Ontario Science and Technology Curriculum 1999 Strand: Structures and Mechanisms Topic: Stability Grade: 3

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2 Ontario Science and Technology Curriculum 1999 Strand: Structures and Mechanisms Topic: Stability Grade: 3 All rights reserved Developed by T. Tasker May be photocopied for classroom use. Further replication or commercial use is strictly prohibited. Overall Expectations: - demonstrate an understanding of the factors that affect the stability of objects - design and make structures that include mechanisms and that can support and move a load, and investigate the forces acting on them - describe, using their observations, systems involving mechanisms and structures, and explain how these systems meet specific needs and how they have been made Specific Expectations * All specific expectations are covered by this unit and are mentioned at the end of each activity with the exception of the following one which is covered by all activities. SM9:plan investigations to answer some of these questions or solve some of these problems, and explain the steps involved Materials box (* indicates a class set is needed, the number in front indicates the number of class sets needed) paper* cereal boxes (3+*) books (as props) shoe box lid* short cardboard tubes* medium cardboard tubes* tall cardboard tubes* thread spools (4) building blocks cardboard (heavy) rulers* erasers* 50g mass* paint paint brushes* elastics* hole punch food colouring hair dryer rubber band dried beans scoop tissue paper cornstarch The books: Bartholemew and the Oobleck and The Greedy Triangle string (2*) straws(3*) Q-cards (8*) junk plasticene apple sauce container* marbles* pipe cleaner bristol board paper fasterners (7*) construction paper popsicle sticks (2*) pipe cleaners* safety goggles* tongue depressors (4*) saw mitre box Oobleck (for 20 children): ½ quart water, 2 boxes cornstarch, food colouring (I use green). Mix water and food colouring, add cornstarch while stirring until you get Oobleck.

3 Dear Parent or Guardian, We are beginning our second Science and Technology Unit, Structures and Mechanisms, Stability. By the end of this unit, your child will: -demonstrate an understanding of the factors that affect the stability of objects -design and make structures that include mechanisms and that can support and move a load, and investigate the forces acting on them - describe, using their observations, systems involving mechanisms and structures, and explain how these systems meet specific needs and how they have been made As outlined in the Science and Technology Curriculum, Ministry of Education, Home Links: To help your child further their understanding in this science unit, here are some fun activities for you and your family. - visit the CN tower/sky scrapers in downtown Toronto - visit buildings of architectural interest in your community - encourage them to build and create with things found at home and with building toys (such as lego, kinex etc) The specific expectation SM18:use hand tools (eg. hand saws, scissors) and equipment (eg. templates, mitre boxes) appropriately to cut a variety of materials (eg. wood, paper, cardboard, plastic) is part of our stability unit. To cover this specific expectation we will be using hand saws and mitre boxes to cut tongue depressors at 45 degree angles to make a picture frame. Parental consent is needed for your child to participate in this activity, otherwise they will be completing an alternate activity. Please fill out and DETACH the form below and return it to school as soon as possible. C... I, give my child,, permission to use a saw and mitre box to cut tongue depressors at 45 degree angles to make a picture frame. Parent s signature Date

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5 Stability Our New Science Words Grade 3 glossary covers: SM10:use appropriate vocabulary to describe their investigations, explorations, and observations (eg. use terms such as fulcrum, load, and effort when describing levers)

6 Stability Are You Stronger Than Paper? Purpose: Materials: 1) 2 pieces of paper the same size 2) 1 smaller piece of paper 3) 1 bigger piece of paper 1) Predict how many times you think you can fold a piece of paper. I predict I can fold a piece of paper times. 2) Fold one of the pieces of paper in half, make a tally mark on your chart below. Keep folding and tallying until you can no longer fold the piece of paper. My paper folding tally: 3) Repeat STEP 2 with the smaller piece of paper. Make a tally. My paper folding tally (with the smaller piece of paper): 4) Repeat STEP 2 with the bigger piece of paper. Make a tally. My paper folding tally (with the bigger piece of paper): Answer these questions (In full SENTENCES): 1) How many times did you fold the first piece of paper?

7 2) How well did you predict the number of times you could fold the piece of paper? 3) Compare your folded piece of paper to your unfolded piece of paper. Which one is stronger? 4) Why do you think it is stronger? 5) How many times did you fold the smaller piece of paper? 6) How many times did you fold the bigger piece of paper? 7) Does it matter how big or small a piece of paper is? 8) Is there a fixed number of times you can fold a piece of paper? Grade 3 SMactivity001 covers: SM1:describe using their observations, ways in which the strength of different materials can be altered (eg. folding increases the strength of paper)

8 Stability Let s Shape It Up Materials: 1) a piece of square paper 2) a piece of rectangular paper 3) a piece of triangular paper 4) a piece of circular paper 1) Make predictions: I think when I fold the square piece of paper 3 times it will be a. I think when I fold the rectangular piece of paper 3 times it will be a. I think when I fold the triangular piece of paper 3 times it will be a. I think when I fold the circular piece of paper 3 times it will be a. The square piece of paper looked like... The rectangular piece of paper looked like... 2)Fold the square piece of paper three times. 3) Fold the rectangular piece of paper three times. 4) Fold the triangular piece of paper three times. 5) Fold the circular piece of paper three times. 6) Draw your results in the chart below. The triangular piece of paper looked like... The circular piece of paper looked like... Describe what happens when you fold a shape. Grade 3 SMactivity002 covers: SM8:ask questions about and identify needs and problems related to structures and mechanisms in their immediate environment, and explore possible answers and solutions (eg. investigate the effects of folding on the shape and strength of materials)

9 Stability The Ooze and Ahs of Oobleck As a class we will read the book Bartholemew and the Oobleck, by Dr. Seuss Luckily, Bartholemew came by this morning and delivered some Oobleck. Let s read the rules of the Oobleck. Rules: 1) You may touch it. 2) You may look at it. 3) You may smell it. 4) You may listen to it. 5) You may NOT eat it!!!!!!! 6) You may NOT throw it!!!!! 7) You may NOT wipe your hands on anyone. 8) You may NOT splash the Oobleck 9) You may wash your hands at any time. 10) You MUST clean up any spilt Oobleck. 11) You may NOT pour the Oobleck down the sink. 12) You should use whisper voices at all times. 13) Work with a partner. 14) Wait until everything is tidied up before writing in your science book. 15) If ANY ONE rule is broken, the Oobleck will be taken away from you and your partner. No second chances! 1) A dish of Oobleck will be placed in front of you. Play with it for several minutes. 2) STOP! In your whisper voices to your partner come up with five words that describe Oobleck. Remember them so you can write them down later. 3) Touch the Oobleck softly. What happens to it? (Remember your answer to write down after tidy up time). 4) Poke or hit the Oobleck (Remember rule number 8). What happens to it? (Remember your answer to write down after tidy up time). After cleaning up, write down your answers. 1) What are five words to describe Oobleck? (Remember to use commas in your list) 2)What happened when you touched Oobleck softly? 3) What happened when you poked or hit the Oobleck? Grade 3 SMactivity003 covers: SM2:describe ways in which forces alter the shape or strength of different structures (eg. a load may cause a cardboard box to buckle)

10 Materials: 1) 3 cereal boxes 2) books Stability Buckling Boxes! Purpose: What happened to Box A 1) Stand a cardboard box upright (this is box A). 2) Place books on top of the cardboard box one at a time. 3) Stand a cardboard box on its front (or back) (this is box B). 4) Place books on top of the cardboard box one at a time. 5) Stand a cardboard box on its side (this is box C). 6) Place books on top of the cardboard box one at a time. What happened to Box B What happened to Box C Draw a beginning picture Draw a beginning picture Draw a beginning picture Draw a middle picture Draw a middle picture Draw a middle picture Draw a final picture Draw a final picture Draw a final picture Grade 3 SMactivity004 covers: SM2:describe ways in which forces alter the shape or strength of different structures (eg. a load may cause a cardboard box to buckle). SM7:describe the effects of different forces on specific structures and mechanisms (eg. a structure collapses when the load is too heavy; a latch on a gate opens when pressed).

11 Stability A Balancing Act Materials: 1) you 2) a partner 1) Always use whisper voices. 2) REMEMBER: ALWAYS BE GENTLE. 3) Choose one partner to be the wind and the other the foundation. 4) Without saying one word, meet at the carpet with your partner. 5) FOUNDATION: stand with your feet together. 6) WIND: give the foundation a GENTLE push. What happened to the foundation? 7) FOUNDATION: stand with your feet apart. 8) WIND: give the foundation a GENTLE push. What happened to the foundation? 9) Switch roles and repeat STEPS 1 to 8. Answer these questions (Remember to answer in full sentences): 1) What position provided a better foundation (feet together or feet apart)? 2) Why was this a better foundation? 3) Can you think of an even better body position? Grade 3 SMactivity005 covers: SM25:predict which body position provide the most stability in various circumstances (eg. standing with legs apart, lying on the ground)

12 Stability TIMBER! Purpose (of the next three experiments): Materials: 1) a shoe box lid 2) 3 cardboard tubes (short, medium and tall) Experiment ONE 1) Stand the three cardboard tubes along the edge of the shoe box lid. 2) Predict which tube will fall first. I predict that the tube will fall first. The first tube to fall was... 3) Tip the edge of the shoe box. 4) Record the order of falling cardboard tubes. The second tube to fall was... The third tube to fall was... Why do you think they fell in this order? Materials: 1) two cardboard tubes 2) tissue paper 3) a rubber band 4) dried beans 5) a scoop 6) a marker 7) hair dryer Experiment TWO How can we make these tubes more stable? 1) Label one tube A and one tube B. 2) Cover one end of tube A with the tissue paper and hold it on with the rubber band. 3) Using the scoop, fill tube A with the dried beans. 4) Place tube A and tube B side by side. 5) Plug in the hair dryer and turn it on. Turn it toward the cardboard tubes.

13 Using words, tell what happened? Draw what happened... Experiment THREE Materials: 1) 4 thread spools 2) 6 building blocks 3) a piece of heavy cardboard Draw what you did... 1) Put the four spools in a group. 2) Place the cardboard on top. 3) Now place the building blocks in different places all over the piece of cardboard. 4) Now move the four spools to the four corners of the cardboard. 5) Place the building blocks in different places all over the piece of cardboard.

14 Draw what you did... Answer these questions in full sentences: 1) Which building was stronger, the first building or the second building? 2) Why do you think it was stronger? 3) Think of our WIND/FOUNDATION activity at the carpet. Which body position was more stable? Grade 3 SMactivity006 covers: SM24: describe, using their observations, how different balance points of different masses affect the stability of a structure

15 Stability What is it? Object Name How does it help us? Grade 3 SMactivity007 covers: SM22:identify a number of common levers (eg. crowbars, scissors, hammers, pliers, wheelbarrows, tweezers, tongs) and describe how they make work easier

16 Stability Lever IT Purpose: Materials: 1) a ruler 2) an eraser 3) a 50g mass (a block or a mass) 4) YOUR index finger Eraser at 5 cm 1) Lay the ruler on your desk with the zero at your left hand. 2) Place the eraser underneath the ruler at 5 cm. 3) Place the mass on top of the ruler at 30 cm. 4) Place your left index finger at the zero on your ruler. By pressing down try to lift the mass. 5) Place the eraser underneath the ruler at 10 cm. 6) Place the mass on top of the ruler at 30 cm. 7) Place your left index finger at the zero on your ruler. By pressing down try to lift the mass. Was it hard, medium or easy? (circle your answer) 8) Place the eraser underneath the ruler at 15 cm. 9) Place the mass on top of the ruler at 30 cm. 10) Place your left index finger at the zero on your ruler. By pressing down try to lift the mass. Was it hard, medium or easy? (circle your answer) 11) Place the eraser underneath the ruler at 20 cm. 12) Place the mass on top of the ruler at 30 cm. 13) Place your left index finger at the zero on your ruler. By pressing down try to lift the mass. Was it hard, medium or easy? (circle your answer) 14) Place the eraser underneath the ruler at 25 cm. 15) Place the mass on top of the ruler at 30 cm. 16) Place your left index finger at the zero on your ruler. By pressing down try to lift the mass. Was it hard, medium or easy? (circle your answer) 17) On the chart below, record whether it was hard, medium or easy to lift the mass, with the eraser at different points on the ruler. Eraser at 10 cm Eraser at 15 cm Eraser at 20 cm Eraser at 25 cm

17 In this experiment the RULER was the LEVER and the ERASER was the FULCRUM. In our Stability Unit teeter-totter graphic, what do you think the lever is? What do you think the fulcrum is? Label them on the diagram below. What eraser position was it easiest to lift the load? What eraser position was it the hardest to lift the load? In general, as you moved the eraser from 5 cm to 25 cm on the ruler, did lifting the load become easier or harder? If you had a really heavy load to move with a lever, where would you put the fulcrum for the easiest lift? Show me on the lever below: Load Grade 3 SMactivity008 covers: SM5:describe, using their observations, the changes in the amount of effort needed to lift a specific load with a lever when the position of the fulcrum is changed

18 Stability Muppet Puppet Materials: 1) cardboard 2) cardboard tube 3) paint 4) paint brushes 5) two elastics 6) hole punch 7) string (2 short pieces, 2 longer pieces) 8) tape 1) Cut out wing-shaped pieces of cardboard. 2) Paint the cardboard wings and cardboard tube (the body) like your favourite bird. 3) Punch two holes into the cardboard wings where the wings will be joined to the body. 4) Thread the elastic through the holes, so that there are two loops coming out of the holes. 5) Feed the cardboard tube body through the elastic loops. 6) Repeat steps 3 to 5 for the second wing (make sure the tops of the wings are on the same side of the tube) 7) Punch one hole in the tip of each wing. 8) Attach a piece of string to each wing. 9) Tie these two pieces of string to a third string. 10) Tie the fourth piece of string around the middle of the body and tape it in place. 11) Hang your bird from the ceiling with the fourth string and pull on the string that is hanging down. Watch your bird fly. Answer these questions in full sentences: 1) What scientific word would describe the wings? 2) What part of the bird would be the fulcrum? 3) If you pull the hanging string down all the way, do the wings move a little bit or a lot? 4) If you pull the hanging string gently (just a teeny tiny bit), do the wings move a little bit or a lot? Grade 3 SMactivity009 covers: SM6:describe, using their observations, how simple levers, amplify or reduce movement (eg. in operating the limbs of a puppet) SM15:design and make a levered mechanism (eg. model of an animal whose legs are moved with a lever)

19 Stability Mobile Materials: 1) straws 2) string 3) 3 Q-Cards 4) junk (from the junk box) 5) scissors 6) pencils 1) As a class let s answer: What have we learned about balance so far? 2) Write down the 3 best answers on the Q-cards. 3) Tie a Q-card to one end of a straw. 4) Tie a piece of junk to the other end of the same straw. 5) Place another string somewhere between the two ends so that the two ends are balanced when held. 6) Repeat steps 3 to 5. However, NOW you have to balance three things on the straw, the piece of junk, the Q-card and the first straw you made. 7) Repeat steps 3 to 6, for the third straw. Draw your mobile here: Write about a special trick you used while making your mobile: Grade 3 SMactivity010 covers: SM12:communicate the procedures and results of investigations for specific purposes and to specific audiences, using demonstrations, drawings, simple media works, and oral and written descriptions (eg. make a mobile that illustrates their discoveries about balance)

20 Stability Let s Build Your mission, if you choose to accept it, is to build the tallest freestanding structure in the class that does not fall down less than one minute after construction is finished. Your materials include STRAWS and MASKING tape. You MUST use WHISPER VOICES and POSITIVE comments ONLY!!! You have exactly 8 minutes and 23 seconds. GO!! Draw your straw structure here: Describe it using words here: Graph the number and kinds of materials here (do not include masking tape) Material used / Scale, Straws Pieces of masking tape Grade 3 SMactivity011 covers: SM11:record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (eg. record the modifications they have made to increase the stability and strength of their structures)

21 Materials: 1) plasticene 2) four small Q-cards 3) apple sauce container 4) marbles Stability Struts and Ties Purpose: Experiment 1 1) Take one Q-card and make two folds, 3 cm from each edge. 2) Place it on your desk, so that it looks like a little table. 3) Place two balls of plasticene on either side. 4) Place the apple sauce container on the little table. 5) Place marbles in the apple sauce container until the little table starts to compress. 6) Count the marbles and record it in the chart below ) Take a second Q-card and fold it like the first. 8) Place it on your desk, so that it looks like a little table. 9) Place two balls of plasticene on either side. 10) Take another Q-card, fold it into thirds to make a triangular prism. 11) Place the triangular prism underneath the table. 12) Place the apple sauce container on the little table. 13) Place marbles in the apple sauce container until the little table starts to compress. 14) Count the marbles and record it in the chart below ) Take the fourth Q-card and bend it into an arch. 16) Place two balls of plasticene on either side to hold it in place. 17)Place the apple sauce container on the arch. 18) Place marbles in the apple sauce container until the arch starts to compress. 19) Count the marbles and record it in the chart below. Shape First Q-Card (the little table) Second Q-Card (the little table with a triangular prism) The Arch Number of Marbles

22 Answer these questions in FULL sentences: Which structure was the strongest? Why do you think it was stronger? Materials: 1) one Q-card 2) a ruler 3) a pipe cleaner Experiment 2 1) Take one Q-card and make two folds, 3 cm from each edge. 2) Place the Q-card on your desk, table top down. 3) Place the ruler on top of the legs. What happened? Look at the picture below. 4) Take the pipe cleaner and tie the two legs together. 5) Place the ruler on top of the legs again. What happened? Load 1) Colour the strut in RED. Struts resist compression. 2) Colour the tie in GREEN. Ties resist tension. Strut Tie Grade 3 SMactivity012 covers: SM4:describe, using their observations, the role of struts (eg. to resist compression) and ties (eg. to resist tension) in structures under load (eg. describe the effect of adding a strut to a wooden frame).

23 Stability Geometric Patterns As a class read the book The Greedy Triangle by Marilyn Burns. Purpose: Materials: 1) seven bristol board strips per student(with holes punched in each end) 2) paper Fasteners Triangle BEFORE 1) Make a square with four bristol board strips and four paper fasteners. 2)Make a triangle with three bristol board strips and three paper fasteners. 3) Draw the shapes in the chart below. 4) With your fingers, push at the corners of your shapes. 5) Draw the shape after pushing the corners in. Triangle AFTER Square BEFORE Square AFTER If you were designing a bridge, what pattern shape would you want to use? Make a list of all the structures where you see triangles (remember to use commas). Grade 3 SMactivity013 covers: SM20:recognize that geometrical patterns in a structure contribute to the strength and stability of that structure (eg. a climbing frame)

24 Stability Let s Join It! A JOINT is a place where two or more pieces of a structure are joined together. Can you think of a joint on your body?. Today we are going to make FOUR examples of joints that you can use when building structures. Materials: 1) one sheet of construction paper per student 2) two popsicle sticks per student 3) five straws per student 4) one pipe cleaner per student FIRST JOINT 1) Fold your construction paper in half. 2) Cut along the fold. 3) Fold that piece in half. 4) Cut along that fold. 5) Cut a slit down the middle halfway through the paper. 6) Slide the slits into each other. SECOND JOINT 1) Glue the corners of your popsicle sticks together. THIRD JOINT (Called a GUSSET) 1) Cut a triangular piece of construction paper. 2) Glue one straw at the base of the triangle. 3) Glue the second straw perpendicular (like a T) to the first straw. FOURTH JOINT 1) Fold the pipe cleaner so that it looks like a T in bubble letters. 2) Put the folded ends into the three straws. Which of the four joints is your favourite? Why is it your favourite? Grade 3 SMactivity014 covers: SM3:describe ways to improve the strength and stability of a frame structure (eg. use of triangulation or a cross-member)

25 Stability Let s Build Like last time, your mission, if you choose to accept it, is to build the tallest freestanding structure in the class that does not fall down less than one minute after construction is finished. However, this time your materials include STRAWS, CONSTRUCTION PAPER, PIPE CLEANERS, GLUE and MASKING TAPE. You MUST use WHISPER VOICES and POSITIVE comments ONLY!!! You have exactly 8 minutes and 23 seconds. GO!! Draw your straw structure here: How did you improve upon your structure this time? Graph the number and kinds of materials here (do not include masking tape) Material used / Scale, Grade 3 SMactivity015 covers: SM11:record relevant observations, findings, and measurements, using written language, drawings, charts, and graphs (eg. record the modifications they have made to increase the stability and strength of their structures) SM14:use appropriate materials to strengthen and stabilize structures that they have designed and made and that are intended to support a load (eg. use gussets, struts, ties, buttresses)

26 Parental Consent Glued here: Stability Making A Picture Frame If you handed in your permission form, this is your list of materials and your method. Materials: 1) safety goggles 2) four tongue depressors 3) masking tape 4) a ruler 5) a saw 6) a mitre box 7) poster board, cut into small triangles 8) glue 1) Place your goggles on your head. 2) Tape a pair of tongue depressors together. 3) Tape the other pair of tongue depressors together. 4) Measure 1 cm from either end and mark it with a pencil. 5) Read these RULES: - WHISPER VOICES ONLY! - do NOT push, shove, or fool around, we are using very SHARP tools! - Leave ONE metre space between the front of the line and the student cutting. - IF you break any of these rules, you will no longer be allowed to make your frame. 6) Lift your chair in and get in line in front of one of the mitre boxes. 7) Make one cut on the mitre box with the help of an adult. 8) Once you have made your one cut, go to the back of the line to wait to make your next cut. 9) Once you have finished your four cuts, glue your joints together using a gusset.

27 Materials: 1) safety goggles 2) four tongue depressors 3) glue 10) Once your joints are dry, go to a painting area and decorate your frame. 11) When your decorating is finished and DRY, come get a magnet to put on the back of your frame. If you did NOT hand in your permission form, this is your list of materials and your method. 1) Place your goggles on your head 2) Glue the corners of the tongue depressors together making a square. 3) Once your joints are dry, go to a painting area and decorate your frame. 4) When your decorating is finished and DRY, come get a magnet to put on the back of your frame. Reflecting on Science (in FULL SENTENCES) 1) What was the hardest part of making your frame? 2) What was the easiest part of making your frame? Draw a picture of your frame here: Grade 3 SMactivity016 covers: SM13:design and make a stable structure that will support a given mass and perform a specific function (eg. a bridge, a photo frame) SM17:use appropriate equipment and adhesives when making structures that they have designed themselves (eg. transparent tape for paper; lowtemperatures glue gun for wood) SM18:use hand tools (eg. hand saws, scissors) and equipment (eg. templates, mitre boxes) appropriately to cut a variety of materials (eg. wood, paper cardboard, plastic).

28 Is a car a structure? Stability Vroom Goes the Car! The chassis (pronounced cha-see) of a vehicle supports thousands of parts. Therefore, it is a structure. As a class let s think of some parts it would support and write them down on our special notepad below. The other things in a car are called mechanical parts. There are three very important mechanical parts in a car. Think about it, then pair up, and share your ideas with the class. Write the three important mechanical parts down here: 1) 2) 3) Materials: 1) the box car design 2) construction paper 3) scissors 4) glue 5) tape 6) junk from the junk box Let s Build a Car 1) Glue the box car design to your construction paper. 2) Fold on all the lines. 3) Unfold. 4) Cut along the dotted lines. 5) Fold it to make a box. 6) Glue the corners to the sides. 7) Select some junk from the junk box, and design your mechanical parts. 8) Label the chassis and mechanical parts on your car. 9) PLAY with your homemade toy! Grade 3 SMactivity017 covers: SM19:distinguish between the structure of an object (eg. the chassis of a vehicle) and its mechanical parts (eg. the wheels and axles) SM23:identify efficient ways of joining the components of a mechanical structure or system (eg. construct a right-angled corner; use an axle at a right angle to the frame)

29 Stability Certificate This certificate hereby certifies as a Grade 3 Stability expert. Principal Teacher Share you science booklet with at least one family member at home. After you have shared complete the following: 1) Cut out your Stability Certificate. 2) Get the person you shared your science booklet with to fill out the form below, detach it and bring it back to school. C... shared their science booklet with the following family members: Parent s Signature Goggled Science, 2001

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32 Goggled Science, 2001