Week 5: May 4-8

Learning Goal:

• Differentiate between potential and kinetic energy.
• Understand what happens to energy when objects collide.

Estimated Time for The Week:

60-75 Minutes

Type of Lesson:

Energy

Materials:

• Ramp or supplies to make a ramp such as a book, cardboard box, or slide on a swing set
• Marble
• Small toy
• Tennis ball
• Basketball

Learn/Practice:

For the Google Slides to click-through the below directions, click here! (It includes pictures for the steps below.)

1. Investigation One: Rolling Marble Investigation A
   • Find a smooth surface and set up the ramp.
   • Place the marble about halfway up the ramp and let it go. Observe how far the marble rolls. The distance can be measured using non standard (paper clips, hand widths) or standard (centimeters, inches) units of measurement.
   • Move the marble further up the ramp and observe and measure how far it rolls. Compare this length to the previous length.
   • Repeat one more time with the marble starting at the top of the ramp.
   • Do you think the results will change if a larger/ smaller ball is used? Why or why not?
   • Do you think the results will change if the surface is changed to carpet, concrete, or grass? Why or why not?
   • What forces are acting on the marble as it rolls down the ramp?
2. Investigation One Explanation: The greater the distance above the Earth’s surface an object is, the more potential it has to get going faster. The position above Earth’s surface determines an object’s potential energy. The potential energy of a ball is transformed into kinetic energy (energy in motion) as the ball is pulled down the ramp by gravity.
3. Investigation Two: Rolling Marble Investigation B
   • Now place a small toy, eraser, or another marble at the bottom of the ramp.
   • Position the marble at different heights on the ramp and let go.
   • What happened to the small toy?
   • Use non standard or standard units of measurement to measure the results.
4. Investigation Two Explanation: When a moving object (marble) collides with a stationary object (small toy), energy transfers from the rolling marble to the small toy. The transfer of energy puts the toy in motion. The moving toy gains kinetic energy and the marble loses kinetic energy.
5. Investigation Three: Energy Transfer Experiment. This experiment will be conducted outdoors. You will need a tennis ball (or similar sized ball) and a basketball (or similar sized ball).
   • Drop the tennis ball. Observe what happens to the ball.
   • Drop the basketball. Observe what happens and compare the result to that of the tennis ball.
   • Place the tennis ball on top of the basketball and drop both balls at the same time.
   • Explain what happened to each of the balls. Why do you think this happened?
6. Investigation Three Explanation: After conducting the experiment, view this video for explanation.
7. Reflect. Share your answer in a journal, video or on a post-it note!
   • What was your favorite activity from the choice board?
   • What are two new things you learned?
8. Choose one or several more ways you want to learn about energy:
   • Learn about energy.
   • Watch a video to learn the difference between potential and kinetic energy.
   • Read about energy.
   • Learn a song about energy.
   • Investigate the difference between kinetic and potential energy in a skate park simulator.
   • Observe energy changing back and forth between potential energy and kinetic energy in a rollercoaster ride.
9. Quiz yourself with these words but putting them onto a sheet of paper, journal or sticky note.
   • Energy- the ability to do work
   • Gravity- the natural attraction between masses. On Earth all objects are pulled toward the center of Earth
   • Force- a push or a pull
   • Friction- the resistance that one surface or object encounters when moving over another
   • Kinetic energy- energy of matter in motion
   • Potential energy- energy that matter has because of its position or condition
10. Reading: See the Google Slides to read about the force of gravity!

Learning Goal:

The students will be able to understand the engineering design process.

I can create a model of a skull and spinal fluid that protects the brain from injury.

Estimated Time for The Week:

45-60 minutes (*an additional hour if making your own plaster*)

Materials:

• Raw eggs (at least three)
• Ziploc bags (at least three)
• Water or vegetable oil (4 tablespoons)
• Notebook paper
• Pencil/writing instrument
• Art and building supplies found in your house:
  • Aluminum foil
  • Newspaper
  • Cardboard
  • Tape
  • Paper
  • Liquid Glue
  • Playdough
  • Molding Clay
  • Food or candy
  • Plaster: below are the materials (and instructions) to make your own from home:
    • White, all-purpose flour
    • Salt
    • Water
    • Food coloring
    • Cooking Pot
    • Spoon
    • Creating plaster with flour, salt, and water:
      1. Add about 2 cups of flour and ¾ cup of salt to your cooking pot.
      2. Turn the heat on your cooking pot to medium and begin adding water to your flour-salt mixture.
      3. Continue adding water to the flour until the mixture is the consistency of thick honey.
      4. Optional: Drip drops of food coloring, if desired, into the translucent plaster.
      5. Move the translucent flour plaster to a cool place on the stove. ***Let it cool for about an hour.*** Mold and shape as desired or press into molds.

Background Knowledge:

• Two parts of the body that protect the brain are spinal fluid and the skull. Surrounding your brain is the part of your skeleton known as your skull. Your skull is made of bone and cartilage, or firm tissue; its job is to protect your brain. Having a brain without a skull would be like carrying around your iPhone without a case; if you dropped your phone, it would most likely crack. And if you didn't have a skull and hit your head, your brain would most likely get damaged.
• Humans and animals have several bones that make up their skulls. Some of the bones surround the brain, and some of the bones are facial bones. Facial bones are bones like the jaw and cheekbones. All of these bones are connected by joints known as sutures. The skull also has holes that allow your nerves and blood vessels to connect to other body parts; for example, the two holes where your eyes are located. This is because the optic nerve needs to be able to go through the skull to connect to your eyeballs.
• Did you know that you can tell what race someone was by looking at his or her skull? While all human skulls have 22 bones, they might be different shapes and sizes, depending on a person's race. You can also tell whether someone was a boy or girl based on what the skull looks like. Out of the 22 bones in a human skull, 14 of them are facial bones, and eight are cranial bones, or the parts of the skull that protect your brain.
• Neurologists are doctors who study the brain and work with people who have brain injuries including concussions.
• A concussion is an injury to the brain that causes bleeding or swelling. Concussions can make people feel dizzy or sick. Concussions can also lead to memory loss and mood problems.

Learn & Practice:

For the Google Slides to click-through the below directions, click here! (It includes pictures for the steps below.)

1. Look through the Google Slides to see the different parts of the brain.
2. Put one raw egg inside one Ziploc bag and seal it carefully. Set it aside.
3. Get two Ziploc bags. Pour two tablespoons of liquid (either water or oil) into each bag. Both can have the same liquid. Add another raw egg to each of the bags with the water or oil. Seal both bags carefully and set them aside. The liquid represents cerebral spinal fluid.
4. Create a model of the brain using the materials of your choice around your house. You will want it to be sturdy. (You may even want to try making your own plaster with the recipe above.)
5. Place one of the bags with the egg and water or oil inside of your brain model.
6. Go outside to test out the protection of your skull model. Stand on a chair or bench. Drop all three of your brains (eggs) to the ground. How sturdy was your skull? Did the brains have any damage?
7. Open your bags. Explore the brains/skull to see if everything is in the same condition as it was before the drop.
8. On a piece of notebook paper, draw models and describe the similarities and differences in the results of the egg in the bag without the skull, the egg in the bag with water or oil, and the egg in a bag with water or oil and protected with a skull.

*Reminder: If you would like to, please share your pictures and fun with your teachers!*

Optional Extension Activities:

1. Written response: Write a paragraph to persuade someone you care about to always wear a helmet when participating in activities that require helmets like sports, biking, or riding motorcycles.
2. Learn more about how other parts of the body work with the brain to perform functions by watching the videos below.
   • Nervous System
   • Seeing
   • Hearing