Additional Ideas for Developing Investigations and Learning Experiences and Suggested Extensions to Learning in Technology/Engineering are in Appendix III.
| Learning Standard |
Ideas For Developing Investigations And Learning Experiences |
Suggested Extensions To Learning In Technology/Engineering |
| Properties of Objects and Materials |
- Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness).
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- Gather a variety of solid objects. Collect data on properties of these objects such as origin (manmade or natural), weight (heavy, medium, light), length, odor, color, hardness, and flexibility.
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- Given a variety of objects made of different materials, ask questions and make predictions about their hardness, flexibility, and strength. Test to see if your predictions were correct. (T/E 1.1)
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| States of Matter |
- Compare and contrast solids, liquids, and gases based on the basic properties of each of these states of matter.
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- Design several stations, each of which demonstrates a state of matter, e.g., water table, balloon and fan table, sand and block table, etc.
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- Design one container for each of the states of matter, taking into account what material properties are important, e.g., size, shape, flexibility. (T/E 1.1, 2.3)
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- Describe how water can be changed from one state to another by adding or taking away heat.
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- Do simple investigations with evaporation, condensation, freezing, and melting. Confirm that water expands upon freezing.
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- Using given insulating materials, try to keep an ice cube from melting. (T/E 1.1)
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| Forms of Energy |
- Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
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- Play music through a speaker with and without a grill cover. Discuss the difference in sound.
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- Design and construct a candle wheel that demonstrates how heat can cause a propeller to spin (a very popular craft toy). (T/E 1.1, 1.2, 2.2, 2.3)
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- Give examples of how energy can be transferred from one form to another.
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- Rub two pieces of wood together (mechanical energy) and observe the change in temperature of the wood.
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- Design and build a simple roller coaster for a marble or toy car to demonstrate how energy changes from one form to another. (T/E 2.2, 2.3)
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| Electrical Energy |
- Recognize that electricity in circuits requires a complete loop through which an electrical current can pass, and that electricity can produce light, heat, and sound.
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- Using graphic symbols, draw and label a simple electric circuit. (T/E 2.2)
- Using batteries, bulbs, and wires, build a series circuit. (T/E 1.2, 2.2)
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- Identify and classify objects and materials that conduct electricity and objects and materials that are insulators of electricity.
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- Provide a collection of materials that are good conductors and good insulators. Have students determine each material's electrical conductivity by testing the materials with a simple battery/bulb circuit.
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- Select from a variety of materials (e.g., cloth, cardboard, Styrofoam, plastic, etc.) to design and construct a simple device (prototype) that could be used as an insulator. Do a simple test of its effectiveness. (T/E 1.1, 1.2, 2.2, 2.3)
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- Explain how electromagnets can be made, and give examples of how they can be used.
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- Make an electromagnet with a six-volt battery, insulated wire, and a large nail. (T/E 1.2, 2.1, 2.2, 2.3)
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| Magnetic Energy |
- Recognize that magnets have poles that repel and attract each other.
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- Balance ring magnets on a pencil. Note: The shape of a ring magnet obscures the locations of its poles.
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- Design and build a magnetic device to sort steel from aluminum materials for recycling. (T/E 1.1)
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- Identify and classify objects and materials that a magnet will attract and objects and materials that a magnet will not attract.
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- Test a variety of materials with assorted magnets. Include samples of pure iron and magnetic steel. Include samples of non-magnetic metals. Mention the two other magnetic metals: pure cobalt and pure nickel. Test a U.S. five-cent coin. Is a U.S. nickel coin made of pure nickel?
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| Sound Energy |
- Recognize that sound is produced by vibrating objects and requires a medium through which to travel. Relate the rate of vibration to the pitch of the sound.
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- Use tuning forks to demonstrate the relationship between vibration and sound.
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- Design and construct a simple telephone (prototype) using a variety of materials, e.g., paper cups, string, tin cans, and wire. Determine which prototype works best and why. (T/E 1.1, 1.2, 2.2, 2.3)
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| Light Energy |
- Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.
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- Use a flashlight, mirrors, and water to demonstrate reflection and refraction.
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- Design and build a prototype to inhibit solar heating of a car, e.g., windshield reflector, window tinting. (T/E 1.2, 2.1, 2.3)
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