Permanent IDEA Place Exhibits and
Curriculum Connections Grade 5:
1. Permanent Exhibits
A. MOTION AND MECHANICS
1.Giant Slinky
Most wave motion takes place at frequencies too high to follow easily with the eye. The spring
wire transmits energy from end to the other. Because of the high moment of inertia of the spring
wire, a disturbance takes several seconds to travel from one end of the array to the other. The
transverse motion of the spring can clearly show wave reflection, standing waves, resonance,
partial reflection, and impedance matching.
Skills Addressed: Science as Inquiry, Physical Science
5- (SI-M-A1)(SI-M-A2)(PS-M-C6)(PS-M-C7)(PS-M-B2)(PS-M-B4) (SI-M-A5)(SI-M-A7)(PSM-C1) (PS-M-B5)
Area of Focus
Science as Inquiry
Physical Science
GLE Number
1, 2,3,4,16,21
54,50,49
1.What do you expect to happen if we move the dowel stick, and how do you think the giant
slinky will move?
2.When the ripple meets the opposite wall, what will happen?
3.What would happen if we move the stick more quickly or in another direction?
4.Based on what you’ve seen while interacting with the exhibit, what can you infer about the
amount of force exerted and the degree of movement of the object?
5.Describe the movement of the slinky as energy passes through in the form of waves. What can
you infer about the movement based on your observations?
6. Kinetic energy is the energy during the process of movement with the slinky. What is the type
of energy stored and ready to power the movement?
7. Newton’s third law states the following:
___________________________________________________________________________
How does this apply to the giant slinky experiment?
2.Lariat Chain
This whirling loop of chain responds to touch with eerily lifelike waves that seem to hover in
midair. The motion of the chain itself causes the unusual effect: When waves travel in the
direction opposite the direction of the moving chain, they seem to move very slowly, or even
stand still.
Skills Addressed: Science as Inquiry, Physical Science
5.(PS-M-C6) (PS-M-C7)(PS-M-B2)(PS-M-B4) (SI-M-A5)(SI-M-A7)(PS-M-C1) (PS-M-B5)
Area of Focus
Science as Inquiry
Physical Science
GLE Number
21,16
50,49,54
1.What do you think will happen if you strike the chain while it is in motion?
2.Observe how the chain move once it has been struck as indicated on the podium, and infer why
the motion is taking place?
3.In what direction(s) do the waves move once the chain has been struck?
4. What types of energy are involved in the lariat exhibit and how does it transform throughout
the interaction?
5. Based on your observations and evidence from initial trials, what do you predict will happen if
the chain is struck multiple times?
6. At what point in the interaction with the exhibit can you identify potential energy and kinetic
energies? Define both.
7. Do the forces become unbalanced once the chain is struck? How do you know?
8. What types of energy are involved in the lariat exhibit and how does it transform throughout
the interaction?
3.Pendulum Snake
Ten brass weights hang from strings of different lengths. Visitors activate the array of
pendulums, which swing back and forth. The timing of each pendulum’s motion depends upon
its length. Although the weights swing independently, they appear to move together, first in a
line, then as a snake. After several periods, the motion becomes seemingly random, and then
gradually organizes itself again as the snake pattern returns and the cycle repeats.
Skills Addressed: Science as Inquiry, Physical Science
5-(SI-M-A4) (SI-M-A7) (PS-M-B5) (PS-M-C1)(SI-M-A5)
Area of Focus
GLE Number
Science as Inquiry
Physical Science
10,21,16
49, 50
1.What do you suppose will happen once the pendulums are pulled back and released?
2.Once the pendulums are pulled back and released, describe what takes place in a sentence or
two.
5. Explain what forces are acting on the pendulums, and determine does the amount of force
differ per length?
6. What happens to the pendulums’ motion as time goes on?
7. Count and record the frequency of swings for each pendulum. What is the relationship
between the length of the string and the frequency of swings?
8. Based on your knowledge of pendulums, what do you predict would happen if a pendulum
with a shorter string were added? What would be the relationship between the new pendulum
and the longer one and why?
4.Bernoulli Blower
A staple of any Math and Science Center, the Bernoulli Blower utilizes a column of air to
suspend a balloon or ball in the air seemingly by magic. Guests can interact with the exhibit by
removing and replacing the suspend object and adjusting the rate of air being released by the
blower.
Skills Addressed: Science as Inquiry
5-(SI-M-A4)(SI-M-A5)(SI-M-A7)(PS-M-B3)(PS-M-B5)(PS-M-C1)
Area of Focus
GLE Number
Science as Inquiry
Physical Science
13,10,16,21
48,49,50
1.What do you predict will occur when the ball is placed atop the column of air? Why do you
think this?
2. Draw a picture of the movement of the ball once it is place atop the column of air.
3. What do we observe in nature that demonstrates the same principle?
4. Identify and describe what forces are acting on the ball.
5. Using evidence from the previous questions, predict what might happen when the strength of
the forces change.
6. How does a change in mass affect the way the forces act upon an object?
7.What is the acceleration of gravity in the absence of air resistance?
8. What is the relationship between kinetic and potential energy in the system?
5.Stress Analyzer
Guests are able to witness the most stressed areas of beams of bridges, human femurs, and even
wrenches while tightening a bolt. The exhibit demonstrates how stress is distributed throughout
different items that support weight and or/do work.
Skills Addressed: Science as Inquiry, Physical Science, Life Science
5-(SI-M-A1)(SI-M-A4)(SI-M-A5)(SI-M-A7)(PS-M-C1)
Area of Focus
Science as Inquiry
Physical Science
GLE Number
1,3, 10, 16
50
1. Develop three questions that this exhibit could address.
2. Based on your observations, can you infer what other similar items are used for support in the
world? Create a chart with the different items and characteristics of each.
3. If our femurs are like support beams for our body, how are the forces acting on them, and how
does the amount of force exerted affect the movement of the bone?
4. Describe potential and kinetic energy. How do they relate to this exhibit? Provide examples of
each in the system.
B.WEATHER
1.Orrey Table
Named after the Earl of Orrey, the Orrey table in the Math and Science Discovery Center
examines phenomena such as eclipses, the rotation and revolution of the Earth, and the changing
of the seasons. Guests interact with the exhibit by rotating the table and observing the motion of
the celestial bodies.
Skills Addressed: Science as Inquiry, Physical Science, Earth and Space Science
5.(SI-M-A5) (SI-M-A4) (SI-M-A7)(PS-M-C3)(PS-M-C4)(ESS-M-A11)(ESS-M-A11) ESS-MC1)(ESS-M-C4)
Area of Focus
Science as Inquiry
Physical Science
Earth and Space Science
GLE Number
16,13,10,21
52,53
76,81,84
1.What object does the Earth spin around, and which object spins around the Earth?
2.See if you can anticipate where there will be daylight when the following countries are
experiencing the night: USA, Mexico, Taiwan, Germany, and Iraq.
3.Explain the motion of the moon in relation to the sun and the Earth, and draw a diagram.
4.How does the relationship between the three celestial bodies result in moon phases and
eclipses, and what is the difference between as solar and lunar eclipse?
5. How does the Earth’s tilt and revolution affect the seasonal calendar based on temperature
changes and sunlight duration?
6. Describe examples that demonstrate that the sun is Earth’s primary energy source.
7. Compare the amount of sunlight received by each climate zone during each of the seasons, and
infer what temperatures are associated with each.
2.Dew Point
Guests can explore condensation and evaporation and the effects of the two stages in the water
cycle taking place in certain sequences. Guests can control the temperature of the metal plate in
the dewpoint chamber and analyze their results.
Skills Addressed: Science as Inquiry, Physical Science, Earth and Space Science
5.(SI-M-A7)(SI-M-A5)(PS-M-A5)(ESS-M-A11)(SE-M-A7)
Area of Focus
Science as Inquiry
Physical Science
Earth and Space Science
GLE Number
16,21
45
75
1. What is dew?
2. Based on your observations about temperature and the formation of dew, would you infer that
dew will more likely form when the temperature is hot or cool?
3. Based on your knowledge of deserts and evidence that there is minimal moisture in that
environment; would you predict that dew is more or less likely to form? Why or why not?
4. Draw a diagram of the water cycle explaining in detail each stage.
5. Describe water in its various stages and explain how water is found in the Earth’s atmosphere.
6. How does the water cycle relate to weather patterns?
3.Seasons Lab
The Seasons Lab allows guest to explore all seasons from any point on the globe. Guests can
examine the amount of light received by certain geographical location any point during the year.
Guests can also evaluate the affect of location and the seasons on regional temperatures and
consequentially ecosystems.
Skills Addressed: Science as Inquiry, Earth and Space Science
5-(SI-M-A1)(SI-M-A4)(SI-M-A7)(ESS-M-A11)(ESS-M-C1)(SI-M-A3)(SI-M-A5)(ESS-M-C6)
Area of Focus
Science as Inquiry
Earth and Space Science
GLE Number
1,3, 7,9,10,13,16,21,22
76,81,86
1.What is weather?
2. What celestial body provides energy and light for our planet?
3. What do you suppose will happen when a country is facing the sun or turned away from the
sun?
4.Observe and report the average temperature in English and metric units of the Earth during
different seasons. Use the information to populate a chart.
5.What types of energy did you use today, and did you use solar energy at any point?
6.Explain how and in what direction the Earth moves around the Sun and communicate what
trends can be predicted based on the repetitive pattern.
7. Describe the difference in size for the sun, the Earth, and the moon; and place the following
items in order from the largest to the smallest: Earth, Moon, Sun.
8. What are the stages of the water cycle, and how does the cycle affect weather?
9. Identify the climate zones on the Earth and explain how climates are related to the sun?
C.ELECTRICITY
1.Somebody Turn on the Lights
Guests differentiate between incandescent and fluorescent light by utilizing mechanical energy
as they use a crank generator. Guests observe the amount of energy necessary to light each bulb
and can deduce which item is more energy efficient and would be financially beneficial in homes
or offices.
Skills Addressed: Science as Inquiry, Physical Science
5-(SI-M-A1)(SI-M-A2)( SI-M-A4)( SI-M-A5)( SI-M-A7)( PS-MC-1)(PS-M-C6)
Area of Focus
Science as Inquiry
Physical Science
GLE Number
3,4, 10, 13, 21
50,51,54
1. Will it be easier or harder to turn on the light on the fluorescent than it is to turn on the
incandescent?
2. Why is it important that Thomas Edison invented the light bulb?
3. What kind of energy makes the light bulb light up?
4. Describe the components of a complete circuit, and explain how energy travels through the
system.
4. What other forms of energy do we use at home, at school, or while playing with others?
5. What can we infer about the relationship between the cost of lighting a home based on our
observations with each type of bulb?
2.AC/DC Bench
Alternate and direct currents of electricity are explained and differentiated between as guests
explore the necessity of both. Visitors can determine when direct current sources such as
batteries are more or less effective than electricity in homes and buildings through alternating
currents. Guests use tools such as oscillinderscope, and speakers to visualize the differences in
the transmission of the energy.
Skills Addressed: Science as Inquiry, Physical Science
5-(SI-M-A1)(SI-M-A3)(SI-M-A4)(SI-M-A5)(SI-M-A7)(SI-M-A8)(PS-M-C1)(PS-M-C6)
Area of Focus
Science as Inquiry
GLE Number
3,10,13,16,21,23
Physical Science
50,51,54
1.What is electricity, and how is it used?
2. Describe AC and DC with respect to electricity, and explain how both work.
3.Use evidence and observations relating to the two types of power, and redict whether AC or
DC power is preferred in the following arenas: 1. At home 2. In a boom box 3. In a car 4. At a
museum.
4. What are three rules to remember when near power lines?
5. What societal impacts have electricity and the process of harnessing electricity in both the AC
and DC forms have been made?
6. Explain how a complete circuit is formed and communicate which components are conductors
or insulators.
7. Describe energy transformations with respect to AC and DC electricity sources.
8. Define and communicate the definitions of both potential and kinetic energy, and identify each
in the system on the exhibit.
9.Define both AC and DC as renewable, non-renewable, or inexhaustible forms of energy.
10.List at least three other forms of energy that can be produced through the use of electricity?
D.LIGHT AND OPTICS
1.Human Kaleidoscope
The series of three large mirrors, lights, and a disco ball create an undending image of the guest
inside the human kaleidoscope. Visitors explore the science of mirrors and reflection.
Skills Addressed: Science as Inquiry
5-(SI-M-A1)(SI-M-A2)(SI-M-A7)(SI-M-A4)
Area of Focus
Science as Inquiry
GLE Number
2,4,21,10,13
1.How many images of yourself can you count in the mirrors?
2.Explain what takes place when images are reflected in the mirror?
3.What do you think would happen to the number of images of you if one of the mirrors was
removed?
4. Describe the process of mirroring, and explain how light travels to create the images.
5.Name three natural mirrors and explain how the principle of reflection is evident with each.
E. SOUND AND VIBRATIONS
1.Lissajous Figures
By plucking a metal rod, guests can determine the ration of the rods by the speed and pattern of
vibration. Each item makes a unique path indicating its variation in ratio.
Skills Addressed: Science as Inquiry, Physical Science
5-(SI-M-A1)(SI-M-A2)(SI-M-A4)(SI-M-A5)(SI-M-A7)(PS-M-C1)(PS-M-B5)
Area of Focus
Science as Inquiry
Physical Science
GLE Number
4,10,13,16,21
49,50
1.What do you think will happen if the metal rods are pulled back and released?
2.Do all metal rods create the same patterns when struck?
3. Describe the shapes made by the vibrating rods, and explain why you believe the shapes
created are different.
4. Would you identify the rods as bendable or rigid and why?
5. What forces are causing the rods to move and in what direction and to what degree are they
moving as a result of the force?
6. Based on your observations, what can you infer about the length, weight, and composition of
the rods?
7. How does the direction or speed of the rod’s motion change when touched?
8. Identify the periods of potential and kinetic energies associated with the Lissajous experiment.