1
Texas Essential Knowledge and Skills - Grade Five
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(5)
and
energy.
The
student
knows
that matter
has measurable
physical
properties
those
properties determine how
Matter(A)
explore
the
uses
of energy,
including
mechanical,
light, thermal,
electrical,
andand
sound
energy;
matter
is
classified,
changed,
and
used.
The
student
is
expected
to:
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can (A)
classify
matter
based
on physical
pass
and can
produce
light,
heat, andproperties,
sound; including mass, magnetism, physical state (solid, liquid, and gas), relative
density
(sinking
and
floating),
solubility
in water,
thean
ability
to or
conduct
insulateone
thermal
energy
or (C) demonstrate that light travels in a straight line
until itand
strikes
object
travelsorthrough
medium
to another
electric
energy;
and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the (B)
identify the
boiling
and
freezing/melting
pointswater;
of water
appearance
of an
object
when
observed through
andon the Celsius scale;
(C)
demonstrate
that
some
mixtures
maintain
physical
properties
of their ingredients such as iron filings and sand; and
(D) design an experiment that tests the effect of force on an object.
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
Laser Razzle Dazzle
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Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
2
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
Introduction:
Have you ever heard “Necessity is the mother of
invention?” That is not true with lasers. Engineers figured
out how to make them long before they figured out how to
use them. Now lasers are used for all sorts of tasks from
scanning your groceries to performing surgery on your
eyes. Let’s see what we can do with them.
Caution Laser pointers have always been considered to
be relatively harmless. THAT IS NOT TRUE. Laser pointers
are readily available at very low prices that are very
dangerous. They can cause temporary or even permanent
eye damage.
Do not point a laser at anyone’s eyes.
Explore It 1
1.
Put a large sheet of paper or cardboard on your
table.
2.
Set a small laser pointer on a clump of clay so that it
is about 2 cm above a table. It should be on one side
of the table pointing toward the other side.
3.
Fold a note card to make a beam stop.
4.
Position the beam stop so that the laser strikes it.
You can keep the laser “on” by placing a binder clip
around the laser.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
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(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
5.
Put a small object in the middle of the table so that
the laser almost, but not quite touches it.
6.
Put a small ball of clay on the bottom edge of 4 small
mirrors.
7.
Replace the beam stop with a mirror and angle it so
that the laser beam almost but not quite touches the
object again.
8.
Move the beam stop to its new position.
9.
Continue doing this until you have all 4 mirrors
between the laser and the beam stop. The laser beam
should be as close as possible to the object, but not
touch it.
10.
Draw the position of each mirror and the pathway of
the laser beam on the paper or cardboard.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
4
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
Describe It 1
1.
What does a mirror do to the laser beam?
___________________________________________________________________
___________________________________________________________________
2.
How does the angle of the laser beam coming off the mirror compare to the angle of the
beam striking the mirror?
___________________________________________________________________
___________________________________________________________________
3.
How could this system be used as a burglar alarm?
___________________________________________________________________
___________________________________________________________________
4.
How could this system be used to measure the object?
___________________________________________________________________
___________________________________________________________________
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
5
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
Explore It 2
1.
The laser beam is hard to see. Your teacher has some
ways to make it more visible
2.
Try putting some dust in the air. What could you use
for dust?
3.
Get a water spray bottle from your teacher.
4.
Why does the water mist make the laser visible?
___________________________________________________________________
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
6
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
5.
6.
Put a small piece of dry ice in cup and add some
water. Be careful not to touch the dry ice with your
bare hands. What happens? Now can you see the
laser beam?
Dry ice is frozen carbon dioxide. It is very, very cold
and will freeze skin on contact.
Do not handle it with bare hands.
Put a small amount of baking soda in a cup of vinegar.
What happens? Does this work for seeing the beam?
Describe It 2
1.
What system worked best for viewing the laser beam? Why?
___________________________________________________________________
2.
Why does dry ice and water react? What is the vapor? (hint: what is dry ice?)
___________________________________________________________________
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
7
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
3.
What is the physical state of dry ice?
___________________________________________________________________
4.
What is the relative density of dry ice? (hint, does it sink or float?)
___________________________________________________________________
___________________________________________________________________
5.
How does the temperature of dry ice compare to the freezing point of water?
___________________________________________________________________
6.
How does the temperature of the water compare to the boiling point of dry ice?
7.
Does baking soda dissolve in vinegar?
8.
Why does baking soda and vinegar react?
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
8
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
Explore It 3
1.
Get a battery snap connector and a holiday light from
your teacher.
2.
Put the connector on the top of a 9 volt battery, but
be sure the wires are not touching each other.
3.
Strip about 1 cm of insulation off both of the wires on
the light and both wires on the battery connector.
4.
Twist one of the wires from the light to one of the
wires on the battery.
5.
Tap the other wire on the battery to the remaining
wire on the light. What happens? Do not attach it.
The 9 volt battery will destroy the bulb in just a few seconds.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
9
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
6.
Connect a Cadmium Sulfide Photocell in between the
battery wire and the light wire.
7.
Shine your laser on the CdS cell. What happens?
Caution If you made it this far in the lesson, you are likely treating
your lasers, and your classmates with respect and working in a safe
manner. Keep up the good work.
Do not point your laser at anyone’s eyes.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
10
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
Describe It 3
1.
Why did you have to strip the plastic coating off the wires and touch the metal inside?
___________________________________________________________________
2.
Why do you have to touch both wires of the battery to both wires of the bulb to get it to
light up?
___________________________________________________________________
3.
What do you suspect about the operation of a Cadmium Sulfide Photocell?
___________________________________________________________________
4.
Does the CdS cell operate with any type of light, not just laser light? How could you find
out?
___________________________________________________________________
___________________________________________________________________
5.
What applications do you see for the CdS cell system?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
11
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
Use It
The Container
You will need a cardboard or plastic container. It should be about 14
cm square and about 30 cm tall, but other sizes work fine. It is easiest
if the container is square, like a half gallon milk carton or shoe box, but
round is okay, like a plastic coffee container or 2 liter bottle. If you do
not have a good container, your teacher has some instructions on how
to make one.
Cut the holes
1.
On the front and back sides of the box make a hole
the size of quarter.
1/3
2.
The holes should be 1/3 of the way from the top.
1/3
3.
On the two sides, make a similar hole 1/3 of the way
from the bottom.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
___________________________________________________________________
12
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
4.
The front of the box should already have a small
hole. Cut another hole right above it. This hole
should be about 5 cm diameter.
Cut this 5 cm hole
5.
Use a sharp pencil to poke a hole in one side of
the box even with the small hole in the front.
Make the hole just large enough for your laser.
The laser should fit very tight in the hole. Don’t
make it too large.
Add the mirrors
1.
Use a wide piece of tape to hold the rubber band to
the back of a mirror. The mirror should be crosswise,
not aligned with the rubber band.
2.
Do the same thing to a second mirror.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
13
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and
systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and
(D) design an experiment that tests the effect of force on an object.
3.
Put the mirror inside the box and stick the ends of
the rubber band through the 3 cm holes in the sides.
Do the bottom one first.
4.
Use a craft stick to keep it from coming out.
5.
Do the same thing for the upper one.
6.
Adjust your craft sticks so that the bottom mirror
reflects the laser straight up, striking the upper
mirror.
7.
Adjust the upper mirror to reflect the laser beam
out the large hole.
8.
Tape the top on the box.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education
14
(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how
matter is classified, changed, and used. The student is expected to:
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
Play your electronic bongo drum
1.
Set the drum on the table or floor.
2.
Adjust the mirrors so that the laser beam strikes both
mirrors and can be seen on the wall.
3.
Tap on the top of the drum and watch the beam.
4.
One of the mirrors makes the beam move up and down.
The other mirror makes it move left and right. The two
moving together can make some great patterns.
5.
Have fun.
Student Project Edition
© 2013 TPS Publishing Inc, Illinois State University, Action Based Curriculum, Invicta Education