| Grade 6: Structures and Mechanisms: Motion |
Achievement
Level
|
|
Overall Expectations
|
1
|
2
|
3
|
4
|
| •demonstrate an understanding of different kinds of motion
(linear, rotational, reciprocating, oscillating); |
|
|
|
|
| •design and make mechanical devices, and investigate
how mechanisms change one type of motion into another and transfer energy
from one form to another; |
|
|
|
|
| •identify modifications to improve the design and method
of production of systems that have mechanisms that move in different ways. |
|
|
|
|
|
Specific Expectations
|
|
|
|
|
| Understanding Basic Concepts |
|
|
|
|
| •describe, using their observations, ways in which mechanical
devices and systems produce a linear output from a rotary input (e.g.,
screw, crank and slider, rack and pinion, cam and cam follower); |
|
|
|
|
| •describe, using their observations, the purposes or
uses of three classes of simple levers (e.g., wheelbarrow, tongs, seesaw); |
|
|
|
|
| •demonstrate an understanding of how linkages (systems
of levers) transmit motion and force (e.g., by means of a fixed pivot,
a moving pivot, and/or a fulcrum); |
|
|
|
|
| •demonstrate awareness that a moving mass has kinetic
energy that can be transferred to a stationary object (e.g., a car hitting
a wheelbarrow will cause the wheelbarrow to move); |
|
|
|
|
| •demonstrate awareness that friction (e.g., rubbing hands
together) transforms kinetic energy into heat energy; |
|
|
|
|
| •investigate ways of reducing friction (e.g., use of
ball bearings, lubricants) so that an object can be moved more easily. |
|
|
|
|
| Developing Skills in Inquiry, Design, and Communication |
|
|
|
|
| •design and make mechanical devices that change the direction
and speed of an input to produce a desired output and that perform a useful
function (e.g., a clothesline); |
|
|
|
|
| •formulate questions about and identify needs and problems
related to structures and mechanisms in the environment, and explore possible
answers and solutions (e.g., describe how a system, such as a plumbing
system, could be modified to meet different needs); |
|
|
|
|
| •plan investigations for some of these answers and solutions,
identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions; |
|
|
|
|
| •use appropriate vocabulary, including correct science
and technology terminology, in describing their investigations and observations
(e.g., use terms such as fulcrum, pivot, rack and pinion, belt); |
|
|
|
|
| •compile data gathered through investigation in order
to record and present results, using tally charts, tables, labelled graphs,
and scatter plots produced by hand or with a computer (e.g., measure and
record the motion of moving objects; manipulate computerized data collected
from a moving object); |
|
|
|
|
| •communicate the procedures and results of investigations
for specific purposes and to specific audiences, using media works, written
notes and descriptions, charts, drawings, and oral presentations (e.g.,
describe how a product was created from the first idea to the final model;
produce a set of instructions to control the sequence of movements of a
mechanical device). |
|
|
|
|
| Relating Science and Technology to the World Outside
the School |
|
|
|
|
| •make use of the physical and aesthetic properties of
natural and manufactured materials when designing a product; |
|
|
|
|
| •show awareness of the effect on a design of the unavailability
of specific materials (e.g., the design of a pair of scissors may need
to change if only plastic is available instead of metal); |
|
|
|
|
| •write a plan outlining the different materials and processes
involved in producing a product (e.g., resources, equipment, marketing); |
|
|
|
|
| •identify various criteria for selecting a product (e.g.,
safety, reliability, durability); |
|
|
|
|
| •describe modifications that could improve the action
of a variety of devices in the home (e.g., can opener, nutcracker, clothesline
that uses pulleys); |
|
|
|
|
| •show an understanding of the impact of moving mechanisms
(e.g., trucks, snowmobiles) on the environment and on living things (e.g.,
loss of natural habitat); |
|
|
|
|
| •compare qualitatively the effort required to move a
load a given distance using different devices and systems; |
|
|
|
|
| •describe how different devices and systems have been
used by different cultures to meet similar needs (e.g., irrigation systems
for farms, temporary shelters, bicycles). |
|
|
|
|
| Student Name: |
|
|
|
|