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Twirlers Lesson 5

Twirlers Lesson 5. The Big Idea of this Investigation. Our physical world is governed by the properties and interaction of objects and how force affects motion. ENGAGING SCENARIO.

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Twirlers Lesson 5

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  1. TwirlersLesson 5 TESLA Balance and Motion 2011

  2. The Big Idea of this Investigation Our physical world is governed by the properties and interaction of objects and how force affects motion.

  3. ENGAGING SCENARIO The Lewiston Toy Company is very pleased with the information we have given them about balancing and spinning toys. They now have a new problem. They are thinking about making some spinning toys that fly. The Lewiston Toy Company thinks these models could be used to make more toys and they need your help in testing them to see if they will work. They have sent us some materials and printed information that may help us. They also need us to continue to keep accurate records and labeled drawings in our science notebooks so we can report what we found out in a couple of weeks. What is the problem we need to solve? What do we need to investigate?

  4. Kit Inventory These are the objects that have been sent to us by the Lewiston Toy Company. I have put them in this large bag. Let’s see if we can identify them. • What color/shape is the object? • Where have you seen this object before? • What do you think we will use this for in the unit?

  5. We have already had several experiences with spinning and rotating toys. • How can we tell if something is spinning or rotating? • How do you make something spin or rotate? For this investigation the Lewiston Toy Company has sent us some new straws. They want us to find a way to make them spin. • Lets start by observing what happens when we drop the straw from a high distance by standing on our chairs. • What happened when you dropped the straw? • Did the straw fly? • Did the straw spin? • Will these straws alone make good spinning toys?

  6. Focus Question(What is the problem?) • Discuss with your group of scientists a possible focus question for this investigation. How can we make straws spin when they are dropped? Assessing our Prior Knowledge Think of something that you may have seen before that spins when it is dropped or falls from a higher location. Can you share your experiences with your group and try to explain why that object spins? NOTEBOOK ENTRY

  7. Prediction (related to the focus question) I think that if we ___________________________ the straw will spin. I think this because… NOTEBOOK ENTRY

  8. Our Plan The Lewiston Toy Company has sent along some ideas for us to try. They think that if we add wings, the straw might spin or fly when dropped. How many of you predicted that we should try adding wings to the straw? Adding Wings to our Straw Split one end of the straw about 1cm. Cut one set of wings along the solid lines only. Cut out the dark gray areas and throw them away Fold the wings on the dashed lines. Use the slit at the end of the straw to attach the wings. You may need to add a piece of tape to keep the wings attached. Explore and test different ways of folding or attaching the wings to make the straw spin when dropped.

  9. Solving our Problem Scientists always try to make careful observations. Record examples of how you assembled your twirler in your science notebook. Scientists use labels and pay attention to detail so other people can understand their drawings. Test your ideas to see if you can solve the problem. If you think you found a design that works, make a drawing of your design in your science notebook. Be sure to label all of your drawings. • Sometimes scientists like to record the ideas that don’t work because these ideas can also help us understand the problem. NOTEBOOK ENTRY

  10. Making Meaning Conference What kind of design did you use to make your twirler spin? Were you able to add wings that make the twirler spin fast or slow? How could you change the twirler to make it spin better? What was the axis the twirler spins around? What was the force that starts the twirler spinning? How are tops, zoomers, and twirlers the same? How are they different?

  11. Claims and Evidence Use your own words, or words from the word wall, to help you complete the following sentences in your science notebook. I claim that air is the force that starts twirlers spinning. I know this because… I claim that tops, zoomers, and twirlers are similar. I know this because… I claim that tops, zoomers, and twirlers are different. I know this because… NOTEBOOK ENTRY

  12. Reflection/Conclusion Revisit your original prediction and respond to one of the following stems: My prediction was accurate or was not accuratebecause….. I wish to revise my prediction because… My original thinking has changed because… What did you learn…? What really surprised you…? What new questions do you have…? What would you like to know more about…? NOTEBOOK ENTRY

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