

Suspension

Cable-stayed

Truss

Classifying Bridges

Subtask 4 BLM 4.4

Teacher’s Guide for completing “Classifying Bridges” worksheet.

Answers may vary on this worksheet. Possible solutions may include:

Arch: Span: 60 - 245 m Components: arch, spandrels, abutments

Advantage: natural strength, simple design

Beam: Span: less than 75 mComponents: beam, piersDisadvantage: usually span only short distances

Suspension: Span: 600 - 2135 mComponents: steel cables, anchorages, roadwayAdvantage: light weight, strong, aesthetically pleasingDisadvantage: expensive to build

Cable-stayed: Span: 90 - 1525 mComponents: large towers, steel cables formed in radial or parallel

pattern, roadwayAdvantage: require less cable, can be constructed using precast

concrete, faster to build in comparison to Suspension Bridge

Truss: Span: 200 - 600 mComponents: rigid beams, piers, series of trianglesAdvantage: cantilever arms are flexible

Subtask 5 BLM 5.1

Written Plans for Bridges

Group Members: ____________________________________________________

Type of Bridge we will be constructing:___________________________________

PURPOSE: What is the purpose of this project?

MATERIALS: These are the materials we plan to use:

OUR BRIDGE DESIGN WILL LOOK LIKE THIS:

Use arrows to show where the tension and compression exists on your bridge. (Remember to use labels in your sketch.)

PROCEDURE: These are the steps we will take to construct our bridge.

OBSERVATIONS: We will test our work and record what we observe.

CONCLUSION: Using our recorded observations, we found that...(Include what your group learned from completing this project.)

REFLECTIONS:

We recommend these changes and improvements to our bridge design: List reasons why these changes would improve your bridge design. (Think about aesthetic appeal and materials used.)

If you were the engineer in charge of building this bridge for the actual Amusement Park, suggest the materials you would use in your construction. (Remember to make your bridge inviting for people to cross and sturdy enough to withstand all types of weather and the load of several people crossing at one time.)

PULLEY SYSTEMS PULLEY SYSTEMS PULLEY SYSTEMSAMOUNT OF FORCE NEEDED TOAMOUNT OF FORCE NEEDED TO PREDICTION ACTUAL

LIFT A LOAD MANUALLYLIFT A LOAD MANUALLY

AMOUNT OF FORCE NEEDED TO LIFTAMOUNT OF FORCE NEEDED TO LIFT PREDICTION ACTUAL

LIFT A LOAD WITH AN INCLINED PLANELIFT A LOAD WITH AN INCLINED PLANE

PULLEY SYSTEMS PREDICTION FOR AMOUNT OF EFFORT

ACTUAL AMOUNT OF EFFORT

DIRECTION OF PULL

DISTANCE NEEDED TO PULL THE

ROPE

FIXED PULLEY

MOVEABLE PULLEY

COMBINED PULLEY (BLOCK

AND TACKLE)

MORE BLOCK AND TACKLE SYSTEMS

Subtask 6 BLM 6.2CHANGING THE SPEED OF A PULLEY

Pulleys can be used to change the speed of a mechanism. In the following activities, experiment to see how wheels of different sizes can increase or decrease the amount of speed used in pulley systems. What about direction?

In this activity, place two different-sized wheels flat on a extruded polystyrene block so that they are fairly close to one another, but not touching. Secure them in place by poking a dowel through the middle of the wheel into the extruded polystyrene. Attach a large rubber band around the two wheels to make a belt. Make a crank for each wheel by taping a small dowel on the upper surface. This will help you to turn each wheel easily. Let’s look at the direction that the wheels turn in the belt.A) Draw your belt below. Turn the larger wheel clockwise to make your belt move. Since this large wheel is doing the work, it is called the driver. On the diagram below, use arrows to show the direction that the driver and the other wheel turned. What did you notice?

I noticed that ...

B) Draw your belt below. Now turn the smaller wheel clockwise. Now this small wheel in the driver. On the diagram below, use arrows to show the direction that the driver turned and the other wheel. What did you notice?

I noticed that...

C) How can I rearrange my belt (rubber band) to have the wheels turn in opposite directions? Draw a diagram and use arrows to show what you did.

Now let’s look at changing the speed of the pulley system.

When two wheels of the same size turn in a belt, they turn at the same speed. When two wheels in a belt are a different size, there are changes in speed.

A) Using the cranks on the wheels to help you, make the small wheel your driver and begin to turn it in a clockwise direction. Notice how many times you need to rotate (turn) the small wheel to make the larger wheel turn around once. Use the statement below to describe what is happening to the speed of your belt from the end where you are turning, the small wheel, to the other end of the belt, the large wheel.

The ____________ wheel, (follower) turns slower than the ____________ wheel, (driver).

B) Now change the driver wheel to the larger wheel and notice the speed of the smaller wheel. What happens?

The ___________ wheel (follower) turns much faster than the __________ wheel, (driver).

C) From these actvities we have learned that :

When the smaller pulley is the drive pulley, the larger pulley will rotate more __________, but it will have greater ____________.

and

When the larger pulley is the drive pulley, the smaller pulley will rotate more __________, but it will have less ___________.

Early steam engines and sewing machines used this idea of changing speed of pulley systems. Today we also use a pulley belt on our bicycles to change the speed and amount of force needed to pedal our bicycles. This pulley system is called a _________. Combinations of belts can be used on different axles to make very complicated belts that either reduce the amount of speed and increase power, or increase the speed and decrease power. Can you name some other examples or uses of pulley belt systems?

GEARING UP AND GEARING DOWN GEARING UP AND GEARING DOWN GEARING UP AND GEARING DOWN

GEAR TRAINS DIRECTION SPEEDTWO GEARS OF THE SAME

SIZE

TWO GEARS OF THE SAME SIZE WITH AN IDLER GEAR

Draw a gear train using seven gears of the same size (e.g., eight teeth) so that the first gearDraw a gear train using seven gears of the same size (e.g., eight teeth) so that the first gearDraw a gear train using seven gears of the same size (e.g., eight teeth) so that the first gear(driver) and the last gear (follower # 6) are turning in the same direction at the same speed.(driver) and the last gear (follower # 6) are turning in the same direction at the same speed.(driver) and the last gear (follower # 6) are turning in the same direction at the same speed.The gear train is not to be drawn in a straight line. Each gear must mesh teeth with anotherThe gear train is not to be drawn in a straight line. Each gear must mesh teeth with anotherThe gear train is not to be drawn in a straight line. Each gear must mesh teeth with anothergear. Be sure to dreaw arrows to show the direction that each gear is turninggear. Be sure to dreaw arrows to show the direction that each gear is turninggear. Be sure to dreaw arrows to show the direction that each gear is turning

Write a brief explanation of how you solved this problem.Write a brief explanation of how you solved this problem.

Subtask 7 BLM 7.2GEARING UP AND GEARING DOWN

Now that you know how to change the directions of gears in a gear train, let’s learn how to change the amount of turning force (torque) that a gear system can have.

SMALL GEAR -- NUMBER OF TEETH ______

LARGE GEAR -- NUMBER OF TEETH ______

1.A) Based on the number of teeth in the gears, predict the number of times each gear will rotate. (This is a gear ratio.)

SMALL GEAR _______

LARGE GEAR _______

1.B) Test it out and record the actual number of rotations for each gear.

SMALL GEAR ______

LARGE GEAR ______

1. C) Based on your observations, which would you say turned faster? Circle your answer.

SMALL GEAR LARGE GEAR

How many times faster did the one gear turn compared to the other gear?___________________________________________________________

2.a. Now arrange the gear train so that the large gear is the driver gear. Attach a 200 g weight with a string to the small follower gear. Be sure to have the string placed so that the weight is at a set distance of 20 cm away from the gear train.

placed so that the weight is at a set distance of 20 cm away from the gear train. Predict the amount of force that will be used to turn the driver and the amount of torque by the follower gear to move the weight towards the gear train. Then test it out.

(A)LITTLE EFFORT (B) SOME EFFORT (C) LOTS OF EFFORT

Prediction: force at input: _____ torque at output: ______

Results: force at input: _____ torque at output: ______

2.b. Now reverse the gear train so that the smaller gear is the driver. Attach the weight to the large follower gear. Be sure to have the 200 g weight at a set distance of 20 cm. This is important for a fair test. Predict the amount of force that will be used to turn the driver, and the amount of torque that will be used by the follower to move the weight.

(A)LITTLE EFFORT (B) SOME EFFORT (C) LOTS OF EFFORT

Prediction: force at input: _____ torque at output: ______

Results: force at input: _____ torque at output: ______

2.c. After completing both experiments, which gear system allowed you to have a faster output by the follower gear? Circle the answer.

large driver and small follower OR small driver and large follower

2.d. Which gear system allowed you to have a large force (torque) at the output?

large driver and small follower OR small driver and large follower

3.a. Now using three different-sized gears, (small, medium and large), create a gear system where the turning force is faster at the output (last follower gear) than at the input (driver gear). Draw your gear system to show the order of the different-sized gears. Under your diagram, explain why this system is the best for increasing your speed.

3.b. Create a gear system where the turning force (torque) is increased at the output (last follower gear) compared to the input (driver gear). Draw your gear system to show the order of the different-sized gears. Under your diagram, explain why this system is the best for increasing your torque.

If your teacher allows, test this out with four or more gears.

4.a. What happens to the speed and torque at the output when all of the gears are the same size? Set up a gear train of two gears both the same size. Predict the speed and torque of the follower gear (output), then test it out.

SPEED - (a) slow speed (b) fast speed (c) same speedTORQUE - (A) LITTLE TORQUE (B) LOTS OF TORQUE

PREDICTION RESULTSSPEED: ________________ SPEED: ___________________TORQUE: ________________ TORQUE: __________________

4.b. Now try it again with three same-sized gears.

PREDICTION RESULTSSPEED: ________________ SPEED: ___________________TORQUE: ________________ TORQUE: __________________

5. Does the number of gears in a gear train affect the amount of force needed to move a load? Explain. (Continue to use larger gear trains to test this out.)__________________________________________________________________________________________________________________________________

Subtask 8 BLM 8.1

Written Plans for Amusement Park Ride

Group Members: __________________________________________________The name of our ride is: ____________________________________________

PURPOSE: What is the reason for completing this project?

MATERIALS: These are the items we plan to use in constructing our ride:

DESIGN: See Blueprint. (Remember to label your sketch.)

PROCEDURE: These are the steps we will take to construct our ride.

OBSERVATIONS: We will test it out and record its performance.

CONCLUSION: Using your observations, we found that...

REFLECTION: Can our ride use any changes or improvements? What aesthetic qualities could you add to your model to make it more appealing for people to want to go on your ride. (Think about colour, patterns, texture, etc.)

RELATING SCIENCE AND TECHNOLOGY TO THE OUTSIDE WORLD

ENVIRONMENTAL IMPACT: If your ride were to be built to scale (in real life), how would the materials used to build your ride affect our environment? Are natural resources, e.g., wood, needed to build your ride?

Now that you have completed your proposal and model, combine the knowledge you have gained from this project with your experiences with Amusement Parks to answer the following questions

1. What is your favourite type of ride at an amusement park? Why? What is the name of this ride?

2. Where have you seen some of the different mechanical systems that you have learned about in this unit in some of your favourite amusement park rides? (In your explanation, think of how the combination of structures and mechanical systems are helpful in supporting a load and in moving objects.)

3. Other than rides, where in an amusement park would you likely find mechanical systems being used to move a load?

4. What have you learned in this unit about the usefulness of structures and mechanical systems in our daily lives?

5.a. What activity did you like best in this unit? Why?

5.b. If you could change one thing in this unit, what would it be? Why?

PEER ASSESSMENT PEER ASSESSMENT PEER ASSESSMENT PEER ASSESSMENT

Criteria Member #1 Member #2 Member #3 Member#4contributed ideas to the

group

listened to and respected the ideas of other team

members

helped the group stay on task

used class time wisely

was responsible for their share of the work

worked safely with all tools and materials

Comments:

SELF-ASSESSMENT (HOW DID I DO?) SELF-ASSESSMENT (HOW DID I DO?) SELF-ASSESSMENT (HOW DID I DO?) SELF-ASSESSMENT (HOW DID I DO?)

Criteria Level 1 Level 2 Level 3 Level 4I contributed ideas to my

group

Rarely Sometimes Most of the time Almost Always

I listened to and respected the ideas of my team

membersRarely Sometimes Most of the time Almost Always

I helped my group stay on task


I used my class time wisely


I was responsible for my share of the work


I worked safely with all tools and materials

Rarely Sometimes Most of the time Almost AlwaysComments:

Steve Moretti

Steve Moretti

Subtask 8 BLM 8.2

Possible items to discuss during teacher/group conference:

•Written plans - Does the group clearly outline what they will be making and how they will go about making their Amusement Park Ride? Are the first four questions on “Written Plans for Amusement Park” complete?

•Blueprint -Does the blueprint have logical measurements? Is the design reasonable?

•Materials - Has an estimate been proposed determining the amount and kind of materials that will be used? At this time the teacher can assign a specific monetary value to each individual material being used.

•Distribution of tasks - Is everyone doing their fair share of the work? If not, the teacher may intervene and make suggestions or assign individuals specific tasks.

•Questions - Do any of the group members have anything they need to ask the teacher?

__________________________________________________________________

Comments and suggestions for the group:

Price List for Materials:

BIBLIOGRAPHY

PRINT RESOURCES

Nelson Language Arts , Making A Difference, “Bridges”. Scarbouough, ON: ITP Nelson. 1998.ISBN 0-17-607429-5

Nelson Language Arts, Supplementary Readings, “Beam Bridges”. Scarbouough, ON: ITP Nelson. 1998. ISBN 0-17607438-4

Pan-Canadian Science Place . Markham, ON: Scholastic

Student’s book Grade Four: Lighten Your Load ISBN 0-7791-0047-6Student’s book Grade Five: Force Factor ISBN 0-7791-0068-9

Science and Technology . Don Mills, ON: Addison-Wesley Longman,

Student’s book Grade Four: Pulleys and Gears ISBN 0-201-64983-7Student’s book Grade Five: Forces on Structures ISBN 0-201-64988-8

Ardley, Neil. How Things Work. Montreal: Readers Digest Association, Inc., 1995.

Cambridge Science Universe, Machines, Power, and Transport, (Vol. 5). Cambridge: Cambridge University Press, 1984. Dahl, Michael. Pulleys. Mankato, Minnesota: Capstone Press, 1996.ISBN 1-56065-445-7

de Pinna, Simon. Forces and Motion. Austin,Texas: Raintree Steck-Vaughn Co., 1998.ISBN 0-8172-4962-1

Dick, Kris and Lee, Norman. Technology, The Routes of Engineering. Toronto, ON: Gage Educational Publishing Co., 1996.ISBN 0-7715-8184-X

Glover, David. Pulleys and Gears. Crystal Lake, IL: Rigby Interactive Library, 1997.ISBN 1-57572-084-1

Hodge, Deborah. Simple Machines. Toronto, ON: Kids Can Press, 1996.

Macaulay, David. Building Big. Boston: Houghton Mifflin Co., 2000.

Macaulay, David. The New Way Things Work. Boston: Houghton Mifflin Co., 1998.

Richards, Jon.The Science Factory. Brookfield Conneticut: Copper Beech Books, 2000.

ISBN 0-7613-0832-6

Schneider, Herman and Nina. Push, Pull and Lift. New York: Young Scott Books.

CD-ROMS

David, Macaulay. “The Way Things Work” CD-ROM. Toronto: Irwin Publishing, 1996.

“HyperStudio.” CD-ROM El Cajon CA.: Roger Wagner, 1997.

VIDEOS

“Bridging the Gap.” Omega Films Limited, 1998. 14 min.

“Lever, Wheel and Axel, Pulley.” Kinetic Inc, 1998. 13 min.

Nye, Bill. “Balance/Structure.” Magic Lantern, 1997. 50 min.

WEBSITES

Bridge of the Month Quiz - http://www.hevanet.com/bridgink/

Bridge Watching For Beginners -http://www.media.uwe.ac.uk/masoud/projects/bridges/bridges/htm

BridgeSite - http://www.bridgesite.com/index.html path/fun and learning/

Bridge Types - http://www.discovery.com/stories/technology/buildings/bridges/html

Building Big Bridges - http://pbs.org/wgbh/buildingbig/bridge/basics.html path/bridges/forces

lab/ Confederation Bridge - http://www.confederationbridge.com/en/accuail/index.htm

How Stuff Works - http://www.howstuffworks.com/gears.htm

Nova Super Bridge - http://www.pbs.org/wegbh/nova/bridge/build.html

Pulleys -http://www.funkandwagnalls.com/ path encyclopedia/type in pulley under search/

Simple Machines Made Simpler - http://www.smartown.com/sp2000/machines2000/

The Basic Bridge Types - http://www.matsuo-bridge.co.jp/english/bridges/basics/index.shtm

Steve Moretti

Think Quest - http://library.thinkquest.org/J002079F/pulley2.htm

Expectations for this Subtask to Assess with this Rubric:

Understanding ofConcepts

Inquiry and Design

Communicate- Written Plans/Report- Conventions

- needs assistance tounderstand the problem- has difficulty linking theconcepts to the proceduresneeded to build a ride

- the proposal is written with littleclarity and logic, and ispresented inappropriately- applied few languageconventions with major errors

- has partial understanding ofthe problem- has some difficulty linking theconcepts to the proceduresneeded to build a ride

- applies some skills to meet thegiven criteria for the ride- the model matches some ofthe design plans- some awareness of safety

- the proposal is written withsome clarity and logic, and ispresented appropriately- applied some languageconventions with several minorerrors

- has a good understandingof the problem to be solved -can generally link conceptsto the procedures needed tobuild a ride

- applies most skills to meet thegiven criteria for the ride- the model matches most ofthe design plans- shows awareness of safety

- the proposal is written clearlyand logically and is presentedappropriately- applied most languageconventions with few errors

- has a thorough understandingof the problem to be solved- can independently linkconcepts to the proceduresneeded to build a ride

- applies all skills to meet thegiven criteria for the ride- the model matches the designplans-consistent awareness of safety

- the proposal is written clearlyand logically with attention todetail- it is presented appropriately- all language conventions areapplied

Level 1 Level 2 Level 3 Level 4

Relating Science andTechnology

– shows little understanding ofconnections between scienceand technology and the worldoutside the school

– shows some understanding ofconnections between scienceand technology and the worldoutside the school

– shows understanding ofconnections between scienceand technology and the worldoutside the school

– shows understanding ofconnections between scienceand technology and the worldoutside the school, as well astheir implications

Amusement Park Written Plans / Blueprintfor use with Subtask 8 : Amusement Park Ride

from the Grade 5 Unit: Sturdy StructuresStudent Name:Date:

- applies few skills to meet thegiven criteria for the ride- the model doesn't match thedesign plans- little awareness of safety

5e10 • use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below).

5e61 – contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group;

5s78 • design and make load-bearing structures and different mechanisms, and investigate the forces acting on them;

5s90 – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions,drawings, charts, and oral presentations (e.g., give a presentation on the process of designing and making a specific structure);

Category/Criteria

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Understands the task athand

(To build a bench thatcan support a load)

Inquiry and design skills

Communication ofrequired knowledge

Relating of science andtechnology to eachother and to the worldoutside the school

– understands few of thebasic concepts required todesign a sturdy bench; aframe structure that cansupport a load

- demonstrated limited abilityto communicate their resultsin a written format, using verylittle terminology

- needs prompting to identifyproblems and suggestmodifications to the bench- shows little understanding of aconnection between science andtechnology and the world outside

– understands some of thebasic concepts required todesign a sturdy bench; aframe structure that cansupport a load

- completed a bench thatmatches some of the designplans- the final product met thecriteria, but was not verysuccessful in supporting a load

- demonstrated some abilityto communicate their resultsin a written format, usingsome appropriateterminology

- can identify some problems andsuggest modifications in the design andconstruction of the bench- shows some understanding of aconnection between science &technology and the world outside

– understands most of thebasic concepts required todesign a sturdy bench; aframe structure that cansupport a load

- completed a bench thatmatches most of the designplans- the final product met thecriteria and was successful insupporting a load

- independentlycommunicated their results ina written format usingappropriate terminology

- can identify problems and suggestmodifications in the design andconstruction of the bench- shows good understanding of aconnection between science &technology and the world outside

– understands all of thebasic concepts required todesign a sturdy bench; aframe structure that cansupport a load

- completed a bench thatperfectly matches the designplans- the final product met thecriteria, with additional detailsand successfully supported aload

- independently and preciselycommunicated their results ina written format usingappropriate terminology

- can independently identify problemsand suggest precise modifications in thedesign and construction of the bench- shows understanding of a connectionbetween science and technology and theworld outside


Building a Benchfor use with Subtask 3 : Build a Bench


- completed a bench thatdoes not match their designplans- the final product did notmeet the criteria and did notsupport a load

5s77 • demonstrate an understanding of the effect of forces acting on different structures and mechanisms;

5s79 • evaluate the design of systems that include structures and mechanisms, and identify modifications to improve their effectiveness.

5s81 – identify the parts of a structure that are under tension and those that are under compression when subjected to a load (e.g., the wires in a suspension bridge areunder tension; a ladder bearing a mass is under compression);

5s91 – design and make a frame structure that can support a load (e.g., a bridge);

Category/Criteria



UnderstandingConcepts

Inquiry and Design Skills

(Design and make abridge that can supporta load)

Communication of theRequired Knowledge

Reflections aboutModifications and

Improvements

- shows little understandingof basic concepts by buildingan unstable bridge with littlestrength- the bridge meets few of thegiven criteria

- communicates with littleclarity and rarely uses theappropriate terminology inwritten and oral explanations- does not always stay ontask

- needs much assistance toidentify problems andsuggest modifications in thedesign and construction ofthe bridge

- shows some understandingof basic concepts by buildinga bridge with some stabilityand strength- the bridge meets some ofthe given criteria

- applies some of therequired skills in designingand building a sturdy bridge- the completed bridgematches some of the designplans

-communicates with someclarity and uses some of theappropriate terminology inwritten and oral explanations-sometimes stays on task

- can identify some problemsand suggest modifications inthe design and constructionof the bridge

- shows understanding ofmost of the basic conceptsby building a bridge withstability and strength- the bridge meets the givencriteria

- applies most of the requiredskills in designing andbuilding a sturdy bridge- the completed bridgematches most of the designplans

-usually communicates clearlyusing appropriateterminology in both writtenand oral explanations-usually stays on task

- can independently identifyproblems and suggestmodifications in the designand construction of thebridge

- shows understanding of all thebasic concepts by building avery sturdy bridge that cansupport a heavy load- the bridge meets and exceedsthe given criteria

- applies almost all of therequired skills in designingand building a sturdy bridge- the completed bridgematches the design plans

- consistently communicateswith clarity and precisionusing appropriateterminology in written andoral explanations-consistently stays on task

- can independently identifyproblems and suggestprecise modifications in thedesign and construction ofthe bridge, with logicalexplanations


Building Bridgesfor use with Subtask 5 : Building Bridgesfrom the Grade 5 Unit: Sturdy Structures

Student Name:Date:

- applies few of the requiredskills in designing andbuilding a sturdy bridge- the completed bridge doesnot match the design plans

5e1 • communicate ideas and information for a variety of purposes (e.g., to present and support a viewpoint) and to specific audiences (e.g., write a letter to a newspaperstating and justifying their position on an issue in the news);

5s86 – formulate questions about and identify needs and problems related to structures and mechanisms in the outdoor environment, and explore possible answers andsolutions (e.g., construct a bridge that must support a given load across a given distance; determine which surface of a cantilever bridge or beam is under tension andwhich is under compression);

5s88 – use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations (e.g., use terms such ascomponent, subsystem, and device when describing systems);

5s91 – design and make a frame structure that can support a load (e.g., a bridge);

Category/Criteria

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Expectationsfor this Subtask to Assess with this Rubric:

Cost Analysis(Estimate and ActualCalculations)

Reflections andModifications

Oral Presentation

- applies few appropriate andlogical estimates that do notmatch the actual amount ofmaterials used- with much assistance, solvecomputational problems withfew appropriate strategies- several minor errors and/oromissions were found

- shows little awareness of anaudience through tone ofvoice and gestures whenpresenting- presents their design andbuilding process with littleclarity and precision, usingthe appropriate technicalterminology

- applies some appropriateand logical estimates inmatching the actual amountof materials used-with assistance, solvecomputational problems withsome appropriate strategies- some minor errors and/oromissions were found

- with limited assistance, student canidentify problems and suggestmodifications in the design andconstruction of the ride- shows some awareness of theimportance of aesthetic appeal andenvironmental impact in an amusementpark ride

- shows some awareness ofan audience through tone ofvoice and gestures whenpresenting- presents their design andbuilding process with someclarity and precision, usingthe appropriate technicalterminology

- applies appropriate andlogical estimates closelymatching the actual amountof materials used-independently solvecomputational problems withappropriate strategies-- few minor errors and/oromissions were found

- can independently identifyproblems and suggestmodifications in the designand construction of the ride- shows general awarenessof the importance ofaesthetic appeal andenvironmental impact in anamusement park ride

- usually shows awareness of anaudience through tone of voiceand gestures when presenting- presents their design andbuilding process with generalclarity and precision, using theappropriate technical terminology

- applies appropriate and logicalestimates matching the actualamount of materials used- independently and accuratelysolve computational problemswith appropriate strategies- almost no minor errors and/oromissions were found

- can independently identifyproblems and confidentlysuggest precise modifications inthe design and construction ofthe ride- shows awareness of theimportance of aesthetic appealand environmental impact in anamusement park ride

- shows awareness of anaudience through tone ofvoice and gestures whenpresenting- presents their design andbuilding process with clarityand precision, using theappropriate technicalterminology


Amusement Park Ride (Part 2)for use with Subtask 8 : Amusement Park Ride


- with much assistance, student canidentify problems and suggestmodifications in the design andconstruction of the ride- shows little awareness of theimportance of aesthetic appeal andenvironmental impact in an amusementpark ride

5e59 – use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, reading aloud, making presentations, statingopinions, etc.;

5m33 – select operations and solve two-step problems involving whole numbers and decimals with and without a calculator (e.g., 300 students wish to see a show. If thereare 25 rows of seats and 9 seats per row at the show, how many students will not be able purchase a ticket?);

5s90 – communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes and descriptions,drawings, charts, and oral presentations (e.g., give a presentation on the process of designing and making a specific structure);

5s96 – identify problems that arose in the designing and making of a product, and indicate how these could have been avoided or how they were solved;

5s98 – identify modifications intended to improve the performance, aesthetic appeal, and impact on the environment of a product they designed;

Category/Criteria


Expectation List

Selected


Page 1

Assessed

English Language---Writing• communicate ideas and information for a variety of purposes (e.g., to present and support a viewpoint) and to specific

audiences (e.g., write a letter to a newspaper stating and justifying their position on an issue in the news);1 25e1

• revise and edit their work, seeking feedback from others and focusing on content, organization, and appropriateness ofvocabulary for audience;

15e7

• use and spell correctly the vocabulary appropriate for this grade level; 15e9

• use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level (see below). 15e10

– routinely introduce new words from their reading into their writing; 15e18

– use levels of language appropriate to their purpose (e.g., informal language to write a letter to a friend and formal language toinvite a guest speaker to the school);

15e19

English Language---Reading• read a variety of fiction and non-fiction materials (e.g., novels, short stories, biographies, editorials) for different purposes; 15e22

– use specialized terms in different subject areas, as appropriate; 1 15e42

– locate and interpret information, using various conventions of formal texts (e.g., index, maps, charts, lists, pictures,illustrative figures).

15e44

English Language---Oral and Visual Communication• communicate information, explain a variety of ideas and procedures, and follow the teacher’s instructions; 45e45

• ask and answer questions on a variety of topics to acquire and clarify information; 15e46

• contribute and work constructively in groups; 1 35e49

• demonstrate the ability to concentrate by identifying main points and staying on topic; 15e50

• create a variety of media works; 15e53

– use appropriate words and structures in discussions or classroom presentations; 1 25e56

– use tone of voice, gestures, and other non-verbal cues to help clarify meaning when describing events, telling stories, readingaloud, making presentations, stating opinions, etc.;

1 15e59

– speak clearly when making presentations; 15e60

– contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group; 45e61

– discuss with peers and the teacher strategies for communicating effectively with others in a variety of situations; 25e62

Mathematics---Number Sense and Numeration– explain processes and solutions with whole numbers and decimals using mathematical language; 15m18

– multiply and divide numbers using concrete materials, drawings, and symbols 15m28

– use mental computation strategies to solve number problems (e.g., 2 x 9 x 5 = [2 x 5] x 9); 15m30

– select operations and solve two-step problems involving whole numbers and decimals with and without a calculator (e.g.,300 students wish to see a show. If there are 25 rows of seats and 9 seats per row at the show, how many students will notbe able purchase a ticket?);

25m33

Mathematics---Geometry and Spatial Sense– construct two-dimensional shapes with one line of symmetry; 15m89

Science and Technology---Structures and Mechanisms• demonstrate an understanding of the effect of forces acting on different structures and mechanisms; 1 25s77

• design and make load-bearing structures and different mechanisms, and investigate the forces acting on them; 35s78

• evaluate the design of systems that include structures and mechanisms, and identify modifications to improve theireffectiveness.

1 35s79

– identify and measure forces acting on a structure (e.g., mass, air pressure), and describe the effects of their application; 35s80

– identify the parts of a structure that are under tension and those that are under compression when subjected to a load (e.g., thewires in a suspension bridge are under tension; a ladder bearing a mass is under compression);

2 25s81

– compare the force needed to lift a load manually with the force required to lift the load with a simple machine (e.g., lever,pulley system, gear system);

25s82

– describe, using their observations, the advantages and disadvantages of using different types of mechanical systems (e.g., asingle-pulley system has no mechanical advantage; a pulley system with two or more pulleys has a mechanicaladvantage);

15s83

– describe the turning force (torque) of different combinations of gears (e.g., the turning force of a higher gear and of a lowergear);

15s84

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Expectation List

Selected


Page 2

Assessed

– identify the force required by different pulley systems (systems with one or more pulleys) to move a load, and compare thesystems in qualitative terms.

15s85

– formulate questions about and identify needs and problems related to structures and mechanisms in the outdoor environment,and explore possible answers and solutions (e.g., construct a bridge that must support a given load across a given distance;determine which surface of a cantilever bridge or beam is under tension and which is under compression);

35s86

– plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fairtest and identifying criteria for assessing solutions;

2 15s87

– use appropriate vocabulary, including correct science and technology terminology, in describing their investigations andobservations (e.g., use terms such as component, subsystem, and device when describing systems);

25s88

– compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelledgraphs produced by hand or with a computer (e.g., make a chart to record data on the raising of a load with different pulleysystems);

25s89

– communicate the procedures and results of investigations for specific purposes and to specific audiences, using mediaworks, written notes and descriptions, drawings, charts, and oral presentations (e.g., give a presentation on the process ofdesigning and making a specific structure);

15s90

– design and make a frame structure that can support a load (e.g., a bridge); 35s91

– describe safety measures to be taken to ensure their own safety and that of others (e.g., they need to check that fixed pulleysin pulley systems are secure before testing them).

2 15s94

– identify specific considerations in the actual manufacture of a product that they have designed and made (e.g., productiontime; cost and availability of materials);

25s95

– identify problems that arose in the designing and making of a product, and indicate how these could have been avoided or howthey were solved;

35s96

– describe the consequences of having limited time and materials when making a product; 1 25s97

– identify modifications intended to improve the performance, aesthetic appeal, and impact on the environment of a product theydesigned;

15s98

– identify the aesthetic qualities of a product they made (e.g., form, colour, pattern, type of surface), and explain the usefulnessof the product to others;

15s99

– recognize the advantages and disadvantages of using various mechanisms (e.g., levers, wheels and axles, pulleys, gears)with respect to the amount of energy they require to move or lift a given load;

25s103

– describe the change in energy transfer that occurs when the number and the size of gears in a gear system are modified. 15s104

The Arts---Visual Arts– describe how line may be used to define shapes and forms and to create movement and depth; 15a31

– identify how the shading of shapes can be used to create the illusion of depth (e.g., create a spherical form by shading oneside of a circle);

15a32

– identify strengths and areas for improvement in their own work and that of others. 15a41

Social Studies---HC: Early Civilizations– examine how environment, society, and technology were related in early civilizations; 15z19

– examine the impact of early civilizations on modern civilizations (e.g., Olympics, architecture, geometry, the idea ofdemocracy, medicine, the calendar, number systems);

15z20

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Expectation Summary

A Unit for Grade 5

Selected Assessed

English Language5e1 21 5e2 5e3 5e4 5e5 5e6 5e7 1 5e8 5e9 1 5e10 15e11 5e12 5e13 5e14 5e15 5e16 5e17 5e18 1 5e19 1 5e205e21 5e22 1 5e23 5e24 5e25 5e26 5e27 5e28 5e29 5e305e31 5e32 5e33 5e34 5e35 5e36 5e37 5e38 5e39 5e405e41 5e42 11 5e43 5e44 1 5e45 4 5e46 1 5e47 5e48 5e49 31 5e50 15e51 5e52 5e53 1 5e54 5e55 5e56 21 5e57 5e58 5e59 11 5e60 15e61 4 5e62 2 5e63 5e64 5e65 5e66

French as a Second Language5f1 5f2 5f3 5f4 5f5 5f6 5f7 5f8 5f9 5f105f11 5f12 5f13 5f14 5f15 5f16 5f17 5f18

Mathematics5m1 5m2 5m3 5m4 5m5 5m6 5m7 5m8 5m9 5m105m11 5m12 5m13 5m14 5m15 5m16 5m17 5m18 1 5m19 5m205m21 5m22 5m23 5m24 5m25 5m26 5m27 5m28 1 5m29 5m30 15m31 5m32 5m33 2 5m34 5m35 5m36 5m37 5m38 5m39 5m405m41 5m42 5m43 5m44 5m45 5m46 5m47 5m48 5m49 5m505m51 5m52 5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m605m61 5m62 5m63 5m64 5m65 5m66 5m67 5m68 5m69 5m705m71 5m72 5m73 5m74 5m75 5m76 5m77 5m78 5m79 5m805m81 5m82 5m83 5m84 5m85 5m86 5m87 5m88 5m89 1 5m905m91 5m92 5m93 5m94 5m95 5m96 5m97 5m98 5m99 5m1005m101 5m102 5m103 5m104 5m105 5m106 5m107 5m108 5m109 5m1105m111 5m112 5m113 5m114 5m115 5m116 5m117 5m118 5m119 5m1205m121 5m122 5m123 5m124

Science and Technology5s1 5s2 5s3 5s4 5s5 5s6 5s7 5s8 5s9 5s105s11 5s12 5s13 5s14 5s15 5s16 5s17 5s18 5s19 5s205s21 5s22 5s23 5s24 5s25 5s26 5s27 5s28 5s29 5s305s31 5s32 5s33 5s34 5s35 5s36 5s37 5s38 5s39 5s405s41 5s42 5s43 5s44 5s45 5s46 5s47 5s48 5s49 5s505s51 5s52 5s53 5s54 5s55 5s56 5s57 5s58 5s59 5s605s61 5s62 5s63 5s64 5s65 5s66 5s67 5s68 5s69 5s705s71 5s72 5s73 5s74 5s75 5s76 5s77 21 5s78 3 5s79 31 5s80 35s81 22 5s82 2 5s83 1 5s84 1 5s85 1 5s86 3 5s87 12 5s88 2 5s89 2 5s90 15s91 3 5s92 5s93 5s94 12 5s95 2 5s96 3 5s97 21 5s98 1 5s99 1 5s1005s101 5s102 5s103 2 5s104 1 5s105 5s106 5s107 5s108 5s109 5s1105s111 5s112 5s113 5s114 5s115 5s116 5s117 5s118 5s119 5s1205s121 5s122 5s123 5s124 5s125 5s126 5s127 5s128

Social Studies5z1 5z2 5z3 5z4 5z5 5z6 5z7 5z8 5z9 5z105z11 5z12 5z13 5z14 5z15 5z16 5z17 5z18 5z19 1 5z20 15z21 5z22 5z23 5z24 5z25 5z26 5z27 5z28 5z29 5z305z31 5z32 5z33 5z34 5z35 5z36 5z37 5z38 5z39 5z405z41 5z42 5z43 5z44 5z45 5z46 5z47 5z48

Health & Physical Education5p1 5p2 5p3 5p4 5p5 5p6 5p7 5p8 5p9 5p105p11 5p12 5p13 5p14 5p15 5p16 5p17 5p18 5p19 5p205p21 5p22 5p23 5p24 5p25 5p26 5p27 5p28 5p29 5p305p31 5p32 5p33 5p34 5p35 5p36 5p37 5p38 5p39 5p40

The Arts5a1 5a2 5a3 5a4 5a5 5a6 5a7 5a8 5a9 5a105a11 5a12 5a13 5a14 5a15 5a16 5a17 5a18 5a19 5a205a21 5a22 5a23 5a24 5a25 5a26 5a27 5a28 5a29 5a305a31 1 5a32 1 5a33 5a34 5a35 5a36 5a37 5a38 5a39 5a405a41 1 5a42 5a43 5a44 5a45 5a46 5a47 5a48 5a49 5a505a51 5a52 5a53 5a54 5a55 5a56 5a57 5a58 5a59 5a605a61 5a62 5a63 5a64 5a65 5a66 5a67 5a68 5a69

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Page 1Unit Analysis

Assessment Recording Devices

5 Anecdotal Record2 Checklist3 Rating Scale3 Rubric

Assessment Strategies

1 Classroom Presentation7 Learning Log4 Observation4 Performance Task4 Questions And Answers (oral)3 Quizzes, Tests, Examinations3 Self Assessment

Groupings

4 Students Working As A Whole Class2 Students Working In Pairs6 Students Working In Small Groups8 Students Working Individually

Teaching / Learning Strategies

5 Brainstorming2 Classifying5 Collaborative/cooperative Learning3 Direct Teaching3 Discussion5 Experimenting2 Homework6 Learning Log/ Journal1 Model Making2 Note-making3 Oral Explanation2 Problem-solving Strategies1 Review2 Sketching To Learn2 Technology1 Working With Manipulatives

Analysis Of Unit Components

8 Subtasks 98 Expectations102 Resources104 Strategies & Groupings

-- Unique Expectations -- 19 Language Expectations 5 Mathematics Expectations 23 Science And Tech Expectations 3 Arts Expectations 2 Social Studies Expectations

Resource Types

4 Rubrics 29 Blackline Masters 3 Licensed Software 18 Print Resources 3 Media Resources 14 Websites 29 Material Resources 2 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Oct 26, 2001 at 11:17:58 AM Page H-1

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