PRIMARY EDUCATION PACK
SCIENCE
www.titanclydebank.com
SCIENCE
TITAN PRIMARY EDUCATION PACK
Science
Curricular Area: Science
Floating and Sinking
Level: B
Suggested stage: Primary 4/
First or Second Level
Resources:
Bowls
Water
Marbles
Plasticine
Learning Intentions:
•
Children will be able to describe what shape floated best
•
Share resources/group working
Success Criteria:
•
Children will be able to state which shape floats best and why
Tasks
1.
Discuss with children, the history of the Titan Crane in shipbuilding.
2.
Ask children to think about shapes of boats. Invite children to draw these
shapes on board.
3.
Give each child a piece of plasticine and ask them to make a plasticine shape
that floats and allow to test them in a bowl of water.
4.
Once children have found a shape that floats, allow them to place it in water
and see how many marbles it can hold before it sinks.
5.
Facilitate discussion and ask children to describe shape that floated best.
6.
Children to complete follow up sheet.
Assessment, (self, peer or teacher)
Strategies:
observation
questioning
monitor responses on follow up sheet
Key questions:
•
Which shape floated best?
•
Why do you think this was?
•
What did you find difficult about this task?
Experiences/Outcomes
Forces
By investigating forces on toys and other objects, I can predict the
effect on the shape or motion of objects.
SCN 1-07a
By investigating floating and sinking of objects in the water, I can
apply my understanding of buoyancy to solve a practical challenge.
SCN 2-08b
TITAN PRIMARY EDUCATION PACK
SCIENCE
Science
Name
Experiment: Floating and Sinking
Draw the shape of your plasticine boat that floated best of all.
How many marbles was your boat able to hold and still float?
Discuss with your group: What was the highest number of marbles
that someone got their boat to hold whilst still floating?
SCIENCE
TITAN PRIMARY EDUCATION PACK
Science
Curricular Area: Science
Level: C
Suggested stage: Primary 4 – 5/
First or Second Level
Resources:
Pulley wheels
String
Small slotted masses
Pictures of pulley system
Learning Intentions:
•
To understand friction
•
To give examples of friction
•
Cooperative working
Success Criteria:
•
We can explain what friction is and give some examples
Tasks
1.
Ask children to rub their finger across desk a few times in quick succession.
2.
What do they notice? (Finger gets warm)
3.
Why? (There is friction between their finger and the table. Friction is a force
that opposes motion.)
4.
How can we reduce friction? (Cut down area of contact between their finger
and the desk. For example, pour a little water onto the desk and repeat
experiment. (Finger does not get as warm.)
5.
Discuss pulley system in crane. Where would there be friction?
6.
Set up a simple pulley system. Apply a force at one end to raise the slotted
masses.
Assessment, (self, peer or teacher)
Strategies:
observation
questioning
Key questions:
•
Give an example of when friction is a help.
•
Give an example of when friction is a hindrance.
•
Give two examples of ways to reduce friction.
•
What was the most difficult/challenging part of this task?
•
What would you do differently next time?
Optional Activity:
Experiences/Outcomes
By investigating how friction, including air resistance, affects
motion, I can suggest ways to improve efficiency in moving objects.
SCN 2-07a
TITAN PRIMARY EDUCATION PACK
SCIENCE
Science
Facts About Friction
1.
Friction is a force that opposes motion
2.
Friction can be useful:
• Tyres gripping on roads
• Rough soles on shoes to grip surface
• Grooves on lids to help hands to grip
• Rough surface on roads, near pedestrian crossings and on hills towards
roundabouts to help cars to slow down
3.
Friction can be a hindrance
• Racing drivers use tyres without tread to go faster
• Ice skaters have very fine blades so that there is minimum contact
with the ice
• Boats have a keel to cut through the water
• Ice swept in Curling to smooth the surface and allow stone to move further
4.
Friction between the air and something is called air resistance
• Cars are streamlined to cut down air resistance
5.
Friction can be reduced by putting something between moving parts to stop
them rubbing together. You can use:
• Oil
• Ball bearings
• Rollers
• A gas
Friction and the Titan Crane
Friction occurs between any moving parts on the crane. The pulley system on the
crane needs to be lubricated to cut down friction. This stops the moving parts from
overheating. This means that the energy is trasfered to movement energy, (kinetic)
and not lost as heat energy.
Useful link: www.schoolphysics.co.uk/age11-14/mechanics/
TITAN PRIMARY EDUCATION PACK
SCIENCE
Science
Curricular Area: Science
Level: C/D
Suggested stage: Primary 6/
First or Second Level
Resources:
Plastic bottles without necks (cut off)
Pieces of plasticine all the same size
Learning Intentions:
•
To provide examples of what streamlining as/when it is used and understand
and explain that it lowers resistance
•
To share resources/group working
Success Criteria:
•
Children will be able to state which shape moves best and why
Tasks
1.
Recap on learning about air resistance/friction (level C)
2.
Ensure children understand/recall that a moving object has to push its way
through particles of air. Air resistance occurs when these particles rub against
the object and cause friction. Ensure that children recognise that this is the
same when objects are moving through water and that resistance makes
moving through water/air more difficult.
3.
Link this to Titan crane’s role in shipbuilding, and pose question to be
investigated ‘Does the shape of an object affect the speed that it moves at
through water’ explain that pupils are going to work collaboratively to
investigate this.
4.
Pupils will work in groups of 6. Each pupil will be given the same size of
plasticine. Group will make a cube, sphere, thin cylindrical shape, 2 cone
shapes and 1 random blob shape.
5.
Bottles to be filled equally with water. Test will be carried out by groups where
they drop shapes into water. Ask children to drop 1 cone in pointed end first
and other base first.
6.
Children to complete follow up sheet where they record shape(s) that moved
fastest.
7.
Children should come to conclusion that shape of an object is vital in enabling
it to cut through water not pushing against it.
8.
Explain that this is streamlining and facilitate discussion of streamlined shapes
in water (boats, submarines etc.)
TITAN PRIMARY EDUCATION PACK
SCIENCE
Assessment, (self, peer or teacher)
Strategies:
observation
questioning
Key questions:
•
Why would streamlining be important in shipbuilding?
•
Does the shape of an object affect the speed that it moves at through water?
•
What shape moved best and why?
Experiences/Outcomes
By investigating how friction, including air resistance, affects motion,
I can suggest ways to improve efficiency in moving objects.
SCN 2-07a
I have collaborated in investigations to compare the magnetic,
electrostatic and gravitational forces and have explored their
practical applications.
SCN 2-08a
SCIENCE
TITAN PRIMARY EDUCATION PACK
Science
Curricular Area: Science
Level: C/D
Suggested stage: Primary 6
Resources:
Plastic bottles without necks (cut off)
Pieces of plasticine all the same size
Learning Intentions:
•
To provide examples of what streamlining as/when it is used and understand
and explain that it lowers resistance
•
To share resources/group working
Success Criteria:
•
Children will be able to state which shape moves best and why
Tasks
1.
Recap on learning about streamlining from L1 ask children to describe
experiment that they carried out and conclusions that they came to.
E.g. a shape is streamlined so that it moves easily through water/air.
2.
Children should be reminded that air affects how objects move.
3.
Recap on items that are streamlined (planes, boats, cars etc) and encourage
children to design their own streamlined object or provide children with
magazines to look for streamlined objects and objects that are not streamlined.
Children could cut out these and stick to a piece of paper split in half.
Assessment, (self, peer or teacher)
Strategies:
observation
questioning
streamlining collage display
Key questions:
•
Why are objects streamlined?
•
What shapes move best through air/water?
Experiences/Outcomes
TITAN PRIMARY EDUCATION PACK
SCIENCE
Science
Name
Investigation sheet: Streamlining
Draw the shapes that moved fastest through the water
Think about what you have learned from the experiment,
discuss this with a partner then complete the activity below.
Streamlining means that…