1. April 10, 2018
You need:
-Clean paper (2) / pencil
-Maze craze
Warm Up:
Mental Math…be ready
I CAN: convert units within the metric system (to help describe motion).

2. Review Test Assess? April 2018 1 2 No School 3 4 5 6 7 8 14 15 16
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday 1
Easter 2
No School 3 4 5 6 7 8 9
Forces and motion 10 11 12 13 14 15 16
Benchmark? 17
F/M/E 18 19 20
Review
Test
Assess? 21 22 23
Forces and energy 24 25 26 27 28 29 30

3. May 2018
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday 1
Forces and energy 2 3 4
Review
Test Assess? 5 6 7
Atmosphere 8 9 10 11 12 13
Mother’s Day 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
No School
Memorial Day 29 30 31

4. June 2018
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday 1
Atmosphere 2 3 4 5 6 7
8 last day 9 10 11 12 13 14 15 16

6. Conversion in the METRIC system…
NAME!
RIGHT
Kilo
Hecto km
Deka hm
dkm
deci
LEFT
centi
Meter
Liter
Gram dm
milli cm mm

7. Motion – Occurs when an object changes _____________ relative to a _____________ ____________.
position
point
reference

8. -Distance: how ________ an object has traveled.
-Displacement: ______________ and _____________ of an object’s change in position from the starting point.
far
distance
direction

9. Speed – the _________________ an object travels per unit of _________________. Also known as the ____________ of change in position.
distance
time
rate

10. So…what is motion?
Motion is a
change in position
over time!!

11. So…what is motion? Distance If you change your position,
then you have traveled some distance.

12. So…what is motion? Distance
How fast you travel that distance is your speed!
(Speed is the RATE at which you change position).

13. Let’s measure
Card tells you what to find and measure (in addition to the worksheet).
Be accurate. Include units.
Write your answers onto your own notebook paper.
This was from BEFORE our SPRING BREAK! Some classes used the worksheet to measure – others had cards.

14. Did you measure? What did you measure? How did it compare?
Can you convert from cm to mm? Mm to meters?

15. How can we describe motion?
Motion can be described by:
DISTANCE (how far did it travel?)
TIME (how long did it travel?)
SPEED (how fast did it travel?)
DIRECTION (which way did it go?)
ACCELERATION (does the motion change?)

16. Let’s try it! You will be given a maze.
Your job is to find your way from the “start” to the “end” – but you don’t know where that is…YET.
After finding your way through the maze, you must write out directions about HOW to get through the maze. Be clear.

17. Maze Your maze will look a little like this. Draw your way through.
Then write (in sentence form) how to get through the maze.

18. Maze TRADE Your partner will now be given a blank copy of the maze.
Following your directions – only as written – they will have to draw their way out.
What could you have done differently?

19. How can we describe motion?
Motion can be described by:
DISTANCE (how far did it travel?)
TIME (how long did it travel?)
SPEED (how fast did it travel?)
DIRECTION (which way did it go?)
ACCELERATION (does the motion change?)

20. Binder clip – to steady the ramp
To mark a place for the ramp AND a start for the index card.
End point – to be measured for distance.
The binder clip will be set at 10 cm – so the ramp is at 10 cm.
An index card to indicate the movement.
This is a CIBL lab – so all of the stuff is in our kit. It is a good hands-on way to get kids to describe and measure the movement of the card – based on the force of the marble.
3rd will skip

21. 3rd will skip

22. Be careful! When measuring, make sure to use the actual scale on the ruler – not just the end of the ruler.
3rd will skip

23. Marble / Ramp Experiment
The binder clip will be set at 10 cm – so the ramp is at 10 cm.
An index card to indicate the movement.
3rd will skip
Binder clip – to steady the ramp
To mark a place for the ramp AND a start for the index card.
End point – to be measured for distance.

24. 3rd will skip

25. Energy Energy is what makes things move or change. What do you know?
What do you think?
Energy is what makes things move or change.
1. Ask students to share examples of energy and to explain what they think about it. Accept all answers without correction. 2. Hold a book a few feet above a table, as still as possible. Ask the class if the book has energy? Again, accept all answers. Drop the book and repeat the question. 3. Introduce a working definition of energy: “Energy is what makes things move or change.” Explain that we will explore energy during the next several activities.

26. Energy What do you know? What do you think?
Knowing types – and fitting them into the Potential or Kinetic category
Solar energy – for us and for plant life which feeds animals/people

27. Energy What do you know? What do you think?
Knowing types – and fitting them into the Potential or Kinetic category
Plants as food AND plants as heat source…biomass

28. Energy What do you know? What do you think?
Coal, oil, natural gas – fossil fuels

29. Energy What do you know? What do you think?
Knowing types – and fitting them into the Potential or Kinetic category
Water power - HYDRO

30. Energy What do you know? What do you think?
Knowing types – and fitting them into the Potential or Kinetic category
Wind power

31. Energy What do you know? What do you think?
Knowing types – and fitting them into the Potential or Kinetic category
Geo thermal…earth / heat

32. What did you observe?
What did you measure?
What happens if you change the ramp?

33. Let’s hypothesize

34. Marble on Ramp Experiment
Height
Distance
5 cm
10 cm
15 cm
15 cm
20 cm
30 cm

35. Marble on Ramp Experiment Ht Dist
5 cm
10 cm
15 cm
15 cm
20 cm
30 cm
Dist (dependent)
Height (independent)

36. What patterns do we see? Why?
Potential Energy
As you lift the marble up (to the top of the ramp), you are doing work – against the force of gravity. The work done is stored in a form of energy known as POTENTIAL ENERGY. Also thought of as “Energy of Position”

37. Does Potential Energy stay as Potential?
Kinetic Energy
As the marble starts to move, potential energy now becomes KINETIC ENERGY or “energy of motion”

38. Potential vs. Kinetic Satellite orbiting
Skydiver falling at fastest speed
Basketball sits on rim before falling in
Baseball at its highest point after being hit
Arrow released from bow, travels toward target

39. Potential vs. Kinetic
A slingshot that has been pulled back, but not let go.
Bobsled moving at its greatest speed around the final turn
Grasshopper reaches highest point in its jump
Girl swinging at her highest point
Cliff diver is just about to jump from cliff.

40. Potential Energy
Kinetic Energy

41. PE KE

42. We agreed that the height influenced the distance traveled.
Would the mass/weight of the marble make a difference? Why or why not?

43. In math terms… Distance Speed = Time
A “change in position over time” is the same as saying:
Distance
Speed =
Time

44. Speed = d
Distance
Time s t

45. D S T Speed = Distance Time Time = Distance Speed
Distance = Speed x Time D S T

46. What does “speed” mean? Some examples of speed:
60 miles/hour meters/minute
Let’s break it down…
If you travel 60 miles per hour, how far do you travel in 1 hour?
60 miles/hour is the same as 60 miles
1 hour

48. Let’s practice calculating speed
If you travel 100 km in 2 hours, what is your speed?
Speed = Distance
Time
Distance = 100 km Time = 2 hours
Speed = 100 km
2 h
Speed = 50 km/h

49. Practice problems: possible exit ticket?

50. But what if we don’t have a steady speed?
Type
Description
Example 1
Instantaneous 2
Average 3
Constant

51. Instantaneous speed
Speed at a given point in time…at a particular INSTANCE.
Example:
Driving the car and you look down at the speedometer.
Driving home and the “speed” at a stop sign.

52. Average speed
Total distance traveled divided by the total time. So you are finding the AVERAGE.
Example:
As you drive home, you stop at stop signs/redlights. You go faster on straight paths.
Taking a road trip. It may last 4 hours – but you are not at the same speed for the entire time.

53. Constant speed Speed that does not vary or change. It is CONSTANT.
Example:
Putting your car on cruise control (to maintain a steady speed).
Remember that the opposite of constant is changing or VARIABLE.