Physics in Motion

Indirect Aim (Enduring understanding)

Physics affects every aspect of the physical world.
Conceptual Question
What physics laws affect the workings of mechanical models?
Montessori Story
The Great Story with a focus on physics
Government criteria
Grade 5; Science
Forces can be exerted by one object on another through direct contact or from a distance
(ACSSU076)
With guidance, identify questions in familiar contexts that can be investigated scientifically
and predict what might happen based on prior knowledge (ACSIS064)
Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
Safely use appropriate materials, tools or equipment to make and record observations, using
formal measurements and digital technologies as appropriate (ACSIS066)
Use a range of methods including tables and simple column graphs to represent data and to
identify patterns and trends (ACSIS068)
Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Reflect on the investigation, including whether the test was fair or not (ASCIS069)
Represent and communicate ideas and findings in a variety of ways such as diagrams,
physical representations and simple reports (ACSIS071
Grade 5; Language
Understand that social interactions influence the way people engage with ideas and respond
to others for example when exploring and clarifying the ideas of others, summarising their
own views and reporting them to a larger group (ACELA1488)
Understand differences between the language of opinion and feeling and the language of
factual reporting or recording (ACELA1489)
Incorporate new vocabulary from a range of sources into students own texts including
vocabulary encountered in research (ACELA1498)
Government criteria vocabulary key
Tools: equipment used to make the task easier
Digital technologies: technology systems that handle digital data, including hardware and
software for specific purposes
Data: the plural of datum; the measurement of an attribute, e.g. the volume of gas or the type
of rubber. This does not necessarily mean a single measurement: it may be the result of
averaging several repeated measurements and these could be quantitative or qualitative
Reflect on: think carefully about something, such as past experiences, activities or events

Investigation: a scientific process of answering a question, exploring an idea or solving a

problem that requires activities such as planning a course of action, collecting data,
interpreting data, reaching a conclusion and communicating these activities
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4
Design Cycle Vocabulary
Because this is only the second time that students have been exposed to the concept of a
design cycle the vocabulary focus will simple be on the four components of the design cycle
modified from the International Baccalaureate Middle Year Program.
Plan and Design (Developing ideas): "Students write a detailed specification, which drives
the development of a solution. They present the solution."
Create (Creating the solution): "Students plan the creation of the chosen solution, then
following the plan to create a prototype sufficient for testing and evaluation."
Reflect (Evaluating): "Students design tests to evaluate the solution, carry out those tests
and objectively evaluate its success. Students identify areas where the solution could be
improved and explain how their solution will impact on the client or the target audience."
Investigate (Inquiring and analyzing): "Students are presented with a design situation, from
which they identify a problem that needs to be solved. They analyze the need for a solution
and conduct an inquiry into the nature of the problem(s)."
International Baccalaureate (2014) International Baccalaureate Middle Years Programme
Subject Brief; Design. Digital download accessed from www.ibo.org/myp/
Direct Aim (Key Understandings)
Basic physic principles that affect moving models
Identification and measurement of different physics phenomena
Successful use of the design cycle
Summative Assessment
Guiding question:
"How do you make a model travel as far as possible?"
Using the design cycle, students create a "powered" boat (grade 4)/car (grade 5)/plane
(grade 6).
Students will create 2 designs, one prototype and one advanced design. They are to
document changes they make to the design.
Formative assessment
Students share (science books, presentations etc.) their designs and conference with others
(peers and teachers), commenting on and suggesting ideas, concepts and fulfillment of the
assessment criteria.
Assessment checklist
Please see download

Learning Engagements
Week 1
Student Preparation (Front loading)
Unit starts with a modified version of the "Great Story" that has a strong focus on Physics.
Students will be familiar with this story (they should have hear it in both Cycle 1 and 2) and
this will lay a familiar foundation while exploring the new concept of Physics within the story.
Students will be reintroduced to the Design Cycle (students have previously done one project
around the Design Cycle) and will assist in labeling the diagram with their understandings of
what the different components mean. This will be displayed within the class for all students to
access and add additional information as the unit progresses. Students will also be
introduced to previous student use and documentation of a design cycle.
Students are presented with the challenge of creating a sailboat and must address the plan
and design and create components of the design cycle. Equipment should be fairly basic
and easy to use as the focus is more on the transition between ideas, documentation of those
ideas and creation from documentation. Within this unit, students were given cardboard,
paper, straws, plasticine, and electrical tape for their creation. A bath of water is
recommended to test the created boats, however a sink would be suitable. Students are to
move their boat from one end to the other without actually touching the boat and are to
document their observations and make recommendations for improvements.
Week 2
Students are presented with Newton first law "An object at rest stay at rest while an object in
motion stays in motion", however this definition is incomplete. They are asked to prove if the
law is true using any class equipment. Students are given the challenge of finding (or
creating) the complete law so that it is true.
Students are introduced to the concept of Newtons in small groups. Students start with listing
different ways that we can measure how successful our boat creation is (how fast it goes, how
far it travels etc.) The conversation is shift to the idea that one unit of measurement is how
easily it moves through the water and the force need to move the boat. This force is
measured through what is known as Newtons. The following is presented for students to write
in their science books:
1 Newton moves
1 kilogram a distance of
1 meter
OR
1 Newton = 1 kilogram/1 meter
OR
1n=1kg/1m

"But what does this actually mean?" Students fill up a plastic bottle with 1 kilogram of water,
go outside with a trundle wheel, and take turns throwing the bottle and measuring the
distance. They can then work out the amount of Newtons that they used to throw the bottle
using the above formula.
This is recorded on a large piece of paper with (Student name, Newtons, Weight, Distance
and Formula) and students choose 5 people and write their results in their own science book.
Differentiation is offered through greater weights of water (1.5 kg, 2 kg) and higher math
students may explore any weigh on paper.
Students are now presented with the challenge of designing and creating a rubber band
paddleboat boat, documenting their progress within the structure of a design cycle. This is a
simple introduction to start the plan and design component of the design cycle.
Documentation from Week 1 should be revised and examples of expected documentation
standards shared with the class.
Week 3
Students are now formally presented with the use of the woodworking tools. It is expected
that some students will already be familiar with the use of such tools, either outside of school
or a natural curiosity with school. This may occur through the unit equipment "displayed" at
the start of the unit for students explore should their natural interests drive them to do so and
is consistent with Montessori philosophy (Montessori, 1976). Explicit instruction is given in
relation to safety with a focus on tools that can harm students if used incorrectly. Guided
inquiry should be the focus with questions such as "Choose one tool that you know its
purpose is and explain this and how it works to the class" and Choose one tool that you do
not know it purpose and predict what you believe it might be used for, explaining how you
believe it might work" as a starting point for discussion.
Using the woodworking tool sheet students are to label the tools and glue this into their
science books (or they can draw them in their science book if they wish).
Once students have been introduced to the woodworking tools they may continue with their
paddleboat designs and start the process of creating a boat.
Students are also introduced to their formative/summative assessment through the design
cycle checklist. This is presented to the whole class with a discussion as to the meaning of
each section. Students should be familiar with the assessment categories as they are based
in the "6+1 Writing Traits" and have been adopted school wide. At any stage the checklist can
be used to conference with the students and engage in a conversation as to their ideas,
progress and fulfillment of the summative assessment task.
Weeks 4 to 5
For the next two weeks students will complete their plans and create their design. Advice on
plans and tool use is not offered unless explicitly asked for. There is a focus on allowing
students to make mistakes and potentially fail, as the focus on this unit is not the actual end

product but rather the improvements that are made with the second boat. Questions and
prompting should revolved around justification for design ideas and successes and failures
within the created paddleboat. Ideas and progress are recorded as a part of the design cycle.
Weeks 6 to 8
Upon completion of their first prototype boat, students measure the amount of Newtons that it
is able to pull and in a separate test how far their boat travels (this can be done at a public
swimming pool). Students record their observations both in a written and drawn format.
It is at this point students are given access to a wide variety of information. This inquiry
process should allow for written and digital formats of information where students can inquire
into the physics of boat design and the actual creation using woodworking tools. Students
have access to the Command Cards and other resources that allow for independent
research.
Students now start the formal process of working within the "Reflection" and "Investigation"
components of the design cycle putting forward ideas on how to improve their boat designs
based on their observations and investigations.
Follow this students move back into the "Plan and Design" and "Create" components of the
design cycle in order to make a new rubber band paddle boat that has modifications that the
student can justify through their observations or investigations. The boat is to be tested like
the previous one and the results are to be documented. It is important to note that the focus is
not on whether the new design can actually travel further or generate more Newtons but
rather are the modifications based on sound reasoning.
Week 9
Students conference with the teacher to discuss their final design ideas and both created
boats, highlighting the alterations that they made between the two and explaining why design
choices were made. The summative assessment checklist is used as a tool to guide the
conference.