Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Confidential Statement The content of this trial curriculum unit is confidential. It has been prepared only for use in trial schools and should not be used for any other purpose. It should not be shared or used by others. After the trial the test site will be dismantled and the content removed. Based on trialling a new website will be prepared that will contain the revised and final curriculum unit. This website will be available to all schools. 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