| MODELS
AND DESIGNS MODULE MATRIX |
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SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
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1. |
BLACK
BOXES
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|
Students
make multisensory observations of sealed black boxes to determine
what is inside. They develop conceptual models and construct
physical models that they compare to the black boxes. The models
help students explain what is in the black boxes. |
•
Scientists develop models to explain how systems work.
• A model is a representation or explanation of a system
or interaction that cannot be observed directly.
• Conceptual models can be communicated through words
and drawings. |
•
Observe the behavior of black boxes.
• Organize and communicate observations.
• Develop conceptual models.
• Relate conceptual models to observations to develop
physical models. |
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2. |
HUM
DINGERS |
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Students
are presented with a device that hums when its string is pulled
and dings when the string is released. They design and build
a physical model of a hum dinger, comparing the performance
of the real device to their models. |
•
Scientists construct physical models to demonstrate how something
works or how it is constructed.
• Scientists collaborate to find solutions to problems.
• Electric devices need a complete circuit in order to
work.
• Levers are used to move objects. |
•
Observe the behavior of the hum dinger.
• Organize and assemble components to design a physical
model of a device.
• Compare physical models to the working hum dinger.
• Relate the structure and arrangement of materials to
a functional hum-dinger system. |
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3. |
GO-CARTS |
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Students
work in pairs to design and build a self-propelled cart. They
relate structures to functions as they design, test, and improve
their rolling carts. |
•
The way something is put together is its design.
• Using scientific principles and knowledge to design
useful products is the work of engineers.
• Some land vehicles have wheels fixed to axles. Power
turns the axle and thereby turns the wheels. |
•
Observe the performance of a selfpropelled go-cart designed
by students.
• Compare the go-cart's performance to an established
objective.
• Organize and communicate observations of investigations
to solve a problem.
• Relate structures and arrangement of materials to a
functional self-propelled go-cart. |
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4. |
CART
TRICKS |
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Students
work in pairs to modify their self-propelled carts to perform
interesting maneuvers such as turn corners, bob up and down,
and wobble from side to side. Students gain experience with
design and engineering tasks as they investigate the relationships
among go-cart variables. |
•
Systems can be designed to perform specific functions.
• Application of science for the benefit of people is
called technology and is the work of engineers.
• Problem solving involves designing, constructing, testing,
evaluating, and redesigning based on evidence from testing.
• A variable is anything you can change that might affect
the performance. |
•
Compare the go-cart’s performance to established objectives.
• Organize and communicate observations of investigations
to solve a specific problem.
• Relate cart design to cart performance.
• Investigate the relationships among variables in a cart
design. |
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