Fifth Grade Suggested quarter First Quarter
Idaho SySTEMic Total time needed 60 – 90 minutes
Could be 2 days @ 30 min.
Scientific Method – Gondola “Cable”
Short lesson description: Students will be using the scientific method to determine which type of string (“cable”) works best to run their gondola downhill. For extensions, students can change slope of string or size/weight of gondola.
MSD Standards addressed:
Area RT number Description Evidence?
Math standards RT 5 – Measurement Systems
Students use protractors to measure number of degrees in angles
Observation of students using protractors to measure angles Science standards RT 1 – Experimental
Design
RT 2 – Data Collection RT 3 – Data Analysis
Students are working through the scientific method to decide which string type works best
Write Your Own Experiment pages Communicate Results
Other area standards Language Technical writing Write Your Own
Experiment pages Communicate Results Background information for teacher:
This is a great lesson to introduce the whole class to scientific method. If students have prior knowledge with using protractors, they can later adjust the angle measurements to see how various angle measurements change the speed of their gondolas. Students can also double and triple the size of their original gondolas to check the speed of larger gondolas. After initial whole group lesson, this experiment can also be reproduced by individual students using different materials for their own scientific method experiment.
Materials needed:
1. Bricklab – 2-2x4’s, 1-2x8 per two students
2. For each student pair, a two inch piece of straw to be taped to one of the 2x4’s 3. “Write your own experiment” pages
4. Three types of string cut to same length–coarse jute and fishing line work well with one “middle” type (no yarn – it has too much elasticity). It is convenient to attach these strings in the hallway at about the same height as a doorway. The strings need to be firmly attached at the top since they will experience a lot of stress. There should be one string for each group of six students.
If there are not multiples of three in your class have one child hold two gondolas so there are three in each group to hold down the string
Classroom procedure Day 1: (30 – 45 minutes)
***Hand out Write Your Own Experiment pages. Fill out together as a class. Title – Gondola Cables
Problem – Which type of “cable” will allow a gondola to slide downhill fastest?
Hypothesis – Students can fill this out themselves with their hypothesis of which string will work best.
Materials – Bricks -2- 2x4, 1-2x8, straw piece, jute, fishing line, other type of string, stopwatch Changed Variable – Type of string (could change angle or size of gondola in another iteration of
experiment)
Controlled Variable – Size of gondola and length of string (for first try at experiment) Procedures
1. Make gondola
2. Place strings (this is done by volunteer or teacher prior to lesson0
3. Three students need to put gondola on 3 different strings and slide them to top marker 4. Have one person say go and all three release their gondolas
5. (If timing, timers need to press start buttons on go) 6. Write data showing first, second, third place
7. Lengthen string to next mark on floor and repeat steps 3 – 6 8. Lengthen string to last mark on floor and repeat steps 3 – 6
Collect and Analyze Data – students will put their data here when they are doing the experiment, either on same day or next day
Draw Conclusions – “My hypothesis was (correct/incorrect) and why” – students will do this after experiment is complete
Communicate Results – This will be the evidence piece Day 2: (30-45 minutes)
Inquiry questions to mention before following the procedures:
1. Where do you see gondolas in your daily life? What role does friction play in how well the gondola functions? Would it be better without friction? Why or why not?
2. What are the three attributes which we are varying in this experiment? Are there some others we could have considered?
3. Which of the types of “cable” do you expect to make the gondola run most slowly? Why? Which type of cable will be the fastest? Why?
Notes to teacher:
Parent volunteer or teacher needs to have string taped to wall (hallway works best) at a height accessible by students. There should be three pieces of string for each group of six. (Day 2 if breaking this lesson up) Parent volunteer or teacher should tape two inch piece of straw to one of the 2x4’s prior to experiment
When children tape the straws, a lot of time is spent fixing problems with the taping. A picture of the gondola with straw is here below:
Place a 2 x 4 brick in the center of a 2 x 8 brick and parallel to that brick.
Tape a two inch piece of drinking straw to the center of a 2x4 brick as shown.
Place the 2x4 brick perpendicular to the first two bricks.
Write Your Own Experiment
Name of experiment:
Scientific Method:
1. Problem:What is the problem/question I am investigating? What information do I know about this problem/question?
3. Design Experiment: List the materials I will need including what instruments I will use to collect my data.
a. Materials: i. ii. iii. iv. v. vi. vii. viii.
b. Change Variables: What will change in my experiment?
iv. v. vi. vii. viii. ix. x.
5. Draw Conclusions: Using my data and graph write what happened during my experiment. Explain what I think happened and why it happened. What could I do differently to change the results of my experiment if I did it again?
6. Communicate Results: Using all of the information, I will write a lab report for this
