Inquiry Project
ELED 4343 Sec. 30018
June 23, 2008
Background:
The concept that is to be revealed is rolling kinetic friction. Friction is a force that resists
motion when the surface of one object slides over the surface of another. It can also be defined
as “a natural grip, or stickiness, that keeps things from slipping uncontrollably past one another.”
Some surfaces appear to be smooth; however on an atomic level every surface has valleys and
hills a hundred or more molecules high. The rougher the surface the more frictional force the
object will encounter. Weight can also increase the frictional force. As weight is added to an
object the frictional force will between the object and surface will increase. Life would be
impossible without friction. It is imperative throughout our daily lives.
The teacher should be aware of variables that have the ability to increase or decrease
frictional force (surface type, water resistance, air resistance, lubricants, weight). The teacher
should also be familiar with the various types and definitions of friction: static (the force
required to make an object move) and kinetic (the resistance of motion of an object moving
across a surface). If the teacher wants to go into the laws of friction, they should know them. 1)
The amount of friction does not depend on the area of the object; 2) Friction becomes greater as
a greater force (weight) presses the surface together.
PASS Objectives:
PHYSICAL SCIENCE
Grade 4
Standard 1: Position and Motion of Objects - The position of a moving object can be
described relative to a stationary object or the background. The student will
engage in investigations that integrate the process standards and lead to the
discovery of the following objectives:
1. The position and motion of objects can be changed by pushing or pulling. The size of the
change is related to the strength of the push or pull.
2. The motion of an object can be described by tracing and measuring its position over time.
Processes of Lesson:
1. Students will gather materials needed to investigate friction along with friction
worksheet.
2. Students will make predictions as to how the different surfaces will affect the truck and
also how far each will travel in centimeters.
3. Students will weigh each variable (truck, 5 marbles, and 10 marbles) using a scientific
scales set in grams.
4. Students will conduct the first investigation. They will measure distance traveled with a
yardstick in centimeters.
5. Students will record their observations and measurements onto the friction worksheet.
6. Students will develop questions and make a prediction for remaining trials from their
results on the first run; consisting of truck without any added weight.
7. Students will repeat steps 3-5 on remaining trials (truck w/5 marbles and w/10 marbles). .
8. After the students have completed the instructed trials, each group is to choose a weight
variable provided (cotton balls, bolts & screws, foam shapes, and rocks), weight it, make
a prediction, and repeat steps 3-5.
9. Upon completion of the investigation, students will gather all data to discuss and analyze
with other groups the various variables that had an affect on the distance traveled. The
students will compare and contrast the different variables.
10. Students will expand on the concept of friction and relate it to sports. They will use the
internet to obtain information regarding a sport of their choice. Students will then create
a drawing depicting how friction either helps or hinders the athlete.
PASS Objectives
PROCESS SKILLS
Grade 4
Process Standard 1: Observe and Measure - Observing is the first action taken by the
learner to acquire new information about an object, organism, or
event. Opportunities for observation are developed through the use
of a variety of scientific tools. Measurement allows observations to
be quantified. The student will accomplish these objectives to meet
this process standard.
1. Observe and measure objects, organisms, and/or events (e.g., mass, length, time, volume,
temperature) using Systems International (SI) units (i.e., grams, milligrams, meters,
millimeters, centimeters, kilometers, liters, milliliters, and degrees Celsius).
2. Compare and/or contrast similar and/or different characteristics (e.g., color, shape, size,
texture, sound, position, change) in a given set of objects organisms or events.
Process Standard 3: Experiment - Experimenting is a method of discovering information.
It requires making observations and measurements to test ideas.
The student will accomplish these objectives to meet this process
standard.
*1. Ask questions about the world and formulate an orderly plan to investigate a question. 
*3. Design and conduct a scientific investigation.
Process Standard 4: Interpret and Communicate - Interpreting is the process of
recognizing patterns in collected data by making inferences,
predictions, or conclusions. Communicating is the process of
describing, recording, and reporting experimental procedures and
results to others. Communication may be oral, written, or
mathematical and includes organizing ideas, using appropriate
vocabulary, graphs, other visual representations, and mathematical
equations. The student will accomplish these objectives to meet this
process standard.
*1. Report data using tables, line, bar, trend, and/or simple circle graphs. 
2. Interpret data tables, line, bar, trend and/or simple circle graphs. 
3. Make predictions based on patterns in experimental data. 
4. Communicate the results of investigations and/or give explanations based on data. 
Process Standard 5: Inquiry - Inquiry can be defined as the skills necessary to carry out
the process of scientific or systemic thinking. In order for inquiry to
occur, students must have the opportunity to ask a question,
formulate a procedure, and observe phenomena. The student will
accomplish these objectives to meet this process standard.
*1. Use different ways to investigate questions and evaluate the fairness of the test.
*2. Use a variety of measurement tools and technology.
*3. Formulate a general statement to represent the data.
*4. Share results of an investigation in sufficient detail so that data may be combined with data
from other students and analyzed further. 
Objectives:
1. Students will recognize the factors that affect various levels of friction.
2. Students will properly conduct the friction investigation with all materials supplied.
3. Students will be able correctly use a yard stick to measure the distance traveled.
4. Students will be able to correctly use a weight machine to determine the correct weight of
the various objects in grams.
5. Students will successfully observe and record data obtained through the investigation.
6. Students will use critical thinking skills to make predictions on the outcomes of the three
trials and the weight variable of choice.
7. Students will report data collected and discuss their outcomes with the other groups.
8. Students will be able to apply concept of friction to events of everyday life.
Summary:
During this investigation, students will be using process skills including observation,
measurement, inquiry, and experimentation, to develop the concept of friction. Students will
learn that surface type and weight of objects has an affect on the amount of friction exerted as
two objects move against each other. During the exploration phase, students will release a toy
truck down a ramp to see how far the truck will travel on various surfaces including carpet,
bubble wrap, and a table top. Students will measure how far the truck travels with a yard stick
and then record their observations on a worksheet. Students will also have the opportunity to
add weight to the truck in the form of marbles, cotton balls, rocks, bolts and screws, and foam
shapes. Students will weigh the materials before adding it to the truck, and then predict what
effect the added weight will have on the distance the truck travels. Testing the additional
variables should help the students understand how weight exerts more force, and increases
friction. Students will interpret their observations, make a graph of their data, and communicate
the results of their investigation with the class. Students will expand the concept by drawing an
athlete and providing an explanation of how friction helps/hinders the athlete.
4-E Lesson Plan:
Exploration Phase:
During this phase of the lesson, the teacher’s role is to divide the students into small
groups of four to six students per group, and to provide students the necessary materials needed
to complete the investigation. These materials include a small ramp, a toy dump truck, a piece of
carpet, bubble wrap, a yard stick, some marbles, additional materials to add weight to the truck,
and a worksheet. The teacher will provide instructions on how to set up the investigation, and
instruct the students to complete the provided worksheet as they work through this phase. The
teacher will also guide the students through the investigation, and observe the students as they
work through this phase of the lesson. Students will be responsible for performing the
investigation, and recording their observations on the provided worksheet. Each group of
students will release the toy dump truck down the ramp. At the bottom of the ramp, the truck
will travel over various materials including carpet, bubble wrap, and the table top one material at
a time. The students will use skills like experimenting, inquiry, measurement, and observation to
gather data on how far the how far the truck travels over the various surfaces. The students will
record their results on the provided worksheet. The students will make predictions about how far
the truck will travel with five and ten marbles added, and then try the same investigation with
marbles in the truck to observe how the added weight affects the distance the truck travels. After
the students test the marbles, they will be given a choice of materials to add to the truck
including cotton balls, bolts and screws, rocks, and foam shapes. The students will weigh their
chosen material, predict the outcome of adding this new variable to the truck, and then test the
new variable on each of the surfaces. During this phase, the teacher will have the students
answer questions based on process skills. For example, the students will answer questions on the
worksheet, such as “How far did the truck travel on the carpet?” and “How far did the truck
travel on the table top?” The students will also be asked to predict how far the truck will travel
with weight added to the truck, and then how far the truck did travel with the additional weight.
Students may ask why the car slows down on the carpet and bubble wrap, or why the marbles
slow the truck down, but the teacher will not answer these questions during this phase.
However, the teacher will answer any questions the students have on how to perform the
investigation.
Explanation Phase:
During this phase of the lesson, the teacher’s role is to help guide the students as they
work to understand the concept of friction and how it is affected by surface type and
weight/force. Also, after the students have developed and explained how the concept works, the
teacher will introduce the concept terms of friction, force, and surface types. Using the data they
gathered in the first phase, each group of students will fill in the graphs on the accompanying
worksheet. Then one person from each group will explain the group’s findings to the class. The
students will also be responsible for answering the teacher’s questions, and asking questions of
their own to develop the concept. Some questions the teacher may ask during this phase are
“Did the truck travel further on the table top than the carpet?” and “Why do you think the car did
not travel as far on the bubble wrap and carpet as it did on the table top?” The teacher may also
ask “What effect did adding marbles to the truck have on how far the truck traveled?” and “Why
did you think adding weight slowed the truck down?” Students may ask things like “Is this why
big trucks move slower than small cars?” or “Is this why cars go faster on highways than on
gravel roads?”
Expansion Phase:
The teacher’s role in this phase is to help the students expand their knowledge of the
concept, and help them relate the concept to everyday life. The teacher will give students an
additional assignment, and provide the students the materials and resources necessary to
complete the assignment. Once the students understand the concept, the teacher will assign each
group of students to choose an athlete to draw on a poster. In addition to drawing the athlete on
the poster, the students will have to write an explanation of how friction is reduced or increased
to help the athlete. During this phase of the lesson, the teacher may ask “Can you think of any
other ways friction helps or hurts this athlete?” and “What can be done to increase or reduce
friction to help the athlete?” The students may ask questions like “Is this why you move fast on
roller skates?” or “Is this why football players wear cleets?”
Evaluation Phase:
Throughout the entire lesson, the teacher will evaluate the students using a variety of
methods. The teacher will observe the students as they use process skills to gather data. The
teacher will make sure that the students are taking correct measurements, recording the data, and
working well within their groups. Also the teacher will use a checklist to record how each
student is progressing throughout the lesson. Another way the teacher will evaluate the students
is through questions, including the ones the teacher ask and the ones the students ask. The
teacher will also evaluate the students’ worksheets, graphs, posters, and explanations to see how
the students are developing and understand the concept.
Exploration Worksheet
Materials: per group
*Dump truck
*Carpet
*Bubble wrap
*Ramp
*Yard stick
*Marbles
Name__________________
*rocks
*cotton balls
*bolts and screws
*foam shapes
1. Place the carpet in front of the ramp. Release the truck at the top of the ramp. How far did the
truck travel on the carpet from the bottom of the ramp?
2. Place the bubble wrap in front of the ramp. Release the truck at the top of the ramp. How far
did the truck travel on the bubble wrap from the bottom of the ramp?
3. Now release your truck at the top of the ramp without anything in front of the ramp. How far
did the truck travel on the table top from the bottom of the ramp?
4. Predict how far the truck will travel on the carpet, bubble wrap, and table top if you add 5
marbles to the truck.
5. Test the truck on the carpet with 5 marbles in the truck on the carpet. How far did the truck
travel?
6. Test the truck on the bubble wrap with 5 marbles. How far did the truck travel?
7. Test the truck on the table top with 5 marbles. How far did the truck travel?
8. Predict how far the tuck will travel on the carpet, bubble wrap, and table top with 10 marbles
in the truck.
9. Test the truck on the carpet with 10 marbles. How far did the truck travel?
10. Test the truck on the bubble wrap with 10 marbles. How far did the truck travel?
11. Test the truck on the table top with 10 marbles. How far did the truck travel?
12. Now pick another material to add to the truck. You can pick cotton balls, bolts and screws,
rocks, or foam shapes. Weight the material you chose and then write your prediction for how far
the truck will travel on each of the surfaces.
13. How far did the truck travel on the carpet with the new material added? What about on the
bubble wrap and table top?
Explanation:
Use the data you collected to fill in the graph below.