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Sixth Grade

Whatever Floats Your Boat

In this activity, students will work in teams to design four individual boats to see which can hold the most weight.

Objectives:

Students will engage in the design process Students will determine how weight impacts their design

Indiana Academic Standards:

6.1.1 Understand that the properties and behavior of matter can be explained by a model that depicts particles representing atoms or molecules in motion.

6.1.2 Explain the properties of solids, liquids and gases using drawings and models that represent matter as particles in motion whose state can be represented by the relative positions and movement of the particles.

Common Core Mathematic Standards

Represent and interpret data. Mathematical Practices

o Make sense of problems and persevere in solving them.o Reason abstractly and quantitatively.o Construct viable arguments and critique the reasoning of others.o Model with mathematics.o Use appropriate tools strategically.o Attend to precision.o Look for and make use of structure.o Look for and express regularity in repeated reasoning.

Materials:

Four square sheets of heavy duty aluminum foil measuring 12 centimeters (~4.5 inches) on a side A small bowl of water ~25 dice

Whatever Floats Your BoatNSWC Crane STEM I-STEP Training Packet Sixth Grade (made in conjunction with Vernier)

Sixth Grade

Team Name __________________

Procedure:1. Your team’s job is to design and build four boats from four squares of aluminum foil. Only one square of aluminum foil can be used per boat. No other materials, such as tape, paper orstaples, can be added to the foil.

2. Talk with your teammates about how different boats look. What kinds of boats can your teammake from the foil? How might they look? Draw some plans for your boats before you startto build them.

3. As a team, build one boat at a time.

4. When one boat is complete, test it by first floating it in the water, then carefully load the boatwith dice until it sinks. Count the number of dice the boat successfully floated and recordthat number on the data sheet.

5. Remove the boat from the water, label it and put it in a safe place. DO NOT PLAY WITH IT!! Your team may need it later!

6. Use what you learned from the last boat to make a new, better boat. Use a new square of foil for each new boat.

7. After your team has built and tested all four boats, decide on a price for the best one.

8. Write your team’s name and the price for your team’s best boat on your paper.

9. The best boats will be demonstrated in front of the class, so make sure you keep your boatssafe!

NSWC Crane STEM I-STEP Training Packet Sixth Grade (made in conjunction with Vernier)

Sixth Grade

Boat Sketches

Team Name _______________NSWC Crane STEM I-STEP Training Packet Sixth Grade (made in conjunction with Vernier)

Prototype Number of Dice Held

Sixth Grade

Team Members _______________________ _______________________ _______________________ _______________________

Price For Our Best Boat ____________

Statistical Analysis on Your DataMean: _______Median: ______Mode: ________

Represent Your Data:


Sixth Grade

TeamName

Number of dice to be carried

Number of dice best boat carried

How many boats will it

take to move all dice

How much does boat cost?

What is total cost for all

boats needed?


Sixth Grade

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

Team 1

Team 2

Team 3

Team 4

Team 5

Team 6

Team 7

Team 8

Team 9

Team 10

Class Bar Graph Representation


Sixth Grade

Distance From the Sun

In this activity students will explore the solar system and how the distance from the sun impacts the light that each planet receives.

Objective:

In this activity, students will Make a simulation of the planets of our solar system to scale. Measure the amount of light from a light source at different distances. Draw conclusions about conditions on other plan


6.2.1 Describe and model how the position, size and relative motions of the earth, moon and sun cause day and night, solar and lunar eclipses, and phases of the moon.

6.2.2 Recognize that gravity is a force that keeps celestial bodies in regular and predictable motion, holds objects to earth’s surface and is responsible for tides.

6.2.3 Understand that the sun, an average star where nuclear reactions occur, is the central and largest body in the solar system.

6.2.4 With regard to their size, composition, distance from sun, surface features and ability to support life, compare and contrast the planets of the solar system with one another and with asteroids and comets.

6.2.5 Demonstrate that the seasons in both hemispheres are the result of the inclination of the earth on its axis, which causes changes in sunlight intensity and length of day.

Materials:

Computer with Logger Lite software installedGo! Link interfaceTI Light Probemeter sticktable or floor lamp with 60 watt bulbtape and marking pen


Sixth Grade

Teacher Preparation:

You will use the meter stick and tape to make a scale model that shows therelative distances of the planets from the sun by following the steps below:

a. Put 0 cm end of the meter stick at the light.

b. Measure 10 cm from the light and mark the place with a piece of tape labeled“Mercury”. In this model, 25 cm is one Astronomical Unit, or AU. One AU is thedistance from the Sun to the Earth. All of the other planet distances are comparedto this distance between Earth and the Sun.

c. Measure 20 cm from the light. Mark this place with a piece of tape labeled “Venus.”

d. Continue marking the distances from the sun to the planets, using the Table of Distance

Table of DistancePlanet Distance in centimeters Distance in AU

Mercury 10 cm 0.4 AUVenus 18 cm 0.7 AUEarth 25 cm 1 AUMars 38 cm 1.5 AU

Jupiter 125 cm 5 AU


Sixth Grade

Student Name _____________________________

Procedure:

1 Turn the lamp on and darken the room as much as possible.

2. Collect data by following the steps below:

a. Decide who will hold the Light Probe and who will enter the data into the computer.

b. Click to begin data collection.

c. Put the probe at the position where Mercury is located in the model so the probe ispointing towards the lamp.

d. Look at the live meter on the computer screen, showing what light level is reachingthe probe. Move the tip around a bit to get the highest reading you can. Careful: Make sure you are still pointing towards the lamp!

e. Click to save this data point.

f. In the box that appears on the screen, enter in the value for the planet location in AU based on the table above (for Mercury this value is 0.4) and then click .

Repeat Step 6 for each of the planets in the model.

3. When you have collected all your data, click to end data collection. Write your observations on the Observations Sheet below

Observation Sheet

Write observations about how the light level changes as you move away from the sun.


Sixth Grade

ANALYZE YOUR DATA

1. Use the data from your graph to describe the light levels of the first five planets._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Write about two ways that we on Earth depend on the sun. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Imagine you have traveled to one of the outermost planets. Write a sentence that describes what the sunlight on the planet might be like and how the sun would look from that planet.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Imagine that we are going to try to begin a colony on another planet. Using what you know about how we on Earth depend on the Sun, and your data from this activity, describe what you would need to make the colony a place where humans could survive. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Sixth Grade

Interdependence – Discovering what Makes a Balanced Ecosystem

Objective:

To demonstrate that plants and animals are interdependent in a balanced ecosystem Predict what will happen in three experimental aquariums, only one of which is balanced. Record evidence of interdependence in the aquariums and record their observations in their journals. Define interdependence in their own words. Hypothesize about the effects of heat and light on the aquariums.


6.3.1 Describe specific relationships (i.e., predator and prey, consumer and producer, and parasite and host) between organisms and determine whether these relationships are competitive or mutually beneficial.

6.3.2 Describe how changes caused by organisms in the habitat where they live can be beneficial or detrimental to themselves or to native plants and animals.

6.3.3 Describe how certain biotic and abiotic factors—such as predators, quantity of light and water, range of temperatures and soil composition—can limit the number of organisms an ecosystem can support.

6.3.4 Recognize that plants use energy from the sun to make sugar (i.e., glucose) by the process of photosynthesis.

6.3.5 Describe how all animals, including humans, meet their energy needs by consuming other organisms, breaking down their structures, and using the materials to grow and function.

Materials:

3 one-quart mason or canning jars with lids aged water to fill the jars 2 sprigs of Elodea or Anacharis about 4 to 5 inches long several aquarium animals guppies and/or water snails 3 aquarium thermometers copy of Handout 1, "Interdependence in the Aquarium," for each student each student should have a journal for recording observations

Teacher tips

The animal(s) isolated in the airtight "animals-only" aquarium (see Step 1 in the Lesson Procedure) will probably not survive very long. I don't think it is necessary to wait until the animal dies for students to learn the concept of interdependence. The animal could be taken out as soon as students see signs of distress and can predict its demise if left in the jar.

The experiment will take several weeks to complete, and you should provide time each day for students to record their observations in their journals.

Students need to be reminded about what constitutes good observation. Otherwise, some students may give only a cursory glance to each jar and record that nothing has happened.


Sixth Grade

Procedure:

Step One: Fill three quart-size canning jars with aged water to within an inch of their tops. Place two or three guppies, or one water snail, in the first jar. Place one 4- to 5-inch long sprig of Elodea in the second jar. Place two or three guppies, or one snail, and the other sprig of Elodea in the third jar. Put an aquarium thermometer in each jar, then screw on the lids to make the jars airtight (see illustration below). Put these mini-aquariums in a place that is out of direct sunlight, and where your students will be able to observe them easily. Maintain the water temperature at approximately 70 degrees Fahrenheit. Try to keep the water temperature in each jar the same so students can determine the effect of plants and animals on each other without introducing another variable.

Step Two: Distribute the student handouts. Have students predict what will happen in each aquarium after several weeks, and they should record their hypotheses in their journals. Students should then observe the aquarium every day and record their observations. In addition to recording the measurable data, such as the daily water temperature, animal population, and plant growth, students should look for subtle changes in the aquariums. Are the fish active? Are they gasping for breath? Are the plants green and healthy? Is the water clear or cloudy? Does it have an odor?

The aquarium with the plants and animals should be reasonably balanced resulting in healthy fish even after several weeks, while the fish that are alone in the first aquarium will quickly run out of dissolved oxygen. (you can remove these fish as soon as they show signs of distress) The plant that is alone in the second aquarium may or may not show much evidence of change, depending on the amount of light it receives and how quickly it uses up its carbon dioxide and available nutrients.


Sixth Grade

Interdependence in the Aquarium

Name ____________________________

For this experiment, three aquariums are set up in airtight one-quart jars:

Aquarium 1. Water and aquatic animals (guppies or snail)

Aquarium 2. Water and an aquatic plant (Elodea or Anacharis)

Aquarium 3. Water, aquatic animals, and a plant.

The water temperatures in all three aquariums will be the same about 70 degrees Fahrenheit.

Lab Analysis

1. What do you think will happen in each aquarium after several weeks? Write your hypothesis in your journal. _________________________________________________________________________

_______________________________________________________________________________

2. Each day, observe the aquariums and record your observations in your journal. Be sure to write down the water temperature in each aquarium and any other measurable data you can think of, such as plant growth. Also be sure to note any other less obvious changes in each aquarium, such as the health of the fish and plants, and the condition of the water. __________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. At the end of the experiment, compare your observations with your original hypothesis. Do your results confirm your hypothesis, or would you rewrite your hypothesis to fit what you know now? ________

_________________________________________________________________________________

_________________________________________________________________________________

4. Define interdependence in your own words. What examples of interdependence in other environments can you think of? ___________________________________________________________________

_________________________________________________________________________________NSWC Crane STEM I-STEP Training Packet Sixth Grade (made in conjunction with Vernier)

Sixth Grade

5. What additional experiments would you like to do with the three aquariums? What do you think would happen if you changed the amount of light or heat each aquarium received? _____________________

__________________________________________________________________________________

__________________________________________________________________________________


Sixth Grade

Interdependence in the Aquarium

Student Journal

Student Name __________________


Sixth Grade

Day One: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Two: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Three: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Four: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Five: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Six: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Sixth Grade

Day Seven: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Eight: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Nine: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Ten: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Eleven: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Twelve: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Sixth Grade

Day Thirteen: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Fourteen: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Day Fifteen: _____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Sixth Grade

Human Accelerator

Objective:

In this activity students will:• cooperate with their partners to complete a task• pass tennis balls down a line of students to simulate a linear accelerator• record the number of tennis balls that successfully made it to the end of the line• calculate the fraction of tennis balls that successfully made it to the end of the line• use division and multiplication to convert each fraction into a percent• create a pie graph for each fraction


6.4.1 Understand how to apply potential or kinetic energy to power a simple device. 6.4.2 Construct a simple device that uses potential or kinetic energy to perform work. 6.4.3 Describe the transfer of energy amongst energy interactions.


Sixth Grade

1. Stand side by side, shoulder to shoulder with your class. Your class is now a linear accelerator that will help deliver the electron beam to its target.

2. The first person in the line will act as the injector. Every other person in the line is a cavity. The last person in line will hit the target with the electrons.

3. Cup your hand that is closest to the injector in the upward direction and the other hand downward.

4. As the electrons that make up the beam are injected you will transfer them along the accelerator by bringing your hands together and then moving them back to their original position as a leader calls “in...out...in...out...” in constant rhythm. When your hands come together, or in, you will transfer the electrons from one hand to the other. When your hands go out you will transfer them to the next cavity in line.

5. You must continue to do your job even if you don’t have any electrons so that the accelerator may continue operating.

6. Do not pick up any lost electrons.

7. After the beam has been delivered to its target, use the Human Accelerator Data Chart on the next page to record your data.

Beam Type Number of Balls Injected

Number of Balls Delivered

Fraction Delivered Percent Delivered

Pulsed Beam

Continuous Beam (slow cadence)

Continuous Beam (fast cadence)

Eyes Shut

Other


Sixth Grade

Example Pulsed Beam Continuous Beam (slow cadence)

Fraction Fraction FractionDelivered Delivered Delivered

Percent Percent PercentDelivered Delivered Delivered

Continuous Beam (fast cadence) Eyes Shut Other

Fraction Fraction FractionDelivered Delivered Delivered

Percent Percent PercentDelivered Delivered Delivered


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