Kategori: English

Let’s get acquainted with pendulum movement, like swings on a swing. What effect does the weight of the object and the length of the string make on how the object turns.
What do you notice?

Phase 1 Material

• string
• tape
• measure
• scissors
• Items with different weights (e.g. toys, weights )
• Paper and pens for any notes

Phase 2 Activity

Use a tape measure and measure out pieces o f string of different lengths (e.g. 1m, 60cm and 30cm).
Cut the strings 10-20 cm longer than measured above. Cut up two pieces of each length.
Tie any object to the other end of the strings.
Grasp the free end of the string with your fingers and set the object in motion. Try to keep your hands on the same place when the object oscillates, like swinging in a swing.
Can take two strings of the same length in each hand and observe which object is heavier.
It is then observed which has a larger pendulum movement, which is faster, and which one slows down faster when no additional impetus is given.
After that, strings of different lengths can be but objects of equal weight to the ends of the wire. Now you notice which pendulum moves bigger, which one is faster, and which one slows down faster, when no further impetus is given.

Modification

This can also be tested with a yo-yo or a similar object with a string and weight at one end.
If desired, you can also make a table to compare different string lengths and the pendulum movement of something in a child-friendly way.

Idea taken from STEAM Turku

WARM UP

1) Statues at Different Levels

• Create different, clear geometric shapes by standing still like statues. Create statues at floor level (on the ground), at intermediate level (sitting or kneeling), and at a higher level (standing). You can also create shapes together.

2) Body Triangles

• What kind of different triangles can you create with your own body? Can you make a really small triangle? Or a really big one? With what different parts of the body can you create a triangle? What if you create triangles with one or two classmates?

3) Secret Triangles

• Stand in a large room so that everyone has their own space around them. Each student must choose two other students, who can be their secret triangle friends. No one should reveal which students they have chosen. When the music starts playing, everyone is allowed to move freely in the room, but you must make sure that you are always at an equal distance from both your triangle friends.

2) Rubber Band Triangles

• Divide into groups of three. Each group stands inside a ring created by a long rubber band. Each group should create a triangle using their rubber band. The groups are allowed to move freely to the beat of music. How does the triangle change when the tips move? Try different levels and poses. The rubber band can be held at the waist, ankles, wrists.

TASKS

1) Angles With Arms

• Stretch out both arms in front of you. Then a smaller or larger angle is formed between the arms. If you are in a room where the corners consist of 90-degree angles, you can stand in a corner and try how it feels on your arms to form an angle of 90 degrees. What does the angle between the arms look like if it has less or more than 90 degrees?
• Divide the room in half with a line. One half is too blunt angles, the other too acute angles. The arm angles are allowed to move freely on both sides of the centerline, but when they hit the centerline, they should stop and stiffen to 90-degree angles. You get away from the center line when another angle hits the center line, so that the angles together amount to 180 degrees. After that, both angles are allowed to continue their journey in any half of the room.
• Feel free to use some type of background music in the assignment!

2) Triangle Experiment

• The task is a continuation of the previous task with different angles in the room. When the music stops, all the students should stop moving and keep the angle they have between their arms unchanged. Then the students should seek out two other students and try to form a triangle with them.
• What do you notice? Can all groups form a triangle? You notice quite quickly that any three angles cannot form a triangle together.

3) Line – or triangle?

• Demonstrate physically that the sum of a triangle’s angles is 180 degrees.
• A student should stand at the centre line and form a 180-degree angle with their arms. Another student stands next to them, and the first student reduces their own angle, so that the sum of the two new angles is 180 degrees. A third student stands between the first two, and now both first two angles need to be smaller for the third to be able to participate. The sum of all three angles should now be 180 degrees. All three students must make sure that their own angle does not change size. After that, they can move away from the line and form a triangle. Will you manage to form the triangle?
• The task description can be changed depending on whether the sum of a triangle’s angles is a new or a familiar theme. The task can be rephrased into a problem, e.g., as follows:
  • Start at the line where you have created three angles (as above), and now form a triangle of the angles. What can you conclude about the sum of the angles of the triangle? OR
  • You have been given a line with an angle of 180 degrees. How can you use your body to justify that the sum of a triangle’s angles is also 180 degrees?
• You can illustrate the sum of a triangle’s angles using fingers, legs, or feet. Which way is easiest?

 

The idea is taken from Lumatikas material.

 

Frog season is up.

Found some nice material from littlebinsforlittlehands

Frog-Activity-Pack-Download (PDF, 536 kB)

New-Frog-Life-Cycle-Color (PDF 4MB)

Draw some different sized circles randomly around a piece of paper and laminate it.

Next, prepare a few cups of colored water with water and food coloring.

Then start counting how many drops of water it takes took to fill the dots.

Since they are different sizes, it can be interesting to compare.

Then can you of course add thoughts around surface tension if you want to expand the experiment.

 

Tip from TeachBesideMe.

Draw and cut out a rocket and the rectangle that you roll to put the straw in.

Roll the rectangle the long way with the fold line on the top. You can roll it around a pencil to get it tight. Tape it along the sides to secure it. Fold it over at the top. Secure the fold with tape to keep it down.

Tape the rolled piece to the back of the rocket body.

Insert a straw and blow the rocket up into the air. Do not push the straw very hard into the rocket. You want it to be loosely placed on top. Then when you blow, give it one fast and hard blow to make it fly high!

Try blowing it at different angles and at a different trajectory to see if you can get it to fly higher or farther. The wind and air resistance will make a difference here, too.

The Science Behind It:

Add a learning component to it, too! Talk about physics and the force of air. When you blow into the straw, the big puff of air gets stopped at the top and pushes back down. The force pushing it back down causes the rocket to fly! This is Newton’s third law of motion- action and reaction!

This is also a lesson on gravity, as the rocket will always land!

This is a great STEM activity. Test a few variables, like adding a paper clip for weight, trying a wide straw instead of a skinny one, changing the angle of the launch, etc. Get out a measuring tape to see which one will fly farther.

 

Idea taken from TechBesideMe

A lot of different surface formations and patterns are found in nature.

What does moss look like when you enlarge it?

Let the child search and explore different natural materials and look through the loupe on the details. A digital microscope can be used to examine, videotape and take pictures, and magnifications can be viewed on a tablet.

Later, the images can be discussed and possibly draw off with the image as a model.

You need:

• A stack of books, 4-6 inches tall
• A sturdy ruler (or another long, fast, flat object)
• A round, heavy object like an orange, paper weight, or ball

Make an inclined plane

1. Prop the ruler up on the books so that one end rests on the top of the books and the other on the ground.
2. Ask your child to use two fingers to pinch the object and lift it to the top of the stack of books.
3. Ask your child to use two fingers to roll or slide the object up the inclined plane.

Is it easier or more difficult to lift the object than to roll it up the ramp?

It requires less force over a longer distance to roll the object up the ramp, but some kids might say that it’s easier to lift the object. Ask them if their answer would change if the object were very heavy and the height to which they were lifting it was very high.

You need:

• En smörkniv eller en gaffel (välj ett verktyg som du är trygg med att barnen kan hantera
• Bröd, lera, eller ett äpple (något som barnen kan dela)

See How a Wedge Works

1. With your child, try splitting or cutting the object in half without using the wedge.
2. Identify which part of the utensil is the wedge.
3. Use the wedge to split or cut the object in half.

Were you able to split or cut the object without the wedge? Was it harder to do? Why? Why would you use different wedges for different tasks? Would you use a fork to cut something and a knife to pick up something to eat? Why or why not?

You need

• A sturdy ruler (or another long, fast, flat object)
• A pencil
• A pile of books

Make a Lever

1. Ask your child to use both hands to lift a stack of books up two inches.
2. Ask if they could lift the books with just two fingers.
3. Slide about two inches of the ruler under the stack of books.
4. Slide a pencil perpendicular to and under the ruler, close to the stack of books but not under it.
5. Hold the pencil in place and ask your child to push down on the ruler with two hands, then with two fingers, and then with one finger.

How many hands or fingers does your child need to lift the stack of books when using the ruler and pencil as a lever?

Does it feel easier or harder to lift the stack of books when using the ruler as a lever instead of lifting them straight up?

Warm up

1) Mirror game

• Two students, forming a pair, stand opposite each other. One moves slowly and the other follows its movements in reverse. The roles can be changed without pause, so that the movements are kept as smooth as possible.
• Try to make faster and faster role changes, after which it will be possible to find a common flow mode, where neither the student controls or follows, but where the movement is created together.
• Calm music (with a slow tempo!) in the background can be helpful.

2) Trio formations

• Try different ways to make touch contact with each other: for example, you can shake hands, keep one hand on your friend’s forehead, or hold your knees, foreheads or fingertips together.
• Try out the different ways you can create touch contact in groups of three. Which formation is your favorite? Show it to the rest of the class, too.
• Discuss together the trio formations created by the different groups. What characteristics did they have (small-large, down-up, feet-hands-hips-nose tips, etc., number of points of contact).
• Do you notice that quite a few of the formations are symmetrical, even though there was no mention of symmetry in the job description?

TASK

1) Rotational symmetry

• Divide into groups of six people (4-8 people also work if needed). Start by sitting or standing opposite each other in a circle and holding hands. What kind of symmetrical shapes can you create with the group? Try creating different shapes. Everyone in the group can take turns coming up with a position for others to follow, so that the rotational symmetry is preserved.
• What are your favorite shapes? How can you as a group move when you switch between shapes? What mathematical shapes can you see in your formations?
• Calm music in the background can be helpful. In this task, it’s best to use music that lacks a clear rhythm or melody.

2) Symmetry dance

• Keep the same group division and create a dance series of your favorite forms. What order should the shapes be in, and how should the group move? Memorize the order that you have agreed on. Also discuss how the dance begins and ends. Practice the symmetry dance a few times.
• After that, all groups will perform their dances in front of the rest of the class. The dances can also be recorded on video. Ideally, the videos should be recorded straight or slightly obliquely from above.
• Calm music in the background can be helpful. In this task, it’s best to use music that lacks a clear rhythm or melody.

ENDING

• Look at pictures of snowflakes. Are they similar to the dances you just created?
• Watch the videos of your dances. What are the different elements that can be found in the dances? What are the similarities and differences between them?
• If the dances were created in groups with different numbers of students, you can also discuss whether there were differences between the dances.

You can continue to create more rotational symmetries by drawing mandalas or mirror images (one student draws the first part and the second should continue the image so that it is symmetrical) or create symmetrical images in the sand on a game board.

 

Idea taken from Lumatikka’s Math in Motion