Student Log | Level 3 Module 3 | PhD Science Texas 2024 | 8.21.23

3

MODULE 3

Forces and Motion

WITH SPOTLIGHT LESSONS ON THE Solar System TEXAS

Level 3 Module 3:

Forces and Motion

WITH SPOTLIGHT LESSONS ON THE Solar System

Science Logbook

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ISBN 979-8-88588-544-7

Forces and Motion

Name: LEVEL 3 MODULE 3

Module Question Log

Record the Essential Question and the Phenomenon Questions.

Explore Movement in Space

Observe the movement of objects and people in space. What do you notice and wonder? I

Observe the motion of the soccer ball on the International Space Station. What do you notice and wonder? I Notice

Name: Date:

LESSON 2 ACTIVITY GUIDE

Compare Motion on Earth and in Space

Draw what a soccer ball on Earth looks like before, during, and after a kick.

Draw what a soccer ball on board the International Space Station looks like before, during, and after a kick.

How does a soccer ball move on the International Space Station?

How does a soccer ball move on Earth? How are the motions different? Draw a model to show your thinking.

International Space Station Earth

Explain your model.

Compare your model with a classmate’s model. Record similarities and differences between your models.

Similarities Differences

Name: Date:

LESSON 4 ACTIVITY GUIDE A

Plan an Investigation

You will plan an investigation about the motion of a toy car. To plan the investigation, put these steps in order. On each line, write a number from 1 to 5 to show the order of the steps.

Record your observations and measurements.

Observe the motion of the car and where it stops.

Give the car a push and let it go.

Measure how far the car traveled.

Put the car on a flat surface.

Name: Date:

LESSON 4 ACTIVITY GUIDE B

Explore Motion Stations

What did you observe at the stations? Record your observations. Include at least one measurement for each station.

Station Observations

Spinning Toy Ramp

Catapult

Name: Date:

LESSON 5 ACTIVITY GUIDE A

Create a Tree Map

Label the concept and categories. Then sort your observations underneath the appropriate category to complete the tree map.

Category 1

Category 2 Category 3

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LESSON 5 ACTIVITY GUIDE B

Speed Investigation

Record the time it takes the car to travel 150 centimeters on each ramp.

Ramp Time A B

Record the distance the car travels in 3 seconds on each ramp.

Ramp Distance A B

Name: Date:

LESSON 6 ACTIVITY GUIDE

Patterns of Motion

Observe the motion of a ball after it is dropped. Draw the motion.

In the second column, describe a pattern of motion you observed at each station. Use words and pictures. In the third column, name the pattern. In the fourth column, list other objects that have the same pattern of motion. Station

Station Pattern

Spinning Toy

Ramp

Catapult

Name for Pattern Other Objects

Name: Date:

LESSON 7 ACTIVITY GUIDE

Explore Pendulum and Car

Observe the motion of the pendulum and the car. Record your observations.

Name: Date:

LESSON 8 ACTIVITY GUIDE Investigate Pendulum

and Car

1. Read the fair test guidelines. Write a title for your data table.

2. Make a prediction about the investigation.

3. Complete the investigation. In the data table, record your results for Trial 1, Trial 2, Trial 3, and T rial 4.

4. Discuss the results with your class. In the last column of the data table, record the class results.

How does the release distance of the pendulum change the motion of the pendulum and the car? Draw a model.

The release distance of the pendulum is centimeters. Predict the motion of the pendulum and the car. Use evidence to support your response.

Name: Date:

LESSON 9 ACTIVITY GUIDE

Predict Motion

The release distance of the pendulum is centimeters. How far do you think the car will move? Use evidence to support your response. Test your prediction. Record your results in the data table.

Fill in the table for each station. In the first column, record three things you did to change the scooter board’s speed or direction. In the second column, describe the changes in the scooter board’s speed or direction.

Station 1: Scooter Board with Rope

What did you do to change the motion of the scooter board?

What changes in the scooter board’s motion did you observe?

Station 2: Scooter Board Without Rope

What did you do to change the motion of the scooter board?

What changes in the scooter board’s motion did you observe?

Station 3: Scooter Board Through Obstacle Course

What did you do to change the motion of the scooter board?

What changes in the scooter board’s motion did you observe?

Compare the mechanical energy of the scooter board at rest and in motion.

Name: Date:

LESSON 11 ACTIVITY GUIDE

Create Force Models

Notice and Wonder

Record what you notice and wonder about the machine.

I Notice I Wonder

Right Cup Attached to Block

Record your observations about the block’s motion.

What caused the block’s motion to change? Draw a force model.

Explain your model.

Left Cup Attached to Block

Imagine that you attached a cup with pennies to the left side. How would the block move? Draw a force model.

Explain your model.

Name: Date:

LESSON 12 ACTIVITY GUIDE

Explore Multiple Forces

Two Cups Attached to Block

Record your observations.

What happens when the two cups have the same number of pennies? Draw a force model.

Explain your model.

What happens when the two cups have different numbers of pennies? Draw a force model.

Explain your model.

Name: Date:

LESSON 13 ACTIVITY GUIDE

Draw a Force Model

What forces act on the cup? Draw a force model.

Explain your model.

Name: Date:

LESSON 14 ACTIVITY GUIDE

Explain Causes of Changes in Motion

What is the motion of the block when both cups contain the same number of pennies? Draw a force model.

Explain your model.

Claim, Evidence, and Reasoning

Claim: Write the class claim.

Name: Date:

LESSON 15 ACTIVITY GUIDE Investigate Slowing Motion Investigation Question: Make a prediction that answers the investigation question.

Read the fair test guidelines. Then fill in the Material column of the data table. Complete the investigation. Record your results for each trial in the data table.

Name: Date:

LESSON 16 ACTIVITY GUIDE

Graph and Interpret Data

Dot Plots

Record a title for each dot plot. Then create a dot plot for each material. Use the dot plots to find the typical distance value for each material. Record these values in your data table from the previous lesson.

Title:

Distance Marble Travels (centimeters)

Title:

Distance Marble Travels (centimeters)

Title:

Distance Marble Travels (centimeters)

Reflection Questions

What is the relationship between the structure of each material and the distance the marble travels?

What does this relationship tell us?

Name: Date:

LESSON 17 ACTIVITY GUIDE

Develop Models of Objects at Rest

Record the number of pennies in the cup. Then record your observations about the motion of the block.

Number of Pennies in Cup Observations

Draw a force model that shows the block at rest with no cups attached. Explain your model.

Draw a force model that shows the block at rest with a cup of pennies attached.

Explain your model.

Draw a force model that shows the block in motion with a cup of pennies attached.

Explain your model.

Name: Date:

LESSON 19 ACTIVITY GUIDE

Explore Magnet Stations

Magnetic Objects Station

Investigation Question: How do magnets interact with different objects?

What happens when you move the magnet toward each object? Record your observations.

Which objects are attracted to the magnet?

Orientation Station

Investigation Question: How does the orientation of a magnet affect its interaction with other magnets? Move the bar magnets together for each orientation. Record your observations.

North to North

South to South

North to South

Move the poles together for each orientation. Record your observations.

Orientation of Magnets

Pole 1 to Pole 1

Pole 2 to Pole 2

Pole 1 to Pole 2

Observations

How does the orientation of the magnets change the ways the magnets interact?

Distance Station

Investigation Question: How does the distance between a magnet and a compass affect the movement of the compass needle?

Draw the compass needle for the distance of each magnet.

How does the distance between the magnet and the compass change how the compass needle moves?

Interactions Station

Investigation Question: How does placing an object between two magnets change the interaction between the magnets?

What happens when you place each object between the two magnets? Record your observations.

Object

Observations

How does placing different objects between the magnets change how the magnets interact?

Strength Station

Investigation Question: How many paper clips can different magnets hold?

Record the number of paper clips each magnet holds.

Magnet

Bar Round

Coated Round

Number of Paper Clips

Which magnet is the strongest? How do you know?

Name: Date:

LESSON 22 ACTIVITY GUIDE

Explore Uses of Magnets

Use words or pictures to fill in each row of the table. Use a different row for each problem.

What is the problem?

How are magnets used to solve the problem?

How does the solution affect people’s lives?

Over 2,000 years ago, humans made the scientific discovery that some types of rocks attract metals. How have past discoveries about magnetic forces affected society and our lives today?

Think about the magnet text you read. How do you think that using magnets to solve problems affected science?

Name: Date:

LESSON 23 ACTIVITY GUIDE B

Engineering Challenge

Ask: Define the problem. Identify the criteria and constraints.

Problem:

Research. Record notes or ideas from your research. What types of problems do mechanical engineers solve?

What do you think is interesting about working as a mechanical engineer?

What do you think is difficult about working as a mechanical engineer?

How do mechanical engineers use their knowledge of forces to solve problems?

Criteria

Constraints

Imagine: Research. Brainstorm solutions. Select a solution.

Type of Magnet

Adhesive magnet

Ceramic disc magnet

Number of Paper Clips

Brainstorm and record your own ideas.

Brainstorm and record ideas with your group.

Plan: Generate a detailed design. Draw a diagram of your design. Label the materials you will need.

What materials will you need to build your prototype?

In your prototype, what orientation will the poles of the magnets have? Explain your thinking.

Create: Work with your group to build the first version of your prototype. Test how it works. Record your evaluation below.

Criteria

Test Results

Are the tools secure? ✓ ✗

Are the tools easy to access? ✓ ✗

Does the toolbox attach to the baking sheet? ✓ ✗

It took seconds to access the tools.

What works well?

How can you improve the way the parts of your design work together? Use your test results to explain your thinking.

Improve: Work with your group to plan improvements to your prototype.

Build and test the next version of your prototype.

Criteria

Are the tools secure?

Are the tools easy to access?

Does the toolbox attach to the baking sheet?

Test Results

It took seconds to access the tools.

What did you change based on your results? How did those changes affect your prototype?

Share: Receive feedback.

With your group, determine the best way to share what you created and learned. Use the checklist and the notes space to plan your presentation.

We can describe the materials we used in our solution. We can explain why we chose them. We can explain the parts of the solution. We can explain how the parts work together to secure the tools and the toolbox.

We can explain changes we made to our solution. We can explain why we made those changes.

We can explain how we used our knowledge of forces in our solution.

We can explain why we placed the magnets where we did. We each have a role for the presentation.

Presentation Notes

Final Diagram: Create a final diagram of your design to share during your presentation. Label the parts of the design that show how you used magnets.

Name: Date:

LESSON 27 ACTIVITY GUIDE A

Ask Questions

During each presentation ask questions about the group’s solution and design process. Choose from the questions below or ask one of your own.

▪ What materials did you use in your solutions? Why did you choose those materials?

▪ How do the parts of your solution work together to secure the tools and the toolbox?

▪ What changes did you make to your design? Why did you make those changes?

▪ How did you use your knowledge of forces in your solution?

▪ Why did you place the magnets where you did? Or write your own question:

Name: Date:

LESSON 27 ACTIVITY GUIDE B

Reflect on the Share Stage

Use this checklist to reflect on your knowledge.

I can describe the materials we used in our solution. I can explain why we chose them.

I can explain the parts of the solution. I can explain how they work together to secure the tools and the toolbox.

I can explain the changes we made to our solution. I can explain why we made those changes.

I can explain how we used our knowledge of forces in our solution.

I can explain why we placed the magnets where we did. Use this checklist to reflect on your participation.

I contributed to my group’s presentation.

I listened actively to other groups’ presentations.

I asked other groups questions about their design.

Teacher Comments

Name: Date:

LESSON 28 ACTIVITY GUIDE A

Create a Relationship Map

Cut out the key terms about forces and motion.

Map

Create a relationship map. Place the terms on the page. Draw arrows or other symbols to connect them. Write words that show the relationships between the terms. Glue the ter ms to the page.

Name: Date:

LESSON 28 ACTIVITY GUIDE B

Explain Motion in Space

Essential Question: Why do objects move differently in space than they do on Earth?

Name: Date:

LESSON 28 ACTIVITY GUIDE C

Prepare for Discussion

Choose one or two strategies with sample sentence frames that you want to use in the Socratic Seminar. Circle them or cut them out.

Make a connection between ideas. That idea reminds me of .

Explain your thinking.

I think that because .

Add to what someone else says.

I agree with , and I also think that .

I like that idea because .

Offer an example to support your own or someone else’s idea.

An example of that is .

Disagree with an idea.

I politely disagree with because . That’s a good point, but I think .

Ask a question about someone else’s idea.

I have a question about .

I don’t understand. Are you saying ?

Return to a question or idea.

Let’s go back to what said about .

Let’s go back to the question (or idea) that .

Explain why an idea is important.

That idea is important because .

Encourage someone to tell more about their ideas.

That is an interesting idea. Can you tell me more about ?

Summarize the conversation.

I think the main idea is .

Do we agree that ?

Name:

Date:

LESSON 1 A CTIVITY GUIDE A Observe a

Draw what you see before, during, and after the solar eclipse.

Name:

Date: LESSON 1 ACTIVITY GUIDE B

Select one picture you circled. Explain how light helps the people or plants.

Name:

Date:

LESSON 2 ACTIVITY GUIDE A

Investigate Temperature

Predict what will happen in the investigation. Write your prediction.

During the investigation, record the temperature every minute.

Air Temperature (degrees Celsius) Before Blocking Sunlight

Air Temperature (degrees Celsius) with Sunlight Blocked

Air Temperature (degrees Celsius) After Blocking Sunlight

Name:

Date:

LESSON 2 ACTIVITY GUIDE B

Explore Thermal Energy

Is the Sun a source of thermal energy? Use evidence to explain your answer. Circle the pictures that show ways that people use thermal energy.

Name:

Date:

LESSON 3 A CTIVITY GUIDE A

Analyze Animal Sounds

Read the list of solar eclipse sound observations. Use this information to fill in the table.

Animals That Are Quiet During a Solar Eclipse

Animals That Make Sounds During a Solar Eclipse

Name:

Date:

LESSON 3 ACTIVITY GUIDE B

Explore Sound Energy

Circle the pictures that show ways that people or plants use sound energy.

Name: Date:

LESSON 4 ACTIVITY GUIDE A

Compare the Sun and Other Stars

What do the Sun and other stars look like in the sky? Draw.

The Sun Other Stars

Describe how the Sun and Alpha Centauri A are similar. Describe how they are different.

Similarities Differences

Name:

Date:

LESSON 4 ACTIVITY GUIDE B

Investigate Distance

Draw what you observe through the viewfinder.

The Sun Alpha Centauri A

Viewed from about centimeters away

Viewed from about centimeters away

Think about what people on Earth see when they observe the Sun and other stars. Why does the Sun look different from other stars?

Name:

Date:

LESSON 5 A CTIVITY GUIDE A

Compare Planets

Write similarities and differences you notice about the planets.

Similarities Differences

Name:

Date:

LESSON 5 ACTIVITY GUIDE B

Record Data

Record your observations and measurements of each sample.

Sample A

Sample B

Name:

Date:

LESSON 5 ACTIVITY GUIDE C

Place the Planets in Order

Show the planets in order of their distance from the Sun. Write a list or draw a diagram. Add labels to the diagram.

Name:

Date:

LESSON 6 ACTIVITY GUIDE

Draw the Sun, Earth, and the Moon

Draw a model showing the positions of the Sun, Earth, and the Moon. Draw the orbits of Earth and the Moon.

Describe the orbit of Earth. Describe the orbit of the Moon.

Name:

Date:

LESSON 7 ACTIVITY GUIDE

Observe the Moon and the Sun

Stand on the tape. Hold the Moon cutout an arm’s length away from your body. Write what you observe.

Stand on the tape. Hold the Moon cutout a hand’s length away from your body. Write what you observe.

Name:

Date:

LESSON 8 ACTIVITY GUIDE

Create Relationship Map

Cut out the key terms related to the Solar System. Orbit Solar System Thermal energy

Relationship Map

Place the key terms on this page. Draw arrows or other symbols to connect them. Write labels that show the relationships between the terms. After you finish your map, glue the terms to the page.

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this logbook.

Solar System

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All other images are the property of Great Minds.

Bibliography Acknowledgments

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum:

Amanda Abbood, Nashrah Ahmed, Maria Albina, Ana Alvarez, Lindsay Arensbak, Lynne Askin-Roush, Marissa Axtell, Brian Aycock, Keith Bannister, Nina Barcelli, Trevor Barnes, John Barnett, Greg Bartus, Michele Baskin, Koi Beard, Tocarra Bell, Brianna Bemel, Kerry Benson, Sanobar Bhaidani, David Blair, Ranell Blue, Jennifer Bolton, Sandy Brooks, Bridget Brown, Taylor Brown, Dan Brubaker, Carolyn Buck, Sharon Buckby, Lisa Buckley, Kristan Buckman, Becky Bundy, Sarah Bushnell, Eric Canan, Adam Cardais, Crystal Cizmar, Emily Cizmas, Rolanda Clark, Elizabeth Clarkin-Breslin, Christina Cooper, Kim Cotter, Karen Covington, Gary Crespo, Madeline Cronk, Lisa Crowe, Allison Davidson, Kristin Davis, Brandon Dawson, Megan Dean, Katherine DeLong, Julie Dent, Jill Diniz, Erin Doble, Delsena Draper, Amy Dupre, Jami Duty, Jessica Dyer, Lily Eisermann, Alison Engel, Sandy Engelman, Tamara Estrada, Lindsay Farinella, De Edra Farley, Ubaldo Feliciano-Hernández, Molly Fife, Lisa Fiorilli, Soudea Forbes, Mark Foster, Richard Fox, Peter Fraser, Reba Frederics, Liz Gabbard, Diana Ghazzawi, Lisa Giddens-White, Patricia Gilbert, Ellen Goldstein, Laurie Gonsoulin, Pamela Goodner, Kristen Gray, Lorraine Griffith, Dennis Hamel, Heather Harkins, Cassie Hart, Kristen Hayes, Sarah Henchey, Marcela Hernández, Abbi Hoerst, Jessica Holman, Missy Holzer, Matthew Hoover, Robert Hunter, Jennifer Hurd, Rachel Hylton, Robert Ingram Jr., Mamie Jennings, Reagan Johnson, Yuria Joo, Marsha Kaplan, Frankie Katz, Ashley Kelley, Robert Kelly, Lisa King, Suzanne Klein, Betsy Kolodziej, Sarah Kopec, Jenny Kostka, Drew Krepp, Rachel Lachiusa, Brittany Langlitz, Mike Latzke, Lori Leclair, Catherine Lee, Jennifer Leonberger, Jessica Levine, Caren Limbrick, Latoya Lindsay, Sarah Lomanno, Katherine Longo, Scott Loper, Susan Lyons, Kristi Madden, David Malone, Carolyn Mammen, Katrina Mangold, Stacie McClintock, Miranda McDaniel, Megan McKinley-Hicks, Cindy Medici, Ivonne Mercado, Sandra Mercado, Kevin Mesiar, Patty Messersmith, Brian Methe, Patricia Mickelberry, Marisa Miller, Sara Montgomery, Melissa Morgan, Mackenzie Most, Lynne Munson, Mary-Lise Nazaire, Corinne Newbegin, Darin Newton, Bekka Nolan, Tara O’Hare, Gillia Olson, Max Oosterbaan, Tamara Otto, Catherine Paladino, Meagan Palamara, Christine Palmtag, Mallory Park, Marya Parr, Joshua Paschdag, Emily Paulson, Emily Peterson, Margaret Petty, Nina Phelps, Jeffrey Plank, Judy Plazyk, Amelia Poppe, Lizette Porras, Jeanine Porzio, Jennifer Raspiller, Dan Ray, Brianna Reilly, Jocelyn Rice, Leandra Rizzo, Sally Robichaux, Cortni Robinson, Jeff Robinson, Todd Rogers, Karen Rollhauser, Allyson Romero, Angel Rosado Vega, Carol Rose, Angela Rothermel, Kim Rudolph, Megan Russo, Isabel Saraiva, Vicki Saxton, Michelle Schaut, Lauren Scheck, Gina Schenck, Stephanie Schoembs, Amy Schoon, Jesse Semeyn, Rudolph Shaffer, Khushali Shah, Nawshin Sharif,

Lawrence Shea, Aaron Shields, Cindy Shimmel, Maria Shingleton, Melissa Shofner, Erika Silva, Kerwyn Simpson, Laura Sirak-Schaeffer, Amy Snyder, Victoria Soileau, Rachel Stack, Isaac Stauffer, Leigh Sterten, Marianne Strayton, Mary Sudul, Lisa Sweeney, Elizabeth Szablya, Annie Wentz Tete, Heidi Theisen, Brian Thompson, Lauren Trahan, Olga Tuman, Kimberly Tyler, Jennifer VanDragt, Tracy Vigliotti, Freddy Wang, Lara Webb, Dave White, Charmaine Whitman, Erica Wilkins, Tiffany Williams, Erin Wilson, Mark Wise, Glenda Wisenburn-Burke, Armetta Wright, Howard Yaffe, Nazanene Yaqubie, Christina Young, Amy Zaffuto, Cat Zarate, and Suzanne Zimbler.

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Tricia Boese, Thomas Brasdefer, Andrew Chen, Arthur Eisenkraft, Pat Flanagan, Rachel Gritzer, Fran Hess, Kim Marcus, Fred Myers, Jim O’Malley, Neela Roy, Ed Six, and Larry Stowe

If you throw a ball, where will it land? You can probably predict its motion. But what if you throw a ball inside a spaceship? Compare how objects move on Earth with how they move in space. Use special machines to investigate how forces affect the motion of everything around you.

In the Spotlight: Why is the Sun so bright? What can cause the sky to get dark in the middle of the day? To find answers, investigate how an object’s distance affects what you see, and build a model of objects in space. Along the way, ask yourself, How does my new knowledge help me understand the world?

LEVEL 3 MODULES

1 EARTH CHANGES with Spotlight Lessons on Changes in Mater

2 SURVIVAL AND CHANGE

3 FORCES AND MOTION with Spotlight Lessons on the Solar System

ON THE COVER

Triple Gong, 1951

Alexander Calder, American, 1898–1976

Painted steel, painted wire, and brass

National Gallery of Art, Washington, DC, USA

© 2019 Calder Foundation, New York/Artists Rights Society (ARS), NY Courtesy National Gallery of Art, Washington, DC, gif of Mr. and Mrs. Klaus G. Perls

ISBN 979-8-88588-544-7

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