LETTER TO FAMILY Cut here and glue letter onto school letterhead before making copies. Science News Dear Family, Our class is beginning a new science unit using the. We will investigate energy, build electric circuits powered by D-cells (fl ashlight batteries), and explore electromagnetism and light. You can increase your child s understanding and interest in energy and electromagnetism by asking him or her to talk about the investigations we are doing at school. Also, watch for Home/School Connection sheets that I will be sending home from time to time. These activities describe ways the whole family can look more closely at energy, energy conservation, and the uses of electricity and magnetism around your home. You may find energy at work running different appliances, magnets holding notes on the refrigerator or securing cabinets doors, and electromagnets in motors and speakers. It can be lots of fun to make inventories of magnets and electric appliances. One thing we will stress in our study of energy and electromagnetism at school is safety. You may want to review your home safety rules for magnetism and electricity as well. Never put any object other than a certified plug into wall sockets. Do not open the case of an electrical appliance that has a cord and plug. Even if it is not plugged in, there is a risk of shock from static electricity. Do not bring magnets near computers or credit cards. We are looking forward to many weeks of exciting investigations with energy and electromagnetism. If you have any questions or comments, or have expertise you would like to share with the class, please drop me a note. You can get more information on this module by going to www.fossweb.com. Sincerely, Investigation 1: Energy and Circuits No. 1 Teacher Master
INSIDE AN INCANDESCENT BULB Filament Glass globe Filament support wires Metal casing Casing wire Base wire Base insulator Base Investigation 1: Energy and Circuits No. 2 Teacher Master
TEST-OBJECTS INVENTORY Test-Objects Inventory 2 Aluminum foil 2 Aluminum nails 2 Black rocks 2 Brass rings 2 Cardboard 2 Copper foil 2 Paper fasteners 2 Plastic chips 2 Plastic straws 2 River rocks 2 Rubber bands 2 Sponges 2 Steel nails 2 Steel paper clips 2 Steel screens 2 Steel screws 2 Steel washers 2 Wood sticks 2 Wool yarn Test-Objects Inventory 2 Aluminum foil 2 Aluminum nails 2 Black rocks 2 Brass rings 2 Cardboard 2 Copper foil 2 Paper fasteners 2 Plastic chips 2 Plastic straws 2 River rocks 2 Rubber bands 2 Sponges 2 Steel nails 2 Steel paper clips 2 Steel screens 2 Steel screws 2 Steel washers 2 Wood sticks 2 Wool yarn Test-Objects Inventory 2 Aluminum foil 2 Aluminum nails 2 Black rocks 2 Brass rings 2 Cardboard 2 Copper foil 2 Paper fasteners 2 Plastic chips 2 Plastic straws 2 River rocks 2 Rubber bands 2 Sponges 2 Steel nails 2 Steel paper clips 2 Steel screens 2 Steel screws 2 Steel washers 2 Wood sticks 2 Wool yarn Test-Objects Inventory 2 Aluminum foil 2 Aluminum nails 2 Black rocks 2 Brass rings 2 Cardboard 2 Copper foil 2 Paper fasteners 2 Plastic chips 2 Plastic straws 2 River rocks 2 Rubber bands 2 Sponges 2 Steel nails 2 Steel paper clips 2 Steel screens 2 Steel screws 2 Steel washers 2 Wood sticks 2 Wool yarn Investigation 1: Energy and Circuits No. 3 Teacher Master
INSTRUCTION SHEET FOR ENERGY STATION 1 Hand Rubbing and Ice Materials 1 Container of ice Part 1: Directions for hand rubbing 1. Everyone should put their hands together and rub them back and forth very quickly. 2. Observe how your hands feel. Questions to discuss in your group 1. Describe the system. 2. What was the energy source? 3. Where was the energy stored? 4. What evidence of energy is present? Part 2: Holding ice 1. Pick up one small piece of ice. 2. Wrap your hand around it and hold it tightly for 2 minutes. Questions to discuss in your group 1. Describe the system. 2. What was the energy source? 3. Where was the energy stored? 4. What evidence of energy is present? Record information Look at the energy chart. Add any information to your chart that you got from rubbing your hands together and holding ice in your hand. Investigation 1: Energy and Circuits No. 4 Teacher Master
INSTRUCTION SHEET FOR ENERGY STATION 2 Rubber-Band Banjo Materials 1 Plastic cup 1 Rubber band, #33 Pluck the rubber band here. Directions 1. Stretch a rubber band around a cup. 2. Pluck the rubber band where it crosses the top of the cup. 3. Observe what happens. Questions to discuss in your group 1. Describe the system. 2. What was the energy source? 3. Where was the energy stored? 4. What evidence of energy is present? Record information Look at the energy chart. Add any information to your chart you got from your work with a plucked rubber band. Safety Note: Students with allergies to latex should not handle the rubber band. Investigation 1: Energy and Circuits No. 5 Teacher Master
INSTRUCTION SHEET FOR ENERGY STATION 3 Tone Generator Materials 1 Tone generator Directions 1. Turn the tone generator on. 2. Use the volume and pitch knobs to make adjustments. 3. Touch the black paper of the speaker very gently with two fingers on one hand. 4. Observe. 5. Turn the tone generator off. Questions to discuss in your group 1. Describe the system. 2. What was the energy source? 3. Where was the energy stored? 4. What evidence of energy is present? Record information Look at the energy chart. Add any information to your chart that you got from your work with the tone generator. On Off Pitch Volume Investigation 1: Energy and Circuits No. 6 Teacher Master
INSTRUCTION SHEET FOR ENERGY STATION 4 Hand-Crank Generator Materials 1 Hand-crank generator with lightbulb 1 Motor with leads Directions 1. Turn the crank and observe the lightbulb. 2. Connect the generator to the motor. 3. Turn the crank. Change how quickly you turn the crank (slowly/quickly). Change the direction you turn the crank. 4. Observe the motor. Observe the lightbulb. Questions to discuss in your group 1. Describe the system. 2. What was the energy source? 3. Where was the energy stored? 4. What evidence of energy is present? Record information Look at the energy chart. Add any information to your chart that you got from your work with the generator. Investigation 1: Energy and Circuits No. 7 Teacher Master
Name MATH EXTENSION PROBLEM OF THE WEEK Investigation 1: Energy and Circuits The students in a class had a question: Do all brands of batteries last the same length of time, or do some kinds keep on going after the others have run out of energy? The students decided to do an experiment. They agreed they should use brand new C-cells for their test. Here is a list of the C-cells they got. 3 Charger industrial-strength C-cells 3 E-Z Volt alkaline C-cells Date 3 Amp-Champ alkaline C-cells The students connected each cell to a motor and let it run every day while they were in class. They disconnected the motors every afternoon just before they went home. They kept track of the number of hours each motor ran. Here are the results they recorded. Kind of C-cell #1 #2 #3 Charger 30 hours 25 hours 20 hours E-Z Volt 30 hours 40 hours 35 hours Amp-Champ 25 hours 40 hours 40 hours 1. Based on these data, which brand of cell would you buy? (Show your math here.) 2. Explain why you chose that brand. Investigation 1: Energy and Circuits No. 8 Teacher Master
Schematic-Diagram Symbols D-cell Wire Switch Lightbulb Motor M Sample drawing of a bulb and switch circuit Sample diagram of a bulb and switch circuit Schematic-Diagram Symbols D-cell Wire Switch Lightbulb Motor M Sample drawing of a bulb and switch circuit Sample diagram of a bulb and switch circuit Investigation 1: Energy and Circuits No. 9 Teacher Master
HOME/SCHOOL CONNECTION Investigation 1: Energy and Circuits Lightbulbs are rated by the amount of energy they consume as they work. The unit of electric power is the watt. Just because a lightbulb uses more electric power does not mean it is brighter. Incandescent bulbs Compact fluorescent bulbs LED lamps Energy inefficient Energy efficient Very energy efficient Ninety percent of energy consumed is converted into wasted heat. Initial cost is higher, but long life span saves money; less heat waste. Price is high. No heat waste. Short-lived and expensive to maintain. Contains mercury so must be disposed of properly. Very long service life. No toxic materials. With the help of a grown-up, record the watt rating for each bulb you can easily check in your home. You may be surprised by the low wattage of the newer compact fluorescent bulbs (CFLs). Add up the total watts used by the lights you are able to check. Safety Note: Only check bulbs that are turned off and cold. Lightbulb location Kind of bulb Watt rating Total watts Investigation 1: Energy and Circuits No. 10 Teacher Master
SOLAR CELLS IN SERIES Investigation 2: Series and Parallel No. 11 Teacher Master
Name MATH EXTENSION PROBLEM OF THE WEEK Investigation 2: Series and Parallel Date A student wants to predict how many wires she will need before she starts building circuits. Can you help her find a pattern? 1. What if she were building series circuits with one strong D-cell and some lightbulbs? 2. What if she were building series circuits with one D-cell, a switch, and some lightbulbs? 3. What if she were building series circuits with one D-cell for every bulb she was including? 4. What if she were building a parallel circuit with one D-cell and some lightbulbs? Investigation 2: Series and Parallel No.12 Teacher Master
HOME/SCHOOL CONNECTION Investigation 2: Series and Parallel Safety Note: Ask an adult to help you with this activity. Be sure to follow safety rules for electricity. Just look, don t touch! If you have an old electronic toy or device such as a retired radio, calculator, remote control, walkie-talkie, or other small device that works on electricity, take a look inside. Look for advanced circuits to see where your knowledge of electricity can lead you. Safety Rules Get approval from a parent before taking a device apart. Make sure the device is not working any more, does not have a cord or plug, and check that batteries are removed. Get help opening the case. Remember, safety first don t force anything. Do not take apart large appliances, such as TVs. Things to Look For and Do 1. You might be surprised to find very few wires. What kind of conductors are used in modern circuits in place of wires? Can you draw an example? 2. Can you find any familiar components like motors and lights? What function do they serve in the device? NOTE: If you don t have an old electric device to take apart, draw a picture of a circuit with two lightbulbs in parallel in series with a third lightbulb. Think about it... it can be done. Investigation 2: Series and Parallel No. 13 Teacher Master
Name Date MATH EXTENSION PROBLEM OF THE WEEK Investigation 3: The Force of Magnetism A teacher wanted to buy some science supplies for her class. She wanted to set up a center in her room where students could explore magnets during their free time. She looked in a catalog for science supplies and found these prices. Kind of Magnet Unit of Sale Price per Unit Large bar magnet Set of 2 $10.95 Small bar magnet Each $2.75 Large horseshoe magnet Each $7.95 Small horseshoe magnet Each $4.50 Large disk magnet Set of 4 $4.50 Lodestone Set of 10 $7.95 She has $50.00 to spend. What materials would you recommend she buy for the science center? Remember, you can spend only $50.00, and you want to have a variety of things for students to explore. Write a short paragraph about why you chose the items you did. Show your work. Investigation 3: The Force of Magnetism No. 14 Teacher Master
HOME/SCHOOL CONNECTION Investigation 3: The Force of Magnetism Find out how magnets are used around the home. Some ways might be to hold kitchen cabinets closed, to keep a refrigerator door shut, or to stick things to the refrigerator door. Talk with your family about the magnets. Can you think of another way to use magnets around the house? Can you invent a magnet game? Talk over some ideas with your family and try out some games, if you can. Draw a picture of your invention to share with the class, and write a paragraph explaining what it does. Here s one idea for a magnetic dancer. Flat magnets Small bar magnet hanging on a string Steel pie pan Dancing magnet toy Investigation 3: The Force of Magnetism No. 15 Teacher Master
Name MATH EXTENSION PROBLEM OF THE WEEK Investigation 4: Electromagnets Date A class in Texas had just finished building electromagnets. The students wanted to know if electromagnets worked the same in Washington, so they contacted their pen pals with a plan. Each class lifted little washers with 20-wind electromagnets and 40-wind electromagnets. After counting the number of washers, they each sent their results to the other class. When the numbers were organized, this is what the students saw. Texas Group 20 winds 40 winds 1 14 washers 30 washers 2 15 washers 35 washers 3 14 washers 28 washers 4 13 washers 38 washers 5 16 washers 41 washers 6 17 washers 33 washers 7 19 washers 29 washers 8 20 washers 30 washers Washington Group 20 winds 40 winds 1 18 washers 23 washers 2 13 washers 30 washers 3 16 washers 31 washers 4 17 washers 27 washers 5 20 washers 42 washers 6 18 washers 33 washers Do you think electromagnets work the same in Texas as in Washington? Why or why not? Investigation 4: Electromagnets No. 16 Teacher Master
CARDBOARD-TELEGRAPH ASSEMBLY A Materials (for each telegraph) 1 Copy of the Cardboard-Telegraph Pattern 1 Piece of cardboard, 15 cm 15 cm 1 Rubber band, #62 (short and heavy) 5 Paper fasteners 1 Paper clip, regular 1 Paper clip, large 1 Nail, 16-penny 1 Wire, 24-gauge, insulated, ~1.5 meters 1 Scissors 1 Stapler Tape 1 D-cell 1 Small nail (optional) 1 Craft stick (optional) Step 8 Safety Note: Students with allergies to latex should not handle the rubber band. Construction 1. Cut the pattern along the solid lines, including the lines that extend to points A and B. 2. Tape the pattern to the piece of cardboard with a couple of small pieces of tape. 3. Using a pencil, trace around the pattern, including the lines that extend to points A and B. 4. With the pattern still taped to the cardboard, carefully poke a small nail or the point of a pencil through the six little circles, clear through the cardboard. 5. Use a craft stick or similar dull tool to score (crease lightly) the cardboard along all four dotted lines where the base will later fold. 6. Cut out the telegraph base. Save the rectangular scrap cut from the base. 7. Fold the cardboard along line A/B, and fold in the ends to make a little box. 8. Trap a rubber band between the legs of a paper fastener, poke the fastener through hole C on the base, and secure it. 9. Loop the rubber band around the little box to hold it in place. Step 9 Investigation 4: Electromagnets No. 17 Teacher Master
CARDBOARD-TELEGRAPH ASSEMBLY B 10. Fold up the last flap on the A side of the box, and stick a paper fastener through the two holes so that the head of the fastener is inside the box. Stick another fastener in the other end of the box. 11. Fold the rectangular scrap (about 7 by 6 centimeters) in half the long way over the edge of the base where the shading is on the pattern. Staple it in place with four or five staples. Make sure there is room to slide a nail into the fold. 13. The little box is the cell holder just snap a D-cell in. Connections can be made with plain wires, or wires equipped with alligator clips. 14. Wind the insulated wire around the 16-penny nail. Insert the nail point in the fold of cardboard stapled to the edge of the base. 15. Straighten half of a large paper clip and insert it into the end of the extended flap on the cell holder. It might be necessary to reinforce the end of this flap by taping or stapling it. 16. Connect all the wires to make a circuit. 12. Unbend a regular paper clip as illustrated. Put a paper fastener in one switch hole, and secure the paper-clip switch in position with the other paper fastener. That s it! Some tinkering and adjusting might be necessary, but soon the messages will be on their way. Investigation 4: Electromagnets No. 18 Teacher Master
CARDBOARD-TELEGRAPH PATTERN A B C Switch Use this rectangular scrap... to construct the nail holder, which is stapled here. Investigation 4: Electromagnets No. 19 Teacher Master
HOME/SCHOOL CONNECTION Investigation 4: Electromagnets Safety Note: Ask an adult to help you with this activity. Be sure to follow safety rules about electricity. Just look, don t touch! Home electricity is provided by the electric utility company in your community. One large wire brings the electricity into your home. The wire can come to your home from a power line strung on poles, or from a cable underground. Can you find where the main electricity wire comes to your home? You might have several wires coming to your home. Which one is the electricity? The trick is to look for the electric meter. The main wire always comes to the electric meter first. Why is there a meter on the electric line? The electricity next goes to a fuse box or circuit-breaker box. The electricity divides and goes to several locations in your home. Each fuse or circuit breaker is included in a different circuit. How many circuits are in your home? Wires are hidden inside the walls of your home. We connect our electric lights and appliances to the electric power in the walls by plugging them into electric sockets. How do you think plugging a lamp into a socket completes a circuit to light the lamp? Draw a picture to show how you think it might work. Investigation 4: Electromagnets No. 20 Teacher Master
REARVIEW MIRROR Mirror Saul Saul Light beam Light beam Investigation 5: Light Insight No. 21 Teacher Master
Name MATH EXTENSION PROBLEM OF THE WEEK Investigation 5: Light Insight A student has nine square mirrors. Date How many different sizes of rectangles can she make using her mirrors? She can use any number of the nine mirrors to make a rectangle. (You can use square tiles to help you solve this problem.) NOTE: These two rectangles have the same dimensions, so they count as one rectangle. 1 1 2 2 Record your rectangles and label the length and width. Investigation 5: Light Insight No. 22 Teacher Master
HOME/SCHOOL CONNECTION Investigation 5: Light Insight Safety Note: Never look directly at the Sun or reflect sunlight in a person s eyes. Both can damage eyes. The Sun seems to move across the sky because Earth is turning on its axis. You can use a mirror to observe the movement. Here s how. Find a window where light from the Sun shines in. Position a mirror to reflect sunlight onto a wall. Tape a piece of paper there. Mark the center of the reflection of the Sun. Wait 10 minutes and mark the center of the reflection again. Did the reflection move? Why? Investigation 5: Light Insight No. 23 Teacher Master