Life Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Organization of Living Things
Grade Level Standard:
7-1 Compare and contrast living things.
Grade Level Benchmark:
1. Compare and classify organisms into major groups on
the basis of their structure. (III.2.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are groups of living things classified?
1.
“Classification of Animals” 
2.
“Additional Resources” 
Ready Reference Instructional
Fair
 Activity is attached
Process Skills:
New Vocabulary:
vertebrates/invertebrates, cold/warm blooded, single cell,
multicellular, flowering/nonflowering, mammals, reptiles, amphibians
1
CLASSIFICATION OF ANIMALS
KINGDOM: ANIMALIA
The animal kingdom consists of multicellular organisms that feed by ingestion. On the simplest level, they are made
up of tissues. As the animals become more complex, these tissues form organs. At the most complex level, these
tissues and organs form organ systems. The following is an overview of a portion of the animal kingdom.
PHYLUM: PORIFERA
(SPONGES)
These sessile animals
attach permanently to
underwater objects.
Characteristics include:
! two cell layers with a
jellylike substance in
between.
! a pore-covered body
with a skeletal structure
for support.
! no head or mouth.
! no tissues or organs.
! digestion by collar cells.
PHYLUM: CNIDARIA
(COELENTERATES)
These animals may have
one of two main body
forms: cylinder-shaped
polyp or umbrella-shaped
medusa. This phylum
includes coral, jellyfish,
sea anemones, and sea
fans. Characteristics
include:
! two cell layers
separated by a jellylike
substance.
! radial symmetry.
! tentacles with stinging
cells.
! a digestive cavity with
one opening.
PHYLUM: PLATYHELMINTHES
(FLATWORMS)
PHYLUM: NEMATODA
(ROUNDWORMS)
Many of these animals are
parasitic. This phylum
includes tapeworms and
planarians. Characteristics
include:
! bilateral symmetry.
! three cell layers.
! a digestive cavity with
one opening.
! no circulatory or
respiratory systems.
These animals are mainly
parasitic and live in soil,
water, or dead tissue. This
phylum includes trichinae,
hookworms, and
pinworms. Characteristics
include:
! a tubular body with
bilateral symmetry.
! a digestive tract with
two openings.
! sexual reproduction.
2
3
PHYLUM: CHORDATA
All chordates have a strong, flexible, rod-like notocord at some stage in their lives. Chordates also have pharyngeal gill
slits and a hollow dorsal nerve cord.
SUBPHYLUM: CHORDATA
SUBPHYLUM: UROCHORDATA
(TUNICATES OR “SEA SQUIRTS”)
Adult tunicates are marine, saclike
animals that are usually sessile.
Only free-swimming larvae have a
notocord and other chordate
characteristics.
SUBPHYLUM: CEPHALOCHORDATA
(LANCELETS)
SUBPHYLUM: VERTEBRATA (VERTEBRATES)
Lancelets are thin, fish-like marine
animals. Characteristics include:
! long, thin, flattened bodies.
! no jaw and a lack of appendages.
! basic chordate features
throughout life.
A vertebral column replaces the notochord in
most vertebrates. The vertebral column
encloses and protects the nerve cord.
Vertebrates can be divided into seven
classes. (For more information about these
classes, see the next page.)
CLASS:
AGNATHA
CLASS :
AMPHIBIA
CLASS: AGNATHA
(JAWLESS FISHES)
CLASS: CHONDRICHTHYES
(CARTILAGINOUS FISHES)
This class includes the jawless
hagfishes and lampreys.
Characteristics include:
! a cartilaginous skeleton
! a notochord that is present
throughout the animal’s life
! a rasping mouth that is used to
bore a hole in the side of prey,
usually another fish
This class of jawed, cartilaginous
fishes includes sharks, rays, and
skates. Characteristics include:
! a notocord at birth that is
replaced by vertebrae in adults
! cold-bloodedness (typically)
! a tail fin that is usually
asymmetrical
! pectoral and pelvic fins
! respiration through gills
CLASS:
CHONDRICHTHYES
CLASS:
REPTILIA
CLASS:
AVES
CLASS:
OSTEICHTHYES
CLASS:
MAMMALIA
CLASS: OSTEICHTHYES
(BONY FISHES)
This class of animals includes
fishes such as catfish, eel,
flounder, trout, and tuna.
Characteristics
include:
! a bony jaw
and skeleton
! scales
! paired
pectoral and
pelvic fins
! a tail that is usually
symmetrical
! cold-bloodedness (typically)
! respiration through gills
! oviparous (egg laying)
reproduction. A few have
viviparous (live birth)
reproduction
4
CLASS: AMPHIBIA
(AMPHIBIANS)
CLASS: REPTILIA
(REPTILES)
Most amphibians live part of their lives in water and part
on land. Most hatch and begin life in water, and most
return to the water as adults to mate and reproduce. This
class includes two main orders: Anura (frogs and toads)
and Urodella (salamanders). Characteristics include:
! the laying of eggs without shells.
! growth from larva to adult through a process of
metamorphosis.
! cold-bloodedness.
! hibernation during harsh winters and estivation in
warm, dry climates.
! smooth skin, though some toads have thick, leathery
skin (scales absent).
! larval respiration through gills.
! respiration in most land-dwelling adults through lungs,
and respiration in most waterdwelling adults through gills.
Some adults have both lungs
and gills.
! absorption of oxygen through
the skin and through the lining
of the mouth and throat.
Most reptiles belong to one of three main orders:
Chelonia (turtles and tortoises), Crocodilia (alligators and
crocodiles), and Squamata (lizards and snakes).
Characteristics include:
! scales, which prevent the body from drying out.
! respiration through lungs.
! cold-bloodedness.
! a venomous bit (in some cases).
! growth, in many cases, by the shedding of skin
several times each year.
! leathery-shelled eggs (in most cases), though some
give birth to live young.
! hibernation during the
winter and estivation in
tropical climates.
5
6
ADDITIONAL RESOURCES
Classification of Living Things - Organization of Living Things (III.2.MS.1)
http://anthro.palomar.edu/animal/default.htm
This site is a teacher resource that covers the classification of living things as it relates
to the principles of taxonomy with a focus on human classification categories. Web
expeditions, an audio glossary and related sites enhances this site.
Five Kingdoms - Organization of Living Things (III.2.MS.1)
http://www.brainpop.com/science/plantsandanimals/fivekingdoms/index.weml?&tried_cooki
e=true
Students will watch a short movie on the five kingdoms detailing the major
characteristics found within each kingdom. Students may take a quiz after the movie.
Additional links to more information and extension activities are available.
Virtual Fish Tank - Organization of Living Things (III.2.MS.1)
http://www.virtualfishtank.com/fishtank/fishtank.html
This site allows students to create his/her own fish by manipulating different
characteristics. These fish can then be "released" into a community tank. Each fish is
tagged and can later be caught and get details of it's life. Using information from the
entire class, the fish can be grouped by features and determine which of the features
affects different aspects of its life.
7
Assessment
Grade 7
ORGANIZATION OF LIVING THINGS
Classroom Assessment Example SCI.III.2.MS.1
Students will classify a variety of organisms into groups according to their structure. Students
will use the following categories:




vertebrate/invertebrate
categories of vertebrates:
• mammals
• birds
• fish
• amphibians
• reptiles
single-celled/multi-cellular
flowering/non-flowering
These categories could be used in class games such as Jeopardy or Concentration.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.MS.1
Criteria
Apprentice
Basic
Meets
Exceeds
Correctness of
classification
Classifies with
60-69% accuracy.
Classifies with
70-79% accuracy.
Classifies with
80-99% accuracy.
Classifies with
100% accuracy.
Identification of
common
characteristics
Lists one common
characteristic for
each category.
Lists two
common
characteristics for
each category.
Generalizes
several key
characteristics for
each category.
Compiles a
detailed
description of
common
characteristics for
each category.
8
Life Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Organization of Living Things
Grade Level Standard:
7-1 Compare and contrast living things.
Grade Level Benchmark:
2. Explain how selected systems and processes work
together in animals. (III.2.MS.4)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are the parts of living things adapted to carry out
specific functions?
1.
The Living Skeleton (See Web Site)
http://www.accessexcellence.org/RC/VL/xrays/
The Living Skeleton has x-ray images of human
skeletons with descriptions and images. For example,
students can see a picture of a normal arm bone and
then a fractured arm bone, they can also see images of
the fractured arm after the surgery to fix it.
2.
Virtual Frog Dissection Kit (See Web Site)
http://www-itg.lbl.gov/vfrog/
This award-winning interactive program is part of the
"Whole Frog" project. You can interactively dissect a
(digitized) frog named Fluffy, make movies, and play
the Virtual Frog Builder Game. The interactive Web
pages are available in a number of languages.
Process Skills:
New Vocabulary:
digestion, circulation, respiration, endocrine, reproduction,
skeletal, muscular, nervous, excretion, transport, growth, repair
9
Assessment
Grade 7
ORGANIZATION OF LIVING THINGS
Classroom Assessment Example SCI.III.2.MS.4
Students will collaborate in small groups to write and produce a play showing the functions of
the circulatory, digestive, and respiratory systems. The groups will present their plays to an
audience other than their class, such as the PT0, other classes, and civic groups. Each group will
submit their script for evaluation.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.MS.4
Criteria
Apprentice
Basic
Meets
Exceeds
Accurate
explanation of
functions
Explains
functions of one
to two systems,
but gives sketchy
details.
Explains
functions of three
systems, but gives
little detail about
how they
interrelate.
Explains
functions of all
three systems and
discusses how
they work
together.
Explains in detail
the functions of
all three systems
and discusses
how they work
successfully
together.
Effectiveness of
collaboration
Participates with
some team
members in
writing,
performing, or
producing the
play.
Participates with
most team
members in
writing,
performing, or
producing the
play.
Participates with
all team members
in writing,
performing, or
producing the
play.
Participates with
all team members
equally in writing,
performing, or
producing the
play.
10
Life Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Heredity
Grade Level Standard:
7-2 Explain how heredity determines characteristics.
Grade Level Benchmark:
1. Describe how the characteristics of living things are
passed on through generations. (III.3.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are characteristics of living things passed on
through generations?
Kent County Collective Core
Curriculum
1.
“Heredity” 
2.
“Heredity Association Chart” 
3.
“Stages of Cell Division” 
4.
“Writing a Generalization” 
5.
“Acquired vs. Inherited Traits” 
 Activity is attached
Process Skills:
New Vocabulary:
reproductive cells, egg, sperm, chromosome, gene
11
HEREDITY
7.1
Academic Standard: The learner will (TLW) investigate how heredity and
environment may influence/determine the characteristics of an
organism, how characteristics are passed on through generations and
how biologists trace possible evolutionary relationships among present
and past life forms.
A. Given pictures of the steps in cell division, TLW describe how characteristics
are passed on through generations.
Directions:
1.
Sequence the pictures of cell division in the proper order by
numbering them from 1 through 5.
2.
Beside each picture write a description of what is happening
to the genes and chromosomes.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
12
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Criteria:
Cell division steps are numbered
correctly and description of genes
and chromosomes are accurate.
Proficiency: 100%
13
B. TLW use a Punnet Square to analyze how dominant and recessive genes
influence the characteristics of an organism.
Directions:
Complete the Punnet Square with the correct gene types, describe
the characteristics of the offspring, and how the dominant and
recessive genes determined those characteristics.
For these examples: R = red
r = white
1.
Cross a red (RR) flower
with a white (rr) flower
Description:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2.
Cross a red flower (Rr)
with a red flower (Rr)
Description:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
14
3.
Explain in writing how two brown eyed parents can produce a blue eyed child.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Criteria:
See resource 7.f Answer Key.
Proficiency: 100%
C.
TLW differentiate between acquired and inherited traits.
Directions:
List five human characteristics which are inherited and five which
are acquired and justify their designation.
INHERITED TRAITS
JUSTIFICATION
15
ACQUIRED TRAITS
Criteria:
JUSTIFICATION
Accurate categorization of traits.
Justifications are reasonable.
Proficiency: 100%
16
HEREDITY ASSOCIATION CHART
STUDENT PAGE 7.1a
Write definitions for these key words:
Key Words
1. egg
Definitions
1. ____________________________________________
_______________________________________________
2. sperm
2. ____________________________________________
_______________________________________________
3. embryo
3. ____________________________________________
_______________________________________________
4. nucleus
4. ____________________________________________
_______________________________________________
5. chromosomes
5. ____________________________________________
_______________________________________________
6. fertilization
6. _____________________________________________
_______________________________________________
17
HEREDITY ASSOCIATION CHART
TEACHER PAGE
Key Words
1. egg
Definitions
1.
Carries the female inherited traits.
_______________________________________________
2. sperm
2.
Carries the male inherited traits.
_______________________________________________
3. embryo
3.
Developing fertilized egg.
_______________________________________________
4. nucleus
4.
Contains genetic information and controls cell
activity.
5. chromosomes
5.
Carries genes that transmit hereditary information.
_______________________________________________
6. fertilization
6.
The joining of egg and sperm cells, which
combines male and female genetic information in the
embryo.
18
STAGES OF CELL DIVISION
7.1b
Draw each step of cell division:
Step 1
Step 2
Step 3
Step 4
Step 5
19
WRITING A GENERALIZATION
7.1c
PRELIMINARY INFORMATION
A generalization is a law, principle, or general statement. It is a statement
which briefly describes characteristics, rules, explanations, reasons, or truths
that will apply to many individual and specific examples.
Generalizations are usually only one or two sentences long.
Generalizations are used in science to show how a large number of different
observations or situations are related to a single scientific idea. They are used
to help people understand and explain what they see and experience in the
world around them.
CRITERIA FOR WRITING A GOOD GENERALIZATION
1.
Statement is brief, clear and to the point.
2.
Is a large concept which includes all related variations and examples and
can be applied in all situations.
3.
Adequately explains all observations related to the concept.
4.
Uses complete sentences, correct spelling and appropriate punctuation.
REMEMBER
Compare your generalizations with the criteria above before calling it done.
20
ACQUIRED VERSUS INHERITED TRAITS
7.1e
DIRECTIONS
1. Get two pieces of paper.
Head one paper, “INHERITED TRAITS”.
Head the other paper, “ACQUIRED TRAITS”.
2. Place the human traits given in the list below
onto one paper or the other and write your
justification for placing it there.
3. When you have classified all of the traits given,
add three of your own traits to each paper
and give a justification for each.
HUMAN TRAITS LIST
BROWN EYES
RED HAIR
BROKEN LEG
SMALL NOSE
SCAR ON FOREHEAD
MUSICAL TALENT
KNOWING THE NAMES OF THE CONTINENTS
DARK SKIN
FRECKLES
FEAR OF SPIDERS
CHIPPED TOOTH
CROOKED TEETH
LONG HAIR
ATTACHED EAR LOBES
________________________________________
________________________________________
________________________________________
21
ASSESSMENT ANSWER KEY
PART B
7.1f
1.
Cross a red (RR) flower
with a white (rr) flower
R
R
r
rR
rR
r
rR
rR
Description:
All offspring are red flowers because each received one dominant gene
(R) for red color.
2.
Cross a red flower (Rr)
with a red flower (Rr)
R
r
R
RR
Rr
r
rR
rr
Description:
Three-fourths of the offspring will be red because they contain at least
one dominant gene for red color and one-fourth of the offspring will be white
because it received two recessive genes for white color.
3.
Explain in writing how two brown-eyed parents can produce a blue eyed child.
____________________________________________________________
____________________________________________________________
____________________________________________________________
22
Assessment
Grade 7
HEREDITY
Classroom Assessment Example SCI.III.3.MS.1
Using the Internet, encyclopedias, books, and magazines, students will select pictures of two
dogs. Assuming one dog is female and the other dog is male, students will predict either through
illustration and/or written description what traits might appear in the offspring. Possible traits:
hair color, hair length, leg length, tail, ears, distinct markings, eye color, nose length.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.3.MS.1
Criteria
Apprentice
Completeness of
explanation
Provides a limited
explanation of
trait(s).
Basic
Provides a
minimum of two
traits and a
reasonable
explanation for
those traits.
Meets
Provides a
detailed
description of
three traits.
Exceeds
Provides a
detailed written
and visual
description of
three or more
traits.
23
Life Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Heredity
Grade Level Standard:
7-2 Examine how heredity determines characteristics.
Grade Level Benchmark:
2. Describe how heredity and environment may
influence/determine characteristics of an organism. (III.3.MS.2)
Learning Activity(s)/Facts/Information
Resources
Central Question:
In what ways do living things adapt to survive in their
environments.
1.
“Trait Combos” 
2.
“Endangered Species” 
 Activity is attached
Process Skills:
New Vocabulary:
inherited, acquired
24
TRAIT COMBOS
by Sue Shollenbarger
INTRODUCTORY STATEMENT
Through various activities students collect and analyze data on similarities and differences
in their physical appearance.
MATH SKILLS
Using fractions
Using decimals
Determining probability
Using a dichotomous key
Finding combinations
Collecting statistics
SCIENCE PROCESSES
Observing
Reporting data
Classifying and sorting data
Interpreting data
Making and testing hypotheses
MATERIALS
Mirrors
Calculators optional
KEY QUESTIONS
What is the probability that people have certain traits and combinations of traits?
BACKGROUND INFORMATION
Probability
Probability is a tool used to do statistical work. It involves the mathematical prediction of
something happening in a larger group by examining the same thing in a smaller sample
group. As an illustration, if we were able to obtain information about the ear lobes of every
person in the world, we would know for sure how many of these in the total population had
free ear lobes. Since this is not possible, we need a way to use a smaller number of people
(a sample) and find out how many of them have free ear lobes; then, we need to express
the resulting data in a way that we show its relationship to the data that the total population
of the world would probably have. The larger the sample, the more reliable the data
becomes, because the sample size is closer and closer to the total population.
When we use a sample, something smaller than the total population, we must remember
that there will probably not be exactly the same proportion of any trait, like free ear lobes, as
there would be in the total population. In this activity, the sample utilized may be one class
or several classes; the larger the sample, the more reliable the resulting data.
The estimated probability is the ratio of the number of students with a chosen
characteristic to the number of students in the sample. This is expressed as a ratio which
may be read, "Out of every _____(denominator) people, ______(numerator) have free ear
lobes." The ratio may then be converted to a decimal by dividing the numerator by the
denominator. The decimal form is especially useful when the same study is repeated with a
sample of a different size; you can compare the data from the two studies.
25
GENETIC TRAITS
Heredity has influenced everyone's life. People tell you that
your hands are just like your mother's or that your facial
features identify you with a certain branch of the family. Other
less visible traits include susceptibility to some diseases, life
expectancy, and some behavioral patterns. The total number
of human traits is unknown. There are more than five billion
people on earth, and each one has a different combination of
traits.
The foundation for much of the research in the area of
heredity was laid by an Augustinian teaching monk named
Gregor Mendel, who lived during the latter part of the
nineteenth century. As he worked in the monastery garden helping to raise vegetables, he
noticed that various garden pea plants had differing characteristics, such as blossom color,
height, and seed characteristics.
Mendel conducted experiments to change the normal self-pollinating pattern of these plants.
He cross-pollinated one plant (purple flowers) with another (white flowers), planted the
resulting seeds, and observed the results. By repeating his experiments with other plants
and then with bees and mice, he made what are considered major scientific discoveries. In
this area he developed what is often called Menders First Law; The Law of Dominance
and Recessiveness.
Dominance means that in a pair of genes, one tends to be superior or dominant and
the other recessive. If there is one gene for free ear lobes and another for attached ear
lobes, the free ear lobes gene tends to be dominant. If both parents have free ear lobes, it
is more likely that most of their children will have free ear lobes than that will have attached
ear lobes.
In this activity four traits, usually considered to be hereditary, are involved. The choice of
these was limited since it was necessary to have visible characteristics of which the
dominant and recessive manifestations were comparatively easy to identify.
The genetics aspect of this activity is less formal than the probability aspect, and
consequently the goals are more modest. It is hoped that students will learn a few basic
concepts, such as the difference between dominant and recessive traits and the reality that
people are made up of many different combinations of traits. Discussions on genetic traits
will probably be handled during the statistical activities rather than in separate topical
sessions. If interest in genetics persists, it is suggested that you consult books on genetics,
heredity, and biology for a better understanding than is possible in this simplified
explanation.
MANAGEMENT
1. In doing the activities on page I, students should work in pairs. On page 2-4, the
activities can best be done if students are in cooperative groups of four or five students,
although you may need to work through the mathematics with the whole class. Page 5
should also be done with the whole class, but it is clearest if each student has a copy of
the activity sheet.
26
2. There are many dominant (and recessive) genetic traits in humans. For this activity we
have chosen four traits considered by many authorities to be dominant::
• free ear lobe: the lobe joins the
side of the neck above the lowest
part of the lobe (student must have
at least one free ear lobe)
• widow's peak: the forehead
hairline forms a definite point
• can roll tongue: person can roll
the sides of the tongue together
into a kind of tunnel, using the lips
if necessary
• right-thumbed: when hands are
folded, the right thumb is on top
from the student's viewpoint
3. Before copying page 2, fill in with class names. This is the only page which need not be
copied for every student unless you wish to do so; post one completed copy and let
students refer to it.
4. This activity has a dual purpose. It is intended to help students gain an introductory
understanding of probability by observing physical characteristics and grouping them
into combinations or combos. It is also intended to afford a rich opportunity to introduce
the idea of dominant and recessive traits, a basic concept in the area of heredity.
PROCEDURE
1. Discuss the key question: "In what ways are we alike and different?" Let students
discuss similarities and differences without much guidance, so that they discover some
of these for themselves: height, eye color, hair color, dimples, widow's peak, lip shape,
etc.
Page 1
2. Guide students to understand the use of the terms observer and subject. Remind them
that the person collecting the data is the observer, and the person being observed (the
partner) is the subject.
3. Define each dominant trait and identify a student possessing it. (Note that everyone has
the trait, but not everyone has the dominant trait.
4. Discuss what size sample you should use. Although most classes will use the class
group as the sample, it is useful to have students discuss this and make the decision to
help them understand what a sample is.
5. Partners answer the questions as they observe their partners. After they finish the page,
encourage them to use mirrors to check themselves and compare with what they
observed in their partners.
Page 2
6. For pages 2-4, students work in cooperative groups with whole-class discussions as
necessary. They also change from collecting data on their partners to collecting data on
themselves.
7. Beside their names on the class record sheet, students record "y" (yes) or "n" (no) to
show whether or not they have each of the four dominant traits. Post in a central
location where students can refer to it.
27
Page 3
Part 1: Finding the estimated probability (EP) for one trait.
8.
In this section, students predict the probability of people in the general population
(everyone in the world) having each of the four dominant traits. To begin, they fill in
Column 1 using the data obtained on Page 2.
9.
In Column 2 note the total number of students in the class (or in the sample if other
than the class); repeat beside each dominant trait.
10. In Column 3 construct the estimated probability as a ratio. Make a ratio for each
dominant trait by combining Columns 1 and 2 as shown. (See background)
11. To express the estimated probability as a decimal (a more useful form for comparison
purposes), divide the numerator by the denominator. Write the result in Column 4.
12. To express as a percentage, multiply the figure in Column 4 by 100.
13. To predict how many people will have this trait in a group of 1000 people, multiply the
figure in Column 5 by 10.
Part 2: Finding the EP for two dominant traits
14. Under "Trait Combos" student lists all possible combinations of two traits. (6 in all extra spaces are provided to avoid giving students necessary clues to the correct
number of answers. )
15. Find the number of students who have each of these combos.
16. Guide students to fill in the rest of the table as they did in Part 1.
17. As a class, compare the data from Part I with that of Part 2.
18. Arrange the combos in order, starting with the most probable.
Page 4
Part 3: Finding the EP for three dominant traits
19. List the combinations of three dominant traits. (four in all)
20. Find the number of students who have each trait combo. Fill in the rest of the table as
before.
21. List the combos in order.
Part 4: Finding the EP for all four dominant traits
22. How many students have all four dominant traits? Fill in the chart to help students
realize the mathematical implications.
23. Help students to compare all the data to see what changes from Part I to Part 2 and
so on. Emphasize the comparison of Column 6 in the various tables.
Page 5 - Dichotomous key
24. To use this, it is least confusing if each student has a copy.
25. Start with the whole class. This is a group they are all in, so everyone will circle the
words "all students".
26. The class will divide itself into two groups one that has free ear lobes and the other
that has attached (not free) ear lobes. Everyone is in one group or the other. They
should circle the trait (either dominant or recessive) of their own groups.
27. The group with free ear lobes is divided into two groups, those who can fold their
tongues and those who can't. They decide which group they are in and circle it.
28. Those with attached ear lobes do the same thing.
29. Continue in this way, working with one circled group at a time.
28
30.
When the group that can roll tongues and are right-thumbed is identified, have
students write their initials on the top line. Continue doing this with each of the other
groups. All students should have their initials on one of the lines.
DISCUSSION
1.
Discuss these terms; observer, subject, sample.
2.
How do you tell the difference between free and attached ear lobes? Is there a third
type of ear lobe?
3.
How would you describe a widow's peak?
4.
What is the difference between a dominant and a recessive trait?
5.
(Page 2) What do you notice about the number of students in the sample that have
the dominant traits?
6.
(Page 3, Part 2) What is the estimated probability ratio for a person in our sample to
have free ear lobes and a widow's peak (or free ear lobes and not a widow's peak)?
7.
What would happen if we repeated the activity with a larger sample? (Data would be
more reliable)
8.
Have a class discussion to review what has been learned during the activity. See if
students can explain:
• the concept of estimated probability
• how to obtain estimated probability
• the difference between dominant and recessive traits
• how millions of people can have different combinations of dominant and
recessive traits (as shown on Pages 3 and 4)
• how we are alike and yet different from one another
Extend the discussion as appropriate for your group.
EXTENSIONS
1.
Do part of all of the activity with a larger sample. Compare the resulting data,
especially the estimated probability.
2.
Change one of the traits to "has a dimple" and repeat the activity. What happens to
the data?
3.
On Pages 3 and 4, use the same tables to record data for recessive traits (e.g.,
attached ear lobes, cannot fold tongue, etc.)
4.
On Page 5, note for each category the number of students in each group. This is a
checking device, since all students should be accounted for, both those with dominant
and those with recessive traits.
5.
Build a bulletin board of a Venn diagram with two circles inside a rectangle. Label the
circles with two traits. Have students write their names in the proper regions.
CURRICULUM CORRELATION
Social Studies
Discuss prejudices based on genetic traits. How much alike are we according to the
dichotomous key on Page 5? How reasonable or logical are such prejudices?
Language Arts
Have students do research on heredity or the life of Gregor Mendel.
29
HOME LINKS
Encourage students to build a dichotomous key of dominant traits in their families. Note the
caution in the Background section.
The editors are indebted to Ben Van Wagner and Richard Thiessen for their help in editing
this activity.
30
Trait
Combos
Observer_____________________
Subject______________________
What is the probability that people have certain traits or combinations of
traits?
1. Use these four traits for your study.
2. What size sample do you plant o use to obtain adequate data? Explain your
decision.
_______________________________________________________
_______________________________________________________
_______________________________________________________
3. Take a good look at your partner.
Yes
No
Does your partner have free ear lobes?
Does your partner have a widow’s peak?
Can your partner roll his or her tongue?
Is your partner right-thumbed?
MAY/JUNE 1992
© 1992 AIMS EDUCATION FOUNDATION
31
Trait
Combos
CLASS RECORD SHEET
ear
TOTALS
MAY/JUNE 1992
Page 2
peak
roll
thumb
ear
peak
roll
thumb
TOTALS
© 1992 AIMS EDUCATION FOUNDATION
32
Name _________________
Trait
Combos
Page 3
Part 1: Find the estimated probability (EP) for a person to have 1 of these
dominant traits: free ear lobe, widow’s peak, ability to roll tongue, and rightthumbed.
Traits
1
total #
with each
trait
2
Actual #
in sample
3
EP (ratio):
Col. 1/ Col.
2
4
EP as a
decimal
5
EP as % of
sample
6
Predicted
# per
1000
free ear lobes
widow’s peak
can roll tongue
right-thumbed
Part 2: Find the EP for a person to have a combination of 2 dominant traits.
Trait combos:
free, peak, roll,
right
1
total #
with each
trait
2
Actual #
in sample
3
EP (ratio):
Col. 1/ Col.
2
4
EP as a
decimal
5
EP as % of
sample
6
Predicted
# per
1000
Arrange the trait combos in order from most probably to least probable.
________________________________________________________
________________________________________________________
MAY/JUNE 1992
© 1992 AIMS EDUCATION FOUNDATION
33
Name _________________
Trait
Combos
Page 4
Part 3: Find the EP for a person to have a combination of 3 dominant traits.
Trait combos:
free, peak, roll,
right
1
total #
with each
trait
2
Actual #
in sample
3
EP (ratio):
Col. 1/ Col.
2
4
EP as a
decimal
5
EP as % of
sample
6
Predicted
# per
1000
Arrange the trait combos in order from most probable to least probable
________________________________________________________
________________________________________________________
Part 4: Find the EP for a person to have all 4 dominant traits.
Trait combos:
free, peak, roll,
right
1
total #
with each
trait
2
Actual #
in sample
3
EP (ratio):
Col. 1/ Col.
2
4
EP as a
decimal
5
EP as % of
sample
6
Predicted
# per
1000
What observations can you make? _______________________________
________________________________________________________
MAY/JUNE 1992
© 1992 AIMS EDUCATION FOUNDATION
34
Name _______________
Page 5
can roll
tongue
right-thumbed __: ________________
left-thumbed __: ________________
widow’s peak
can’t roll
tongue
free
ear lobes
can roll
tongue
no widow’s
peak
can’t roll
tongue
right-thumbed __: ________________
left-thumbed __: ________________
right-thumbed __: ________________
left-thumbed __: ________________
right-thumbed __: ________________
left-thumbed __: ________________
all students
can roll
tongue
right-thumbed __: ________________
left-thumbed __: ________________
widow’s peak
can’t roll
tongue
attached ear
lobes
Trait
Combos
MAY/JUNE 1992
can roll
tongue
no widow’s
peak
can’t roll
tongue
right-thumbed __: ________________
left-thumbed __: ________________
right-thumbed __: ________________
left-thumbed __: ________________
right-thumbed __:________________
left-thumbed __: ________________
© 1992 AIMS EDUCATION FOUNDATION
35
ENDANGERED SPECIES
PURPOSE
To realize the impact of endangered species on our environment today and in the future.
PROBLEM
The John Ball Park Zoo is looking to purchase an endangered species. Your job is to
choose a specific endangered species and influence the zoo officials to buy the animal you
have chosen by delivering a short, informative presentation. It should include general
information about the animal and why the animal would benefit by being at the zoo, as well
as why the zoo would benefit by having the animal.
ASSIGNMENT
1. Prepare an oral and visual presentation about the endangered species your group has
chosen. Your presentation should include the following general information.
• Common name/Scientific Name
• Class (insect, fish, amphibian, reptile, bird, mammal)
• Description: size, weight, color
• Unique characteristics and/or behavior
• Food-diet
• Habitat
• Reproduction characteristics (number of offspring, destination period)
• Endangered status
• Factor(s) that threaten or endanger animals
• Role in ecosystem (relationship among other organisms/possible effects due to
changes in one population in a food web on other populations)
2. Prepare a written outline of your presentation that will be turned in prior to giving your
presentation. This outline will include a bibliography of sources used. You may use
only one encyclopedia. MINIMUM OF THREE RESOURCES.
EXIT STANDARDS
Effective communicators
Involved citizens
Self-directed learners
Cooperative contributors
Creative producers
Critical thinkers
36
ENDANGERED SPECIES PRESENTATION
CRITERIA
Presentation Quality
• 8-10 minutes
• covered all major facts
• persuasive (benefits to
animal and zoo)
• actively involves
audience (questioning/
awareness)
Outline
Visual
• outline and bibliography
in proper form
• incorporated fully into
presentation
• presentation follows
outline
• appealing/easy to read
• more than three
resources
• information is well
organized within the
space
• few errors in outline and
bibliography
• visual explained not
incorporated
• presentation somewhat
follows outline
• somewhat
appealing/most of the
info is easy to read
• gives each group
member an equally
important role
• 5-7 minutes
• missing 1-2 facts
• somewhat persuasive
• is aware of audience
• three resources
• gives each group
member a role
• over 10 minutes, under
5 minutes
• missing 3-4 facts
• merely informative
• show little/no awareness
of audience
• organization is adequate
• outline and bibliography
• visual not fully explained
• presentation does not
follow outline
• slightly appealing/info is
difficult to read
• less than three
resources/more than
one encyclopedia
• organization is poor
• some group members
have no role
37
ENDANGERED SPECIES PRESENTATION
CRITERIA (continued)
Delivery
• clear and good volume
• fluent
• occasional reference to notes
• somewhat clear - difficult to hear at
times
• stumbles occasionally
• heavy reliance on notes
• difficult to hear and understand
• stumbles frequently
• reads off paper
Social Skills
ALWAYS
stays in group
is on task
uses quiet voice
listens actively in group
makes contributions
USUALLY
stays in group
is on task
uses quiet voice
listens actively in groups
makes contributions
OCCASIONALLY
stays in groups
is on task
uses quiet voice
listens actively in group
makes contributions
38
ENDANGERED SPECIES PRESENTATION
RUBRIC GRID
Criteria
Assessment
1. Presentation Quality
4
Excellent
3-2
Satisfactory
1-0
Not Satisfactory
4
Excellent
3-2
Satisfactory
1-0
Not Satisfactory
Length of presentation
Facts covered
Persuasive
Audience involvement
Equal roles
2. Outline/Bibliography
Proper form
Presentation guide
Resources
3. Visual
Incorporation
Visually appealing
Organization
4. Delivery
Projection
Fluency
Eye contact
5. Social Skills
Social Skills
TOTAL POINTS
39
Name: ______________________________
Name of animal: ________________________
ANIMAL PROJECT EVALUATION
Respond to the following questions honestly and carefully. This evaluation will be
considered before final grades on this project will be issued.
1. Which animal do you think the zoo should adopt? _________________________
_________________________________________________________________
_________________________________________________________________
2. Rate this project using a scale of 1 (poor) to 5 (excellent).
_____
_____
_____
_____
_____
Was there enough information on your animal?
Did you learn valuable information about your animals.
Did you learn valuable information about other endangered animals.
Do you feel this would be a good activity to do in future years?
Was it helpful to have both your English and Science teacher involved it
this project? Please explain your response.
________________________________________________________
________________________________________________________
_____ Did you enjoy this experience?
3. Please list two things you feel your group did well.
a. __________________________________________________________
b. __________________________________________________________
4. Please list one thing you feel your group could improve.
a. __________________________________________________________
5. Do you feel that anyone in your group deserves extra credit for this week on this
project? If so, please explain why.
40
6. Do you feel that anyone in your group did not take on enough responsibility or
follow through on their responsibilities? If so, please explain why.
7. Please write down any comments or suggestions you may have about this project
that will help us make improvements for next year.
8. In carrying out this project, in what way(s) do you feel you were a(n):
A. EFFECTIVE COMMUNICATOR:
B.
INVOLVED CITIZEN:
C.
SELF-DIRECTED LEARNER:
D.
COOPERATIVE CONTRIBUTOR:
E.
CREATIVE PRODUCER:
F.
CRITICAL THINKER:
41
Assessment
Grade 7
HEREDITY
Classroom Assessment Example SCI.III.3.MS.2
Students will construct a model that shows the traits that a futuristic insect might acquire as a
result of a current environmental change.
Students will present their models to the class and explain their answers to the following
questions:




Why did the insect acquire those traits?
What two changes did the insect undergo?
What factors might have influenced natural selection?
What traits might be passed on from this insect to its future offspring to ensure reproductive
success?
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.3.MS.2
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
Model
Develops a model
showing
inaccurate traits
of a futuristic
insect.
Develops a model
that shows the
traits of a
futuristic insect.
Develops an
accurate model
that clearly shows
the traits of a
futuristic insect.
Develops an indepth, accurate
model that clearly
shows the traits of
a futuristic insect.
Presentation of
model
Presents
information in an
incomplete,
difficult to
understand
manner.
Presents
information in an
easy to
understand
manner.
Presents
information in an
interesting, easy
to understand,
creative manner.
Presents
information in an
interesting, easy
to understand,
creative manner
with additional
visuals.
42
Life Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Ecosystem
Grade Level Standard:
7-3 Describe patterns of interdependence and
interrelationships in various ecosystems.
Grade Level Benchmark:
1. Describe common patterns of relationships among
populations. (III.5.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are parts of an ecosystem related and how do they
interact?
1. “How can the Number of a Population be Estimated
from a Sample” 
2. “Mutualism and Commensalism” (See
http://www.nearctica.com/ecology/pops/symbiote.htm)
 Activity is attached
Process Skills:
New Vocabulary:
predator, prey, parasite, competition, mutually beneficial
43
HOW CAN THE NUMBER OF A POPULATION BE
ESTIMATED FROM A SAMPLE?
BACKGROUND
When biologists want to know the number of living things in a given area, they can
select from two different counting methods. The best data would be obtained by
counting the entire population. However, this counting method is impractical and
very time-consuming. The other method is to count a small sample of the
population. The sample counted must represent the entire population. If the
sample is not a true representative of the given population in question, then the data
collected are biased and therefore inaccurate. The random selection of areas in
which to count organisms eliminates bias in the selection. As a result, every
member of the population stands an equal chance of being counted. In this
investigation, you will demonstrate the technique of counting a random sample of
population. You also will count a sample from an actual population.
OBJECTIVE
After completing this investigation, you will be able to
 Compare biased selection with random selection.
 Conduct a random sampling of a given population.
 Estimate the total number of population based on a sampling.
MATERIALS
(per student)
• 1 sheet plain white paper
• metric ruler
• felt-tipped pen
PROCEDURE
Technique—Counting a Random Sample of a Population
• Draw a 20 cm x 20 cm square on a sheet of plain white paper. With a felt-tipped
pen, mark 200 dots anywhere within the measured square.
• Divide the 20 cm x 20 cm square into 100 equal squares. Each small square will
measure 2 cm x 2 cm. Number the small squares from 1 to 100.
• Randomly select 10 numbers out of 100. Record the 10 numbers in Table 63-1
on the Answer Sheet.
• Count the dots in each of the randomly selected small squares. Count the dots
that are completely within each square. Also count those dots that are touching
the left and top lines of each square record the number of dots in each of the
random selected squares in Table 63-1 on the Answer Sheet.
• Calculate the average of the total number of recorded in Table 63-1. Record the
average in Table 63-1 on the Answer Sheet.
• Multiply the average number of the random squares by 100, the total number of
squares in the square. Record this number in Table 63-1 on Answer Sheet.
Complete numbers 1 through 4 on the Answer Sheet.
44
HOW CAN THE NUMBER OF A POPULATION BE
ESTIMATED FROM A SAMPLE?
ANSWER SHEET________________________________________________
Table 63-1
Square Number
Number of Data
Totals
Average
X 100
1. How accurate was your estimate from the random count compared to the actual total
number of dots.
______________________________________________________________________
2. Was there any possible bias in the number selected from the 100 small squares?______
Explain your answer.
______________________________________________________________________
______________________________________________________________________
3. Was there any bias in the original marking of dots on the paper? __________________
Explain your answer.
______________________________________________________________________
______________________________________________________________________
4. Would the results be closer to the expected number if an average of your classmates’
results were taken? ______________________________________________________
Explain your answer.
______________________________________________________________________
______________________________________________________________________
45
Assessment
Grade 7
ECOSYSTEM
Classroom Assessment Example SCI.III.5.MS.1
The teacher will present small groups with the following scenario:
"Survivor II, The Next Generation" is coming out next season. The rules have changed slightly.
This season, teams of survivors will be placed on separate islands where they will remain for one
month.
The teacher will select a variety of islands from around the world and write the names of the
islands on slips of paper. Each team will draw a slip and then research the island. The winning
survivors will be chosen as a result of their fine scientific journaling. To win the one million, you
must discover a way to show all of the relationships you see among the different island
populations on Earth.
Team journals should include the following information:




predator/prey relationships
parasitic relationships (parasite/host)
competitive relationships
mutually beneficial relationships
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.5.MS.1
Criteria
Description of
relationships
Apprentice
Lists one
relationship.
Basic
Describes two
relationships.
Meets
Describes two
complete
relationships.
Exceeds
Describes three or
more complete
relationships.
46
Life Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Ecosystem
Grade Level Standard:
7-3 Describe patterns of interdependence and
interrelationships in various ecosystems.
Grade Level Benchmark:
2. Describe the likely succession of a given ecosystem
over time. (III.5.MS.4)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do communities of living things change over time?
1.
“Succession of Ecosystem” (see
http://www.plainedge.ourschools.org/teachercenter/suc
cession.htm)
2.
“A Forest Forever” (see
http://www.teachtheteachers.org/projects/MBergey/nav
bar.htm)
Process Skills:
New Vocabulary:
succession, stages, climax, community, pioneer
47
Assessment
Grade 7
ECOSYSTEM
Classroom Assessment Example SCI.III.5.MS.4
Each student will work with a partner to draw a storyboard of the stages of succession in a
specific ecosystem of their choice. Possible choices may include terrestrial or aquatic ecosystems
– farm fields, beaches, sand dunes, fence rows, barren rocks, abandoned wetlands, ponds, or
lakes. Students will research this ecosystem. They will illustrate their research using a flow chart,
diorama, 3-D display, or multimedia presentation. The project should illustrate the likely stages
of succession of a given ecosystem from a pioneer species to a climax community. They will
present their project to another class.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.5.MS.4
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
sequence
Illustrates no
successional
stages from
pioneer to climax
communities.
Illustrates a few
successional
stages from
pioneer to climax
communities.
Illustrates most
successional
stages from
pioneer to climax
communities.
Illustrates detailed
successional
stages from
pioneer to climax
communities.
Quality of
content
Includes few
details and lists
few organisms.
Includes some
details and lists
different
organisms.
Includes
important details
and lists different
organisms.
Includes many
additional details
and lists a diverse
variety of
organisms.
48
Physical Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Motion of Objects
Grade Level Standard:
7-4 Compare common forces and motions of objects in
two dimensions.
Grade Level Benchmark:
1. Qualitatively describe and compare motion in two
dimensions. (IV.3.MS.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How can the motion in two dimensions be described
and compared qualitatively?
1.
“Hover Craft” 
2.
“Rocket Balloons” 
3.
“Experiencing Forces” 
 Activity is attached
Process Skills: Observing, Predicting, Estimating, Applying, Generalizing, Recording data,
Controlling variables, Inferring, Classifying
New Vocabulary:
two-dimensional motion, speed, direction, change in speed and
direction
49
INTRODUCTORY STATEMENT
Students will learn more about how a rocket works and how the force of the engines
can be controlled.
MATH SKILLS
Timing
Averaging
SCIENCE PROCESSES
Observing
Predicting and estimating
Applying and generalizing
MATERIALS
Balloons–long and/or round (At least at first, give all students the same size and
shape.)
Soda straws
Masking tape
Stopwatch(es) or a watch with a sweep second hand
Ruler or measuring device
Student worksheet (Hover Craft)
KEY QUESTION
“How can you overcome gravity and make a balloon hover in the air in a stable
position?”
BACKGROUND INFORMATION
This investigation will demonstrate how a spaceship may someday land on Earth or
how the LEM (Lunar Escape Module) piloted by Neil Armstrong first landed on the
moon. Certainly students realize that an object landing in a vertical position must
slow its speed so as not to impact the landing area with such great force that severe
damage to craft and pilot will result. Here, students will control the escape of air
from the balloon in such a way that the force of the thrust will be sufficient only to
keep the balloon up, not enough to make it go up.
This is also the principle that is used by the British Royal Air Force with the Harrier
Jet. This airplane can take off or land in a vertical position and may also hover in a
stationary position, as a helicopter does.
50
MANAGEMENT SUGGESTIONS
1. The size and shape of the balloon can cause differences in a way the balloon will
fly. Shape and size may be added later as a variable or extension.
2. The size of the straw (weight and diameter) will affect the flight of the balloon.
This may be added as a variable or extension later.
3. Make sure the straws are taped to the balloon securely so that no leaks exist.
4. Groups of three will work best, with one student to release the balloon, one
observer to tell when to start and stop the clock, and a timer. A fourth could be
added if necessary.
5. Allow 45-60 minutes for construction, flying, recording, and discussion.
PROCEDURE
1. Students will need, for each group, at least one balloon, two (or more) straws,
masking tape, and a timing device.
2. Students need to crimp the end of one straw and insert it into the end of the
other straw. This will allow them to adjust the length of the straws.
3. Insert the straw(s) into the end of the balloon and tape with no leaks allowed.
4. With observers ready, measure and record the length of the straw, inflate the
balloon and release it.
5. The object of this activity will be to adjust the straws in such a way so as to keep
the balloon up (in the air) as long as possible.
6. Repeat as desired or necessary.
DISCUSSION
What does make an aircraft hover? (The force of the engines is constricted until
there is only enough force left to overcome the force of gravity on the weight of the
craft.)
51
52
ROCKET BALLOONS
CHART #1
INTRODUCTORY STATEMENT
Students will learn how a rocket works.
MATH SKILLS
Measurement
Averaging
SCIENCE PROCESSES
Recording data
Observing
Controlling variables
MATERIALS
Sausage-type balloons
Soda straws
Masking tape
String (monofilament fishing line works best)
Measuring tape or meter stick
Student worksheets
KEY QUESTION
“How does a rocket work? What gets it off the ground?”
BACKGROUND INFORMATION
1. In this initial investigation, we are going to consider the relationship between the
length of the balloon and distance which it travels.
2. Logically, the more air in the balloon, the longer it will be and, therefore, the
farther it will travel.
3. This is an example of Newton’s Third Law of Motion: For every action there is
an equal but opposite reaction. The backward thrust of the air produces the
forward motion of the balloon.
MANAGEMENT
1. This activity will take one to two class periods, or 45-90 minutes.
2. Try to have as many different lines strung as possible to use as tracks for the
balloons to run on. Hang the strings at student eye level.
3. This activity works best in small groups.
4. Assign jobs which can be rotated: one person to (a) launch the balloon, (b)
record the distance, (c) observe and check.
5. If room is limited, you will have to lessen the size of the balloons.
53
PROCEDURE
1. As air escapes from the balloon, the rocket will travel along the track (string).
2. Thread string through a straw and attach the ends of the string to a wall or other
object. Stretch the string as tightly as possible.
3. Blow up a balloon to the desired size, measure it, and record the data.
4. Tape the balloon to the straw. It is best to tape the soda straw and balloon
together near the opening of the balloon, with tape pieces fairly close together.
5. BE CAREFUL - don’t let the air out yet!
6. Release balloon. Observe and record the distance it travels.
WHAT THE STUDENTS WILL DO
1. Students will make balloon rockets and measure, record the length of the
balloon.
2. Students will attach the balloon rocket to the track.
3. Students will measure the distance the balloon travels when it is released.
4. Students will record data.
DISCUSSION
1. Why does the balloon travel along the string? (Thrust: the backward thrust of the
released air creates the forward motion of the balloon.)
2. What happened as the length of the balloon was increased? (From student
observation.) Why? (More air was released.)
3. What factors could cause a balloon not to go as far as it should?
54
ROCKET BALLOONS
CHART #1
Balloon length
Balloon
Length
vs.
Distance Traveled
Distance Traveled
Trial 1
Trial 2
Trial 3
Average
Distance
1.
2.
3.
4.
5.
THE SKY’S THE LIMIT!
© 1987 AIMS Education Foundation
55
ROCKET BALLOONS
CHART #2
INTRODUCTORY STATEMENT
Students will explore the ways in which the angle of ascent might affect a rocket.
MATH SKILLS
Measurement – linear
Measurement – angles
Averaging
SCIENCE PROCESSES
Recording data
Observing
Controlling variables
MATERIALS
Sausage-type balloons
Soda Straws
Masking tape
String (Monofilament line, again)
KEY QUESTION
“Does the distance a balloon rocket travels change as the angle of ascent
increases?”
BACKGROUND INFORMATION
1. Since the balloon will have to travel up the line at an angle, some of the thrust
will be expended in this effort.
2. We will be comparing the distance traveled when the rocket is traveling at
different angles.
MANAGEMENT
1. This activity works best in small groups and will take 45-60 minutes.
2. Try to have as many different lines strung as possible.
3. Again, assign jobs which can be rotated—a launcher, a recorder and a checker.
4. Hopefully, if students are careful when checking the measurements of an angle
when they move the lines, they will also be careful in the physical process of
moving the lines.
5. Again, if space is limited, lessen the size of the balloon.
PROCEDURE
1. Follow steps 1-6 of the procedure in part A of this investigation.
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2. After each distance is recorded, change the angle of the track the rocket balloon
must travel. To measure the angles easily, cut off the bottom margin of a
clinometer and use it.
3. Repeat the above procedure for the different angles of the string.
4. After making rocket balloons and measuring their lengths as before, students will
measure the distance the balloons travel along the track or line.
5. Students will retest their balloons (blown up to the same length each time) each
time that the angle of the track is changed.
6. Students will record the data and compare the distance traveled at each angle.
DISCUSSION
1. What happens when the line is changed from level flight to a different angle or
flight?
2. Does it take more or less power to lift the balloon rocket “off the ground” when
the line is at an angle than it does when it is level? Why?
3. Does it take more or less power to move the balloon rocket the same distance
along an upward path as it does to move it along a level path? Why?
EXTENSION
Students can calculate the speed at which their rocket balloons travel by dividing the
distance traveled by the time it took.
57
ROCKET BALLOONS
CHART #2
Angle of Flight
Balloon
Size
vs.
Distance Traveled
Distance Traveled
Horizontal
45°
90°
1.
2.
3.
4.
5.
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ROCKET BALLOONS
CHART #3
INTRODUCTORY STATEMENT
The students will investigate the effects on the rocket balloon’s flight when its
opening is changed.
MATH SKILLS
Measurement-linear
Measurement-angles
Geometry-diameter, circumference
SCIENCE PROCESSES
Recording data
Observing
Controlling variables
MATERIALS
Sausage-type balloons
Soda straws
Masking tape
Various devices to regulate size of opening in balloons
String (monofilament)
Measuring tape or meter stick
Protractor or clinometer
Student worksheet
KEY QUESTION
“How does the size of the opening affect the balloon rocket’s flight?”
BACKGROUND INFORMATION
1. We are introducing a new variable here – the size of the opening of the balloon.
2. The greater the opening, the faster the air will escape. One question is whether
the increased force of the thrust is great enough to compensate for the shorter
length of time that the air is escaping.
3. Different sized openings can be made by taping short pieces of straw inside the
end of the balloons; soda straws, McDonald’s straws, and “cocktail sipping
straws” would give three variations. You might also want to try bent paper clips if
you watch the sharp ends and roll the mouth of the balloon around the shape
created. Wine corks which have been sliced thin and had different sized holes
made in them also make good end pieces. Scour the dime store or hardware
store for small, lightweight plastic rings of various sizes.
59
4. Make sure that students are consistent when they measure the openings;
establish that they will measure only the inside diameter of the opening. (If you
have a pair of calipers rusting in the closet, this might be a fun time to bring them
out.) Mention “diameter” and “circumference” if you wish.
5. After students have tested their rockets with the five different openings using the
horizontal track, reintroduce the second variable of the angled track. As the
angle of the string approaches 90º, perpendicular to the floor, the size of the
opening needs to increase to overcome gravitation.
MANAGEMENT
1. As before, this activity works best in small groups, with students rotating the jobs.
It will require one to two class periods.
2. Have students experiment with fitting end pieces into the mouth of a balloon
before testing as this takes some dexterity. Also, set the standards for measuring
the openings and have students practice.
3. Once the students have established the different “mouthpieces” they are going to
use, run the activity using only the horizontal line and recording the variations in
distance traveled caused by the difference in openings.
4. Discuss the results from the horizontal test with the students. Have them predict
the results when the line is set at 45° and 90°.
5. Run the last two sections of the test changing both the angles of the line and the
circumference of the opening.
PROCEDURE
1. The students will construct rocket balloons as they did before, in parts A and B of
investigation, but they will experiment with creating different-sized, measurable
openings at the mouth of the balloon.
2. When they have established the method of making the openings, have them
measure the diameter of five, “mouthpieces” of various circumferences and
record the information of the students worksheet.
3. Have students test each of the five mouthpieces using a horizontal track and
record the results. Make sure that the balloon used is always the same length.
4. After discussing the results obtained on a horizontal flight, ask students what
they think will happen on the angled flights.
5. Finally, have students test their rocket balloons using the same mouthpieces,”
but on the 45° tracks.
6. Record all data and discuss the results.
WHAT THE STUDENTS WILL DO
1. Students will make rocket balloons as before, but will also create end pieces
which will produce five different openings for their rockets.
2. Students will test their balloon rockets on the horizontal track using each of the
five “mouthpieces” successively and record the results.
3. After discussing the results of that test and predicting what will happen when the
rocket balloons are tested at an angle, students will complete the tests for the
45° and 90° tracks.
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4. Students will complete the student worksheet by filling in the results of those
tests.
5. Comparisons may be among all the charts. What balloon actually went farthest?
DISCUSSION
1. What happens if you decrease the size of the opening of the balloon rocket on a
horizontal flight? Why?
2. What happens if you decrease the size of the opening of a balloon rocket on an
angled flight? Why?
3. How great was the difference in the distance the rockets traveled? What was
the average distance each rocket with the same diameter opening traveled on
the same path?
EXTENSION
If students are interested, have them add the variable of different balloon lengths
once again. You can challenge them to design the best rocket balloon for each of
the three tracks by varying length and size of the opening.
String two parallel lines and run a relay race. Divide the groups into teams. Have
them each mount the first balloon. At the word “Go!”, each team releases its first
rocket, which will go until it stops. It must then be re-blown up and proceed from
that point. When it reaches the opposite, it must be turned around and started
again. When the rocket returns to home base, the second balloon replaces it and
“flies” the course, and so on. Students will have to decide for themselves which is
the most effective design – opening and length – before the race begins in order to
obtain optimum speed and distance in each “heat.”
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ROCKET BALLOONS
CHART #3
Balloon
Size
Size of
Balloon
Opening
Distance Traveled
Horizontal
45°
90°
1.
2.
3.
4.
5.
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EXPERIENCING FORCES
The seven mini-experiments in this exploration provide examples of specific forces at
work. Each one is set up at its own station in the classroom. Your purpose at each
station is to discover which forces are at work. As you work through the miniexperiments, think about these questions:
 What is the agent, receiver, and effect of each force?
 Are there any new types of forces?
 How are they different?
 Are there any non-contact forces—forces exerted by an agent that does not
touch the receiver?
Record your observations and conclusions in your Journal.
MATERIALS
An empty jar
A pail
Water
A glass
Paper clips and rubber bands
A magnet
A plastic bread bag, cut in strips
A sock
Hooked masses
String
Books
Drinking straws
A bottle
Newspaper and cloth towel
OBJECTIVES
By the end of the lesson, students should be able to:
1. Identify and classify different types of forces.
2. Distinguish between contact and non-contact forces.
3. Analyze the forces at work in several new situations.
SCIENCE PROCESSES
Observing
Analyzing
Inferring
Classifying
63
STATION ONE
MATERIALS
Empty jar, pail, water
PROCEDURE
1. Push the empty jar slowly into a pail of water. Keep its open end facing up.
2. Submerge it. Let the water fill the jar.
3. Now take the jar out of the water.
What forces do you feel at each step?
Answer:
 Agent: person’s hand and the water
 Receiver: the glass
 Effect: as the empty bottle is pushed into the water, the water exerts an
opposing upward buoyant force upon the bottle. If the bottle is released, it pops
upward. As the filled bottle is lifted upward, the opposing downward force (the
weight of the bottle and water) is apparent.
 New force: buoyant force
 Non-contact force: none
STATION TWO
MATERIALS
Magnet, glass, paper clips
PROCEDURE
1. With paper clips under the glass container, bring a strong magnet near the glass
container.
2. Try to lift the paper clips to the top of the glass.
3. Lift the container off the table.
Think about the forces involved.
Answer:
 Agent: the magnet
 Receiver: the paper clip
 Effect: the magnet, if it is strong enough, attracts the paper clip even though the
glass is between it and the paper clips. These forces are magnetic.
 New force: magnetic force
 Non-contact force: magnetic force
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STATION THREE
MATERIALS
Scissors, plastic bread bag, wool sock
PROCEDURE
1. With one hand, hold up two long strips cut from a plastic bread bag. Observe
them as they hang freely.
2. Now Rub both sides of the strips with a wool sock. Allow the strips to hang freely
again. Observe any forces at work.
3. Bring one of the strips near the table or wall. What happens?
Identify the force acting on the plastic strips.
Answer:
 Agent: electrons (static electricity)
 Receiver: the plastic strips
 Effect: when the plastic strips are rubbed with a wool sock or piece of fur, they
move apart from each other. Also, the strips tend to be attracted to whatever
else is close by. These pulling and pushing forces, which are exerted at a
distance, are electrical.
 New force: electrical force
 Non-contact force: electrical force
STATION FOUR
MATERIALS
Several sheets of paper
PROCEDURE
1. How fast does paper fall? Why does it fall? Try dropping the following:
• A single sheet of paper
• A piece folded into quarters
• A piece crumpled into a ball
2. Try two different pieces at the same time. Do some fall faster than others?
What are the forces involved here?
Answer:
 Agent: gravity (the earth) and air resistance
 Receiver: paper
 Effect: there is a downward force (gravity) pulling on the pieces of paper. There
is also an upward force (air resistance) pushing on the paper, especially on the
uncrumpled piece. The single sheet of paper falls more slowly because of air
resistance.
65
STATION FIVE
MATERIALS
Rubber bands, hooked masses, soft object
PROCEDURE
1. Hang a hooked mass on the rubber band.
2. Add more masses. How many are needed to break the band? Let the masses
drop onto something soft.
3. Replace the broken rubber band with a new one so the next person can try the
experiment.
Identify all forces.
Answer:
 Agent: The masses
 Receiver: the rubber band
 Effect: the rubber band is exerting an upward force (elastic) on the weights and
the weights are exerting a downward force (gravity) on the rubber band.
 New force: none
 Non-contact force: gravity
STATION SIX
MATERIALS
Rubber bands, scissors, paper clips, two books, string, drinking straws, metric ruler
PROCEDURE
1. Cut a rubber band and tie it securely to a paper clip. Attach the clip to a string
tied around a book and place on a table top. How long must the band stretch
before the book starts moving?
2. Try it again with another book placed on top of the first one. What do you
notice?
3. Place the books on drinking straws and repeat the experiment. How has the
opposing force changed? What tends to prevent the books from moving?
Answer:
 Agent: hand pulling rubber band and rubber band pulling the book
 Receiver: the book
66



Effect: the rubber band applies a pulling force on the rubber band. It takes more
force to start two books moving than it did for one book. The friction between the
books and the books and the table opposes the forward motion of the books.
The opposing forces of fraction is lessened by the use of the drinking straws.
New force: none
Non-contact force: none
STATION SEVEN
MATERIALS
Bottle, newspaper, cloth towel, board, book, metric ruler
PROCEDURE
1. Find out how far a bottle will roll on the floor before stopping.
2. Place several sheets of newspaper on the floor and try again.
3. Repeat the experiment by rolling the bottle over other surfaces, such as a cloth
towel spread on the floor.
What is slowing down the bottle?
Answer:
 Agent: gravity (the earth) and the surface of which the bottle rolls
 Receiver: the bottle
 Effect: the force of friction opposes the motion of the bottle. The amount of
frictional force depends upon the type of materials over which the bottle rolls.
 New force: none
 Non-contact force: none
WHICH FORCES DID YOU MEET IN THE
“CARNIVAL OF SCIENCE”?




Water exerted an upward buoyant force on the empty bottle at Station One. Where
did you see this force before?
A magnetic force was present at Station Two. Did the magnet need to touch the
paper clips to exert an attractive force on them?
An electrical force acted upon the charged plastic strips at Station Three. Which
strip was exerting force on the other? Is this a non-contact force like the magnetic
force?
A gravitational force acted upon the sheets of paper at Station Four. Is this a noncontact force? What agent is exerting the force? Why did the un-crumpled sheets
fall more slowly?
67


A stretching or elastic force affected the rubber bands at Stations Five and Six.
Where else could you find elastic forces?
Frictional forces were exerted on the bottle and book at Stations Six and Seven. As
an object moves in one direction, frictional forces push the object in the opposite
direction. In what direction was the frictional force at Station Six and Seven acting.
ANSWERS TO WHICH FORCES DID YOU MEET IN THE
“CARNIVAL OF SCIENCE”?
1. Floating or swimming are examples of a buoyant force. The sailboat in the story
was kept afloat because of the buoyant force of the water.
2. The magnet does not have to touch the paper clips to attract them. This is an
example of a non-contact force.
3. Each strip exerts a non-contact force on the other. That is, the forces act in pairs.
4. The earth exerts a gravitational force that pulls the paper to the ground. It is a noncontact force, since the earth does not have to touch the paper to exert a pulling
force on it. The un-crumpled sheets fall more slowly due to their larger surface
areas. The air puts more frictional force on them.
5. Other examples of elastic forces are the ropes and sail being stretched by the wind
in the story and the elastic forces of the bow acting upon an arrow.
6. Friction acts in a direction opposite to the direction of the motion of an object.
FOLLOW UP
ASSESSMENT
1. Ask students to name an example of a buoyant force, an electrical force, a
frictional force, and an elastic force. In each case, ask them to identify the agent
and the receiver of the force, and to state what effect the forces has or might
have on the receiver.
2. What is the most obvious type of force (electrical, frictional, etc) in each situation
below? Explain your choice.
a. A jack in the box (elastic)
b. A gymnast on a trampoline (buoyant)
c. Deep sea diving (buoyant)
d. Parachuting (frictional and gravitational)
e. A skier heading down a mountain (gravitational)
EXTENSION
1. Have students adjust a faucet so that a very thin stream of water flows from it.
Give a comb a charge by running it through your hair several times. Hold the
comb two or three cm from the stream of water. (The water should be strongly
attracted by the charge of the comb.)
68
2. Have students cut a strip of thin cardboard about 2 cm by 10 cm. Fold it in half
lengthwise and balance it on a pencil point. The pencil point should indent but
not puncture the paper, so that the paper can turn easily. Put a charger on a
comb by running it through your hair. Hold it near one end of the cardboard strip.
The cardboard turns on the pencil point and moves toward the comb.
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Assessment
Grade 7
MOTION OF OBJECTS
Classroom Assessment Example SCI.IV.3.MS.1
Small groups of students will set up two identical ramps with distinctly different slopes (one
steep slope and one gradual slope). Before using two identical toy cars, each student will write a
prediction about which car will go down the ramp the fastest and which car will go down the
ramp the farthest. Each student will record his or her hypothesis. The students will take turns
releasing both cars at the same time. Students will write observations of what happened and
explain reasons why their prediction was correct or incorrect.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.3.MS.1
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
hypothesis
Does not write a
hypothesis and
contains possible
misunderstandings
.
Provides partial
hypothesis with
possible
misunderstandings
.
Provides
hypothesis with
few exceptions.
Provides a
thorough and
accurate
hypothesis.
Completeness
of conclusions
Does not write a
complete
conclusion or
conclusion is
erroneous.
Writes a
conclusion based
on erroneous
information or
correct
information with
no details.
Writes a
conclusion based
on correct
information with
some details.
Writes a
conclusion based
on correct
information with
many details.
70
Physical Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Motion of Objects
Grade Level Standard:
7-4 Compare common forces and motion of objects in
two dimensions.
Grade Level Benchmark:
2. Relate motion of objects to unbalanced forces in
two dimensions. (IV.3.MS.2)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do forces affect the motion of an object?
1.
“May The Force Be With You” 
2.
“The Great Catapult Caper” 
 Activity is attached
Process Skills: Observing, Predicting, Identifying and controlling variables, Measuring and
comparing, Collecting and recording data, Interpreting data, Inferring
New Vocabulary:
changes in motion, friction, gravity, attraction, repulsion,
action/reaction, mass
71
MAY THE FORCE BE WITH YOU
INTRODUCTORY STATEMENT:
In this group of investigations (May the Force Be With You, May The Force Be With You II, and
Return Of the Force), the students will be isolating variables in order to learn about the energy
balance that is in nature.
MATH:
Averaging
Measuring - length, mass
Using formulae
Using rational numbers - ratios, percentages
Graphing
Using calculators
SCIENCE:
Physical science - simple machines
MATH/SCIENCE PROCESSES:
Observing
Predicting
Identifying and controlling variables
Measuring and comparing
Collecting and recording data
Interpreting data
Inferring
MATERIALS (per group of five students)
2 1/4" diameter x 35" long dowels
2 inch ball of clay
1 50 cm length of 14 gauge galvanized wire (for catapult)
1 25 cm length of 14 gauge galvanized wire (for platform)
10-15 wide rim fender washers (washer with small holes but large total diameter ) 1/4" hole with a 11/4" diameter
2 10 cm x 25 cm pieces of pegboard with 1/4" diameter holes
pliers
balance
masses - 70 grams
1 small empty thread spool
meter stick
chart paper, chalkboard, or overhead projector
KEY QUESTION:
What variables affect how high an object will go off the end of a catapult?
BACKGROUND INFORMATION:
The First Law of Thermodynamics states that there is an energy balance in nature: energy in =
energy out
The potential energy that an object has is its mass x gravity x height (mgh). Mgh is a measure or a
unit of energy. In the catapult lesson that follows, the students will do a variety of investigations
which will lead them to an understanding of mgh. On one side of the catapult, we have the mass
(the effort-m) under the force of the gravitational pull of the earth (g) being dropped from a certain
72
height (h). By multiplying these three quantities, we have mgh or potential energy on the effort side
of the catapult.
Once the mass is released, the following chain of events takes place in what is called an energy
balance:
effort arm
resistance arm
potential > potential-kinetic > kinetic > kinetic-potential > potential
As the mass is released, the potential energy changes into kinetic energy (the energy of motion)
causing the object on the resistance arm (the resistance) to be forced to a certain height on the
other side of the catapult.
By manipulating the variables of mass and height, the students will begin to recognize the energy
balance in nature. They will discover that the energy going in (mgh of dropped mass) is
approximately equal to the energy going out (mgh of object catapulted). For example: If a 40 gram
weight is dropped from a 45 cm height, how high do you have to drop a 50 gram weight in order to
force the resistance to reach approximately the same height as with the 40 gram weight? In this
case, you know the mass and the height of the effort and you want the height of resistance to
remain the same when you are using a different mass. You can calculate mgh = mgh. Because the
force of gravity remains the same (9.82 cm/sec2) whether it is on the potential energy side or the
kinetic energy side of the catapult, it cancels itself out. Thus, we are left with mh = mh.
40 g x 45 cm = 50 g x ?
40 x 45 = 50 x height
1800 = 50 h
1800/50 = h
36 = h
Therefore, a 50 g weight dropped from 36 cm and a 40 g weight dropped from a 45 cm height will
force the resistance to reach approximately the same height. Some error in results will be caused by
friction from the effort or the resistance; the fulcrum, not being the midpoint; leaning dowels;
unevenly distributed weights; etc.
Consider the journal story of Mucky Mass. He weighs 300 kg and needs to be lifted six meters. The
mass will be dropped from the 3 meter board for a total drop of nine meters. Thus,
? kg x 9 m = 300 kg x 6 m
h x 9 = 300 x 6
9h = 1800
h = 1800/9
h = 200
Fantastic Force will need to drop at least 300 kg of mass from the diving board.
MANAGEMENT:
1. This activity is divided into three parts. In May the Force Be With You, students isolate the
variable of effort’s drop height. In May the Force Be With You II, the students experiment with
the effort’s mass. Return Of the Force has students combine what they know about the effort’s
mass and height to get the resistance to go a given height.
2. In preparation for teaching the activities, make a catapult for your own experimentation and to
use as a model for the students to follow as they build their own.
3. The activities work well with students in groups of five.
4. To complete the set of activities requires four to five periods: one period to construct the
catapult system, one period for May the Force Be With You, one period for May the Force Be
73
5.
6.
7.
8.
With You II, a fourth period for Part 1 Return Of the Force, and another period for Part 2 Return
Of the Force.
Use 14 gauge wire so the catapult will be sturdy enough to withstand the force of the weights.
When making the weights, use fender washers and a minimal amount of clay. To economize on
the number of washers necessary for these activities, have the students keep adding washers
to make heavier weights (Ex. 30 g = 3 washers, 40 g = 4 washer, etc.).
Careful construction of catapults is necessary for the appropriate outcomes of the activities.
Stress that the students build the catapults so friction of the masses and the spool are minimal.
Be aware that final outcomes are prone to some error due to the simple crudeness of the
system.
To culminate the series of activities on levers, the teacher may want to consider the Great
Catapult Caper which ties together the elements of these force activities and the lever lessons.
PROCEDURE:
Construction of the catapults:
1. Divide students into groups of five. Distribute the handout Catapult Construction.
2. Have students construct the catapults and mark the dowels with lines indicating 5 cm intervals.
Set up the structure using the two pieces of pegboard as a base.
3. Brainstorm with the class the variables which they believe will affect the height the resistance
will go. Write the suggested variables on the chalkboard, chart paper, or the overhead projector
to be used later for a discussion of the effects of the individual variables.
ACTIVITY 1: May The Force Be With You
1. Discuss the questions: If we drop the same mass (30 g) from different heights onto a catapult,
how will it affect the height the resistance (spool) rises? How could you predict how high the
spool will go before you dropped the mass?
2. Distribute and review the activity sheet May the Force Be With You. Explain the procedures of
making the weights.
3. Caution students to make certain that they need to hold the dowels straight during the trials.
4. Have the students follow the directions, observe and record the results, and complete the
graph.
5. As students complete the activity, discuss what relationship exists between the height the effort
was dropped and the height the resistance traveled? (The height of the resistance increased as
the height of the drop increased.)
ACTIVITY 2: May the Force Be With You II
1. Ask: What will be the effect on the spool (resistance) when we change the weight but not the
height of the effort in our catapult system?
2. Distribute and review the activity sheet May the Force Be With You II.
3. Suggest to students that they can use the same washers for the various weights by adding clay
and more washers.
4. Have them conduct the trials, then record, average, and graph their results.
5. At the completion of the activity, discuss the following questions: What effect did changing the
weight have on the height the spool (resistance) rose? (The heavier weight forced the
resistance higher.) Does increasing the weight dropped have the same effect as increasing the
height the mass was dropped? Explain.
ACTIVITY 3: Return Of the Force, Part 1
1. Discuss how you could determine from what height to drop a weight to get the spool to rise a
given distance.
2. Using the catapult equipment, have students take a 30 g weight and drop it so that it causes the
spool to rise to the 40 cm mark on the dowels.
3. When the drop consistently gives a 40 cm rise, direct the students to record the height of the
drop.
4. Have students calculate the mass x height on the effort arm data.
74
5. Repeat steps two to four changing the height of the resistance to 60 cm as indicated on the
activity page.
6. Have students increase the weight of the washers to 10 g , 50 g, 60 g, and 70 g repeating steps
two to five for each different mass.
7. Have students discuss what pattern they see in the mass x height of the efforts column. (To get
the resistance to rise to a given height, the mass times height of the effort is always
approximately the same.)
ACTIVITY 3: Return Of the Force, Part 2
1. Have students experiment with the height of the drop needed to get a 30 g weight to raise the
resistance to 50 cm.
II. Direct the students to record the drop height needed to make the given rise and calculate the
mass times the height in the first row on the chart.
3. Using the mass times the height from the top row of the chart, have the students predict what
height drop will be needed for a 40 g, 50 g, and 60 g weight.
4. Allow time for the students to try the different masses to see how close their predictions are to
the actual outcomes and record their results on the chart.
5. Have students discuss their conclusions and write a summary statement and formulate.
DISCUSSION:
1. What is the relationship between the mass and the height?
2. What happens to the height of the effort as you increase the mass of the effort when holding the
resistance constant?
3. What is the energy balance that exists?
CURRICULUM CORRELATION:
History: Have students research the history of the catapult including the significance of engineers
to the war effort (especially Archimedes). The reports can be done individually or with a
group, oral or written.
MAJOR CONCEPTUAL COMPONENTS:
 Energy comes in many forms.
 Mechanical energy is the energy due to the position or the movement of something.
 Energy cannot be created or destroyed.
 The amount of energy or work put into a machine will come out of the machine in some form.
 Energy is used to accomplish work.
 Work is done when something is moved.
 The amount of work done is determined by how much force was used to move the object and
how far the object was moved.
 Levers help to lift loads with less effort. The force needed for lifting changes as the distance of
the effort arm changes.
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THE GREAT CATAPULT CAPER
INTRODUCTORY STATEMENT:
Students will apply the information they have learned about catapults and levers in order
to build a high performance catapult.
MATH:
Averaging
Measuring
Using formulae
Using rational numbers ratios
Graphing
Using calculators
SCIENCE:
Physical Science - simple machines
MATH/SCIENCE PROCESS SKILLS:
Observing
Predicting
Measuring
Comparing
Collecting and recording data
Inferring
Identifying and controlling variables
MATERIALS:
See Materials and Catapult Construction from May the Force Be With You.
KEY QUESTION:
How will you build a catapult to win a high performance catapult contest?
TEACHER BACKGROUND:
A lever is a bar that rests on a fixed point called the fulcrum. The force exerted on the
lever is called the effort. The object that the lever lifts is called the resistance. The
distance from the fulcrum to the point where the effort is exerted is called the effort arm.
The distance from the fulcrum to the point where the resistance is located is called the
resistance arm. The closer the fulcrum is to the resistance, the less effort will be needed
to move or lift the resistance. However, this means that the effort must move over a longer
distance while the resistance moves a shorter distance. When the opposite occurs, the
effort arm is closer to the fulcrum than the resistance arm, a greater force will be needed
to lift the resistance. In this case, the effort will move a shorter distance while the
resistance moves a greater distance.
MANAGEMENT:
1. This activity should follow the other lever activities and the series of activities found in
May the Force Be With You.
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2. This activity can be assigned as homework and brought back to class for the
competition, or it could be assigned as class work with students working in groups to
design their catapults.
3. A class graph can be made on chart paper or drawn on the chalkboard. A
transparency of the student Worksheet could also be used for collecting class data.
4. Each group or individual will need only 50 grams of weight.
PROCEDURE:
1. Have students make catapults using procedures similar to May the Force Be With
You. In this activity, they should be experimenting with different fulcrum points in order
to attain maximum results. Fifty (50) grams of weight will be held constant for the
effort.
2. Instruct students to select their most successful designs and name their catapult
entries.
3. Conduct the competition.
4. Gather and record data of class results.
5. Have students complete the graph.
DISCUSSION:
1. Was there any relationship in the length of the resistance arms or effort arms and the
rankings? Explain.
2. What were some of the reasons that certain catapults worked better than others?
EXTENSIONS:
What is the lightest weight that must be dropped on the effort side in order for the
resistance to be forced off the dowel? From what height must it be dropped? Could we
use the mgh formula that we used in the previous lessons to help us discover this?
MAJOR CONCEPTUAL COMPONENTS:
 Energy comes in many forms.
 Mechanical energy is the energy due to the position or movement of something.
 Energy cannot be created or destroyed.
 The amount of energy or work put into a machine will come out of the machine in
some form.
 Energy is used to accomplish work.
 Work is done when something is moved.
 The amount of work done is determined by how much force was used to move the
object and how far the object was moved.
 Levers help to lift loads with less effort. The force needed for lifting changes as the
distance of the effort arm changes.
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Assessment
Grade 7
MOTION OF OBJECTS
Classroom Assessment Example SCI.IV.3.MS.2
Each student will draw a picture of two teams of students playing tug-of-war. Using the words
“balanced forces,” “unbalanced forces,” and “motion,” each student will write an explanation of
what happens when the tug-of-war teams both pull away from each other but there is no
movement. Students should use arrows on the diagram to represent the forces of both teams. The
stronger force should be represented by a larger arrow. Using the words “balanced forces,”
“unbalanced forces,” and “motion,” each student will write an explanation of what needs to
happen for one team to be the winner of the tug-of-war.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.3.MS.2
Criteria
Apprentice
Basic
Meets
Exceeds
Accuracy of
description forces in no
movement
situation
Identifies no
balanced forces
and incorrectly or
incompletely
draws force
arrows on
diagram.
Identifies both of
the balanced
forces and
incorrectly or
incompletely
draws force
arrows on
diagram.
Identifies both
balanced forces
and correctly
draws force
arrows on
diagram.
Provides clear and
complete
identification of
balanced forces
and correctly
draws force arrows
on diagram.
Accuracy of
description forces in
winning
situation
Identifies none of
the unbalanced
forces and
incorrectly or
incompletely
draws force
arrows on
diagram.
Identifies both of
the unbalanced
forces and
incorrectly or
incompletely
draws force
arrows on
diagram.
Identifies both of
the unbalanced
forces and
correctly draws
force arrows on
diagram.
Provides clear and
complete
identification of
unbalanced forces
and correctly
draws force arrows
on diagram.
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Physical Science
Worksheet
GRADE LEVEL:
Seventh
Topic:
Motion of Objects
Grade Level Standard:
7-4 Compare common forces and motion of objects in
two dimensions.
Grade Level Benchmark:
3. Design strategies for moving objects by application of
forces, including the use of simple machines. (IV.3.MS.5)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How can we control the motion of objects?
1.
Newton’s three laws with experiments/observations. 
2.
“Making a Steam Power Rocket Boat” 
See
http://www.reachoutmichigan.
org/
and
http://www.ed.uri.edu/SMART
96/ELEMSC/SMARTmachines
/machine.html
 Activity is attached
Process Skills:
New Vocabulary:
levers, pulley, screw, inclined plane, wedge, wheel and axle,
gear
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NEWTON’S FIRST LAW OF MOTION
Activity
PURPOSE
To demonstrate Newton’s First Law of Motion
MATERIALS
Per person or group of 2:
1 paper or plastic cup
1 marble
A table top
DIRECTIONS
FIRST PROCEDURE:
1. Place the cup on its side on the table.
2. Put the marble in the cup.
3. Grasp the cup in your right hand making sure the open end of the cup is
facing left.
4. Quickly move the cup to your right along the table top.
SECOND PROCEDURE:
1. Place the cup on its side on the table.
2. Put the marble in the cup.
3. Grasp the cup in your right hand with the open end of the cup facing left.
4. Quickly move the cup to the left along the table top.
QUESTIONS
1. What happened to the marble in the first procedure?
________________________________________________________________
________________________________________________________________
2. What happened to the marble in the second procedure?
________________________________________________________________
________________________________________________________________
3. How is Newton’s First Law of Motion demonstrated in each of these two
procedures?
________________________________________________________________
________________________________________________________________
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NEWTON’S SECOND LAW OF MOTION
Activity
PURPOSE
To demonstrate Newton’s Second Law of Motion by propelling a projectile with a
“slingshot” launcher.
MATERIALS
1. 1 wooden block (2 by 4 stock that is 16 cm long) with three nails pounded in; two
nails at one end have heads, and one at the other end is a finishing nail. See
diagram for making slingshot.
2. 1 small container like a covered film canister and 20 pennies.
3. 1 rubber band around 6 cm in diameter.
4. 1 meter stick or tape measure.
5. Safety glasses for each student.
DIRECTIONS
1. Secure wooden block at one end of your lab table with a clamp or tape.
2. Loop a rubber band over the 2 heads with nails.
3. Next, stretch both bands over the finishing nail “trigger” that has no head.
4. Place the covered film canister with no pennies in the slingshot.
5. Shoot the slingshot by releasing the rubber band and record the distance the
projectile moves.
6. Repeat 4 and 5 over and over, but increase the mass of the covered canister by
one penny each trial.
7. Make a table to display your data.
8. Display the data on your data table.
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QUESTIONS
1. Explain what you observed?
________________________________________________________________
________________________________________________________________
2. What is Newton’s Second Law of Motion?
________________________________________________________________
________________________________________________________________
3. How does this activity demonstrate Newton’s Second Law of Motion?
________________________________________________________________
________________________________________________________________
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NEWTON’S THIRD LAW OF MOTION
Activity
PURPOSE
To demonstrate how rocket liftoff is related to Newton’s
Third Law of Motion.
MATERIALS
One sheet heavy paper (60-110 stock), 8 ½ x 11
Clear Plastic 35 mm film canister with internal sealing lid
(Fuji, Scotch brands)
Cellophane (clear) tape
Scissors
½ Antacid Tablet (Alka-seltzer) ½ tablet per launch
Paper towel
Water
Safety glasses
DIRECTIONS
1. Cut 1/4 of the paper off end and set aside to use for the cone and fins.
2. Roll the 3/4 piece of paper into a cylinder around the film canister. Make sure
the top of the canister is sticking out below the paper. Tape the cylinder directly
to the canister.
3. Cut the 1/4 piece of paper in half, and roll one half into a cone and tape it to the
top of the paper cylinder which is at the opposite end of the canister.
4. With the remaining piece of paper, make four fins for the rocket and tape them to
the end of the canister, but do not let them extend beyond the canisters lid.
Make sure the rocket can set upright without falling over.
5. Remove the canister lid and fill the canister half full of water.
6. Drop ½ an antacid tablet into the canister and secure the lid.
7. Set the rocket upright on a piece of paper towel on a level surface.
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QUESTIONS
1. What did you observe and explain why it happens?
________________________________________________________________
________________________________________________________________
2. How does this activity relate to Newton’s Third Law of Motion?
________________________________________________________________
________________________________________________________________
3. Does the amount of water in the canister have any effect on how high the rocket
will go?
________________________________________________________________
________________________________________________________________
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Energy and Science Projects
For Students
MAKING A STEAM-POWERED "ROCKET BOAT"
WHAT YOU'LL NEED

Metal tube (a cigar tube works great -- ask an adult to get you one)

Two pieces of strong, stiff wire (like clothes hanger wire) about 18-inches long

Cork that fits snugly into the end of the tube

Two food warmer candles (in metal cups)

Balsa wood (4 inch by 8 inch, ½-inch thick)

Masking tape

Hammer and three nails

Matches
You'll need an adult's help with the matches and the hammer and nails!
WHAT TO DO
1. Put the cork into the end of the metal tube making sure its very tight. Carefully poke a
hole through the cork with a nail.
2. Take the two 18-inch lengths of wire. Wrap the wire around metal tube about one-inch
from each end of the tube, and twist the wire
tightly with the pliers so the tube is firmly held by
the wire and won't slide
3.
Cut a boat shape out of the balsa wood, making a
triangle bow an one end. Hammer two large nails
in each end about one inch in from each end. The
nails will help to stabilize.
4.
Mount the two candles about 1-1/2 inches from
each end of the wood. Use loops of masking tape
to stick the metal cups to the wood.
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5. Take the tube with the wire and mount the tube so the wire will hold the tube just above
the candles. Wrap the ends of the wire around and under the board and twist the ends
neatly on the underside. (See picture.)
6. Carefully remove the cork from the tube and fill the tube about three-quarters full with
very hot water. Tightly replace the cork. Make sure water will drip out the hole in the
tube.
7.
Fill up a bath tub or a large sink with water.
8. Put your boat in the water and ask an adult to carefully light the candles.
RESULTS
The heat of the candle will cause the water in the tube to
boil. The water will change to steam and the steam will
escape out the hole in the cork pushing the boat forward in
the water.
Here are some questions to think about:
Why use hot water in the tube?

What would happen if you used cold water?

What would happen if you didn't put a hole in the cork?
(DON'T TRY THIS!)

What would happen if the hole in the cork were larger
WHAT'S HAPPENING
There are two different things to learn here.
The first is what makes rockets fly off into space. It's a law of physics that says "for every
action there is an equal and opposite reaction." What this means is that the steam escaping
out the hole in the cork is an action in one direction. The reaction is that the escaping steam
will push the boat forward.
A rocket works the same way. Hot gases and fire come out of the motor of a rocket. The
gases coming out the nozzle at the bottom of the rocket come out in one direction. These
escaping gases push the rocket in the opposite direction.
Second, energy from the candles changes the water into a gas (water vapor or steam). The
steam can escape Steam is used in a lot of energy power plants.
This Energy Education Project comes from the California Energy Commission
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Assessment
Grade 7
MOTION OF OBJECTS
Classroom Assessment Example SCI.IV.3.MS.5
The following assessment can be used at the end of the pulley section of the simple machine unit.
The teacher will read the following scenario to the class:
A man has fallen into a deep hole with slippery sides. He has tried but cannot climb out. Before
falling into the hole, he left a long rope, two fixed pulleys, and two movable pulleys on the
ground above. Traveling with the man was his small son. The man can shout directions to his
son but his son cannot pull him out or run for help. There are no ladders or anyone else to help.
The only way out is to use the pulleys and rope.
Each student will write out directions that explain to the son what to do in order to get the man
out of the hole and will draw a picture of the procedure to get the man out of the hole.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.IV.3.MS.5
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness of
directions
Writes few
directions with no
details.
Writes most steps
of the directions
in correct order
using pulleys and
including a few
details.
Writes step-bystep directions in
correct order
using pulleys and
including some
details.
Writes step-bystep directions in
correct order
using pulleys and
including many
details.
Completeness of
diagram
Draws a partial
diagram with no
labels.
Draws a diagram
with most
information
correct and a few
labels.
Draws a diagram
that includes the
proper set-up and
use of pulleys
with some labels.
Draws a diagram
that includes the
proper set-up and
use of pulleys
with all labels.
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