Ready-Ed
PHOTOCOPY MASTERS
Publications
Practical Science
Working Scientifically
for 8-10 year olds ! Practical hands-on science activities ! Contains comprehensive teachers’ notes and lesson ideas
By Kevin Rigg
Contents
Contents
Working Scientifically
This is a Ready-Ed Publications' book preview. Teachers’ Notes Presentation Ideas Curriculum Links
........ page 4 ........ page 5 ........ page 6
Lesson 1: Magnetic Attractions (1) Teachers’ Notes Activity 1a Activity 1b
........ page 8 ........ page 9 ...... page 10
Lesson 2: Magnetic Attractions (2) Teachers’ Notes Activity
...... page 11 ...... page 12
Lesson 3: Magnetic Directions Teachers’ Notes Activity 3a Activity 3b
...... page 13 ...... page 14 ...... page 15
Lesson 4: Pendulums (1) Teachers’ Notes Activity
...... page 16 ...... page 17
Lesson 5: Pendulums (2) Teachers’ Notes Activity 5a Activity 5b
...... page 18 ...... page 19 ...... page 20
Lesson 6: My Pendulum Test Teachers’ Notes Activity 6a Activity 6b
...... page 21 ...... page 22 ...... page 23
Lesson 7: Apple Bridges (1) Teachers’ Notes Activity
...... page 24 ...... page 25
Go to www.readyed.net Lesson 8: Apple Bridges (2) Teachers’ Notes Activity
...... page 26 ...... page 27
3
Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Working Scientifically” with 8-10 year old students.
Working Scientifically
Lesson Sheets Layout
This is a Ready-Ed Publications' book preview. At this level the students will be involved in conducting simple tests, gathering data, collating information and drawing conclusions. Students will use familiar situations to test ideas and be able to draw their own conclusions. Skills developed include graphing, timing, illustrating, labelling, writing descriptions, designing tests and data tables, questioning the fairness/validity of tests, following written instructions and interpreting results. Specific activities explore magnets, pendulums and bridge construction.
STUDENT LESSON SHEET Lesson title Student learning activities
Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.
Science Materials and Equipment The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired. All lesson sheets are outcome linked to the various curriculum documents (see page 6).
TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links; Required materials;
Other books in the Practical Science series:
• • • •
4
Energy and Change Life and Living Natural and Processed Materials Earth and Beyond
Lesson plan ideas including extension ideas and teaching tips;
Go to www.readyed.net Cross-curricular/integration ideas.
Presentation Ideas
Working Scientifically
This is a Ready-Ed Publications' book preview. • Create a display using items used in the lesson and worksheets. Children could make labels for the items.
• Make a frieze of drawings, magazine cut-outs and worksheets used in the lesson. Students can label the pictures. • Take digital photos of the activity and download/print them for a language activity. Children can create labels to put under the photos. • Children could produce labels or text for the photos which can be used to create a class book or display in the library. • Display record pages alongside the data collection pages in a class display. • Collect photos from the children of activities, pets, homes, etc. • Cut the worksheets up into parts and display, together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets.
• Children could prepare and present talks to another class using the worksheets as a guide.
Internet Use All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication.
Go to www.readyed.net
Bookmark this site for ease of use:
www.readyed.com.au/urls/science
5
Curriculum Links
Working Scientifically
This is a Ready-Ed Publications' book preview. The activities in Practical Science: Working Scientifically can be linked to the following Science strands and learning outcomes for each state/territory.
State/Territory
Subject Area
NT, ACT and Tas. (National Curriculum)
Science
New South Wales
Science and Technology
Strands
Outcomes
· Working Scientifically
- Planning Investigations - Conducting Investigations - Processing Data - Evaluating Findings - Using Science
2.13 2.14 2.15 2.16 2.17
· Learning Process
Outcomes: - Investigating INV S2.7 - Designing and Making DM S21.8 - Using Technology UT S2.9 Victoria (VELS)
Science
Queensland
Science
· Science, Knowledge
and Understanding · Science at Work · Working Scientifically
2.1 (CSF) 3.1 (CSF) At Level 2
- Investigating - Understanding - Communicating South Australia
Science
· Developmental Learning
Outcomes - Thinking - Interdependence - Communication Western Australia
Science
· Investigating Scientifically - Planning - Conducting - Processing Data - Evaluating
Conceptual Strands: 2.1, 2.4 2.5, 2.8
IS 2.1 IS 2.2 IS 2.3 IS 2.4
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Working Scientifically
This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Magnetic Attractions (1) •Magnetic Attractions (2) •Magnetic Directions •Pendulums (1) •Pendulums (2) •My Pendulum Test •Apple Bridges (1) •Apple Bridges (2)
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Lesson 1
Lesson 1
Teachers’ Notes
Working Scientifically
Magnetic Attractions (1)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Conducts simple tests and describes observations. • Identifies patterns and groupings in information to draw conclusions.
Materials: • 2 small magnets per child, pair or group • access to classroom items to test Students can choose whatever they can see around the classroom, including things like the board, windows and heaters. For a more ordered lesson, a selection of objects in a tray for each group could be provided. These could include items such as: • paper clip • ping pong ball • cuisenaire rod • chalk • cardboard counter • ball bearing • biro • beanbag • tennis ball • teaspoon • drawing pin • rubber/eraser • pop stick • scrap paper
Lesson Ideas: As an introduction to magnets each child/group should have time to examine two magnets. • Children describe the magnet shapes and include any markings they may have. Students then draw the magnets on their worksheet. • Children write predictions about what they think might happen when the magnets are placed in certain positions. They then test to see if their predictions were correct. Students draw and describe what happens. Relate to how magnets “repel” and “attract”. • Using the second worksheet (see Page 10), children conduct a small test on ten random classroom items. It is probably best to have students working in small groups with a tray of items, or selected students from each group could walk around the classroom testing some of the larger items, such as the heater or the windows. • If providing a set of materials, remember to add some items that are not magnetic. *Children complete the table on their worksheet and draw the “attracted” (or magnetic) items. They then make a statement regarding attracted items.
Integration Ideas: Society and Environment / SOSE / HSIE: Children research the uses of magnets in society and the discovery of magnets in history. These websites are a good starting point for research: www.sciencetech.technomuses.ca/english/schoolzone/Info_Magnets.cfm www.exploratorium.edu/snacks/iconmagnetism.html English (Speaking and Listening): Children prepare and present talks on magnets using the worksheet and their findings as a guide. • Hang magnets around the room in different positions to demonstrate how they work. Children can create labels for this display.
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8
Lesson 1a
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A
Magnetic Attractions (1)
Working Scientifically
Draw your two magnets and write two sentences describing these magnets.
This is a Ready-Ed Publications' book preview. • ______________________________ ______________________________ ______________________________
• ______________________________ ______________________________ ______________________________
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B
Prediction
What do you think will happen if the two magnets are placed near each other? ___________________________________________ ___________________________________________
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C
Place the two magnets near each other in three different positions. Draw these positions in the boxes below and describe what happened to the magnets in each position.
Position
Position
Position
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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D
What can you say about the way magnets act when they are placed together?
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__________________________________________________________________ __________________________________________________________________ 9
Lesson 1b
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A
Magnetic Attractions (1)
Working Scientifically
Magnetic Test
This is a Ready-Ed Publications' book preview. Choose 10 items to test your magnet on in the classroom. Test each item individually and find out whether it is attracted to the magnet.
Complete the table below. In the MATERIAL column, try to be specific. For example, write “tin” or “copper” instead of just “metal”. Classroom Objects
Material
Attracted
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B
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C
FINDINGS: Draw and label the magnetic items in this box.
CONCLUSION: What do you notice about the objects that were attracted to the magnet? Write a sentence below.
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_________________________________________________________ _________________________________________________________ 10
Lesson 2
Teachers’ Notes
Working Scientifically
Magnetic Attractions (2)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Conducts simple tests and describes observations. • Cooperatively suggests possible improvements to investigations in the light of findings.
Materials: Each child/group will need: • a magnet • collection of small magnetic items, e.g. drawing pins, sewing pins, paper clips, washers, nails, ball bearings, etc.
Lesson Ideas: Students will conduct their own magnet test, collect data and write up a summary. • Discuss the test choices and explain how simple tests can be carried out. • Before commencing the tests, children must clearly explain in writing how they are going to carry out their test. Students then draw a diagram of the test and equipment they will need. • Children will need to design and draw up a data table to record their results in the box (see part B on the worksheet). They should work this out first on a piece of scrap paper to identify what the data table will need to show. Students then record the data as they carry out the test. The data collected can be written onto the worksheet once the tests are completed. • Students should explain how the test was conducted and discuss their predictions. As an extension activity, they could graph the result/s on graph paper and attach it to their worksheet. • Students should also make note of how they made their test fair (e.g. used the same magnet each time, used the same sized objects, used the same surface to do the test on, etc.). Highlight how “unfair” tests can be carried out and that how these “unfair” tests are not an accurate recording. Provide some examples of “fair” and “unfair” tests using the magnets and a number of different variables.
Integration Ideas: English (Speaking and Listening): Individually, children present small talks on the test they conducted, to a group/class/assembly. English (Writing): Students write a recount of the experiment. Maths: Children graph the test results using graph paper and specific measurements. If some students carried out similar tests, averages could be calculated of the results for each group.
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11
Lesson 2
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A
Magnetic Attractions (2)
Working Scientifically
Design a magnet test: Tick the test you will do from the list below:
This is a Ready-Ed Publications' book preview. How many of each object will your magnet pick up? How close can your magnet get to the object before it moves? Design my own magnet test. Describe:________________________ __________________________________________________________
Explain how you are going to carry out your test: ________________________ ___________________________________________________________________
Write a prediction about what you think the results of your experiment will be. ___________________________________________________________________ List all of the equipment you will need __________________________________ ___________________________________________________________________
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B
Data Table
Carefully conduct your tests and collect your data. Test each item a few times and remember to include a prediction column. Think carefully about how you will rule up the data table. You will need to work out what each column needs to show. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
Conclusions
Summarise what happened during your test.
Write about the results of the test and compare them to your predictions. ________________________________________________________________ ________________________________________________________________
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What did you have to do to make sure it was a fair test?
________________________________________________________________ ________________________________________________________________ 12
Teachers’ Notes
Lesson 3
Working Scientifically
Magnetic Directions
This is a Ready-Ed Publications' book preview. Materials: Learning Outcome:
• Organises and uses equipment to gather and present information.
Each group will need: • small piece of cork (approximately 2½ cm round and 1 cm high) • magnet with “North” marked on it • scissors or knife • large metal darning or tapestry needle • large plastic bowl half filled with water • compass (one per class is enough)
Lesson Ideas: It would be best to do this activity outside so as to ensure that no other metals influence the magnetised needle. • Students hang a magnet so that it balances evenly from a piece of cotton and gently spin it. • Children can draw their predictions as to which way the “N” will point when it stops spinning. Students draw the final result and compare to their predictions. • Discuss the concept of the Magnetic North Pole. Students write a definition for the Magnetic North Pole and discuss how it is different to the normal North Pole. Students can research using the Internet or copy a definition from the board. Definition: www.answers.com/topic/north-pole History and definition: obsfur.geophysik.uni-muenchen.de/mag/news/e_nmpole.htm content.scholastic.com/browse/article.jsp?id=4616
• Using a knife or scissors, cut a groove in the cork for the needle to rest in. Children can float the cork in the bowl. Show children how to magnetise their needles by rubbing the magnet along it, going the same way each time and keeping the magnet away from it when not rubbing. Rub along the needle about 20 times. • Needles should be placed carefully into the groove on the cork. • When the cork settles the children can mark on the side of the bowl where it stopped. Rotate the needle again and see if it settles on the same spot again. Children write their responses to what they see. • Children complete the compass by writing in the other directions on the side of the bowl.
Integration Ideas:
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Society and Environment / SOSE / HSIE: Using the websites listed above, children complete research projects on the history of the North Pole and how the Magnetic North Pole was discovered. English (Writing): Students write a recount about the experiment. 13
Lesson 3a
Magnetic Directions
Working Scientifically
This is a Ready-Ed Publications' book preview. This activity will look at magnets and the directions of a compass. You are going to hang a magnet from a piece of cotton and gently spin it.
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A
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C
Make a prediction about which way you think the magnet will point when it stops spinning. Show the direction on this compass below.
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B
Draw the magnet hanging by its thread and show on the compass which way it is pointing.
Results and Conclusions
Â… Where you surprised at what happened? Discuss what you found
and give reasons. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ † What is meant by the term Magnetic North Pole?
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_____________________________________________ _____________________________________________ _____________________________________________ 14
Lesson 3b
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D
Magnetic Directions
Working Scientifically
Make a Compass
This is a Ready-Ed Publications' book preview. Draw and label the equipment you will need to make a compass.
Instructions Rub the magnet along the needle 20 times. This will magnetise the needle. Move the magnet along the needle in the same direction each time. Do not drag the magnet back along the needle. Now, test the needle to see if it is magnetic. See if it will be attracted to a paper clip. Float the cork on the water and wait for it to settle. Carefully place the needle along the groove. When the cork settles, use the compass to mark Magnetic North on the side of the bowl. Keep the experiment away from other metal objects (try to do this experiment outside). Rotate the cork and let it settle again. What do you notice about the way the needle is pointing now? _____________________________________________________________ The end to which the needle points each time is: ___________________ Now, mark the rest of the compass directions on your bowl to make it resemble a real compass.
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E
Draw and label your bowl compass.
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Lesson 4
Teachers' Notes
Working Scientifically
Pendulums (1)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Argues conclusions on the basis of collected information and personal experience. • Identifies ways science is used responsibly in the community.
Materials: Each child will need: • piece of string approximately 50 cm long • collection of washers
Lesson Ideas: • Make a pendulum and demonstrate to the students how it works. Point out the bob, cord, fixed point, force and swing. • Children make their own pendulums and observe and draw. • Students can discuss and describe their pendulums and then write their descriptions onto the worksheet. • Explain the terms “gravity” and “inertia” to the class. • Children can browse magazines for ideas for the final activity or brainstorm in groups.
Extension: Ask students to bring in a collection of pendulum-driven tools, toys and appliances. Children can draw and label them and then write explanations for how they work.
Integration Ideas: English (Spelling): Make a list of “pendulum” words for word study activities. The Arts: (Drama): Children mime activities using items which have pendulums. Phys. Ed.: Children make human pendulums. View this website for ideas: www.suzy.co.nz/suzysworld/Factpage.asp?FactSheet=112
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The Arts (Painting): Children paint a scene with as many pendulums in it as possible, e.g. swings, clocks, toys.
16
Lesson 4
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A
Pendulums (1)
Working Scientifically
Describe how you made your pendulum?
This is a Ready-Ed Publications' book preview. B __________________________________________________________ __________________________________________________________
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Draw a pendulum in action.
Use these labels on your drawing:
•cord
•bob
•fixed point
Use arrows to show: •force 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
•swing
Describe how a pendulum works.
Use the words from your drawing to help you explain. Include an explanation for “gravity” and “inertia”. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
D
Draw and label three other items that need a pendulum to make it work. Label the pendulum in each drawing. ______________________________
E.g. A child’s swing
______________________________
______________________________
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17
Lesson 5
Teachers' Notes
Working Scientifically
Pendulums (2) This is a Ready-Ed Publications' Learning Outcomes:
book preview.
• Organises and uses equipment to gather and present information. • Argues conclusions on the basis of collected information and personal experience.
Materials: Each pair or group will need: • 50 cm string • 6 washers of the same size • somewhere to fix the pendulum (desk top, fence, etc.) • stopwatch or clock with second hand
Lesson Ideas: Children need to work in pairs or groups. • Children assemble the pendulums using two washers and fix them to a support. The pendulum can be tied or taped and there must be enough room for it to swing from a horizontal position. • Students make their predictions as to how many swings there will be as they increase the number of washers on the pendulum to 4 and then to 6. • One child keeps the time for 30 secs while another student counts the swings of the pendulum. Children should do each test twice to ensure the result is accurate. Discuss what to do if the two swings produced different results. (Students to find the average or repeat test.) • Children fill in the table with their estimates and the results. Each estimate should be done before each test. Estimates should be more accurate as the test progresses, to reflect students’ observation skills. • Children construct a bar graph of the result using grid paper. They should highlight their estimates on the bar graph as well as using another colour.
Integration Ideas: English (Writing): Students write a recount of the tests.
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Lesson 5a
Pendulums (2)
Working Scientifically
This is a Ready-Ed Publications' book preview. Make a pendulum by tying two washers to the end of the string.
QUESTION: Does the weight of the bob affect the rate of the swing of the pendulum? HERE’S WHAT TO DO:
•Set the pendulum length at 50 cm and tie the string to a support. •You will swing your pendulum from a horizontal position each time. •Count the number of swings your pendulum makes in 30 seconds. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Predict
What must you be careful of to make the swing test fair?
____________________________________________________________ ____________________________________________________________ What do you think will happen to the number of swings as you add
more washers to the pendulum? Why? ____________________________________________________________ ____________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Now do the test. Repeat each test twice. NUMBER OF SWINGS/30 SECS
Number of washers used
•Estimate 1
•Measure 1
•Estimate 2
•Measure 2
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Lesson 5b 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
Pendulums (2)
Working Scientifically
This is a Ready-Ed Publications' book preview. C
Results
What happened to the number of swings as you added washers?
___________________________________________________________ ___________________________________________________________
What problems did you have gathering the data?
___________________________________________________________ ___________________________________________________________ Construct a graph using the grid below to show all of the results.
Remember to clearly label your graph.
How many swings do you think the pendulum
would make if it had 8 washers? __________________________________________ __________________________________________
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__________________________________________
20
Lesson 6
Teachers' Notes
Working Scientifically
My Pendulum Test This is a Ready-Ed Publications'
book preview.
Learning Outcomes:
• Suggests ways of doing investigations, giving consideration to fairness. • Organises and uses equipment to gather and present information. • Argues conclusions on the basis of collected information and personal experience. • Evaluates the fairness of a test designed and carried out.
Materials: Each pair or group will need:
• 50 cm string • 4 washers of the same size • somewhere to fix the pendulum (desk top, fence, etc.) • stopwatch or clock with second hand • grid paper
Lesson Ideas: • The children, in pairs or groups, will decide which of the tests to conduct. They then collect their equipment and write up how they intend to conduct the test. • Students make their predictions. Relate the predictions to the original questions. • Ensure the children conduct fair tests. • The children can record the data on scrap paper and copy the results onto the table on their worksheet. Results can be graphed on grid paper. • Children write up the results of the test.
Integration Ideas: Technology: • Children complete projects on pendulums showing the properties from the test results. • Students brainstorm and discuss the tools that use a pendulum.
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21
Lesson 6a
My Pendulum Test
Working Scientifically
Make a pendulum by tying two washers to the end of the string.
This is a Ready-Ed Publications' book preview. You will need to design your own test. Choose from one of these questions: What will happen to the number of What will happen to the number of swings if the string is made longer?
swings if the starting angle is different?
low starting angle.
short string 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
long string
high starting angle.
Predict
Explain how you intend to conduct your test.
________________________________________________________________ ________________________________________________________________ Draw and label the equipment you will need.
What must you do to make sure the test is fair?
________________________________________________________________ ________________________________________________________________ What do you think the results will show? Make some predictions.
________________________________________________________________
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________________________________________________________________ ________________________________________________________________
22
Lesson 6b
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B
My Pendulum Test
Working Scientifically
This is a Ready-Ed Publications' book preview. Results: Record your pendulum test results in the table below. You will need to clearly label the columns.
Â… Analysis: What happened to the number of swings?
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ † Reflection: Explain any problems you had with the test and what you might try next time.
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C
Challenge: Design a toy that uses a pendulum. Draw and label your design. Explain how the toy works.
___________________________ ___________________________
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___________________________ ___________________________
23
Lesson 7
Teachers' Notes
Working Scientifically
Apple Bridges (1) This is a Ready-Ed Publications'
book preview.
Learning Outcome:
• Formulates questions to guide observation and investigations of familiar situations.
Materials: Each pair or group will need: • apple • collection of building materials, e.g. toothpicks, straws, string, newspaper, pop sticks, pins, etc. Note: Students should not use bulky, strong items. Instead allow them to construct the bridge entirely from scratch.
Lesson Ideas: • This worksheet should be done in conjunction with Lesson 8: Apple Bridges (2). • Read through the rules for the bridges and emphasise the requirement that the bridge should be able to hold one apple without collapsing. • Children collect materials and discuss the designs they are going to use. Students can write up an explanation of their bridge and draw the designs they will use. At this stage the bridge is still in the planning stages, ready for Lesson 8.
Integration Ideas: The Arts: Children paint or draw a large art piece of the bridge they intend to build. These pieces can be hung over wire around the room and compared to the final bridges made. English (Speaking and Listening): Children prepare and present talks about the bridges they intend to build.
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Apple Bridges (1)
Lesson 7
Working Scientifically
Bridge Rules:
This is a Ready-Ed Publications' book preview. Your bridge must be built from a minimum of three different materials. Your bridge must span a distance of 30 cm (between desks). Your bridge must not be glued or taped to the desks (freestanding). It must be able to hold at least one apple.
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A
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B
List and draw your team’s selected materials.
Discuss the design your group will use. Explain the important features of your bridge.
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C
Draw and label your group’s final design.
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Lesson 8
Teachers' Notes
Working Scientifically
Apple Bridges (2) This is a Ready-Ed Publications'
book preview.
Learning Outcomes:
• Conducts simple tests and describes observations. • Cooperatively suggests possible improvements to investigations in the light of findings. • Compares ways of solving problems and finding explanations.
Materials: • at least one apple for each student pair/group • set of scales to weigh apples
Lesson Ideas: • Once the children have completed building their bridges that they designed in Lesson 7 they can begin the worksheet. • Children make an assessment of the bridges they made. They should discuss the bridge in their groups and come up with a group answer. • Hold a class discussion about the problems students encountered in building their bridges. • Children should be able to identify the parts of the bridge that make it strong. • Children can weigh the apples and conduct the apple tests to see if their bridge will support an apple’s weight. Students discuss the features of the stronger bridges that were able to support more than one apple.
Integration Ideas: English (Writing): Students write a recount of the bridge activity. Society and Environement / SOSE / HSIE: Students work on research projects about famous bridges in the world.
Go to www.readyed.net
This website is a good starting point:
www.civl.port.ac.uk/comp_prog/bridges1/
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Lesson 8
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A
Apple Bridges (2)
Working Scientifically
How did your group build the bridge?
This is a Ready-Ed Publications' book preview. Explain in your own words the procedure your group used.
________________________________________________________________ ________________________________________________________________
What problems did your group have when building the bridge?
________________________________________________________________ ________________________________________________________________ Draw and label the two most important parts of your bridge that make it strong.
Draw and label something you could have done to make your bridge stronger.
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B
Apple Tests
The apple weighs ______ g How did the “one apple” test go? ________________________________________
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How many apples will your bridge hold? __________________________________ What was the total weight of apples your bridge held before it collapsed? _____ The strongest bridge in the class held ______ apples. 27