Science 7 Unit Plan: Structures and Forces

Michelle Lee ED 3601: Dr. Keith Roscoe March 3 April 16, 2014 Wilson Middle School

Table of Contents
Content 1. Front Matter . . . . . . . . . . . . . . . . . . a. Focusing Questions b. Unit Summary c. Rationale 2. Graphic Organizer 3. Learning Outcomes 4. Unit Assessment Plan 5. Unit Calendar. . . 6. Unit Detailed Schedule. 7. Materials and Equipment. 8. Learning Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . 4-6 . 7-8 9 - 10 11 - 18 . 19 . 20 Page Number . . . 1-2

FRONT MATTER
Focusing Questions
How do structures stand up under a load? What forces act on structures? What materials and design characteristics contribute to a structures strength and stability?

Unit Summary
Structures and forces are all around us, and we are often unaware of it. Structures can be human-made, but they originated from copying natures structures; trees, grass, flowers, webbed feetyou name it! The goal of science and technology is to provide solutions to practical problems, which is why humans keep creating new structures with new designs and materials. However, those structural designs have to stand up to a lot of wear and tear. Forces are what act upon these structures, which is why sometimes structures can fail: bridges fall, sidewalks crack, your bookshelf starts to curve from the weight of your TV. This unit is about how forces act upon everything around us (including your own body), and how structures are strong to counteract those forces.

Rationale
The schedule that is suggested in this unit plan is based off of both the Alberta Education Program of Studies for Grade 7 science, as well as the Science in Action 7 textbook that I was provided. This is to reflect Understanding by Design (Backward Design), by starting with the Learning Outcomes, finding assessments, unit planning, then lesson planning. The school that I am at is a public school beside the inner city neighborhood in Lethbridge; this, however, does not reflect on the atmosphere of community in the school at all. The administration, teachers, and staff have assured me that the students there are incredibly respectful kids who desire to learn and know what they are learning about. The dynamics of the four classes of students are varied, but there are few major differentiation needs. There are students that are ELL, and a small percentage in the class need differentiated tests and worksheets. I have yet to discover their learning preferences, which is why I planned this unit with various activities during the week. It appears that there is a large focus on direct instruction in my lessons, but I plan to have many pictures, diagrams, and interactive SMARTboard presentations each day. I tried to have at least one video every week, one demonstration or challenge every week, and I attempted to have more attention-grabbing activities on Mondays (as the students come back from the weekend). The assessments used are largely formative, because we have learned in our evaluation course that it is best to have a lot of practice material before doing a summative test or task. My Teacher Associates also stated that they allot the grades with 30% labs and assignments,
1

35% tests and quizzes (usually just one unit exam), and 35% final performance task. Each formative worksheet, quiz, and task are all precursors to the summative Unit Exam and final performance task at the end of the unit. The smaller assignments have focuses on worldview (Structures in the World) and environmental awareness (RAFT assignment), which also integrate ICT outcomes of using technology. My overall priority in this class is to create a safe environment; to create an atmosphere for students to not feel overwhelmed by stress of tests and exams, which is why I tried to provide ample amounts of practice before a summative exam. I also put a lot of focus on working on my own instruction strategies by integrating ways to truly engage students, and hopefully encourage an attitude of interest in science, collaboration, and stewardship. I hope to help student recognize the things around them and be able to be excited about how they can relate science to the wonderful world we live in.

GRAPHIC ORGANIZER

LEARNING OUTCOMES
SCIENCE, TECHNOLOGY & SOCIETY (STS) and KNOWLEDGE STS-K1 STS-K1.1 Students will Describe and interpret different types of structures encountered in everyday objects, buildings, plants and animals; and identify materials from which they are made recognize and classify structural forms and materials used in construction (e.g., identify examples of frame structures, such as goal posts and girder bridges, examples of shell structures, such as canoes and car roofs, and examples of frame-and-shell structures, such as houses and apartment buildings) interpret examples of variation in the design of structures that share a common function, and evaluate the effectiveness of the designs (e.g., compare and evaluate different forms of roofed structures, or different designs for communication towers) describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials and aesthetics (e.g., describe traditional designs of indigenous people and peoples of other cultures; compare classical and current designs; investigate the role of symmetry in design) describe and interpret natural structures, including the structure of living things and structures created by animals (e.g., skeletons, exoskeletons, trees, birds nests) identify points of failure and modes of failure in natural and built structures (e.g., potential failure of a tree under snow load, potential failure of an overloaded bridge) Investigate and analyze forces within structures, and forces applied to them recognize and use units of force and mass, and identify and measure forces and loads identify examples of frictional forces and their use in structures (e.g., friction of a nail driven into wood, friction of pilings or footings in soil, friction of stone laid on stone) identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail (e.g., identify tensile forces that cause lengthening and possible snapping of a member; identify bending forces that could lead to breakage) analyze a design, and identify properties of materials that are important to individual parts of the structure (e.g., recognize that cables can be used as a component of structures where only tensile forces are involved; recognize that beams are subject to tension on one side and compression on the other; recognize that flexibility is important in some structures) infer how the stability of a model structure will be affected by changes in the distribution of mass within the structure and by changes in the design of its foundation (e.g., infer how the stability of a structure will be affected by increasing the width of its foundation) Investigate and analyze the properties of materials used in structures devise and use methods of testing the strength and flexibility of materials used in a structure (e.g. measure deformation under load) identify points in a structure where flexible or fixed joints are required, and evaluate the appropriateness of different types of joints for the particular application (e.g., fixed jointing by welding, gluing or nailing; hinged jointing by use of pins or flexible materials) compare structural properties of different materials, including natural materials and synthetics investigate and describe the role of different materials found in plant and animal structures (e.g., recognize the role of bone, cartilage and ligaments in vertebrate animals, and the role of different layers of materials in plants) Demonstrate and describe processes used in developing, evaluating and improving structures that will meet human needs with a margin of safety demonstrate and describe methods to increase the strength of materials through changes in design (e.g., corrugation of surfaces, lamination of adjacent members, changing the shape of components, changing the method of fastening)

STS-K1.2

STS-K1.3

STS-K1.4 STS-K1.5 STS-K2 STS-K2.1 STS-K2.2 STS-K2.3

STS-K2.4

STS-K2.5

STS-K3 STS-K3.1 STS-K3.2

STS-K3.3 STS-K3.4

STS-K4 STS-K4.1

STS-K4.2

STS-K4.3

identify environmental factors that may affect the stability and safety of a structure, and describe how these factors are taken into account (e.g., recognize that snow load, wind load and soil characteristics need to be taken into account in building designs; describe example design adaptations used in earthquake-prone regions) analyze and evaluate a technological design or process on the basis of identified criteria, such as costs, benefits, safety and potential impact on the environment

SKILL OUTCOMES (focus on problem solving) Initiating & Planning IP.1 IP.2 IP.3 Students will Ask questions about the relationships between and among observable variables, and plan investigations to address those questions identify practical problems (e.g., identify a problem related to the stability of a structure) propose alternative solutions to a practical problem, select one, and develop a plan (e.g., propose an approach to increasing the stability of a structure) select appropriate methods and tools for collecting data to solve problems (e.g., use or develop an appropriate method for determining if the mass of a structure is well distributed over its foundation) formulate operational definitions of major variables and other aspects of their investigations (e.g., define flexibility of a component as the amount of deformation for a given load) Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data research information relevant to a given problem organize data, using a format that is appropriate to the task or experiment (e.g., use a database or spreadsheet for recording the deformation of components under different loads) carry out procedures, controlling the major variables (e.g., ensure that tests to determine the effect of any one variable are based on changes to that variable only) use tools and apparatus safely (e.g., select appropriate tools, and safely apply methods for joining materials; use saws and other cutting tools safely) Analyze qualitative and quantitative data, and develop and assess possible explanations compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatterplots (e.g., plot a graph, showing the deflection of different materials tested under load) identify and evaluate potential applications of findings (e.g., identify possible applications of materials for which they have studied the properties) test the design of a constructed device or system (e.g., test and evaluate a prototype design of a foundation for a model building to be constructed on sand) evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment identify and correct practical problems in the way a prototype or constructed device functions Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., apply knowledge of structures in interpreting a variety of structures within their home community; ask questions about techniques and materials used, and show an interest in construction and engineering) communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., produce a work plan, in cooperation with other team members, that identifies criteria for selecting materials and evaluating designs) 5

IP.4

Performing & Recording PR.1 PR.2

PR.3 PR.4 Analyzing & Interpreting AI.1

AI.2 AI.3 AI.4 AI.5 Communication & Teamwork

CT.1

CT.2 ATTITUDES Interest in Science

work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise Students will be encouraged to Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., apply knowledge of structures in interpreting a variety of structures within their home community; ask questions about techniques and materials used, and show an interest in construction and engineering) Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., recognize that a variety of structural forms have emerged from different cultures at different times in history) Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., report the limitations of their designs; continue working on a problem or research project until the best possible solutions or answers are uncovered) Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., accept various roles within a group, including that of leadership; remain interested and involved in decision making that requires full-group participation; understand that they may disagree with others but still work in a collaborative manner) Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., consider the cause-and-effect relationships of personal actions and decisions) Show concern for safety in planning, carrying out and reviewing activities (e.g., readily alter a procedure to ensure the safety of members of the group; carefully manipulate materials, using skills learned in class or elsewhere; listen attentively to safety procedures given by the teacher)

Mutual Respect

Scientific Inquiry

Collaboration

Stewardship

Safety

UNIT ASSESSMENT PLAN (7-12)

Name: Michelle Lee Grade/Subject: Grade 7 Science Unit: Structures and Forces Assessments Learning Outcomes
Title Type (Formative/
Summative)

PreAssessment Formative -

KWL chart Formative -

Worksheets Formative -

Vocabulary & Content Quizzes Formative -

Structures of the World Summative 5%

Golf ball Bridge Challenge Summative 15%

RAFT assignment Summative 10%

Unit Exam Sample Test Formative -

Unit Test Summative 35%

Slingshot of Doom Summative 35%

Weighting
STS-K1.1 recognize and classify structural forms and materials used in construction STS-K1.2 interpret examples of variation in the design of structures that share a common function, and evaluate the effectiveness of the designs STS-K1.3 describe and compare example structures developed by different cultures and at different times; and interpret differences in functions, materials and aesthetics STS-K1.4 describe and interpret natural structures, including the structure of living things and structures created by animals STS-K1.5 identify points of failure and modes of failure in natural and built structures STS-K2.1 recognize and use units of force and mass, and identify and measure forces and loads STS-K2.2 identify examples of frictional forces and their use in structures STS-K2.3 identify tension, compression, shearing and bending forces within a structure; and describe how these forces can cause the structure to fail STS-K2.4 analyze a design, and identify properties of materials that are important to individual parts of the structure STS-K2.5 infer how the stability of a model structure will be affected by changes in the distribution of mass within the structure and by changes in the design of its foundation

STS-K3.1 devise and use methods of testing the strength and flexibility of materials used in a structure STS-K3.2 identify points in a structure where flexible or fixed joints are required, and evaluate the appropriateness of different types of joints for the particular application STS-K3.3 compare structural properties of different materials, including natural materials and synthetics STS-K3.4 investigate and describe the role of different materials found in plant and animal structures STS-K4.1 demonstrate and describe methods to increase the strength of materials through changes in design STS-K4.2 identify environmental factors that may affect the stability and safety of a structure, and describe how these factors are taken into account STS-K4.3 analyze and evaluate a technological design or process on the basis of identified criteria, such as costs, benefits, safety and potential impact on the environment Initiating & Planning Ask questions about the relationships between and among observable variables, and plan investigations to address those questions Performing & Recording Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data Analyzing & Interpreting Analyze qualitative and quantitative data, and develop and assess possible explanations Communication & Teamwork Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields

UNIT CALENDAR
M (48 min) M [March 3] Intro of self, classroom management plan Introduction to the unit Intro to pre-assessment Unit outline, projects, assignments T (48 min) T [March 4] Pre-assessment Classifying structural forms (1.1, 1.4) W (43 min) W [March 5] Function and effective design (1.2) Common function, different design (1.3) R (48 min) R [March 6] Other characteristics of structures (1.3) Structures in different cultures & times (1.3) Intro to Structures of the World assignment F (39 min) F [March 7] Intro to the vocab/concept quiz 1 on Wednesday Natural structures vs. manufactured structures (not just buildings!) Egg challenge demonstration (intro to forces) F [March 14] Video: centre of gravity Internal forces

M [March 10] Reminder of quiz 1 Feeling Forces activity Intro to forces (2.1) Measuring forces introduce Review Worksheet 1

T [March 11] Reminder that tomorrow is quiz 1 Review Worksheet 1 give class time for Structures of the World assignment (computer labs)

W [March 12] Vocab/Concept Quiz 1 extra time can be used for Structures of the World assignment

R [March 13] Video of bridges External forces

M [March 17] Strong structural shapes Shapes stations activity Class discussion of findings Quiz 2 on Thursday

T [March 18] Structural components Which wideness is worst? arch demonstration Quiz 2 on Thursday Review Worksheet tomorrow

W [March 19] Review Worksheet 2 extra time can be used for Structures of the World assignment

R [March 20] Vocab/Concept Quiz 2 extra time can be used for Structures of the World assignment Structures of the World due today

F [March 21] Professional Learning Day

M [March 24] Video: cardboard bridges project Stress, fatigue, & failure Importance of materials Properties of Materials 1

T [March 25] Properties of materials 2 Other considerations of materials Testing materials intro to Golf Ball Bridge challenge tomorrow

W [March 26] Golf Ball Bridge challenge

R [March 27] Finish Golf Ball Bridge challenge Joints & friction 1

F [March 28] Joints & friction 2 Introduction to RAFT assignment Class time to work on RAFT assign

M (48 min) M [March 31] The Hokey Pokey?? Ms. Lees favorite part about joints! Structure follows function next quiz on Wednesday!

T (48 min) T [April 1] Review Worksheet 3 extra time can be used for RAFT assignment

W (43 min) W [April 2] Vocab/Concept Quiz 3 extra time can be used for RAFT assignment

R (48 min) R [April 3] RAFT assignment due today intro to Slingshot of Doom performance task (handout: blueprint/design, materials)

F (39 min) F [April 4] District Professional Learning Day

M[April 7] Video: Crash test dummies Safe structures Strengthening Structures

T [April 8] Worksheet 4 (unit review) work on Slingshot of Doom (handout: blueprint/design, materialsshould start building)

W [April 9] Video: Bill Nye Jeopardy!! Review

R [April 10] Unit Exam Sample Test

F [April 11] Unit Exam

M [April 14] Evaluating & Improving designs work period Slingshot of Doom (building, ask about reinforcements)

T [April 15] work on Slingshot of Doom (building, reasoning, finishing touches)

W [April 16] Last day of Practicum Show day for Slingshot of Doom

R [April 17]

F [April 18] Easter Holidays start

10

UNIT DETAILED SCHEDULE

M
Lesson 1. March 3 Time 48 min

Name: Michelle Lee Unit: Structures and Forces Total Time Allotted: 23.6 hr. [(20 x 48min) + (7 x 43min) + (4 x 39min) classes] T W R F
Content, Activities, Teaching Strategies Intro of self, classroom management plan Introduction to the unit o hand out unit outline, go over with class o go over assignments, how formative quizzes work, what counts for marks o ask if they have any questions, exit slip (what do you want to learn in this unit?) Intro to pre-assessment o purpose of pre-assessment, it is formative and is for me to see/gauge where they are in their previous knowledge/understanding Unit outline, projects, assignments Pre-assessment What is a structure? Classifying structural forms o natural vs human-built (manufactured) natural = not made by people, occur naturally in the environment manufactured = built by humans, are often modeled after natural structures o structural design (give & ask for examples of each) solid structures frame structures shell structures frame-and-shell structures Review: ask for different types of structural designs, ask for examples of each Function & effective design o What is function? Why do we need structures? o Function = a purpose, use structures have definite size and shape because they are for a definite function what are some examples of functions? (supporting, containing, transporting, shelter, lifting, fastening, breaking, holding, etc) o Effective design = does the design fit the function? what other aspects do we have to consider? efficiency (does it do the job quickly and properly?), safety, cost, weight, environmental conditions o Examples: problem: painting a room with a brush takes a long time and uses a lot of paint Norman Beaky invented the hand-held roller (1940) lightweight, cheap to make, easy to use, evenly spread paint problem: farmers were having difficulties keeping livestock inside a fence Michael Kelly invented barbed-wire to mimic thorny bushes (1868) livestock dont like being poked by thorny bushes, simple, cheap to make, old method that has lasted for decades o Compare images of natural structures and their manufactured counterparts What is their function? Why couldnt they be bigger? Smaller? Manufactured structures are to meet human needs Common function, different design o Some structures appear very different from each other, but share a common function Outcomes

2. March 4 48 min

1.1, intro to 1.4

3. March 5

43 min

1.2

11

(e.g. roofs) What places do you see flat roofs? Steep roofs? What could you predict would happen to the flat roof if it was built in the mountains where there is heavy snow? What about trees...what kind of trees are seen in the mountains? What would happen if there was a sudden snow dump on a wider/flatter tree? What are some other examples of things that have similar functions, but different designs?

1.3

4. March 6

48 min

5. March 7 39 min

Other characteristics o structures can be also classified by different materials (wood, metal, stone, plastic, etc.) or components they are made of o aesthetics = is the study of beauty in nature best designs usually look good = aesthetically pleasing shape, texture, colour, type of material, symmetry, patterns in design spiral staircases, cultural aesthetics, birds of paradise, flowers, etc. Structures in different cultures at different times (1.3, 4.2) o Canadian structures (teepees, igloos, parliament, log houses, Calgary Bow, etc.) o What shapes do you see? What kind of vocabulary can you classify these structures as? o What kind of aesthetic value to they have? Themes? o Ancient vs. modern (internal & external) similarities, differences? huts, boats, tents, igloos, etc. Introduce Structures of the World assignment Structures of the World assignment handout Intro to vocab/concept quiz 1 on Wednesday o not for marks, but so they have practice and a toolbox of knowledge to study for the unit exam o based on bolded terms & concepts o will be multiple choice, fill-in-the-blanks, matching o includes Mondays class Natural vs. manufactured structures (review of GLO-1 terms) o different climates, cultures, locations in Canada o nests, dams, plants, animal parts Intro to forces o Egg challenge demonstration Explain the set-up Predict what will happen when I place a textbook on it? Why didnt the egg get crushed? What is special about a shell structure? What is each component of this set-up? (egg=structure, book=mass) What is it called when the egg is getting squished? What would happen if I dropped the book instead of placing it gently? Next week we will answer these questions and learn what they mean! Reminder for quiz 1 Friendly Forces: size of force, direction of force, location of force o students partner up, one partner o predict which will be more difficult to resist in each simulation Force = a push or pull that tends to cause an object to change its movement or shape Measuring Forces: o magnitude = the size of the force the bigger the forces magnitude, the stronger it is and the more effect it will have on a structure o direction = even if the magnitude of the force is the same, it is easier to move something down a ramp than it is to move it up a ramp

1.3

2.1

6. March 10 48 min

2.1, 2.5

12

 7. March 11 8. March 12 9. March 13 48 min

location = where the force is applied (light, low, centre) Newton (N) = the standard unit for measure the force 1N = 100g (about the weight of an apple) If there was something that weighed __g, how many N would it take to lift it? How much would it take to lift your body weight? Hand out Review Worksheet 1 Tomorrow there will be class time to work on the Structures of the World assignment o o Reminder that tomorrow is quiz 1 Give class time for Structures of the World assignment (computer labs) o go over classroom management Vocab/Concept Quiz 1 (20 min) extra time can be used for Structures of the World assignment o remind them of classroom management External forces = stresses that act on a structure from outside the structure o external forces produce internal forces (stresses within the material) that cause change in the structure itself (will be discussed next class) o gravity mass = amount of matter in an object weight = mass pulled down by gravitational pull Did you know: astronauts grow a bit taller when they spend enough time in zero-gravity o centre of gravity = even though gravity acts on all parts of a structure, there is an imaginary point that gravity acts completely downwards on centre of gravity demonstration Video: http://www.youtube.com/watch?v=TFClREbsvbw this is important for the stability of the structure to increase stability = increase width of base (make it wider than the height) o symmetry = the point where the force of gravity on either side is the same o load = the weight the structure has to resist what did we say the load/weight was in the egg experiment? static load = (dead load) non-moving weight this can be part of the structure itself dynamic load = (live load) external force that moves/changes with time what kind of load was the textbook in the egg experiment? what are the static/dynamic loads of a staircase? Video: http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.bbsuspension/cliftonsuspension-bridge/ Internal forces = forces within the structure itself, affected by changes in mass distribution, design of its foundation strength = the strength it takes to counteract the internal force o compression = crush a material by squeezing it together compressive strength = largest compression force material can withstand before it loses shape/fails o tension = stretch/pull something apart tensile strength = largest tension force material can withstand before failing o shear = bend/tear by pressing different parts in opposite directions shear strength = largest shear force material can withstand before it rips apart o torsion = twist by turning the ends in opposite directions torsion strength = largest torsion force material can withstand and still spring back into its original shape 1.1, 1.2, 1.3, 1.4, 2.1, 2.5 2.1

43 min

48 min

10. March 14

39 min

2.3

13

complimentary forces = internal forces acting on a structure at the same time a piece of board/bridge across water What is acting on the top of the board? (load) What is the internal forces are acting on the board? (compression on top, tension on bottom) if its too much weight, what will happen? (break) how could we make it better so it doesnt break? (strengthen/reinforcement) 2.4

11. March 17

48 min

12. March 18 48 min

Strong structural shapes Shape stations activity o There will be two activities, four stations: students will be split into groups of four and have 15 minutes per station o They are require to write down the shapes theyve created, which one they found is strongest for each station (triangle, circle, rectangle, square) o Station 1 = straw shapes create a triangle, rectangle, and square shape out of one straw which one is strongest if you push on the side of it? o Station 2 = pillar shapes fold pillar into different shapes (circle, square, triangle) record how many books can be placed (gently) on top before the pillars fail o groups switch after 15 minutes (1 switch with 2, 3 switch with 4) class discussion: what were the findings? Review of last class findings Structural components o columns = solid structures that can stand by themselves, used to support beams cantilever = beam supported on one end crossbeam = supported at two ends o beams = flat structure supported at two ends simple beam = would likely break by itself girder (box) beam = hollow rectangular prism I-beam = strength to top and bottom, weights less than a solid beam truss = framework of beams joined together (usually interlocking triangles) o arches = can support large loads because the force is carried down to the foundation (spreads out the load) Which wideness is worst? arch demonstration o have two different widths of arches (card stock paper, textbooks on each side) o have students make a prediction of how much weigh can be placed on it before it fails (take a show of hands for either one) Review Worksheet 2 extra time can be used for Structures of the World assignment Vocab/Concept Quiz 2 extra time can be used for Structures of the World assignment

2.4, 2.5

13. March 19 14. March 20 March 21 15. March 24

43 min 48 min PD day 48 min

2.2, 2.3, 2.4, 2.5

Video: cardboard bridges o http://www.youtube.com/watch?v=OZUgSw8U9DA Stress, fatigue, and failure o structural stress = weakening by too much force (internal & external) o structural fatigue = repeated abnormal use of the structure permanent change caused by internal forces (cracks) o structural failure = structure can no longer stand up to the forces acting on it

1.5, 3.3, 3.4

14

buckling (collapse upon itself) car bumpers = collapse upon itself so it wont harm the people inside the vehicle shearing separating of components deformations Importance of materials o How could someone improve those structures? better materials = need strength and stiffness o What makes a good material to use? Properties of materials o what are some properties of materials? o Would it make sense to make a hang-glider out of steel? a chair out of wire? Bridge out of toothpicks? Why? Why not? o brittleness = how easily it breaks o ductility = how easily it can be made into wire o hardness o plasticity = how easy it is to shape o resistance to hear o resistance to water o compression o tensile strength Kinds of materials o composite materials = different types of materials working together to form strength against both types of forces concrete poured over steel rebar = steel (tension, pulling) and concrete (compression, pushing) o layered materials = different materials are pressed & glued together, combines properties of different materials o woven or knit materials = spin, twist, loop, knot fibres together to add strength clothes, jeans vs t-shirt, canvas vs silk Other considerations of materials o cost = if you choose to go inexpensive, will it last and be functional over a reasonable time? o environmental impact: does it harm the environment? o aesthetics = will it still look nice years from now, or will it erode? o consumer demand = availability o disposal/energy efficiency Testing materials o deformation = change of shape in a structure/component materials need strength to resist force acting upon it o flexibility = ability of material to be bent under force without breaking Golf Ball Bridge challenge o students will be put into groups of 3-4 people o each will be assigned a job (recorder, materials person, presenters) o they will need to meet the specifications on the handout if the bridges are not ready to present by today, we will continue tomorrow finish off Golf Ball Bridge challenge what are joints? = place where structural parts are joined o fixed joints = rigid, prevent any movement why would some types of joining materials be more effective for some structures than others? (gluing a fence together, welding a kite?) o moveable joints = flexible/mobile, so parts can move as required 3.2 3.3, 3.1

16. March 25

48 min

4.3

17. March 26

43 min

18. March 27 48 min

15

still need to withstand a load + stress of repeated movements hinges, pin joints, flexible rubber tubing humans and animals = knee joints, elbows, shoulders, etc 3.2, 2.2

19. March 28

39 min

joints depend on friction = drag/resistance that occurs when one surface moves against another surface o friction increases with amount of force applied (mass + gravity) o depends on roughness/smoothness of surfaces strong joints = force of friction stops surfaces from sliding apart o nails, screws, rivets, tacks, staples o interlocking pieces = increase amount of friction by increasing area in contact (without screws or nails) notches cut into logs to make log cabins, IKEA furniture o mass = the friction between heavy objects keep it in place o bonding material = another way of making joints is to change the two surfaces so they are connected by a common material chemical change (dissolves the surfaces, mix and harden together into one solid mass) glue, tape, cement, welds lasting and durable joints o joints need to be built to withstand the stresses of repeated movement over time o an inappropriate type of joint will eventually fatigue/break, even when other parts of the structure remain strong o fridge door, door hinges Structure follows function o What are some examples of joints in the classroom? School? o What about in nature? Your body? The Hockey Pokey?? Ms. Lees favorite part about joints! Structure follows function o human structure = each component of the human body is a unique material with special properties for its function bones, ligaments, cartilage = make the 3D frame structure of the body muscles, tendons = allow skeletal frame to move 656 muscles in the body, contract and relax tendons = strong & flexible, connects muscles to bones internal organs also have muscles & move joints = different types for various functions ball-and-socket = shoulders and hips (many directions of movement) hinge joints = elbows, knees pivot joints = spinal column gliding joints = wrists immovable joints = bones in skull (what is the function of the skull? is this kind of joint suitable for that function)? skin (the human shell) = tough, flexible material, ultimate structural shelter waterproofs body, protects from harmful bacteria, regulates body temperature o tree structure = several layers of different materials bark (outermost protective layer), woody layer (transports sugar), vascular cambium (contains dividing cells), sapwood (conducts water/minerals between roots & leaves), heartwood (centre of the tree, supports structure) Review Worksheet 3 extra time can be used for Structures of the World assignment (due Thrusday)

20. March 31

48 min

3.4

21. April 1

48 min

16

22. April 2

43 min

Vocab/Concept Quiz 3 extra time can be used for Structures of the World assignment (due tomorrow)

1.5, 2.2, 3.1, 3.2, 3.3, 3.4, 4.2

23. April 3

48 min

Structures of the World due today intro to Reverse Bungee Drop of Doom performance task work time (handout: blueprint/design, materials)

April 4 24. April 7

PD day 48 min Video: Crash test dummies http://youtu.be/S0-gOi6ZtwM Safe structures o margin of safety = limits within which a structures safety performance is acceptable speed limits on roads/highways = cars/trucks built to move safely within these limits margin of safety for cars should be 30-40jm/h faster than common speed limit tire pressure = be able to handle vehicle load, increased temp (friction from the road), weather, speed over-inflating or hits a pothole = decreased margin of safety (more chance of a blowout) structures are built with the intent to withstand 3-4 times more than their maximum intended load o testing for structural safety often extreme, occurs at all stages of a products development (from choosing components/material, to testing the design) testing allows you to figure out margin of safety o monitoring structural safety look at how frequently the structure fails and why keep track of how well the structure performs o environmental factors climate = intense heat, intense cold, high humidity, extreme dryness ex. building on permafrost = frozen in winter, top layer melts in summer (needs solid foundation to withstand structural stress of freezing & thawing) terrain = unstable soil, steep terrain, low lying (flooding), rockfalls/avalanches, cliffs, etc. earthquake risk = shakes and heaves the ground structures need to protect people & property, resist external/internal forces of earthquakes Strengthening Materials = combine materials & components in new arrangements o corrugation = forming material into wave-like ridges/folds inside of cardboard in packaging, corrugated metal o lamination = gluing layers together to create a strong bond stronger than a single piece of the same thickness overlap, interlock, gluing together = better than solid beams to support heavy loads plywood (several layers), kitchen countertops, car safety glass (two pieces of glass with plastic in the middle, so if top layer shatters, it is still held by lamination to the plastic) o strengthen component arrangements = use different arrangements of same material 4.2, 4.1

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to function better trusses/arches, adding small supports for reinforcement change methods of fastening = changing the way of joining components switching from nails to screws, using cement instead of mass

new materials = science is constantly creating new materials to build stronger, lighter, more stable structures composites of carbon fibres (stronger than steel/metal, lightweight), Kevlar, fiberglass, new plastics Video: Bill Nye (23 minutes) Worksheet 4 (unit review) Jeopardy!! Review (30 minutes) o students will be split into 4 teams o each team will send up a different member to the board each time to answer a question work on Slingshot of Doom (handout: blueprint/design, materialsshould start building) Unit Exam Sample Test (40 minutes)

25. April 8 26. April 9

48 min 43 min

27. April 10 28. April 11 29. April 14 48 min 39 min 48 min

Unit Exam(35 minutes)

Evaluating & Improving designs o effective structures also have to take cost, benefits, safety, and impact on the environment into account work period Slingshot of Doom o students should be building o ask about reinforcementshow is it going to be stable? Safety precautions? work on Slingshot of Doom o students should be finishing their building process o testing their structure o write up reasoning (handout) Show day for Slingshot of Doom Awards for best design, best performance, best stability Thank yous and goodbyes from Ms. Lee

4.3

30. April 15 31. April 16

48 min

43 min

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Materials and Equipment

Date March 7 Lesson Activity Egg challenge demonstration Materials uncooked egg two water bottle caps paper towel textbook/weights have laptops/tablets available for research plastic straws paper tape weights/textbooks cardstock paper textbooks/weights plastic straws paper clips tape golf balls laptops/tablets available for research golf ball large elastics assorted materials for options prizes/awards

March 11, 12, 19, 20 March 17

Structures of the World assignment Shapes stations activity

March 18

Which wideness is worst? Gold Ball Bridge challenge

March 26

April 3 April 8, 14, 15

Slingshot of Doom Slingshot of Doom

April 16

Slingshot of Doom

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Learning Resources
Grade 7 Teacher Resource Centre (2014). EdQuest Reources. Retrieved from http://www.edquest.ca/component/content/article/48 Grade 3 - Topic C: Testing Materials (1996). Edmonton Public Schools. Learning Pack for Structures and Forces Unit 4 (Science In Action 7), (2006). EdQuest Resources. Retrieved from http://schools.cbe.ab.ca/b643/pdfs/science/7_D.pdf PBS Learning (2014). Clifton Suspension Bridge. Retrieved from http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfw.bbsuspension/cliftonsuspension-bridge/ Science In Action 7. (2001). Toronto (ON): Pearson Education Canada Inc. Science In Action 7: Teachers Resource Package. (2001). Toronto (ON): Pearson Education Canada Inc. Youtube (2014). 76 BillNye-Structure. Retrieved from http://www.youtube.com/watch?v=4SvfTcnzQQ Youtube (2014). Cardboard Bridges Fail Compilation. Retrieved from http://www.youtube.com/watch?v=OZUgSw8U9DA Youtube (2014). Inside IIHS: Crash test dummies at work. Retrieved from http://youtu.be/S0gOi6ZtwM Youtube (2014). Medir - Sticks Balance act - The world greatest Cabaret. Retrieved from http://www.youtube.com/watch?v=TFClREbsvbw

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