Permanent IDEA Place Exhibits and
Curriculum Connections Grade 7:
1. Permanent Exhibits
A. MOTION AND MECHANICS
Skills Addressed: Science as Inquiry
7- (SI-M-A1) (SI-M-A7)(SI-M-A5) (SI-M-A4)
Area of Focus
Science as Inquiry
GLE Number
3,21,16,10
1.Based on your knowledge of mechanics and your time working with the small-scale slinky,
how do you think the giant slinky will move when force is applied?
2.Based on what you’ve observed while interacting with the exhibit, what can you infer about the
amount of force exerted and the degree of movement of the object?
3.Describe the movement of the slinky as energy passes through in the form of waves. Explain
how the phenomenon takes place in the natural world?
4. The law of conservation of energy states that energy cannot be created or destroyed. All
energy put into a system must come out of the system in one form or another. How does this
apply to the giant slinky?
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
7.(SI-M-A7)(SI-M-A5)(SI-M-A4)
Area of Focus
Science as Inquiry
GLE Number
13,10,16
1. Describe the concept of the law of conservation of energy. How is this exhibited with the lariat
chain?
2.How are waves measured and described, and where are they found in nature?
3. Observe how the chain move once it has been struck as indicated on the podium, and infer
why the motion is taking place?
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
7-(SI-M-A4) (SI-M-A7) (SI-M-A4)(SI-M-A5)
Area of Focus
GLE Number
Science as Inquiry
10,21,16
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 and illustrate what forces are acting on the pendulums, and determine if the amount of
force differs per length of the pendulum.
6. What happens to the pendulums’ motion as time goes on? How does this relate to the Law of
Conservation of Energy?
7. Count and record the frequency of swings for each pendulum. What relationship can be
inferred between the length of the string and the frequency of swings by your observations?
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
7-(SI-M-A4)(SI-M-A5)(SI-M-A7)
Area of Focus
GLE Number
Science as Inquiry
10, 13, 16,21
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. The will stay at rest until forces act upon them. Identify and describe what forces are acting
on the ball when it is in motion.
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?
9. Why is velocity expressed in direction and speed?
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
7-(SI-M-A1)(SI-M-A4)(SI-M-A5)(SI-M-A7)
Area of Focus
Science as Inquiry
GLE Number
3, 10,16,21
1. 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.
2. 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?
3.What forces are acting on the objects in each scenario, and how do you know?
4. Describe potential and kinetic energy. How do they relate to this exhibit? Provide examples of
each in the system.
5.Explain the Law of Conservation of Energy. How is this reflected in the exhibit?
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
7-(SI-M-A1)(SI-M-A5)(SI-M-A4) (SI-M-A7)
Area of Focus
Science as Inquiry
GLE Number
10,13,16,21
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, describe all forces acting
on the bodies, 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. Predict what might occur if a planet or satellite is struck in space. What would happen to the
orbit of the body?
7. Describe examples that demonstrate that the sun is Earth’s primary energy source.
8. 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
7.(SI-M-A7)(SI-M-A5)
Area of Focus
Science as Inquiry
GLE Number
16,21
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
7-(SI-M-A1)(SI-M-A2)(SI-M-A4)(SI-M-A7)(SI-M-A3)(SI-M-A5)
Area of Focus
Science as Inquiry
GLE Number
3, 4, 7,9, 10,13,16,21
1.What is weather?
2. What celestial body provides energy and light for our planet, and how can this resource be
harnessed?
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
7.(SI-M-A2)( SI-M-A4)(SI-M-A5)(SI-M-A7)
Area of Focus
Science as Inquiry
GLE Number
4,10,13,16,21
1. Will it be easier or harder to turn on the light on the fluorescent bulb than it is to turn on the
incandescent bulb?
2. What impacts were made after 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.
5.Define potential and kinetic energy, and identify both with respect to the sources of energy
related to the exhibit.
6. What other forms of energy do we use at home, at school, or while playing with others; and
how do they differ?
7. What can we infer about the relationship between the costs 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
7-(SI-M-A1)(SI-M-A2)(SI-M-A4)(SI-M-A5)(SI-M-A7)(SI-M-A8)
Area of Focus
Science as Inquiry
GLE Number
3, 4, 10, 13, 16,21,23
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?
11.Based on the Law of Conservation of Energy, what is the relationship between work input
into the system and work output?
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
7-(SI-M-A1)(SI-M-A2)(SI-M-A7)(SI-M-A4)
Area of Focus
Science as Inquiry
GLE Number
3,4,10,13,21
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. Define reflection.
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.
6. What can you infer about the ratio of reflections and mirrors based on your observations?
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
7-(SI-M-A1)(SI-M-A2)(SI-M-A4)(SI-M-A5)(SI-M-A7)
Area of Focus
Science as Inquiry
GLE Number
3,4,10,13,16,21
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. Draw a diagram depicting which forces are acting on the Lissajous rods, and explain the
concept that the rods will remain at rest or move at a constant speed if unbalanced forces do not
act on the rods.
6. Based on your observations, what can you infer about the length, weight, and composition of
the rods?
7. How does the law of conservation of energy related to the Lissajous exhibit, and how does
work input relate to work output?
8. Identify the periods of potential and kinetic energies associated with the Lissajous experiment.