CONTENT OBJECTIVE: 3A3.00 To understand the occurrence of friction
INSTRUCTIONAL OBJECTIVES: The learner will:
3.01 observe and discuss examples of friction.
3.02 experimentally increase and decrease friction.
3.03 predict which surface will produce the most friction and verify the prediction.
OUTLINE OF CONTENT:
I. Definition of friction
II. Examples of friction
TN COMPONENT OF SCIENCE: Science In Society
TN GOAL:
To enable students to demonstrate attitudes toward science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
TN THEME:
4.2 PERSONAL NEEDS - The application of science may be used to change the quality of life for the individual
TN STANDARD(S): The learner will understand that:
4.2c Science solves practical problems but may create new problems and needs for an individual..
BENCHMARK: All factors must be considered when determining solutions to problems. A solution to one problem may create other problems.
CLASSROOM CONNECTORS
TIME REQUIRED:
45 minutes
MATERIALS:
Sandpaper, tile, plastic, wheel oil, spring scale, toy truck, shuffleboard court (if available)
SET:
Raise your hand if you have ever seen the wheels smoke on a racing car? (response) What causes the smoke when you strike a match? (Friction) Today we will learn more about friction and how it occurs when machines do work.
INSTRUCTION:
Friction is the force that resists the movement of one material over another material. Friction is produced when two materials rub against each other. Friction produces heat. Friction on wheels can be reduced by using lubricants such as oil, grease, or glycerin. Using smoother surfaces also reduces friction. Increase friction by using uneven or rough surfaces to generate greater pressure. Objects moved on smooth surfaces generate less friction than objects moved on rough surfaces. Friction increases the amount of force needed to move an object. We will do some activities that teach us more about friction.
ACTIVE PARTICIPATION:
(1. Have students rub hands, rough surfaces, and smooth surfaces together to determine the effect on temperature and ease of movement.
2. Have students increase friction experimentally by lubricating or sanding a surface to make it smoother. Bearings or wheels can also be used to decrease friction. Use a spring scale and a toy truck to measure the force
Present several surfaces, such as sandpaper, plastics, tile, or concrete. Have students predict whether the surface will create more or less friction than a table top. Check predictions by pulling objects over these surfaces. Note the amount of force needed by using a spring scale. A match box car may be pushed over these surfaces.)
CLOSURE:
Today, we observed and discussed examples of friction. We increased and decreased friction. Which surfaces will produce the most friction? (Objects moving on rough surfaces)
INDEPENDENT PRACTICE:
List three situations where you think friction is useful. List three situations where friction is harmful. Write these in your science journal. Explain your answer.
ENRICHMENT:
(1. Have the students play shuffle board to understand the term FRICTION. Have students note that the harder the push, the farther their disk will go.
2. Students may have access to street hockey sticks and pucks. This could be used as a supervised demonstration.)
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time this file has been accessed since 05/18/97.
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