Day 9: Simple Machines - University of Michigan



Student Name: _______________________________

Date: _______________________________________

Teacher: ____________________________________

Name _____________________________________________ Day 1

A Car in the Sun

Alicia read the newspaper. She read: “A baby girl has died, apparently from sunstroke, after being left in the family car outside her home on one of the hottest days of the year…It is believed that the baby was in the car which had been parked in the shade for about two hours during early afternoon, in temperatures of up to 23( C (75(F).” The news article continued, “The Automobile Association is currently carrying out tests on heat inside cars at different times of the day.”

Alicia was very sad to read that news. She heard of other similar cases. She wondered how hot it does get in the car when it is parked in the sun. She decided to conduct an investigation.

Purpose:

Help Alicia design the investigation. The first step is to define the purpose or ask a question. What question could Alicia ask for the investigation?

Hypothesis:

The hypothesis is the prediction of what you think will happen in the investigation. It can begin with the words “I think”.

Write your hypothesis on the lines.

Next, give a reason for your prediction. Explain your thinking.

I think this because

Procedure:

The next step is to design a procedure that will answer the research questions and gather the tools she needs. Alicia has a digital temperature probe to measure the temperature inside the car. She must decide how long the temperature probe will stay in the car to gather temperature information. She must also decide how often the probe will collect the data. An advantage of the temperature probe is she would not have to open the car to read the thermometer. This is Alicia’s procedure:

1. Do this activity on a mostly sunny day.

2. Measure the air temperature and record.

3. Set the probe so it will measure the temperature every minute for 30 minutes.

4. Close all the car windows. Put the thermometer in the back seat where a baby car seat would be, and start the temperature probe. Close the car door.

5. After 30 minutes, download the temperature data into the computer.

6. Repeat this test two more times.

Fair Testing: Identify and Control Variables:

Manipulated variables are the things that you change on purpose in the investigation.

What variable was Alicia controlling or studying in this investigation?

The responding variable is the one that changes as a result of changing the manipulated variable. What will change when the sunlight shines into the car?

What should Alicia do to make sure the test is fair?

Collecting and Organizing Data

The day was a mostly sunny day. The air temperature was 87°F. The car was in the garage and driven out to begin the investigation.

The following table shows the temperatures inside the car each minute for 20 minutes. Use these data to make a graph. Use these data to make a graph.

|Time in Minutes |Temperature (°F) |

|0 |89° |

|1 |99° |

|2 |109° |

|3 |115° |

|4 |116° |

|5 |115° |

|6 |114° |

|7 |113° |

|8 |114° |

|9 |118° |

|10 |122° |

|11 |121° |

|12 |123° |

|13 |126° |

|14 |129° |

|15 |132° |

|16 |134° |

|17 |136° |

|18 |137° |

|19 |138° |

|20 |139° |

|21 |139° |

|22 |140° |

|23 |142° |

|24 |142° |

|25 |143° |

|26 |144° |

|27 |144° |

|28 |145° |

|29 |145° |

|30 |145° |

Temperature inside Car Parked in Sun

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|Oxygen |47 |

|Silicon |28 |

|Aluminum |8 |

|Iron |5 |

|Calcium |3.5 |

|Sodium |3 |

|Potassium |2.5 |

|Magnesium |2 |

|All Other |1 |

Elements are the building blocks of all matter. They are substances that cannot be broken down or divided by ordinary chemical means. The smallest possible amount of an element is called an atom. We know of over 100 elements. About 92 occur in nature and the rest are man-made. Four of the elements make up 96% of all living matter: carbon, oxygen, hydrogen, and nitrogen. Eight elements make up 99% of the Earth’s crust.

Elements Found in the Earth's Crust

One or two letters represent each element. The elements are arranged in order based on their properties in what we call the Periodic Table. The rows are called periods. All the atoms in a row or period have the same number of atomic shells for their electrons. Columns are called groups and elements in the groups have the same chemical and physical properties.

Compounds are substances made of two or more elements that are combined chemically. Compounds can be in the form of a solid, liquid or a gas. They can change from one phase to another, but the elements that combined to make them cannot be broken down through a physical process. For example, when two atoms of hydrogen combine with one atom of oxygen, they form water. The symbol for water, H2O, shows how the atoms combined. Water can go through physical changes by heating and cooling. Liquid water can lose heat energy and become a solid, or it can gain heat energy and become a gas. But a chemical process called electrolysis is needed to break the water molecule back to hydrogen and oxygen molecules. Carbon dioxide is a gas formed when two atoms of oxygen combine with one atom of carbon. The symbol CO2 shows how the atoms combined. When the atoms combine, the new substance is very different than the elements that made them. For example, water is very different than hydrogen or oxygen.

Minerals are another example of compounds. Pyrite, or Fool’s Gold, is a mineral that is made of the elements iron and sulfur. Each molecule of Pyrite is made of 1 part of iron and 2 parts of sulfur that are chemically combined. The chemical symbol for Pyrite is FeS2. The mineral magnetite (Fe3O4) is a natural magnet formed when 3 atoms of iron combine chemically with 4 atoms of oxygen. In forming compounds, the number and kind of elements that combine are always the same.

Chemists look for new ways to chemically combine the elements to make new compounds with properties that they find useful, but elements always remain the same.

Mixtures are a physical combination of two or more elements or compounds. They are not chemically combined. The amount of the substance that combines does not always have to be exactly the same. For example, you can mix a different amount of sugar with water and still have sugar water. A new substance is not formed in the mixture. The original materials are still in the mixture and they can be easily separated by physical means. The properties of the mixture could be similar to the properties of the substances that came together to form them.

There are many kinds of mixtures. Solutions are mixtures in which the particles are spread out evenly throughout the mixture. The particles are very small and will not settle out. Solutions can be made from all phases of matter. Examples of solutions are Kool-Aid, tea, sugar water and salt water. Mixtures can also be in a solid form. Rocks are an example of a mixture of solids. Minerals combine physically to make rocks, but elements combine chemically to make minerals.

States of Matter

Most matter on Earth exists in one of three states or phases: solid, liquid, or gas.

Each of these states is also known as a phase. The phases differ in how their molecules move. Molecules move randomly and collide with each other in all three phases. In a solid, they are help together in a set pattern by a bond. In a liquid, the bond is not as strong and the molecules can slide past each other. They still stay close to each other and this explains why liquid has a well-defined volume. Since molecules slide past each other in a liquid, they take the shape of the container they are in. In a gas, there is no bond that holds the molecules together. They move independently filling the space of whatever they are in. Matter moves from one phase to another through a physical process. The state of matter changes when energy is added or taken away.

Organizer for Elements, Compounds and Mixtures

Use this chart to help you organize ideas about elements, compounds and mixtures found in the reading.

|State of Matter |Molecular Bond |Motion of Molecules |

|Solids | | |

|Liquids | | |

|Gas | | |

Organizer for States of Matter

Describe the molecular bond and the motion of molecules in a solid, liquid and gas

Name _______________________________________________ Day 3

Assessment

Identify the substance as an element, compound or mixture. If it is a mixture, describe how the parts can be separated.

| |Element |Compound |Mixture |How can the mixture be separated? |

|1. Sugar | | | | |

|2. Water | | | | |

|3. Salt water | | | | |

|4. Sugar | | | | |

|Water | | | | |

|5. Carbon | | | | |

|6. Sand and | | | | |

|Water | | | | |

|7. Iron filings | | | | |

|and sand | | | | |

|8. Oxygen | | | | |

|9. Sand and | | | | |

|Salt | | | | |

|10. Salt | | | | |

Name ______________________________________________ Day 3

Separating Mixtures

Teresa is given a mixture of salt, sand, iron filings, and a small piece of cork. She separates the mixture using a 4-step procedure as shown in the diagram. The letters W, X, Y, and Z are used to stand for the four components but do not indicate which letter stands for which component.

Identify what each component is by writing salt, sand, iron, or cork in the correct spaces below.

Component W ____________________ Component X ___________________

Component Y ____________________ Component Z ___________________

Name ________________________________________________ Day 4

States of Matter

Most matter on Earth exists in one of three states or phases: solid, liquid, or gas.

Each of these states is also known as a phase. The phases differ in how their molecules move. Molecules move randomly and collide with each other in all three phases. In a solid, they are held together in a set pattern by a bond. In a liquid, the bond is not as strong and the molecules can slide past each other. They still stay close to each other and this explains why liquid has a well-defined volume. Since molecules slide past each other in a liquid, they take the shape of the container they are in. In a gas, there is no bond that holds the molecules together. They move independently filling the space of whatever they are in. Matter moves from one phase to another through a physical process. The state of matter changes when energy is added or taken away.

What is Energy?

Energy can be defined as the ability to do work. If an object can be put to work, then it has energy. Applying energy is doing work. In science, work is when you apply a force to an object and it moves.

Objects can have stored or potential energy. When you stretch a rubber band, you store energy in the rubber. You can feel this stored energy when you let it go. It can sting your fingers or zoom across the room. When you jump on a trampoline, as you go down, some of the energy is stored in the springs around the edge of the mat. This energy is used to lift you back up into the air.

When an object moves, the potential energy it has changes to kinetic energy, or energy of movement. The amount of kinetic energy depends on its mass and speed. The kinetic energy of atoms and molecules is sometimes referred to as heat energy.

Heat Energy

On day 2, we reviewed the motion of molecules. Heat energy is due to the motion of molecules. Heat is related to temperature. An object’s temperature is the measure of the average speed of the atoms and molecules. The higher the temperature, the faster its atoms and molecules move. Heat energy is made up partly of kinetic energy and partly of potential energy. When the atoms move or vibrate, they have kinetic energy because they are moving. They also have potential energy because the spacing between the atoms is changing as they move; as you stretch or squeeze the distance, you store potential energy just like when you stretch or squeeze a spring. So heat energy is due to the motion of individual atoms.

Name ________________________________________________ Day 4

Melting Chocolate Chips

Question: By what pattern will the chocolate chips melt? Why?

In this investigation, a foil bridge is made from folding a piece of aluminum foil (24 cm x 30 cm) into a narrow strip and placing it between two 16-ounce metal cans. Five chocolate chips are spread out evenly along the aluminum foil bridge and a small candle is placed under the bridge, under the first chocolate chip. The candle is lit and the time it takes the chocolate chips to melt is measured.

Prediction:

Watch the video (name) Record the amount of time it takes for each chocolate chip to start to melt in the table below.

Results:

What happened? Describe your observations and record your results.

|Chip |Time |

|1 | |

|2 | |

|3 | |

|4 | |

|5 | |

Make a graph of your results. Choose a scale. Include a title and labels.

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Conclusion:

What do your results tell you? Are there any patterns?

Explain the relationships, patterns or trends using scientific ideas about the motion of molecules and the transfer of heat energy.

What did you find out about the question you were investigating? Was it different from your prediction? Explain.

Name _______________________________________________ Day 4

The Flask and Balloon Part 1

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A balloon was placed over the neck of a flask, which had a small amount of water. The flask was placed on a cup warmer. Use pictures and words to explain what happened.

Name ________________________________________________ Day4

The Flask and Balloon Part 2

|[pic] |[pic] |

A balloon was placed over the neck of a heated flask with a small amount of water. The flask was removed from the cup warmer. When the flask cooled, the balloon was pushed into the flask. Explain in words and pictures what happened to the molecules.

Name ___________________________________________ Day 5

How Do Things Move?

1. Observe a brick on the table. What happens to the brick? Why?

2. The brick is on the table. Attach a force probe to each side of the brick. Push equally hard on both force probes. What happens to the brick? Why?

3. The brick is on the table. Pull equally hard on each side. What happens to the brick? Why?

4. Attach one force probe to the brick. Suspend the brick in the air.

Hold it as still as possible. What happens to the brick?

5. Write a theory about why the brick did not move in these investigations. Include the concepts of force and motion.

6. The brick is on the table with two force probes attached. Pull harder on the right. What happens? Why?

7. Why was the motion to the right?

8. The brick is on the table with 2 force probes attached. Push harder on the right side and lightly on the left. Predict the force. What happens? Why?

9. Why was the motion to the left?

10. Hold the brick waist high with one force probe attached to the top of the brick. Pull the brick up to your shoulder. Hold it at shoulder level for 10 seconds. The graph using the force probe is pictured below. After 1.42 seconds, the greatest force was measured. It was 16.81 N.

Draw a picture of the brick and the forces acting on the brick between second 1 and 2. Explain what happened to the brick.

11. Write a theory about how things move. Use the concept of balanced and unbalanced forces.

Name ______________________________________________ Day 6

Roller Coasters

Mike’s class was studying the motion of objects. In class they made a roller coaster from foam tubing. They formed a loop with part of the tube and taped it to the floor. They taped one end of the roller coaster to the wall at different heights from the floor. The first height was taped at 1.4 meters (140cm). The second height was set at 1.2 meters (120 cm). The third height was set at 1 meter (100 cm).

A marble, held in position at the top of the roller coaster, was let go. It rolled down the hill and then up and around the loop. It continued to roll off the foam tubing onto the floor where it eventually came to a stop. The class timed how long it took for the marble to complete the path. They measured the distance the marble traveled on the roller coaster and on the floor after it left the roller coaster. This process was repeated 6 times for each height.

The stem and leaf plots below show the data Mike’s class collected during the roller coaster investigation.

Distance the Marble Rolled (cm) from Different Starting Heights

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|5 | |

|6 | |

|7 |.8 |

|8 |.1 .2 |

|9 |.2 .6 .7 |

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|5 |.3 .8 |

|6 |.0 .2 .6 .6 |

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|6 |.5 .7 .9 |

|7 |.0 .0 .4 |

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1. What was the longest distance the marble rolled in Roller Coaster 3?

A. 78 cm

B. 97 cm

C. 267 cm

D. 812 cm

Mike made the following scatter plot of the data collected:

2. What can you conclude about the relationship between the height of the roller coaster and the distance the marble rolls?

A. When the height of the roller coaster increases, the distance the marble rolls decreases.

B. When the height of the roller coaster decreases, the distance the marble rolls increases.

C. When the height of the roller coaster increases, the distance the marble rolls increases.

D. You cannot determine a relationship between the height of the roller coaster and the distance the marble rolls from this type of graph.

According to Newton’s First Law, an object at rest will stay at rest until a force pushes or pulls it and causes it to move. An object in motion will keep moving in a straight line, in the same direction, and at the same speed, unless a force pushes or pulls it, changing its direction and/or speed.

3. What best describes the force that put the marble in motion?

A. An unbalanced force

B. A balanced force

C. A powerful force

D. A frictional force

4. Which statement best describes what changed the direction of the marble at the top of the ramp when it was released?

A. The force of the marble pushing upward was less than the force of gravity pulling the marble downward. This is an unbalanced force.

B. The force of gravity pulling the marble downward was equal to the force of the marble pushing downward. This is a balanced force.

C. The force of gravity pulling the marble downward was less than the force of the marble pushing upward. This is an unbalanced force.

D. The force of gravity pushed the marble downward and the marble did not have an upward force. This is an unbalanced force.

5. What two forces cause the marble to slow down as it goes up a hill?

A. Electrical and magnetic forces

B. Balanced and unbalanced forces

C. Gravity and buoyancy

D. Gravity and friction

6. The marble changed its speed, as it was moving along the path after it left the roller coaster. What caused the marble to slow down and stop?

A. The marble’s energy from the roller coaster was used up.

B. The frictional forces of the marble rubbing the floor and the air.

C. Only the frictional force of the marble rubbing on the floor.

D. Only the force of gravity.

7. The marble speeds up when it is on a downhill slope. What force makes the marble speed up?

A. A gravitational force

B. A balanced force

C. A frictional force

D. A buoyant force

8. How was the marble able to roll up through the loop?

A. The force of gravity was less at that part of the roller coaster.

B. The force of gravity was greater at that part of the roller coaster.

C. Moving objects keep moving unless a force stops them.

D. The marble received a boost of energy from rolling down the hill.

9. Which statement is NOT true about the energy in the roller coaster system?

A. Some of the energy is transformed to heat energy.

B. Some of the energy is transformed to friction.

C. The energy in the roller coaster system decreases as the marble rolls to a stop.

D. The total energy in the roller coaster system does not increase or decrease.

[pic]

10. What can you conclude about the relationship between the speed of the marble and the height of the roller coaster?

A. When the height of the roller coaster increases, the speed of the marble decreases.

B. When the height of the roller coaster decreases, the speed of the marble decreases.

C. When the height of the roller coaster decreases, the speed of the marble increases.

D. The speed of the marble does not depend on the height of the roller coaster.

Name __________________________________________ Days 7-8

Simple Machines

The pyramids were built from huge slabs of rock like limestone, sandstone and granite. It is believed that the rocks were mined in the quarries that were far from the site where the pyramids were built. They were probably floated down the Nile on barges during the time of the year when the river flooded. Then they were dragged the rest of the way by teams of men or oxen.

Simple machines may have been used to help them move the bricks. What are some of the advantages of using inclined planes, levers, and pulleys?

Inclined Plane

Question: How can an inclined plane help to lift a brick?

Hypothesis: (What do you think and why?)

______________________________________________________________________

______________________________________________________________________

Procedure:

Stack four paver bricks (or similar objects) to a height of 24 cm. This will represent the distance we want to lift the brick, as if we were building the pyramids. Tie a string to a larger brick with mortar holes. Measure the force it takes to lift the brick straight up to the top of the stack with a spring scale and record.

Place one end of the inclined plane on top of the stack of paver bricks. Pull the large brick with the spring scale. Measure the force and record.

Results:

| |Force |Distance |

|Without inclined plane |19 N |24 cm |

|With inclined plane |10 N |60 cm |

Write the results of this investigation. Use words and the numbers from the data table to describe what happened.

Graph:

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Conclusion: The conclusion is a general statement of what you now know about how inclined planes help to lift the brick. It answers the research question using the data on the graph as evidence. Write a conclusion for this investigation on the lines.

Lever

Question:

How can a lever help to lift a brick?

Hypothesis: (What will happen and why?)

Procedure:

If you have a different brick, measure the force needed to lift the brick straight up 24 cm from the table to the top of the stack of paver blocks with the spring scale; record.

If you have the same brick, record the results from the Inclined Plane investigation.

Tie the brick to one end of a long narrow strip of wood, 1 meter long. The strip of wood will act as the lever. Stack four paver bricks (or similar objects) to a height of 24 cm next to the lever. This represents the height we want to lift the brick. To be consistent, place a piece of tape on the lever 30 cm from the brick. Put the fulcrum under this marked spot on the lever. Attach a string to the other end of the lever and attach the spring scale to this string.

Pull down on the spring scale until the brick is lifted to the height of the paver bricks, 24 cm. Measure the effort force on the spring scale. Also measure the distance your hand moves as it pulls down on the string.

Results:

| |Force |Distance |

|Without Lever |19 N |24 cm |

|With |10 N |46 cm |

|Lever | | |

Write the results of this investigation. Use words and the numbers from the data table to describe what happened.

Graph:

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Conclusion: The conclusion is a general statement of what you now know about how levers help to lift the brick. It answers the research question using the data on the graph as evidence. Write a conclusion for this investigation on the lines.

Pulley

Question: How can a pulley help you lift a brick?

Hypothesis:

Procedure:

If you have a different brick, measure the force needed to lift the brick straight up 24 cm from the table to the top of the stack of paver blocks with the spring scale; record. If you have the same brick, record the results from the Inclined Plane investigation.

Single Fixed Pulley

Stack four paver bricks (or similar objects) to a height of 24 cm to represent the distance we need to move the brick. Attach a pulley to the top of a ring stand. Tie one end of a string to the brick and bring the other end of the string through the pulley at the top of the ring stand. Make a loop on this end of the string and attach the spring scale. Pull the string with the spring scale until the bottom of the brick is even with the top of the stack of paver bricks. Measure and record the force.

Fixed and Movable Pulley

Attach one end of the string to the top of the ring stand. Also attach a fixed pulley to the top of the ring stand. Attach a second pulley to the brick as shown in the picture. This will be the movable pulley. Bring the string attached to the top of the ring stand down through the movable pulley. Continue to bring the string back up through the pulley at the top. Tie a loop at this end and attach the spring scale.

Pull the string attached to the spring scale until the brick is lifted 24 cm to the top of the stack of paver bricks. Measure and record the distance your hand moves as you pull the string.

Results:

| |Force |Distance |

|Without a Pulley |19 N |24 cm |

|With One Fixed Pulley |21 N |26 cm |

|With a Fixed and a Movable Pulley |11 N |50 cm |

Write the results of this investigation. Use words and the numbers from the data table to describe what happened.

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Conclusion: Write a general statement of what you now know about how pulleys help to lift the brick. Answer the research question using the data on the graph as evidence.

Name _______________________________________________ Day 9

Light

Everything we see, we can see because of light. We see things because they either produce light, like the sun, light bulbs, lasers, lightning bugs and candles, or they reflect light. Light is energy.

Scientists think about light in two ways, the particle theory and the wave theory. In the particle theory, light is thought of as a stream of particles called photons. This theory developed because people saw rays of light streaming through clouds on partly sunny days. The particle theory explains how objects that block the stream of light make shadows. In the wave theory, light travels in waves of different sizes. Waves are arranged in order by size and frequency in what is called the electromagnetic spectrum. The electromagnetic spectrum includes gamma rays, X-rays, ultraviolet, optical or visible light waves, infrared, and radio waves. Gamma waves are the shortest and radio waves are the longest. Human eyes can only see the optical or visible light waves.

The frequency of the waves determines the colors we see. Frequency is the number of complete waves that pass a given point in a certain amount of time. It can also be described as the number of waves per second. Frequency is measured in units called hertz. Red has the shortest frequency of visible light and violet the longest. The longer the frequency is, the greater the energy. Violet has more energy than red.

Light travels in a straight line. It travels at different speeds, depending on the medium it is traveling through. Light travels about 186,000 miles per second in the vacuum of space. It slows down when it travels through air, water, and other transparent materials like glass and diamonds. The denser the material, the slower it travels.

Interactions of Visible Light with Matter

Visible light interacts with materials in different ways. Some materials allow light to pass through. Objects that transmit light, that is, they let nearly all the light pass through, are transparent. Examples of transparent materials are glass, clear water and diamonds. If light is scattered as it passes through a medium and the object is distorted or hazy, the medium is said to be translucent. Examples of translucent materials include sunglasses, waxed paper, frosted glass windows, or smoky air. Objects that do not transmit any light are opaque.

When light reaches matter it can be:

• Transmitted, or pass through the object with no effect

• Refracted through the object, which changes speed

• Reflected off the object

• Absorbed by the object

A combination of these interactions is possible at one time.

Reflected Light

Reflected light is light that bounces off something. The law of reflection of light says that the angle at which light bounces off a surface is the same as the angle at which it hits the surface. When light hits a flat, smooth surface like metal or glass, the light energy bounces off in one direction. When light hits a rough surface, it scatters in many directions because the surface is uneven. But a surface can be rough even if it does not appear to be rough to us. It could be rough to an extremely small photon of light. You can see the uneven surface of paper if you look at paper under a microscope. You are able to see the words on this paper when you look them from any angle because of the way the reflected light is scattered. When that light reaches your eyes, you see it.

Refracted Light

Light travels at different speeds through space, air, water and other transparent materials. When it reaches the boundary between two different kinds of material, it changes speed and in most cases it changes direction. When this happens, we say that light is bent or refracted. You can see this when you look at objects in water. A pencil in a glass of water appears to be bent when you look at the pencil through the side of the glass.

Light is also refracted when it travels through lenses. The bending of light through the curved surface of a lens causes the light rays to come together or spread out. A convex lens causes light to come together. This can produce an image that can be focused on a screen. A concave lens spreads the light out, so an image on a screen cannot be focused.

Absorbed Light

When light is absorbed, almost all of its energy is transferred to the matter it strikes. This absorption of energy causes the atoms and molecules in that matter to move faster and heat up. How fast they speed up depends on the type of material and the arrangement of molecules.

Keywords: Notes:

Light I. Light is energy

A. We see because of light

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B. Particle Theory

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C. Wave theory

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II. Can light pass through the object?

A.

B.

C.

III. When light reaches matter it can be:

A. Transmitted

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B. Reflected

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C. Refracted

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3.

D. Absorbed

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2.

Name __________________________________________ Day 10

Sound

What makes sound?

What do we need to be able to hear sound?

Watch the video, Bell in a Jar. See if your ideas are the same as the ideas presented in the video.

Describe what happened to the bell in the jar.

What can you conclude about sound?

Can astronauts hear when they are walking in space? Explain.

Name ____________________________________________ Day 10

Light Interacts with Matter

1. Which diagram shows the refraction of light as it enters water from the air?

2. Draw arrows on the diagrams to show what happens to the light rays when they strike the surfaces shown below.

Name _____________________________________________ Day 10

How Does Light Help Us See?

Eric is in a room with a cat. There is no window and the door is closed. The only source of light is an electric light bulb on the ceiling.

1. When the light is switched on, how does Eric see the cat? Draw arrows on the diagram and explain.

2. When the light is switched off and there is no light in the room, can Eric see the cat? Explain.

3. When the light is switched off and there is no light in the room, can the cat see Eric? Explain.

______________________________________________________________________

Name ______________________________________ Day 11

The graph below shows the temperature and dew point for Detroit on July 16, 2005. Use it to answer questions 1 and 2.

The temperature at which water vapor condenses into liquid is called the dew point temperature. If the air temperature and the dew point temperature are close to each other, dew can form or the weather can be misty, foggy or rainy. Temperatures at or below freezing may cause water vapor to condense as frost instead of dew.

1. Using information from the graph, at what time might there have been dew on the grass or fog in the area? Explain.

2. It rained in Detroit on July 16. According to the graph, at what time did it most likely rain?

3. Draw a diagram to show how the water that falls as rain in one place may come from another place that is far away. Explain your drawing.

4. The diagram below shows a map of the world with the lines of latitude marked. Which of the following places marked on the map is most likely to have an average yearly temperature similar to location X.

A. Location A

B. Location B

C. Location C

D. Location D

The following are weather maps from show the weather conditions in the United States at 6:00 pm Eastern Daylight Time on July 18 and July 19, 2005. Use the maps to answer questions 5 – 7.

[1]

[2]

5. What statement best describes the weather in Michigan’s Lower Peninsula on July 18?

A. High pressure with clouds and rain

B. High pressure with high temperatures and rain

C. Storms as a cold front passes through the State

D. Storms as a warm front passes through the State

6. What statement best describes the weather across most of Michigan on July 19 compared to the day before?

A. Higher temperatures with high air pressure

B. High pressure with sunny skies and cooler temperatures

C. Low pressure with sunny skies and higher temperatures

D. Higher winds and cooler temperatures

7. In which direction did Hurricane Emily move?

A. North

B. Northwest

C. Southwest

D. South

Below is a tracking map of Hurricane Ivan retrieved from on July 17, 2005.

.

|Saffir-Simpson |Lowest Air Pressure |Wind Speed |Damage |

|Hurricane Category |(millibars) |(miles per hour) | |

|1 |980+ |74-95 |Minimal |

|2 |979-965 |96-110 |Moderate |

|3 |964-945 |111-130 |Extensive |

|4 |944-920 |131-155 |Extreme |

|5 |below 920 |156+ |Catastrophic |

Saffir-Simpson Chart

A storm is classified as a Tropical Depression if the maximum sustained wind speeds are 38 mph or less. It becomes a Tropical Storm if the maximum sustained wind speeds are 39 mph to 73 mph. When the wind speeds reach 74 mph, it is classified as a Hurricane. The chart above lists the hurricane categories according to the Saffir-Simpson Scale.

8. On what date did Tropical Storm Ivan become Hurricane Ivan?

A. September 3

B. September 4

C. September 5

D. September 6

9. According to the chart, on what date did Ivan first become a Category 5 Hurricane?

A. September 9

B. September 11

C. September 12

D. September 13

The chart below shows Ivan’s Wind speed and Air Pressure.

|Hurricane Ivan Tracking Chart |

|Date |Wind |Air Pressure |

| |(mph) |(mb) |

|9/2 |30 |1009 |

|9/3 |50 |1000 |

|9/4 |50 |994 |

|9/5 |125 |950 |

|9/6 |105 |958 |

|9/7 |120 |956 |

|9/8 |140 |947 |

|9/9 |150 |921 |

|Hurricane Ivan Tracking Chart |

|Date |Wind |Air Pressure |

| |(mph) |(mb) |

|9/10 |140 |937 |

|9/11 |165 |914 |

|9/12 |150 |916 |

|9/13 |160 |912 |

|9/14 |140 |929 |

|9/15 |135 |939 |

|9/16 |60 |980 |

|9/17 |20 |999 |

10. Use the data from the Hurricane Ivan Tracking Chart to plot the air pressure at the center of the storm. Connect each point. Use a different color pencil for each stage of Ivan from Tropical Depression to Category 5 Hurricane. Use the information in the Saffir-Simpson chart to determine the Hurricane category.

Air Pressure at the Center of Hurricane Ivan

From September 2 – September 17

| | | | | |

|Venus |108.2 km |224.7 days |243 days |Carbon Dioxide |

|Earth |149.6 km |365.3 days |23 hr. 56 min. |Nitrogen, Oxygen |

|Mars |227.9 km |687 days |24 hr. 37 min. |Carbon Dioxide |

1. Name each planet listed on this chart that has a year shorter than a year on Earth. Explain how you arrived at your answer.

2. Name each planet from this chart with a cycle of light and dark that is shorter than Earth’s cycle of day and night. Which planet’s cycle is similar to Earth’s? Explain how you arrived at your answer.

3. Name each planet from this chart that might support human life. Explain.

Name _________________________________________ Day 15

Proposed Management Decision

Your community has been given 250 acres of land just outside of town. Your town is a medium-sized town with the largest business being a lumbering company. Many of the people who live in this town work for the lumbering company. Others work for a computer company in a nearby town. The donated land is completely covered with forest including 100 acres of “old-growth” forest. This old growth forest has enormous trees over 150 years old. There is a pond that is a home to swans and ducks to rest during migration and nest during mating season. Deer, raccoon, foxes, and other animals also make there home there. It is the job of the Community team to decide which proposal would best suit the needs of the community.

Proposal #1 – The town’s local environmental organization wants to keep the land and manage it as a protected natural area. They have proposed building hiking trails, and look out points for avid wildlife watchers. No hunting signs would be posted and the local DNR would help to police the area. The 100 acres of “old-growth” forest would be left as it is, while the other 150 acres would be managed. Dead trees would be cleared to allow room for new seedlings to emerge and grow.

• This area is a unique area. It is home to many plants and animals. If the trees are cut down, their habitat will be destroyed.

• The town does not need a mall. There are enough stores to meet the needs of the community. If a mall were built, the people who own businesses downtown would go out of business!

• There are no forests like this in town. Why should the people of this town sacrifice their natural heritage so some businesses can make a lot of money?

• Setting this area aside and maintaining hiking trails would be the best thing for the people of our town,

Proposal #2 – A local developer would like to purchase the 250 acres to build a shopping mall and new homes.

• Shopping malls are convenient places to shop, with all the stores indoors and under one roof.

• With a wide variety of stores, there would be more competition and this would mean better prices for things the people in the community need.

• Malls draw people from a wide area and would mean big money for the town.

• The money earned from the sale of the land to the developer and from the property taxes would create revenue for the town to pay for schools, medical clinics, roads,

• The developer is proposing that part of the 100 acres of “old-growth” forest would be left alone to provide “forest character” for the new homes built there.

• The developer assures us that although much of the trees will be cleared, the pond would be preserved so the wildlife would still have a place for migration and breeding.

Proposal #3 – The town’s lumber company proposes purchasing the land for commercial and ecological purposes.

• This company already has successfully managed other forests near the town.

• Lumber from their company has been in high demand for construction proposes. They can provide this lumber at better prices.

• The lumber company would carefully control the harvesting of the trees. Their regular practice is to immediately replant the harvested areas with seedlings.

• They would set aside part of the “old growth” forest and set up a buffer zone to protect the habitat there.

• They would allow hiking and other recreation in the forest.

• The purchase would provide the town with an economic boost. It would provide the town with the money it needs to balance the budget, provide funds for the local library, school expenses, medical clinics, and road management.

• The proposal will create new jobs for foresters, scientists, loggers, truckers and mill workers and this would lower the unemployment rate of the community.

Name _________________________________________ Day 15

Community Management Assessment

Your community team must work together to decide what to do with this gift of land. You can accept a proposal from one of the three that have been presented. You may also choose to make a compromise or offer another proposal. Each team member must agree with the team’s decision. When making your decision you need to consider the questions below. Keep in mind what is best for the entire community. Be prepared to present your ideas to the class.

1. What facts were presented in the proposal?

2. Which statements were opinions?

3. What will it cost the town to adopt the proposal?

4. What are the advantages and disadvantages of the proposal?

5. What negative effects could happen to the community and the environment?

6. Who most benefits from your proposal?

7. Are there any changes you would make to either of the proposals?

What is the decision of your Community Team and why?

-----------------------

[1] Surface Analysis retrieved from July 18, 2005

[2] Surface Analysis retrieved from July 19, 2005

-----------------------

X, Y, Z

W

W, X, Y, Z

[pic]

"These materials are produced by St. Clair County Regional Educational Service Agency and are not authorized by the Michigan Department of Education. Please use these materials within the guidelines of the Office of Educational Assessment and Accountability (OEAA) of the Michigan Department Education. These guidelines can be found at:

"

Reflected Light

Elements

35 N

Step 1:

Uses a magnet

Temperature (° F)

2

1

2

1

Solutions

Mixtures

Compounds

Step 2:

Adds water and removes the component that floats

X, Y, Z

X

Y, Z + water

Step 3:

Filters

Y, Z + water

Y

Z + water

Step 4:

Evaporates water

Z + water

Z

water

Science Toolbox

Grade 5

St. Clair County Regional Educational Service Agency

499 Range Road ( PO Box 1500

Marysville, Michigan 48040

Phone: 810/364-8990 ( Fax: 810/364-7474



[pic]

Students’

Journal

Convex Lens

35 N

Concave Lens

47 N

47 N

17 N

17 N

Absorbed Light

Interactions

with Matter

Cornell Two-Column Notes

47N

25 N

centimeters

With Fixed and Movable

Pulley

36 N

17 N

With Fixed

Pulley

[pic]

Pulley - Distance

Newtons

With Fixed and Movable

Pulley

With Fixed

Pulley

Without

Pulley

with-out

with

Without

Pulley

Roller Coaster 2

Height 1.2 m

Pulley - Force

Movable pulley attached to the

brick.

Fixed pulley at the top of the ring stand

Lever

Force

Distance

Force

With Inclined Plane

Without Inclined Plane

Roller Coaster 3

Height 1.4 m

Roller Coaster 1

Height 1.0 m

Distance (cm)

Lever

Distance

KEY

without

with

with-out

with

Force (N)

with-out

with-out

with

KEY

without

with

with

Force (N)

Air

Water

Air

Water

Air

Water

Air

Water

A

B

C

D

Frosted glass

Clear glass

Black cardboard

Mirror

Inclined Plane

Distance (cm)

Inclined Plane

[pic]

Date: July 18, 2005 Time: 2100UTC

Date: July 19, 2005 Time: 2100 UTC

Astronauts can hear sounds from radio waves because radio waves are part of the electromagnetic spectrum that can travel through space. Sound waves travel through matter. Astronauts can not hear sounds other than what they hear on their radio because there are no air molecules for the sound to travel through in space. Two astronauts’ helmets would have to touch for them to hear each other in space without a radio.

Sound is made when something vibrates.

The sound waves travel through matter. They can not travel through a vacuum

Earth

Sun

You could hear the bell ring when the bell was first placed in the jar. When the vacuum pump removed most of the air, you could not hear the bell very well. The sound of the bell got louder as the air was pumped back into the jar.

Earth

Sun

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