Penny Spin
OUTCOME: Students are introduced to inertia while spinning a penny in a balloon.
STATE SCIENCE STANDARDS
SUPPLIES IN THE KIT: gem-tone balloons
SUPPLIES TO FIND: pennies
PROCEDURE OVERVIEW
1. Demonstrate inertia and friction with a penny and a balloon.
2. Read about motion.
3. Challenge students to repeat the experiment with one change.
- 17 -
Friction between the
penny, the balloon and
the air in the balloon
causes the penny to
slow and stop moving.
This activity might be
used to practice parts
or all of the inquiry
process.
PENNY SPIN
POTENTIAL STUDENT PRECONCEPTIONS: An object keeps moving
because something keeps pushing on the object. Centrifugal force
is an outward-seeking force that we feel when we are in a car that
turns quickly or a carnival ride that moves in circles.
In this lesson, students
learn that an object
that is moving will keep
moving unless it is
forced to change speed
or direction. The balloon
exerts a centripetal
force on the penny.
LESSON 3
5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.
5.3S.1 Based on observations and science principles, identify questions that can be tested, design an
experiment or investigation, and identify appropriate tools. Collect and record multiple observations
while conducting investigations or experiments to test a scientific question or hypothesis.
5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an
investigation or experiment and communicate findings using graphs, charts, maps, models, and
oral and written reports.
5.3S.3 Explain the reasons why similar investigations may have different results.
TEACHER BACKGROUND
Inertia is a property of matter that causes an object to resist any change in direction or
speed. An object at rest remains at rest unless a force causes it to move. An object that is
moving keeps moving unless forced to change speed or direction.
A penny that is moving continues to move in a straight line unless acted upon by an
outside force. The balloon in this activity forces the penny to move in a circular path.
The balloon exerts a centripetal force on the penny. This term comes from the Latin
centripetus, which means "center seeking". Centripetal force causes an object to move in a
circular path.
There is a force described as "centrifugal" that in reality does not exist. If a person is
PENNY SPIN
LESSON 3
driving a car and suddenly turns right, he or she will feel thrown into the driver's side door
of the car. Actually, the driver's body has a tendency to move forward in a straight line and
the car prevents this from happening. The car exerts a centripetal force on the driver.
A family takes a ride at a carnival on the Ferris wheel. The Ferris wheel causes the members
of the family to move in a circular path. The
ride exerts a centripetal force on the family.
After the balloon in the experiment stops
being shaken, the penny will stop moving.
Friction between the balloon and the penny
and the energy needed to compress the air
in front of the penny as it moves causes the
penny to slow down and stop moving.
- 18 -
PROCEDURE IN DETAIL
1. Place a penny inside a balloon. Inflate the balloon and
twist the mouth to keep the air in the balloon. Show
students the penny and balloon set-up.
Hold the balloon and brainstorm why the penny doesn't
move. Explain to students that an object at rest stays
at rest unless forced to move. That's inertia. The penny
has not been forced to move. There's friction between
the penny and the balloon. Friction between the penny
and the balloon hinders the motion of the penny.
Option: On a lined sheet of paper have students record
Continue to use the paper to take notes and record
information about the activity.
Give each student a balloon and penny. Ask them to
insert the penny into the balloon, inflate it, twist the
neck, and shake the balloon.
A few students will find that the penny starts to spin
in the balloon. This encourages other students to shake
their balloon so that their penny starts to spin.
Ask students to stop shaking their balloons and hold
them still. They'll see that the penny continues to move
in the balloon.
- 19 -
PENNY SPIN
them share with close-by peers and then the class.
LESSON 3
their ideas for why the penny does not move. Have
Ask students to explain why the penny continues to move.
(The penny has forward motion, and there is minimal friction
between the penny and the balloon, so little energy is needed
to compress air in front of the penny as it moves.)
Ask students to deflate their balloons and set them aside.
Explain to students that there is a second part to inertia.
An object that is moving continues to move unless acted on by a force. Friction eventually
causes the penny to slow and stop.
STUDENT ESSAY
2. Read about motion (SEd 3)
STUDENT EDITION
or ( SEs 03).
PENNY SPIN
LESSON 3
Option: Listen to the text
( AU 03).
SEd 3
SEs 03
Option: Students answer short essay questions on their own paper or
a student worksheet ( SW 03/101).
3. Challenge students to change the experiment to see if it makes a difference in how long
the penny spins.
Does the penny spin longer if the
balloon is shaken or rotated to get
the penny started? What if the
balloon is inflated with different
amounts of air? What if it is held
on the sides or held by the top and
The students are holding the
mouth of the balloons closed.
bottom of the balloon?
- 20 -
Time how long a penny spins using the classroom clock or a stopwatch. Change how much air
is in the balloon, how it is shaken, or how long it is shaken, and see if the penny spins for more
or less time.
Two videos of the activity have
been saved to the teacher disk,
the activity ( VI 03/101) and the
activity close-up ( VI 03/102).
ACTIVITY VIDEO
CLOSE UP VIDEO
VI 03/101
VI 03/102
Option: Use this activity to practice writing up the Form part of an inquiry work sample.
Students write what they know about inquiry, what they want to know, and what
they expect to happen. Inquiry worksheets (CC INQUIRY 1-6) and a projection master
(CC INQUIRY 7-8) guide students as they record the activity. These resources are used
repeatedly throughout the program. Assess student work using inquiry scoring guides.
CC INQUIRY 7-8
SCORING GUIDE
www.ode.state.or.us/
CC INQUIRY 6
search/page/?id=32
CC INQUIRY 13-14
CC INQUIRY 11-12
CC INQUIRY 5
BE SAFE: Excuse any students from the activity if they have a latex allergy. Avoid this
activity if the allergy is acute and will put the student at risk.
BE SAFE: Caution students that the balloon may pop. If a balloon pops, the student must
bring you all the pieces and retrieve the penny to receive a new balloon.
VOCABULARY
force: Any influence on an object; usually a push or pull.
friction: Any force that hinders the motion of an object.
inertia: Property of matter in which an object at rest stays at rest or an object moving
continues to move unless acted on by an outside force.
- 21 -
PENNY SPIN
CC INQUIRY 9-10
INQUIRY
QUESTIONS
INQUIRY
BOOKMARK
LESSON 3
INQUIRY
WORKSHEET
INQUIRY
WORKSHEET
RESOURCES ON THE TEACHER DISK IN FILE "03–PENNY SPIN"
Resources with blue text open in AdobeReader
Resources with green text open in QuickTime
Resources in magenta text open in Microsoft® Word
Resources with red text open with Microsoft® PowerPoint
______________________________________________________
Lesson 3 overview video
AU = Audio Recordings AU = Audio Recordings in Spanish
AU 03/101–STRUGGLING READER ESSAY AU 03/101 Sp–STRUGGLING READER ESSAY
AU 03/103–GRADE-LEVEL ESSAY AU 03/103 Sp–GRADE-LEVEL ESSAY
AU 03/105–ADVANCED READER ESSAY PENNY SPIN
LESSON 3
CC = Inquiry
CC = Inquiry
CC = Inquiry in Spanish
SEs = Student Essays
SEs = Student Essays in Spanish
SW = Student Worksheets
SW = Student Worksheets in Spanish
SW = Student Worksheets
SW = Student Worksheets in Spanish
VI = Video Recordings VI 03/101–ACTIVITY FROM A DISTANCE
VI 03/102–ACTIVITY UP CLOSE
- 22 -
Center of Gravity
OUTCOME: Students learn about center of gravity while balancing their bodies, their
pencils, and cards with paper clips.
STATE SCIENCE STANDARD
5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.
POTENTIAL STUDENT PRECONCEPTION: It's possible to balance an
egg on its end only on the equinox.
PROCEDURE OVERVIEW
1. Show images of balanced objects. Brainstorm what the images
have in common and what conditions result in a balanced object. Students
try to balance on one foot and then try to touch the floor.
2. Explain center of gravity. Students balance a pencil and an index card.
3. Students balance a card on a pencil using paperclips.
4. Read about center of gravity.
- 23 -
LESSON 4
If an object is centered
over this point, it is
stable. If an object is
not centered over the
balance point, it is not
stable.
CENTER OF GRAVITY
SUPPLIES TO FIND: For each student–index card with paperclips
PREPARE: Attach paperclips to a card for each student. Locate
and prepare the image tiles according to directions included in the
materials kit.
Gravity is a force
that pulls objects
together. An object
has point at which
all mass is evenly
distributed and it is
balanced.
TEACHER BACKGROUND
Gravity is a force that pulls things together. We notice the Earth's gravity because the Earth
is so massive. If the material in an egg is balanced over a point, the center of gravity, the egg
will balance on end, no matter what day of the year. It's easier to balance the egg if the end has
bumps like the ones shown in the center image and enlarged 30x in the image at right.
Inertia is a property of matter that causes it to resist any change in motion in either
direction or speed. An object in motion continues to move or an object at rest remains at
rest unless forced to change speed or direction. An object's inertia is determined by its mass,
LESSON 4
CENTER OF GRAVITY
the amount of material in the object. The more mass an object has, the more inertia it has. An
object at rest with very little mass, like a ping pong ball, is easy to move. An object at rest with
more mass, like a bowling ball, requires more force to move.
LIFT YOUR FOOT
In this activity, you must move into the wall to balance
on the left foot. The wall prevents you from moving, and
so you cannot lift your foot for more than a second or
two before putting it back on the floor. Gravity pulls
you toward the floor. If the material in your body is not
balanced over your feet, you will fall.
- 24 -
TOUCH THE FLOOR
In this activity, you will find that you cannot touch the
floor easily. You must move back into the wall to stay
balanced over your feet. When the wall prevents this
motion, you move past your balance point. If you move
too far, you will fall to the floor.
BALANCE A CARD
In this activity, you will see that the card balances on
a pencil if there is the same amount of material in each
direction from the balance point over the pencil. If the card
tips, that's the side that's has more mass than the other
side. Slide the card so that the side that's tipping off the
pencil is moved toward the pencil.
BALANCE THE CARD WITH PAPER CLIPS
When you balance a card, you will see that the card balances if
BALANCE A HAMMER
A capable student will find that the head of a hammer
has a great deal of mass. To balance the hammer, the
student's fingertip must be next to the head of the
hammer to balance the head with the small amount of
mass in the handle.
- 25 -
LESSON 4
example, the balance point is the centered over the eraser.
CENTER OF GRAVITY
the mass of the card is centered over the balance point. In this
PROCEDURE IN DETAIL
PREPARE: Each
student will need a
large index card and
six large paper clips.
BALANCED OBJECTS
BALANCED GIRL
BALANCED TOY
PM 04/101
PM 04/102
PR 04/101
BALANCED ROCK
1. Brainstorm what projected images have in common.
( PM 04/101-103 or
PR 04/101) Ask students to explain the
conditions required for an object to be balanced.
PM 04/103
Challenge students to balance against
a wall. Take students into a hallway with
space on the wall for each student. Tell
them: Turn and place your left ankle
LESSON 4
CENTER OF GRAVITY
against the wall. Place your left hip
against the wall. Place your left shoulder
against the wall while you tuck your left
hand behind your body.
After students have done this, suggest they lift the right foot off the floor for a few
seconds. Remind them it is important to be safe. Falling to the floor is not an option.
Ask students why it isn't possible to lift the right foot. Explain that to lift the right foot, a
person's center of gravity must shift over the left foot, and the person's body would have to
move into the wall. Since the wall is solid, this is impossible.
- 26 -
Ask students how the experiment could be
changed so that it is possible to lift the foot
safely for several seconds. Suggestions might
include: move the left foot out slightly from the
wall; hold onto something like a door knob or
molding on the wall to help support the body;
have a second person hold the person in place.
Challenge students to lean forward and
touch the floor. Tell them: "Stand with your
back to the wall. The backs of both feet
should touch the wall. Bend over carefully
from the waist and touch the floor."
Some students may slide down vertically,
bending their knees to touch the floor by
their feet. Ask the class to touch the floor
be changed so that it is possible to touch
the floor. If a person holds onto a doorknob,
it's possible to bend over far without falling.
However, it's usually not possible to go all the
way down to the floor this way.
- 27 -
LESSON 4
Ask students how the experiment could
CENTER OF GRAVITY
while keeping their legs straight.
Option: Have students answer questions on their own lined paper
WORKSHEET
or a student worksheet ( SW 04/101).
2. Explain that objects have a balance point. It can be called the
center of gravity or center of mass. This is the point in the object
where all mass, or material, in the object is evenly distributed around
SW 04/101
the point. Gravity pulls the object toward the Earth. If all the mass is
evenly distributed around the point, the object balances.
Revisit the images ( PM 04/101-103 or
PR 04/101). Have students identify the center
of gravity (center of mass) on the objects (child, top, rock) shown in the images.
Ask a student to balance a pencil horizontally on the end of an index finger. Students will
see that the balance point is not in the middle of
the pencil. The balance point shifts slightly toward
the eraser because of the extra mass in the metal
ferrule and eraser.
LESSON 4
CENTER OF GRAVITY
Option: Balance other readily available objects, including an eraser, ruler, crayons, etc.
Show students how to balance a card on the eraser of a
pencil. Place a card on the eraser end of a pencil so that
there's an equal amount of card on all sides of the balance
point in the center of the pencil.
Explain to students that the card has a balance point like their bodies. If there is the same
amount of material on all sides of the balance point, the card will balance on the pencil.
- 28 -
3. Challenge students to use paper clips to balance a card
on a pencil. Give each student a large index card with six large
paper clips. Tell students to remove the clips and place them
on the card so that it balances on a pencil eraser.
Capable students are challenged to balance the card on the
point of the pencil.
A student who struggles with this activity may find it easier to balance the card on a brand
new eraser.
At first students may simply put clips on all sides.
A series of images in a teacher
presentation ( PR 04/102) and
a short video ( VI 04/101) can be
used to illustrate this activity.
BALANCED CARDS
PR 04/102
BALANCE A CARD
VI 04/101
combinations and then move
the balance point of the card
off center. They also may
make chains of clips that go
off the sides or hang under
the card.
- 29 -
LESSON 4
will balance using odd
CENTER OF GRAVITY
Capable students often
Option: Have students answer questions about the activities on their
WORKSHEET
own lined paper or a student worksheet ( SW 04/102).
4. Read about center of gravity ( SEs 04)
or (SEd 4-5).
SW 04/102
Option: Listen
STUDENT EDITION
STUDENT EDITION
SEd 4
SEd 5
STUDENT ESSAY
to the text
( AU 04).
WHOLE GROUP ASSESSMENT OVERVIEW
1) Students signal thumbs-up (C) if a projected image of a card with
SEs 04
paperclips will balance on the square shown by the teacher.
2) On a worksheet, students indicate the point on a card where the card will balance.
INDIVIDUAL ASSESSMENT OVERVIEW
LESSON 4
CENTER OF GRAVITY
3) A struggling student sorts cards into four piles and explains the sorting process.
4) A capable student shows the class how to balance a hammer.
More information about this follows in the Group Assessment Resource.
VOCABULARY
balance point: A place in which all the mass of an object is evenly spread so that the object
does not fall.
gravity: Force that draws all bodies toward the Earth or other object.
inertia: Property of matter in which an object at rest stays at rest or an object moving
continues to move unless acted on by an outside force.
- 30 -
ASSESSMENT OPTIONS IN DETAIL
WHOLE GROUP ASSESSMENT OPTIONS
1) The teacher holds up an assessment tile
OPTION #1 IMAGES
ANSWER KEY
AS 04/101
AS 04/102
WORKSHEET
ANSWER KEY
AS 04/103
AS 04/104
( AS 04/101) and points to a square on the tile,
"A", "B", or "C". Students signal thumbs-up (C) if
the card will balance on the square indicated or
thumbs-down (D) if the card will not balance on
the indicated square. This assessment can also
be done with actual cards and clips.
2) On a worksheet ( AS 04/103) students color
in the square on an image of a card to indicate the
card's balance point. If the card will not balance,
the student crosses off the entire card. Project
an answer key ( AS 04/104) to have students
self correct the assessment.
balance on C, or does not balance. The student should explain the sorting process.
4) Challenge a capable student to balance a hammer on her
fingertip or a pencil eraser. The student shows classmates
how to balance the hammer and explains why it balances as
shown at right.
- 31 -
LESSON 4
3) Have a struggling student sort the cards into four piles: balance on A, balance on B,
CENTER OF GRAVITY
INDIVIDUAL ASSESSMENT OPTIONS
RESOURCES ON THE TEACHER DISK IN FILE "04–CENTER OF GRAVITY"
Resources with blue text open in AdobeReader
Resources with green text open in QuickTime
Resources in magenta text open in Microsoft® Word
Resources with red text open with Microsoft® PowerPoint
______________________________________________________
Lesson 4 overview video
AS = Assessments
AS = Assessments in Spanish
AU = Audio Recordings AU = Audio Recordings in Spanish
AU 04/101–STRUGGLING READER ESSAY AU 04/101 Sp–STRUGGLING READER ESSAY
AU 04/103–GRADE-LEVEL ESSAY AU 04/103 Sp–GRADE-LEVEL ESSAY
AU 04/105–ADVANCED READER ESSAY
PM = Projection Masters
PR = Presentations
LESSON 4
CENTER OF GRAVITY
PR 04/101–IMAGES THAT SHOW BALANCE
PR 04/102–IMAGES OF BALANCED CARDS
SEs = Student Essays
SEs = Student Essays in Spanish
SW = Student Worksheets
SW = Student Worksheets in Spanish
SW = Student Worksheets
SW = Student Worksheets in Spanish
VI = Video Recordings VI 04/101–BALANCE CARD ACTIVITY
- 32 -
Penny Drop
LESSON 5
PENNY DROP
OUTCOME: By dropping a penny into a jar, students learn that inertia is the tendency of an
object at rest to stay at rest unless some force acts upon it by dropping a penny into a jar.
STATE SCIENCE STANDARDS
5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.
5.4D.1 Using science principles describe a solution to a need or problem given criteria and constraints.
5.4D.2 Design and build a prototype of a proposed engineering solution and identify factors such as cost, safety,
appearance, environmental impact, and what will happen if the solution fails.
5.4D.3 Explain that inventions may lead to other inventions and once an invention exists, people may think of novel ways
of using it.
In this lesson,
students learn that a
POTENTIAL STUDENT PRECONCEPTION: Inertia is ONLY an object at penny rests on a loop
until forced to change
rest stays at rest.
speed or direction.
SUPPLIES TO FIND: two file folders, tape; for each team – small jar
and a penny
PREPARE: Create a cardboard loop for each team.
PROCEDURE OVERVIEW
1. Demonstrate the activity. Challenge students to try the activity
and record their results.
2. Teams of students share their results. Use projection masters or a
teacher presentation to show results.
3. Explain inertia and gravity. Read about gravity.
- 33 -
Consider applying
what has been learned
about inertia to an
engineering design of
a container that will
protect a raw egg.
LESSON 5
PENNY DROP
TEACHER BACKGROUND
Inertia is taken from Latin and means "lazy". If an object is at rest, it will stay at rest. If an
object is moving, it will continue to move. Only if a force acts upon an object will it change its
speed or its direction.
In this experiment, gravity pulls the penny toward the Earth as the loop pushes up on the
penny. Unless a force is applied, the penny will stay at rest.
If you push the loop from the
outside edge, you compress the
loop and this pushes the penny
into the air.
The loop resists movement (has
inertia), so it changes shape
before it moves off the jar.
If you catch the loop on the inside edge,
you pull the loop out from between the
penny and the jar, and the penny falls
straight down. The loop moves out of
the way of the penny.
The penny’s inertia causes it to resist
movement. Gravity pulls it down. With
nothing between it and the jar, the
penny falls into the jar!
- 34 -
PROCEDURE IN DETAIL
1. Set up the activity. Ask each student to fold a sheet of lined paper in
half vertically once and horizontally to form four rectangles. Explain that
they will be attempting an activity, and each variation they attempt will
be described with words or drawings in a rectangle. After the attempt,
12
34
they are to write a sentence explaining the results of the attempt.
Demonstrate how to set up the activity:
Place a loop on the mouth of a jar.
Place a penny on the loop directly above the mouth of the jar.
Challenge teams of students to get the penny into the jar. They cannot touch the penny.
Many will ask for clarification. Explain that the rules are simple: get the penny in the jar and
do not touch the penny.
Caution children about flying
pennies. Remind them to keep their
focus on the experiment.
Hand out a loop, a penny, and a jar
to each team.
- 35 -
LESSON 5
them to create a loop for each team. Make a few extra loops in case one is damaged.
PENNY DROP
PREPARE: Cut a file folder into strips that are 1" x 11". Bring the ends together and tape
LESSON 5
PENNY DROP
Usually, their initial efforts will result in the penny flying through the air.
Remind students to record their attempts in
pictures and the results in words. They'll be sharing
with the class.
2. After several minutes, each team takes a turn
presenting a way to get the penny into the jar
without touching it until all options have been shown.
Project images in color ( PM 05/101-103), blackline
( PM 05/104-106), or from a teacher presentation
( PR 05/101) of ways to perform the activity that would
result in the penny dropping into the jar. A video has been saved
VI 05/101
that shows many of these options ( VI 05/101).
PR 05/101
STRATEGIES
STRATEGIES
STRATEGIES
PM 05/101
PM 05/102
PM 05/103
Encourage students to try the different approaches. Why are these
strategies successful? (They remove the loop without distorting it
that causes the penny to drop into the jar.
3. Explain inertia and gravity to students using the teacher
background and examples the teams have presented in class. In this
activity, the penny is at rest and stays at rest unless acted upon by
an outside force. Gravity causes the penny to fall into the jar.
- 36 -
gravity
6
5
paper
Consider having students label the drawings on their
STUDENT EDITION
LESSON 5
PENNY DROP
papers to show the pull of gravity and the push of
STUDENT ESSAY
the paper.
Read about gravity ( SEs 05) or (SEd 6).
SEd 6
Option: Listen to the text ( AU 05).
Answer questions about the activity on lined paper or a student
SEs 05
QUESTIONS
Name: ______________________________
worksheet ( SW 05/101).
PENNY LOOP
What can you do to get the penny to drop without touching it?
Why does the penny fall into the jar?
WHOLE GROUP ASSESSMENT OVERVIEW
1) Students signal thumbs-up (C) if a suggested set-up would result
in the penny dropping into the jar and thumbs-down (D) if the penny
would not drop into the jar and answer an essay question.
Why does the penny sometimes fly across the room?
What is inertia?
SW 05/101
2) Students circle "YES" or "C” on a worksheet if an action would result in the penny
dropping into the jar and circle "NO" or "D” if the penny would not drop into the jar.
INDIVIDUAL ASSESSMENT OVERVIEW
3) A struggling student demonstrates how to get the penny to drop into the jar.
4) A capable student demonstrates inertia by balancing a stack of coins on her arm and
dropping her hand quickly, catching the coins in her hand.
Read more about assessments in the "Assessment Options in Detail" that follows.
VOCABULARY
force: Any influence on an object; usually a push or pull.
gravity: Force that draws all bodies toward the Earth or other object.
inertia: The property of matter in which if, at rest, it continues to rest, or, if moving, it
continues to move unless acted upon by an external force.
- 37 -
LESSON 5
PENNY DROP
ASSESSMENT OPTIONS IN DETAIL
WHOLE GROUP ASSESSMENT OPTIONS
1) Students signal thumbs-up (C) if a set-up shown by the
teacher would result in the penny dropping into the jar and
thumbs-down (D) if the penny would not drop into the jar.
A capable student or a prepared struggling student can
demonstrate a set-up for the class.
2) Students indicate if a set up would result in a penny dropping
into a jar by circling YES or NO ( AS 05/101)
YES/NO
or by circling C or D ( AS 05/102) on a
ASSESSMENT
WORKSHEET
student worksheet. On the back of the paper
have students describe how the activity would
change if it was performed in microgravity on the
International Space Station.
AS 05/101
INDIVIDUAL ASSESSMENT OPTIONS
C/D
ASSESSMENT
WORKSHEET
AS 05/102
3) A struggling student demonstrates how
to get the penny to drop into the jar while
explaining to an adult.
4) A capable student demonstrates inertia and gravity by balancing a
stack of coins on her arm, dropping her hand quickly, and catching the
coins in her hand. The coins are at rest on the student's arm until the
support (arm) falls away. The coins, pulled by gravity, start to fall and
are caught by the student's
MULTIPLE-CHOICE MULTIPLE-CHOICE
hand. This is explained in the
ASSESSMENT
ASSESSMENT
Curriculum Connections.
ANSWER KEY
Option: Students practice completing a
multiple-choice assessment about force
( AS 05/103-104).
AS 05/103
- 38 -
AS 05/104
CURRICULUM CONNECTIONS OVERVIEW
CC 5/1-2, 6
Challenge students to design and build a
container that will prevent one uncooked egg
from breaking when dropped from a height.
SCIENCE CONNECTION
CC 5/3
Use coins to demonstrate that coins do not move until forced to
move by gravity.
SCIENCE CONNECTION
CC 5/3
Use a piece of string, hammer, and ruler to demonstrate gravity.
SCIENCE CONNECTION
CC 5/3-4
Use a weight or a large book in a long, flat box to demonstrate gravity.
SCIENCE CONNECTION/CAPABLE STUDENT
CC 5/5
Challenge a student to balance a meter stick with clay.
SCIENCE CONNECTION
CC 5/5
Create a cantilever of books.
STRUCTURED INQUIRY–TEACHER-PRESENTED QUESTION AND A PRESCRIBED PROCEDURE
Repeat the penny and jar activity with one change.
TAKE IT HOME!
CC 5/5
Give each student a strip of card stock to take home to repeat the activity.
- 39 -
LESSON 5
ENGINEERING DESIGN
CC 05
PENNY DROP
READ CURRICULUM CONNECTIONS IN DETAIL AND FIND SUPPORTING RESOURCES BY OPENING
LESSON 5
PENNY DROP
RESOURCES ON THE TEACHER DISK IN FILE "05–PENNY DROP"
Resources with blue text open in AdobeReader
Resources with green text open in QuickTime
Resources in magenta text open in Microsoft® Word
Resources with red text open with Microsoft® PowerPoint
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Lesson 5 overview video
AS = Assessments
AS = Assessments
AS = Assessments in Spanish
AS = Assessments in Spanish
AU = Audio Recordings
AU 05/101–STRUGGLING READER ESSAY AU 05/103–GRADE-LEVEL ESSAY AU 05/105–ADVANCED READER ESSAY AU 05/101 Sp–STRUGGLING READER ESSAY
AU 05/103 Sp–GRADE-LEVEL ESSAY
CC = Curriculum Connections
CC = Engineering
CC = Engineering
CC = Inquiry
CC = Inquiry
CC = Engineering in Spanish
PM = Projection Masters
PM = Projection Masters in Spanish
PR = Presentation
PR = Presentation in Spanish
PR 05/101–PENNY LOOP OPTIONS
PR 05/102–SPIRIT IMAGES
PR 05/101 Sp–PENNY LOOP OPTIONS
SEs = Student Essays
SEs = Student Essays in Spanish
SW = Student Worksheets
SW = Student Worksheets
SW = Student Worksheets in Spanish
SW = Student Worksheets in Spanish
CC = Inquiry in Spanish
VI = Video Recordings
VI 05/101–PENNY DROP ACTIVITY
VI 05/102–LANDING SPIRIT ON MARS
VI 05/103–EGRESS, PART 1
VI 05/104–EGRESS, PART 2
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