Download ACTIVITY 2.1 WhAT DOES A FORCE DO?

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CONTENTS
Unit map
2
PART 1: What is a toy?
3-10
Activity 1.1 What is a toy?
Activity 1.2How are toys made?
Activity 1.3How do toys move?
Activity 1.4 Forces in action
4
6
7
10
PART 2:What does a force do?
Activity 2.1 What does a force do?
Activity 2.2 Can you move an object without touching it?
Activity 2.3On the road
Activity 2.4 Bike helmets save lives
Activity 2.5How do you know a force is acting?
Activity 2.6 Fun at the park
Activity 2.7 What’s your learning?
Part 3: Measuring forces
Activity 3.1How can you measure a force?
Activity 3.2Interpreting a conventional force meter
Activity 3.3Hooke’s Law
Activity 3.4Ground force
Activity 3.5Your investigation of the effect of a force
Activity 3.6 Floating trains
Activity 3.7 Bungee jumping
11-21
12
15
18
18
19
20
21
22-28
23
24
25
25
26
27
28
PART 4:How do you represent forces?
Activity 4.1How do you show a force?
Activity 4.2 Free body diagrams
Activity 4.3 Toy diagrams
Activity 4.4 Concept mapping
Part 5:It’s a balancing act
Activity 5.1Newton’s laws
Activity 5.2 What floats your boat?
Activity 5.3 Seesaws
Activity 5.4 Facts and falsehoods
PART 6: how does gravity affect motion?
Activity 6.1 Reduced gravity
Activity 6.2 Defying gravity
Activity 6.3 Toys in space
Activity 6.4 Recap your understanding
PART 7: Designing YOUR own toy
29-34
30
32
33
34
35-40
36
37
38
40
41-43
42
43
43
43
44-46
Activity 7.1 Design or test
Activity 7.2 Marketing your product
45
46
Glossary
47
1
PART 2
what is a toy
what does a force do?
PART 3
measuring forces
FINISH
START
PART 1
PART 7
PART 4
how do you represent forceS?
PART
designing your own toy
5
IT’s A BALANCING ACT
PART 6
how does gravity affect motion?
Icon
Meaning
Digital interactive
Hands-on inquiry
Classroom activity
Notebooking
Discussion
2
Activity 1.1 What is a toy?
Activity 1.2How are toys made?
Activity 1.3How do toys move?
Activity 1.4 Forces in action
1
PART
PART 1: What is a toy?
Science of Toys
PART 1
3
ACTIVITY
1.1
ACTIVITY TYPE
What is a toy?
How many toys can you
name in two minutes?
What to do:
Step 1
With a partner choose four images.
Step 2
Person A to argue that the image is
a toy. Step 3
Person B to argue that the image is
not a toy. Step 4
Pair to decide whether the image
represents a toy and have a reason
to present to the class.
Step 5
Continue until you have completed
all four images, swapping roles each
time.
Discussion:
• Do all images
represent
toys?
• How would
you define
a toy?
Science of Toys
PART 1
What is a toy?
4
ACTIVITY 1.1 What is a toy? CONTINUED
re toys only
A
for children?
Science of Toys
PART 1
What is a toy?
5
ACTIVITY
1.2 How are toys made?
ACTIVITY TYPE
Home
provides easy navigation to
all of the different sections.
Before you go
to the digital resource
Part 1 What is a toy?
familiarise yourself
with the key navigation
features.
NOTEBOOK PROMPTS
assist you to share your ideas
and understandings.
These symbols indicate
discussion and
notebooking.
PIN ICON
provide the navigation for
each particular section.
HINTS
focus your inquiry and provide
questions to help you connect
your ideas.
Click here to
go to the digital resource
and open Part 1,
Activity 1.2.
Science of Toys
PART 1
What is a toy?
6
ACTIVITY
1.3 How do toys move?
ACTIVITY TYPE
What to do:
What materials
are best for kites?
Step 1
Read the cartoons carefully.
Step 2
Record your thoughts: who do
you agree with? Who do you
disagree with?
The boy
must keep
moving his strings
to make the kite
move.
Her kite is flying
higher because it is
being pulled.
Step 3
Move on to the next cartoon.
Discussion:
The kites are
flying because the
wind is strong.
• How do toys move?
His kite is not as high
because he is pulling
down harder.
The Earth is pulling
the kites down but the
wind is pushing
them up.
The kites would go
faster if they were
bigger.
Science of Toys
PART 1
What is a toy?
7
ACTIVITY 1.3 How do toys move? CONTINUED
The marbles would not
move if the track was wet.
If the blue marble were
larger it would go faster.
The red marble is moving
because it was pushed but the
blue marble is being pulled
by gravity.
The red marble will
speed up as it continues
along the track and hit the
blue marble.
If the marbles
were replaced with
brown and white
sugar cubes would
your thoughts be
different?
Science of Toys
PART 1
What is a toy?
8
ACTIVITY 1.3 How do toys move? CONTINUED
The faster you push the
handle the more upright the
top stays.
A shorter and heavier top
will spin slower.
The harder you push
the handle before you
release the top the longer
it will spin.
The top wobbles as it
slows down because it is
running out of power.
Do toys need a battery?
Science of Toys
PART 1
What is a toy?
9
ACTIVITY
1.4 Forces in Action
ACTIVITY TYPE
Click here to
go to the digital resource
Part 1, Activity 1.4.
Science of Toys
PART 1
What is a toy?
10
Activity 2.1 What does a force do?
Activity 2.2 Can you move an object without touching it?
Activity 2.3On the road
Activity 2.4 Bike helmets save lives
Activity 2.5How do you know a force is acting?
Activity 2.6 Fun at the park
Activity 2.7 What’s your learning?
2
PART
PART 2: What does a force do?
Science of Toys
PART 2
11
ACTIVITY
2.1 What does a force do?
ACTIVITY TYPE
Change the shape.
Change the speed.
Cha
teraction that
A FORCE is an in
in an object.
causes a change
the DIRECTIO
n
ge
N
.
How many
different uses of
the word “force”
can you think of in
two minutes?
Science of Toys
PART 2
What does a force do?
12
ACTIVITY 2.1 What does a force do? CONTINUED
UPTHRUST
An object placed in a fluid
such as water experiences
a force upwards. This is
upthrust.
THRUST
Thrust is the scientific
term for a force that makes
an object move forward.
Typically this is from an
engine.
AIR RESISTANCE
FRICTION
Air resistance results from an
object passing through air.
The air molecules take energy
from the object to move out
of its path.
Friction is a resisting
force when two surfaces
move whilst in contact.
TENSION
COMPRESSION
Tension is a pulling force when
one object stretches another.
Compression is a pushing
force when one object
squashes another.
Science of Toys
PART 2
What does a force do?
13
ACTIVITY 2.1 What does a force do? CONTINUED
What to do:
Step 1
Think about each of these images/
videos and what they show. Describe
the image in scientific terms.
Click here to go to the
digital resource Part 2, Activity 2.1
to watch 3 video clips.
Step 2
Discuss your ideas with a partner. Step 3
Share your best description with the
class.
Science of Toys
PART 2
What does a force do?
14
ACTIVITY
2.2
Can you move an object
without touching it?
ACTIVITY TYPE
What to use:
How could you
demonstrate that you
can move a ball without
touching it?
The equipment
and steps to the right
may help you to
get started.
• resources supplied by your teacher
such as variety of balls, pieces
of paper, string, sticky tape,
aluminium foil, ice-cream sticks and
so on.
Each STUDENT will require:
• one ball.
• a fixed distance (from A to B) to
show movement without touching it.
A FORCEscisribthee teanrmintescraiectntioisn
ts
use to de
This interaction
between objects.
jects touch or
can be when ob
are far apart.
What to do:
Step 1
Devise a plan by sketching your ideas
in your Notebook.
Step 2
Collect the equipment you require
from the teacher and construct your
demonstration to move the ball from
A to B without it touching the ground
or you touching the ball. Step 3
Within your group devise two other
methods you could use. Discussion:
• Which method in the class was the
most effective?
Science of Toys
PART 2
What does a force do?
15
ACTIVITY 2.2 Can you move an object without touching it? CONTINUED
GRAVITY
ELECTROSTATIC
All objects have mass and therefore
exert gravitational forces. The Earth is an
object with a very large mass. Consequently
it has a significant gravitational force and other
objects are attracted to it. We describe this force
of attraction as the weight of objects. This
weight force also depends on how close the
objects are to the Earth.
Electrostatic force can be
attractive or repulsive. It results
when an object has excess charge.
Like charges
REPEL
Unlike charges
ATTRACT
est of
e weak we
h
t
is
y
Gravit
hy do
rces. W t?
fo
e
s
e
th
e mos
feel it th
MAGNETISM
Magnetism is a force which acts on a
limited number of materials. Magnets can
be permanent, such as a bar magnet or
temporary, as used in scrap yards.
The most common magnetic material is iron.
Science of Toys
PART 2
What does a force do?
16
ACTIVITY 2.2 Can you move an object without touching it? CONTINUED
Can you explain how
your ball moved
from A to B?
What to do:
Step 1
Use the information on forces to help
you explain how you moved the ball
from A to B.
Discussion:
• What forces were involved in the
demonstrations?
• Could you have used the other two
forces
Science of Toys
PART 2
What does a force do?
17
ACTIVITIES
2.3 - 2.4
ACTIVITY TYPE
Click here to
go to the digital resource
Part 2, Activity 2.3 to 2.4.
Science of Toys
PART 2
What does a force do?
18
a
t he
ob j
ect?
ge in
a
sh
pe
or
tigate a
Each group will inves
d report
an
n
force and its actio
back to the class.
Step 2
Collect the equipment tray and use
the guide questions to direct your
investigation.
he
r
es cause
an
Ho
w
o
c
for
2.5
ACTIVITY TYPE
ch
d
ACTIVITY
How do you know
a force is acting?
motion of an
ot
What to use:
• general laboratory equipment as
appropriate. • a test object.
Each GROUP will require:
• tray of equipment.
• three test objects – for example, a
toy car, a spring and a wooden cube.
Each STUDENT will require:
• Notebook
What to do:
Air Resistance
Compression
Electrostatic
Friction
Gravity
Magnetic
Tension
Thrust
Upthrust
an your force:
C
1. Change an object’s
shape?
2. Change the direction
an object moves?
3. Change the speed of
an object?
oes the force act at a
D
distance?
Is it a contact force?
Step 3
Summarise your findings for the
class.
Discussion:
• Do all forces act the same way?
Step 1
In your group decide which force
you’d like to investigate. Discuss
your choice with your teacher.
• Can you always tell a force is
acting?
Science of Toys
PART 2
What does a force do?
19
ACTIVITY
2.6 Fun at the park
ACTIVITY TYPE
Click here to
go to the digital resource
Part 2, Activity 2.6.
Science of Toys
PART 2
What does a force do?
20
ACTIVITY
2.7 What’s YOUR learning?
ACTIVITY TYPE
METHOD OF PRESENTING
Concept Map
Demonstration
Story
Series of cartoons
Oral
In this activity you
have the opportunity to
discover how you are progressing
in this unit. It will help you
to identify which ideas you
understand well, and which ideas
you may need to pay
more attention to.
SCIENCE TERMS
What to do:
Acceleration
Air Resistance
Compression
Electrostatic
Energy
Force
Friction
Gravity
Magnetic
Mass
Rotation
Speed
Tension
Upthrust
Work
Step 1
Think back to the first activity “What
is a toy?” and select a couple of
toys. You do not have to stick to the
images from that activity.
Step 2
Reflect on how science is used in toy
design generally and for your chosen
toys. Step 3
Choose a method of presenting your
ideas from the box.
Step 4
Use as many of the scientific terms
(see box) as you can correctly in your
presentation.
Science of Toys
PART 2
What does a force do?
21
PART 3: Measuring forces
Activity 3.1How can you measure a force?
Activity 3.2Interpreting a conventional force meter
Activity 3.3Hooke’s Law
Activity 3.4 Ground force
Activity 3.5Your investigation of the effect of a force
Activity 3.6 Floating trains
Activity 3.7 Bungee jumping
PART
3
Science of Toys
PART 3
22
ACTIVITY
3.1 How can YOU measure a force?
Can you make
an instrument
to measure the
weight of any
mass up to 200 g?
What to do:
Step 1
Design and build your own
instrument for measuring the weight
of an object.
Step 2
Calibrate your instrument by using it
to measure a 20 g mass and a 200 g
mass. Step 3
Now use your instrument to
measure the weight of a pencil and
a 30 cm ruler.
What to use:
• wire. • cardboard.
• springs.
• elastic bands.
• paper clips.
• 20 g mass (or similar).
• 200 g mass (or similar).
Each STUDENT will require:
ACTIVITY TYPE
Discussion:
• Compare your values for the
weight of a pencil and a 30 cm
ruler. Do you all agree?
• Which instrument is the most
accurate?
• Which instrument is the easiest to
use?
Weight is the scientific
term for the action of gravity
on an object. The unit for
weight is the Newton (N).
It can be calculated
by multiplying the the mass
(in kg) by gravity on Earth
(9.8 ms-2).
Newton 's 2nd law of motion.
Force = mass x acceleration
2nd law to
We can use Newton’s
a 1 kg mass.
calculate the weight of
leration due to gravity
Weight = mass x acce
-2
= 1 kg x 9.8 ms
= 9.8 N
• Notebook
Science of Toys
PART 3
Measuring forces
23
ACTIVITY
3.2
Interpreting a
conventional force meter
What to use:
Each PAIR will require:
• string.
• access to general laboratory
equipment.
ACTIVITY TYPE
Discussion:
• Which instrument was the easiest
to use? Why?
• Did each instrument give the same
weight for one object?
Each GROUP will require:
• a selection of force meters.
• a set of bathroom scales.
• a digital balance.
What to do:
Step 1
Choose five items that are readily
available in your classroom.
Step 2
Predict the weight of the objects. Step 3
Place your object on a set of
bathroom scales and record the
weight. Step 4
Place the object on the digital
balance and record the weight.
Step 5
Use string to attach the object to the
force meter and record the weight. Repeat steps 3 to 5 for each object.
If your object
was floating
on water would
the weight be the
same?
Science of Toys
PART 3
Measuring forces
24
ACTIVITIES
3.3 - 3.4
ACTIVITY TYPE
Click here to
go to the digital resource
Part 3, Activity 3.3 to 3.4.
Science of Toys
PART 3
Measuring forces
25
ACTIVITY
3.5
YOUR investigation
of the effect of a force
ACTIVITY TYPE
How do
Revisit Activity 2.5
is acting?
you know a force
w can you
and Activity 3.1 Ho
measure a force?
THINK ABOUT WHICH
you will investigate.
What to use:
• general laboratory equipment. • Notebook.
What to do:
Step 1
Design a fair test to see how the size
of a force changes under different
circumstances. Which variables
will you change? Keep the same?
Measure? How will you record your
results?
o
ati
on ?
u
im
p
tig
dy
• Can you change the effect of
gravity?
coul
Based on the evidence from your
investigation and those of your class
mates:
How
Discussion:
rove your inv
es
Are all forces
measurable?
• What reduces friction?
Science of Toys
PART 3
Measuring forces
26
ACTIVITY
3.6 Floating trains
ACTIVITY TYPE
Click here to
go to the digital resource
Part 3, Activity 3.6.
Science of Toys
PART 3
Measuring forces
27
ACTIVITY
3.7 Bungee jumping
What to use:
• general laboratory equipment.
• Notebook.
Some
playground
equipment and
their safety features
are not fun. Why is
it necessary to make
things safe?
You are going to
design and make a
bungee jump safe
for an egg.
Each PAIR will require:
• force sensor.
• two hard-boiled eggs.
• materials for building an egg
holder: cardboard, paper, tape,
tissues, soda bottles cut in half.
• markers or crayons.
• thin, elastic rubber bands.
• foam or paper cups.
• plastic bags.
• safety scissors.
What to do:
Step 1
First you need to weigh your egg.
How are you going to do that?
Step 2
Design a safety egg harness, using
the materials made available by your
teacher. Your harness should hold
and protect your egg and connect to
a rubber band (the bungee cord).
ACTIVITY TYPE
Step 3
Explain your design to your teacher
and ask them to approve it.
Step 4
Make your bungee cord (see
diagram)
Step 5
Design a fair test to see how much
fun your egg can have on a bungee
jump. Can you measure the weight
of the egg during the jump?
Which variables will you change?
Keep the same? Measure?
How will you record your results?
Think about how you can
hold the egg in place.
Discussion:
• Why was the weight of the egg
important?
band 1
band 2
band 3
• How did you hold the egg in
place?
• How high did you make the “drop”?
• At what point during the “jump” is
the egg the heaviest?
How
safe are the
structures in
your playground?
• How did you decide the egg was
having fun?
How could you improve your investigation?
Science of Toys
PART 3
Measuring forces
28
Activity 4.1How do you show a force?
Activity 4.2 Free body diagrams
Activity 4.3 Toy diagrams
Activity 4.4 Concept Mapping
PART
PART 4: How do you represent forces?
4
Science of Toys
PART 4
29
ACTIVITY
4.1 How do YOU show a force?
ACTIVITY TYPE
How do you show something that is invisible?
What to do:
Step 1
Copy into your Notebook the
pictures on this page.
Step 2
Under each picture write down which
forces are present. Step 3
Devise your own way of showing in
the pictures which forces are acting.
Think about how to show size of
each force as well. The simpler the
solution the more
likely it is to be
applied.
Discussion:
• What ways did the class come up
with?
• Which way is the easiest to use?
• Is there a situation when the
method you devised wouldn’t
work?
Science of Toys
PART 4
How do you represent forces?
30
The convention for showing forces is to use
arrows. This is because they have a size and a
direction. The longer the arrow, the greater the
force. The arrow points in the direction of the
force’s action.
Th
Normal force
ACTIVITY 4.1 How do You show a force? CONTINUED
ru
Normal force
st
LARGE FORCE
SMALL FORCE
Friction force
Thrust
Weight
Weight
Friction force
mal
Nor
e
forc
make
rams and
g
ia
d
y
d
o
ry.
ese free b
if necessa
k
o
o
b
te
Look at th
o
to your N
changes
Friction force
Friction force
Friction force
Friction force
Normal force
Friction force
Thrust
Normal force
Weight
Normal force
Normal force
Normal force
Weight
e
forc
Weight
on
ti
Fric
Weight
ust
Thr
Normal force
Thrust
Friction force
Science of Toys
PART 4
How do you represent forces?
31
ACTIVITY
4.2 FREE BODY DIAGRAMS
ACTIVITY TYPE
Click here to
go to the digital resource
Part 4, Activity 4.2.
Science of Toys
PART 4
How do you represent forces?
32
ACTIVITY
4.3 Toy diagrams
What to use:
ACTIVITY TYPE
TOY ACADEMY
• a list of toys or a catalogue.
Each GROUP will require:
• large sheet of paper per person. • coloured markers.
Each STUDENT will require:
Discussion:
• Notebook.
• What is the purpose of a free body
diagram?
What to do:
• Were any toys difficult to explain?
Step 1
Your teacher will assign you a toy.
Step 2
Draw a free body diagram for that
toy in action. You may need to be
creative about showing movement in
your Notebook. Step 3
As a group share your diagrams and
refine your ideas before transferring
the diagrams to a larger piece of
paper. Is the force
with you?
Step 4
Display the diagrams around the
classroom and conduct a Gallery
Walk.
Science of Toys
PART 4
How do you represent forces?
33
4.4 CONCEPT MAPPING
TEMPERATURE
w
ith
ACTIVITY
ACTIVITY TYPE
e
be
ris
m
a
ea
s
es
us
ur
ed
ca
ca
n
in
THERMOMETERS
HEAT
au
ec
in
tb
ed
m
el
us
ar
e
Step 2
You will construct two Concept
Maps illustrating all that you have
learned so far. This will identify any
ideas that need more work. LIQUIDS
SOLIDS
freeze to become
ch
as
EXAMPLE CONCEPT MAp
ENERGY
POTENTIAL
ENERGY
Science of Toys
PART 4
su
Step 1
Your teacher will assign you a force
and you may select a second one
yourself.
Air Resistance
Compression
Electrostatic
Friction
Gravity
Magnetic
Tension
Thrust
Upthrust
ha
ve
What to do:
is a type of
se
of
an you show what you’ve
C
learned in a concept map?
How do you represent forces?
34
PART 5: It’s a balancing act
Activity 5.1Newton’s laws
Activity 5.2 What floats your boat?
Activity 5.3 Seesaws
Activity 5.4 Facts and falsehoods
PART
5
Science of Toys
PART 5
35
ACTIVITY
5.1 Newton’s Laws
ACTIVITY TYPE
What to use:
Each PAIR will require:
• a balloon and a marble • 30 cm string
• a small piece of paper
Click here to go to the
digital resource Part 5, Activity 5.1
to learn more about Newton’s laws.
What to do:
Balloon - Step 1
Place the marble inside an uninflated
balloon. Blow up the balloon and tie
a knot in the end.
Discussion:
• Do your Notebook explanations
need revising?
Balloon - Step 2
Bounce the balloon on your hand.
Does it behave the way you would
expect? • How did you get the hat to move?
• Are forces always balanced?
Paper hats - Step 1
Make five very small square pieces
of paper. Fold them so that they
look like hats.
Paper hats - Step 2
Hold the string between you and
your partner. Place a “hat” piece at
one end of your string and try to get
the hat to jump to the other end. Paper hats - Step 3
Can you move two hats at the same
time? When you succeed, add another
hat until you’ve achieved all five.
What keeps you balanced and upright?
Science of Toys
PART 5
It’s a balancing act
36
ACTIVITY
5.2 What floats your boat?
ACTIVITY TYPE
Click here to
go to the digital resource
Part 5, Activity 5.2.
Science of Toys
PART 5
It’s a balancing act
37
ACTIVITY
5.3 SEESAWS
ACTIVITY TYPE
Can you model a seesaw using a ruler and pencil?
What to use:
Each PAIR will require:
• pencil.
• piece of paper. • 30 cm ruler.
• 10 washers.
What to do:
Step 1
Place the pencil flat on the table top
and balance the ruler on top of it.
Step 2
On your piece of paper draw a
number line so that zero is in the
middle and lines up with the pencil
(the fulcrum) (see below).
Step 3
Put one washer on the 10 cm mark
and try to balance it with a stack of
two washers on the other side.
Step 5
Can you find a rule that allows you to
predict where to place the washers?
Discussion:
• Was there a pattern to your results?
• Did you find a general rule?
Step 4
Now try to balance three washers
with two washers.
Science of Toys
Click here to go to the
digital resource Part 5, Activity 5.3
to learn more about Seesaws.
PART 5
It’s a balancing act
38
ACTIVITY 5.3 SEESAWS CONTINUED
TAKE A MOMENT TO PONDER
Discussion:
• Apply your understanding to
these new situations:
1. Using a plank to lift a large rock
2. Using a wheelbarrow
3. It’s easier to undo a nut if the
spanner has a long handle
• Can you link the seesaw activity
to pushing open a door?
Turning forcmes
.
are called mo ents
d from
ca
n yo
inu
ma
ny
m
How
Moments make
life easier.
tes?
late
A moment is calcu
d by the
the force multiplie
ance:
perpendicular dist
) x distance (d)
Moment = force (F
t is Nm.
The unit for momen
moment is
If the anticlockwise
wise moment
equal to the clock
lcrum) then the
around a pivot (fu
.
seesaw is balanced
t
u list in
wo
Science of Toys
PART 5
It’s a balancing act
39
ACTIVITY
5.4 Facts and falsehoods
Acceleration of an object
depends upon its mass and
the force applied to it.
?
f th
e
es
o
ich
are
se
fal
Why
Wh
Gravity only acts on an
object when it begins to
fall and when falling.
Weight and
mass are the
same thing.
ACTIVITY TYPE
If an object is moving at a
constant speed it must have
balanced forces acting on it.
Inanimate
objects do
not apply
forces.
e
th
in
sult
re .
will
t
o
piv
a
oment
m
m
o
g
fr
e
ncin
anc is no bala
a distth
t
a
g
ere
ctin
if
a
g
e
rc
A fo object turnin
If the pushing force
ceases there is a force
on the moving object
which keeps it moving
but which gradually
gets used up and then
the object stops.
Friction
only
occurs
between
solids.
s of
falsehood
d
n
a
ts
c
fa
er.
Write six
our partn
y
t
s
te
d
n
a
your own
Science of Toys
PART 5
It’s a balancing act
40
PART 6: how does gravity affect motion?
Activity 6.1 Reduced gravity
Activity 6.2 Defying gravity
Activity 6.3 Toys in space
Activity 6.4 Recap your understanding
PART
6
Science of Toys
PART 6
41
ACTIVITY
6.1 Reduced gravity
ACTIVITY TYPE
s
k thi
n
i
l
ity
you
Can y to grav
it
activ Earth?
e
h
on t oon?
M
The
Is gravity the same size everywhere?
What to use:
Each GROUP will require:
• large bin or hoop. • garbage bag.
• selection of balls (largest can be no
larger than half the diameter of the
bin or hoop).
• sticky tape.
• scissors.
• a marble.
Each STUDENT will require:
• Notebook. What to do:
Step 1
Stretch the garbage bag over the bin
or hoop.
Step 2
Carefully cut the bag around the bin
or hoop, leaving a margin of 2 cm.
Step 3
Use sticky tape to stick one edge of
the bag to the bin or hoop. Work
around the bin or hoop making sure
the bag stays taut.
Arrange four chairs or boxes in a
square formation, just wide enough
apart to support the hoop’s rim.
Step 4
Place the largest ball in the centre
of the plastic on the bin or hoop.
Now take the marble and push
it across the plastic. Record your
observations.
Step 5
Repeat step 4 using different sized
balls in the centre.
forces is
ts model
s
ti
n
ie
c
s
re the
One way
a field. He
f
o
a
e
id
the
to use the allows us to “see”
ag
.
garbage b nd the large mass
u
ro
a
field
Discussion:
• Does the marble always behave
the same way?
Click here to go to the
digital resource Part 6, Activity 6.1
to learn more about Reduced gravity.
Science of Toys
PART 6
how does gravity affect motion?
42
ACTIVITIES
6.2 - 6.4
ACTIVITY TYPE
Click here to
go to the digital resource
Part 6, Activity 6.2 to 6.4.
Science of Toys
PART 6
how does gravity affect motion?
43
PART 7: Designing YOUR own toy
Activity 7.1 Design or test
Activity 7.2 Marketing your product
PART
7
Science of Toys
PART 7
44
ACTIVITY
7.1
ACTIVITY TYPE
Design or test
Option C
Are you the
next great
toyologist?
Investigate a toy
company’s claim such as
“the greatest toy in the
universe”. You will need
to design and conduct a
fair test.
Option A
Option B
Design and make a game that
moves a small object such as
in the Mouse Trap game.
Design a new toy for
the manufacturer that
uses forces and create a
storyboard of how it moves
and what forces it uses.
LASTS LONGER
EST
IGH
H
S
P
M
JU
Option D
Design a new
component for Lego
WeDo Robotics, year
2-5 range. You must
carefully explain the
sensors needed.
choose you must:
Whichever option you
the forces in
1. Be able to describe
action.
n/results in an
2. Present your desig
engaging way.
Science of Toys
PART 7
Designing your own toy
45
ACTIVITY
7.2 Marketing your product
ACTIVITY TYPE
NEW
Ca
INNOVATIVE
o
ny
our
e ll y
s
u
toy?
USER
FRIENDLY
ENERGY
EFFICIENT
FUN
What to do:
Design a marketing brochure for
your toy or, if you tested a claim in
Activity 7.1, a better campaign.
Things to consider:
• Your audience has good scientific
understanding of the world.
• Details that make your toy better
than others on the market.
• Look at the rubric your teacher will
provide you with that describes all
aspects of this activity.
Science of Toys
PART 7
Designing your own toy
46
Glossary
Term
Description
Acceleration
The change in speed or direction of a moving object.
Argument
A statement of reason/s supporting an opinion. An argument should include claims and evidence.
Air Resistance
The force experienced by an object moving through air. This is due to the air molecules colliding with the surface.
Analyse
To look at in detail in order to find meaning or patterns.
Balanced
The forces are of equal size but oppositely directed. Hence the object experiences no net force.
Calibrate
To check or rectify the graduations of an instrument against a standard.
Centre of gravity
The point in an object where the gravitational forces can be considered to act.
Compression
A pushing force that results in a solid object shrinking.
Conclusion
A statement that summarises the findings of an investigation.
Conventional
The most common form.
Demonstrate
To show.
Dependent
In scientific investigations the dependent variable is the one which is measured.
Domain
A region of space where all electrons are arranged the same.
Drag
A resistive force that results when a substance moves through a fluid (air, water).
Elasticity
The property of a substance that allows it to change shape when a force is applied to the substance.
Electrostatic
A force due to an object having excess charge. The charge can be positive or negative.
Energy
The capacity to do work.
Evaluate
To judge the outcomes and procedures of an investigation.
Evidence
Data used to prove or disprove a statement. Scientific evidence includes measurements and observations.
Extension
The difference in length of an object usually due to stretching when compared to the original length.
Fair test
A scientific investigation in which one variable is changed, one is measured or observed and all other variables are kept the same.
Field
A model used to explain how forces work.
Force
An interaction between objects that causes a change in direction, speed or shape. Examples include, push, pull, and twist.
Free body diagram
A scientific drawing that shows forces using arrows. The arrow’s length shows the size of the force.
Friction
A resisting force that is caused by two surfaces moving while in contact.
Science of Toys
GLOSSARY
47
Term
Description
Levitate
To float or hover above the ground.
Magnetic
A substance or force that depends on the arrangement of domains. Most common materials are iron and steel.
Mass
The amount of substance in an object. Usually measured in kilograms.
Microgravity
A region of space where gravity is so weak that weightlessness effects occur.
Moment
A turning force. Calculated from force multiplied by distance.
Momentum
The property of a moving object resulting from its mass multiplied by its velocity.
Newton
The unit of force is the Newton (N) named after Sir Isaac Newton.
Prediction
A statement made before an investigation occurs, suggesting your ideas about the outcome.
Reaction force
The force produced by an object to oppose any change in its state. This is often called the “Normal force”.
Reaction time
The time taken for a response to an action to occur.
Rotation
A movement about an axis.
Scalar
A quantity that has size but no direction, such as mass.
Speed
The distance travelled per unit time. Usually measured in metres per second or kilometres per hour.
Stable
To maintain a position.
Superconductor
A substance that readily allows the flow of charged particles at very low temperatures.
Tension
A force that results from stretching an object.
Thrust
A force that makes an object move forwards.
Translation
A movement of an object from one position to another.
Upthrust
An upwards force that results from a fluid such as water pushing against an object.
Variable
A quantity that can be altered or controlled.
Vector
A quantity that has size and direction, such as acceleration.
Weight
The gravitational force of an object towards a planet due to the object's mass and the mass of the planet exerting the gravitational pull.
Work
The property resulting from a force acting in the direction an object is moving. Calculated from force x distance moved.
Science of Toys
GLOSSARY
48
Acknowledgment Page
This page will be completed for the final revised curriculum unit.
ceby
www.scien
doing.edu
.au
needs update
SBDCR1-WS