Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”

Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.

Students work as physicists to understand centripetal acceleration concepts. They also learn about a good robot design and the accelerometer sensor. They also learn about the relationship between centripetal acceleration and centripetal force governed by the radius between the motor and accelerometer and the amount of mass at the end of the robot's arm. Students graph and analyze data collected from an accelerometer, and learn to design robots with proper weight distribution across the robot for their robotic arms. Upon using a data logging program, they view their own data collected during the activity. By activity end , students understand how a change in radius or mass can affect the data obtained from the accelerometer through the plots generated from the data logging program. More specifically, students learn about the accuracy and precision of the accelerometer measurements from numerous trials.

Students construct rockets from balloons propelled along a guide string. They use this model to learn about Newton's three laws of motion, examining the effect of different forces on the motion of the rocket.

Air pressure is pushing on us all the time although we do not usually notice it. In this activity, students learn about the units of pressure and get a sense of just how much air pressure is pushing on them.

Rockets need a lot of thrust to get into space. In this lesson, students learn how rocket thrust is generated with propellant. The two types of propellants are discussed and relation to their use on rockets is investigated. Students learn why engineers need to know the different properties of propellants.

Students make a skydiver and parachute contraption to demonstrate how drag caused by air resistance slows the descent of skydivers as they travel back to Earth. Gravity pulls the skydiver toward the Earth, while the air trapped by the parachute provides an upward resisting force (drag) on the skydiver.

Bridges come in a wide variety of sizes, shapes, and lengths and are found all over the world. It is important that bridges are strong so they are safe to cross. Design and build a your own model bridge. Test your bridge for strength using a force sensor that measures how hard you pull on your bridge. By observing a graph of the force, determine the amount of force needed to make your bridge collapse.

Earthquakes happen when forces in the Earth cause violent shaking of the ground. Earthquakes can be very destructive to buildings and other man-made structures. Design and build various types of buildings, then test your buildings for earthquake resistance using a shake table and a force sensor that measures how hard a force pushes or pulls your building.

Students conduct a simple experiment to see how the water level changes in a beaker when a lump of clay sinks in the water and when the same lump of clay is shaped into a bowl that floats in the water. They notice that the floating clay displaces more water than the sinking clay does, perhaps a surprising result. Then they determine the mass of water that is displaced when the clay floats in the water. A comparison of this mass to the mass of the clay itself reveals that they are approximately the same.

Students observe the relationship between the angle of a catapult (a force measurement) and the flight of a cotton ball. They learn how Newton's second law of motion works by seeing directly that F = ma. When they pull the metal "arm" back further, thus applying a greater force to the cotton ball, it causes the cotton ball to travel faster and farther. Students also learn that objects of greater mass require more force to result in the same distance traveled by a lighter object.

Let's explore some science and math around why seatbelts work. Check out the career video from Billie Jo Deal, Transportation Safety Coordinator from the Oregon Department of Transportation, about how she works to keep people safe on the roads. Then, in the Discovery Challenge, we build crash models and calculate restraining forces.

This lesson introduces NGSS standards, and those standards are listed in the lesson.

Videos are part of the Explore Science Club series, an asynchronous online learning program using YouTube videos that connects elementary and middle school students to STEM professionals through hands-on lessons where students explore science and engineering practices related to the highlighted careers. There is an option to use FlipGrid, an online video recording platform for students to share their discoveries

More info: www.go-stem.org

With a simple demonstration activity, students are introduced to the concept of friction as a force that impedes motion when two surfaces are in contact. Then, in the Associated Activity (Sliding and Stuttering), they work in teams to use a spring scale to drag an object such as a ceramic coffee cup along a table top or the floor. The spring scale allows them to measure the frictional force that exists between the moving cup and the surface it slides on. By modifying the bottom surface of the cup, students can find out what kinds of surfaces generate more or less friction. They also discover that both static and kinetic friction are involved when an object initially at rest is caused to slide across a surface.

Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct experiments to determine if the amount of area over which an object contacts a surface it is moving across affects the amount of friction encountered.

Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct an experiment to determine if weight added incrementally to an object affects the amount of friction encountered when it slides across a flat surface. After graphing the data from their experiments, students can calculate the coefficients of friction between the object and the surface it moved upon, for both static and kinetic friction.

This book is intended for use by future teachers, written from the perspective of students who have taken Science Methods II. The student authors gathered and created resources to help prospective elementary cience teachers better understand science and feel confident in your abilities as a future teacher.
This book is divided into five parts which align with the Science Methods II course:

Physics
Space Science
Earth Science
Climate Science
Course Materials and Pedagogy

Within each part, the material is broken down into smaller chapters. Here you will find written explanations, video links, glossary terms, key takeaways, and practice quizzes to help you understand the material. This book is designed to be a flexible resource; use it as much or as little as you need throughout the course.

In this unit, students wonder about the physical drivers of ocean movement, explore density differences, and take a look at some tiny creatures who struggle to keep their place in the water column in the midst of all that ocean motion.
Each unit of the Explore the Salish Sea curriculum contains a detailed unit plan, a slideshow, student journal, and assessments. All elements are adaptable and can be tailored to your local community.

The moon is more explored than the ocean, and that includes the Salish Sea. Where it is inconvenient or even impossible for people to go, we can engineer technology to go there for us, like the Mars Rovers, space probes, automatic unmanned vehicles, drones, and in this unit, remotely operated vehicles (ROV’s). Ocean Tech revisits the engineering process, but this time it requires physical, mechanical, and electrical engineers working together as a team to achieve a student-driven mission.

Chapter 5, Life in the Deep: The Subtidal World, is our first look into the amazing life forms that live their whole lives underwater. Is there access to the subtidal world near your school? If you can get to one (even if it is a pond or a pool), your students’ engineering efforts will find their reward. What mystery or problem will your students explore with their own ROV? Dive in!

Based on what they have already learned about friction, students formulate hypotheses concerning the effects of weight and contact area on the amount of friction between two surfaces. In the Associated Activities (Does Weight Matter? and Does Area Matter?), students design and conduct simple experiments to test their hypotheses, using procedures similar to those used in the previous lesson (Discovering Friction). An analysis of their data will reveal the importance of weight to normal friction (the friction that occurs as a result of surface roughness) and the importance of surface area to the friction that occurs between smooth surfaces due to molecular attraction. Based on their data, students will also be able to calculate coefficients of friction for the materials tested, and compare these to published values for various materials.

Students are introduced to the important concept of density with a focus is on the more easily understood densities of solids. Students use different methods to determine the densities of solid objects, including water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water sink, while those with densities less than water float. Then they explore the principle of buoyancy, and through further experimentation arrive at Archimedes' principle that a floating object displaces a mass of water equal to its own mass. Students may be surprised to discover that a floating object displaces more water than a sinking object of the same volume.

This lesson introduces students to the important concept of density. The focus is on the more easily understood densities of solids, but students can also explore the densities of liquids and gases. Students devise methods to determine the densities of solid objects, including the method of water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water will sink, while those with densities less than water will float. Density is an important material property for engineers to understand.