MOTION, FORCE, AND MODELS Materials Contents Introduction... 39 Kit Inventory List... 40 Materials Supplied by the Teacher... 42 Preparing a New Kit... 44 Preparing the Kit for Your Classroom... 46 Care, Reuse, and Recycling... 48 INTRODUCTION The Motion, Force, and Models kit contains Teacher Toolkit: Motion, Force, and Models 1 Investigations Guide: Motion, Force, and Models 1 Teacher Resources: Motion, Force, and Models 1 FOSS Science Resources: Motion, Force, and Models FOSS Science Resources: Motion, Force, and Models (class set of student books) Equipment for 32 students A new kit contains enough consumable items for at least two classroom uses before you need to restock. FOSS modules use central materials distribution. You organize all the materials for an investigation on a single table called the materials station. As the investigation progresses, one member of each group gets materials as they are needed, and another returns the materials when the investigation is completed. You place items at the station students do the rest. Individual photos of each piece of FOSS equipment are available online for printing. For updates to information on materials used in this module and access to the Materials Safety Data Sheets (MSDS), go to www.fossweb.com. Links to replacement-part lists and customer service are also available on FOSSweb. NOTE Delta Education Customer Service can be reached at 1-800-258-1302. 39
MOTION, FORCE, AND MODELS Materials * The student books are shipped separately in two boxes of 16 hardbound books each. KIT INVENTORY List Drawer 1 permanent equipment 1 Teacher Toolkit: Motion, Force, and Models (1 Investigations Guide, 1 Teacher Resources, and 1 FOSS Science Resources: Motion, Force, and Models) 32 FOSS Science Resources: Motion, Force, and Models, student books * 2 Basins 1 Beaker, 100 ml 1 Beaker, 1 L 36 Black boxes 35 Dots, adhesive blue, 2 cm (3/4") diameter 1 Drought stopper 1 Cardboard box 1 Container with hole 1 Funnel 2 Tubes, 15 cm (6") and 30 cm (12") 1 Electrical tape, roll 24 Glue sticks 1 Hole punch 40 Marbles 1 Marking pen, permanent 8 Meter tapes 1 Paper clips, box, large, 100/box 1 Paper clips, box, regular, 100/box 2 Posters, Science Safety and Outdoor Safety 54 Rectangles, foam, 2.5 5 cm (1" 2") 50 Triangles, foam, 7.5 5 cm (6" 2") Drawer 1 consumable equipment 2 String, roll, 30 m (98')/roll 1 Masking tape, 55 m (180')/roll Equipment Condition These items might occasionally need replacement. 40
Drawer 2 permanent equipment 16 Balls, steel, large, 2.5 cm (1") 16 Balls, steel, medium, 2 cm (3/4") 16 Balls, steel, small, 1.3 cm (1/2") 1 Beans, red, bag 20 Corks, #9 100 Craft sticks 100 Craft-stick pieces 25 Cups, plastic, 250 ml (9 oz.) 12 Eggs, plastic 8 Flipper bases, plastic 16 Ramps, yellow 20 Rubber stoppers, #3, solid 16 Spring scales, force meter, 5 N limit 32 Spring scale force markers, plastic l Washers set, 3.4 cm (1.3") diameter, 20/set 10 Zip bags, 4 L (4 qt.) Equipment Condition Separate shipper 16 Runways, foam These items might occasionally need replacement. Motion, Force, and Models Module 41
MOTION, FORCE, AND MODELS Materials MATERIALS Supplied by the Teacher Each part of each investigation has a Materials section that describes the materials required for that part. It lists materials needed for each student or group of students and for the class. Be aware that you must supply some items. These are indicated with an asterisk (*) in the materials list for each part of the investigation. Here is a summary list of those items by investigation. For all investigations Chart paper and marking pen Computer with Internet access Drawing utensils (pencils, colored pencils, marking pens) Glue sticks (if you need additional) 1 Projection system (with Internet access) Science notebooks (composition books) 32 Scissors Self-stick notes (for review sessions) For outdoor investigations 1 Bag for carrying materials 1 Camera (optional) Containers for water (plastic gallon jugs, 2-L soft-drink bottles, bucket) Pencils Investigation 1: Motion and Variables 1 Ball (optional) 1 Cardboard strip, 6.5 81 cm (2.5" 32") 1 Clock with a second hand, or stopwatch Index cards or scratch paper (optional) 1 Marking pen, whiteboard 50 Pennies 1 Wagon or cart (optional) Investigation 2: Balls, Ramps, and Energy Balls for outdoor extension Calculator (optional) 1 Watch or clock with a second hand, or stopwatch 42
Investigation 3: Springs and Energy 8 Calculators (optional) Computer with Internet access 50 Pennies Scratch paper White glue Investigation 4: Models and Design Camera (optional) 2 Chairs or safety cones Containers, clean, reusable: lids, trays, packing peanuts, shredded paper, etc. 1 Ladder, folding (optional) 25 Marshmallows Materials assortment (clothespins, paper clips, straws, pipe cleaners, balloons, string, rubber bands, plastic spoons, etc.) 1 Pitcher or 2-liter recycled soft-drink bottle Piece of rope or string, 75 cm Scissors Scratch paper Self-stick notes Tubs or large bags 1 Wading pool, large plastic basin, or bus tray Water Motion, Force, and Models Module 43
MOTION, FORCE, AND MODELS Materials PREPARING a New Kit If you are preparing a new kit for classroom use, you can do several things initially that will save time during routine preparation for instruction. 1. Prepare black boxes Get 16 black boxes, the bags of foam rectangles and triangles, 16 marbles, 16 adhesive dots, a permanent marking pen, masking tape, and electrical tape. Refer to teacher master 13, Black-Box Schematics. Prepare to assemble four copies of each black-box design. a. Place 16 open boxes on the table in front of you. The open lids should be away from you. Cluster them in groups of four. b. Place the appropriate foam shape(s) into each box in approximately the correct place. Remember which four are As, which are Bs, and so on. A B C D c. Make an 8-centimeter (cm) length of masking tape into a loop, sticky side out. Stick it on the back of the foam triangle in box A. Carefully position the shape in the corner of the box and press down on it with modest pressure for 5 seconds. Repeat the process for the other three A boxes. d. Put a marble into each A box, close it, immediately put an adhesive dot on each one, and write a big A on the dot. e. Repeat the process for the Bs, Cs, and Ds. Tape them all tightly shut with electrical tape, wrapping the tape around the boxes in two or three places. It is strongly recommended that the boxes never be opened for students to see inside. If you feel as strongly about this as we do, get some good plastic glue, glue the foam shapes in place, and then glue the boxes shut. Or get some wide transparent packing tape and wrap each box thoroughly until it is completely encased in a protective plastic shell. For additional security, wrap tape around the box the long way. 44
2. Collect pennies Collect 50 pennies and store them in a plastic bag. 3. Prepare a number line This prep might take 45 minutes. Copy teacher master 2, Pendulums Number Line, and cut the three strips apart. Glue or tape them to a long strip of cardboard, which can also be fabricated from shorter cardboard strips taped together. Punch a hole under each number. Hang a paper clip in each hole to act as a hook. 5 6 7 8 9 10 11 PENDULUM NUMBER LINE FOSS Motion, Force, and Models Module The Regents of the University of California Can be duplicated for classroom or workshop use. Investigation 1: Motion and Variables No. 2 Teacher Master Motion, Force, and Models Module 45
MOTION, FORCE, AND MODELS Materials PREPARING the Kit for Your Classroom Some preparation is required each time you use the kit. Doing these things before beginning the module will make daily setup quicker and easier. 1. Check consumable materials A number of items in the kit are listed as consumable. Some of these items will be used up during the investigations (string, masking tape, dots), and others will wear out and need replacement (glue sticks, craft sticks, paper clips). Before throwing items out, consider ways to recycle them, and get your students involved in this process. 2. Inventory parts A number of small pieces of equipment need to be inventoried (washers, paper clips, corks, steel balls, marbles, force markers). Do this at the beginning of the module, and have students do this after each investigation. 3. Construct a pendulum and flip sticks Make a pendulum (Investigation 1) and 25 flip sticks (Investigation 3). Students can refer to these samples when they are making their own pendulum and use them as replacements for broken flip sticks. 4. Review force markers A force marker is a small white ring that fits over the extension shaft of the spring scale in order to measure force during collisions. The students put the force markers on the spring scales in Step 5 of Guiding the Investigation in Investigation 2, Part 3. The students should remove the force markers at the end of the investigation. The force markers are permanent equipment but they may occasionally need replacement. 5. Gather materials for engineering-design challenge Look at the Getting Ready sections for Investigation 4, Parts 1 and 3. Begin to gather the materials needed for designing and testing the devices that students create. 6. Consider safety issues indoors and outdoors Two safety posters are included in the kit, one for science indoors, Science Safety, and one for working outdoors, Outdoor Safety. Review the guidelines with students and post the posters in the room as a reminder. Getting Ready for Investigation 1, Part 1, offers suggestions for this discussion. Also be aware of any allergies that students in your class might have. Students with latex allergies should not handle rubber bands or rubber stoppers. 46
7. Photocopy notebook sheets You will need to make copies of notebook sheets before each investigation. See Getting Ready for Investigation 1, Part 1, for ways to organize the notebook sheets for this module. If you use a projection system, you can download electronic copies of the sheets from www.fossweb.com. 8. Plan for the word wall and focus-question charts As the module progresses, you will add new vocabulary words to a word wall or pocket chart, and model writing and responding to focus questions. Plan how you will do this in your classroom. 9. Send letter home to families The first teacher master is a letter you can use to inform families about this module. The letter states the goals of the module and suggests some home experiences that families can contribute to their student s learning. Space is left at the top so you can copy the letter on your school letterhead. 10. Plan for home/school connections There is a home/school connection for most investigations. Check the last page of each investigation for details, and plan when to make copies to send home with students. 11. Check FOSSweb for resources Go to FOSSweb and review the print and media resources available for you and students for this module. E L N O T E You may want to print out the FOSS equipment photo cards (from FOSSweb) to add to the word wall to help students with vocabulary. TEACHING NOTE Families can get more information on Home/School Connections from FOSSweb. Motion, Force, and Models Module 47
MOTION, FORCE, AND MODELS Materials CARE, Reuse, and Recycling When you finish teaching the module, inventory the kit carefully. Note the items that were used up, lost, or broken, and immediately arrange to replace the items. Use a photocopy of the materials list (the Kit Inventory List), and put your marks in the Equipment Condition column. Refill packages and replacement parts are available for FOSS by calling Delta Education at 1-800-258-1302 or by using the online replacement-part catalog (www.deltaeducation.com). Standard refill packages of consumable items are available from Delta Education. A refill package for a module includes sufficient quantities of all consumable materials (except those provided by the teacher) to use the kit with two classes of 32 students. Here are a few tips on storing the equipment after use. Keep a permanent number line assembled for pendulums. Recycle as much string as possible. Remove the force markers from the spring scales. Keep the class set of 16 black boxes assembled. Student models should be dismantled. Disassemble the drought stopper and fl atten the cardboard box for storage. Keep the parts together in a bag. Store the foam runways in their box and make sure they are not twisted. Check quantity of consumables, and order more if necessary. The items in the kit have been selected for their ease of use and durability. Small items should be inventoried (a good job for students under your supervision) and put in zip bags for storage. Any items that are no longer useful for science should be properly recycled. This is a good opportunity to get students involved in making decisions about what items can be recycled. 48