# NEW Surprising Science for Kids: Force and Motion

SKU #KIT-535
Availability: In Stock
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Learn about Newton's Laws of Motion, energy, gravity, friction, inertia, and more.

Description

We're pretty sure Sir Isaac Newton would love our exclusive Surprising Science for Kids: Force and Motion kit for grades 4-8. It has practically everything a young scientist needs to learn about Newton's Laws of Motion, energy transfers, gravity, friction, inertia, and so much more. Construct your own catapult! Build a rocket (or two)! Discover the secret of centripetal force, and safely launch projectiles high into the sky! Includes eight unique hands-on DIY projects that kids will never forget, as well as a colorful 23-page activity guide filled with instructions and scientific explanations. Perfect as a gift or at-home lesson! All materials are safe and age-appropriate for children.

Kit also includes: 5 Hex Nuts, 21 Rubber Bands, Strip of Sandpaper, 16 Craft Sticks, 1 Bottle Cap (attached to a craft stick), 2 Hard Candies, 1 Styrofoam Ball, 1 Film Canister, 1 Pipet, 2 Alka Seltzer Tablets, Goldenrod Paper, 2 Rocket Patterns, Safety Glasses, 1 Rubber Ball, 1 Dropper Popper, 1 Ping Pong Ball, Wire, 1 Plastic Straw, 1 Small Wiffle Ball, Yoyo String, and 1 Centripetal Spinner.

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### NGSS

This product will support your students' understanding of the Next Generation Science Standards (NGSS)*, as shown in the table below.

 Elementary Middle School High School K-PS2-1 Students can use the Centripetal Spinner in an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. K-PS2-1 Students can use the Dropper Popper to plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. K-PS2-2 Students can use the Centripetal Spinner in an investigation to analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. K-PS2-2 The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to investigate movement. Students can analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. 1-PS4-2 Students can use the Centripetal Spinner to make observations to construct an evidence-based account that objects can be seen only when illuminated. 1-PS4-3 Students can use the Centripetal Spinner in an investigation to plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 2-PS1-1 Students can use the Centripetal Spinner in an investigation to plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-1 The student can use the Goldenrod Paper or Centripetal Spinner in an investigation to plan, and conduct an investigation to describe and classify different kinds of materials by their observable properties. 2-PS1-2 The Rocket Film Canisters can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to investigate movement. Students can analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 2-PS3-1 Students can use the Centripetal Spinner in an investigation to describe and classify different kinds of materials by their observable properties. 3-PS2-2 The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to investigate motion. Students can make observation and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. 3-PS2-2 Students can use the Centripetal Spinner in an investigation to make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. 3-PS3-1 Students can use the Centripetal Spinner to plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 4-LS1-2 Students can use the Centripetal Spinner to use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. 4-PS3-1 Students can use the Centripetal Spinner in an investigation to gather evidence to construct an explanation relating the speed of an object to the energy of the object. 4-PS3-4 Students can use the Dropper Popper to design, test, and refine a device that converts energy from one form to another. 4-PS4-1 Students can use the Centripetal Spinner in an investigation to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. 4-PS4-2 Students can use the Centripetal Spinner to develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. 5-PS1-1 The student can use the Goldenrod Paper in an investigation to develop a model to describe that matter is made of particles too small to be seen. 5-PS1-3 The student can use the Goldenrod Paper in an investigation to make observations and measurements to identify materials based on their properties. K-2-ETS1-2 Students can use the Centripetal Spinner to develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 3-5-ETS1-3 Students can use the Dropper Popper to plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. MS-PS1-1 The student can use the Goldenrod Paper in an investigation to develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-4 The student can use the Goldenrod Paper in an investigation to Electrochemistry Kit to develop a model that products and describes changes in particle motion, temperature, and a state of a pure substance when thermal energy is added or removed. MS-PS2-2 The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to investigate movement. Students can plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. MS-PS2-2 Students can use the Centripetal Spinner in an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. MS-PS3-1 Students can use the Centripetal Spinner as a concrete introduction and demonstration on mass and motion. Students can then construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. MS-PS3-5 Students can use the Dropper Popper to construct, use and present arguments or experiments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. MS-PS4-1 Students can use the Centripetal Spinner as a concrete model for mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in the wave. MS-PS4-2 Students can use the Centripetal Spinner to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. MS-LS1-6 The Rocket Film Canister can be filled with water and a piece of aquatic plant and placed in the direct sunlight. Students can construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. MS-LS1-8 Students can use the Centripetal Spinner to gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate storage as memories. MS-ETS1-4 The student can use the Goldenrod Paper, Centripetal Spinner, or Dropper Popper to develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. HS-PS1-1 The student can use the Goldenrod Paper in an investigation with the periodic table as a model to predict the relative properties of elements based on the patterns of the electrons in the outermost energy level of atoms. HS-PS1-3 The student can use the Goldenrod Paper to plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS1-4 The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy. HS-PS2-2 Students can use the Centripetal Spinner to demonstrate how mass and momentum affect motion. This can be transferred into mathematical representation to support the claim that the total momentum of a system of an object is conserved when there is no net force on the system. HS-PS2-6 The student can use the Goldenrod Paper in an investigation to communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. HS-PS3-1 Students can use the Centripetal Spinner as a physical model in conjunction with a computational model to calculate the change in the energy of one component in a system when the change in energy of the other components. HS-PS3-4 Students can use the Dropper Popper to design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. HS-PS3-5 The student can use the Goldenrod Paper in an investigation to develop and use a model of two objects interacting through electric fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. HS-PS4-3 Students can use the Centripetal Spinner to evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations, one model is more useful than the other. HS-ETS1-2 The student can use the Goldenrod Paper in an investigation to design a solution by breaking it down into smaller, more manageable problems that can be solved through engineering.
Suggested Science Idea(s)

The Rocket Film Canisters are translucent and have a firm seal conducive to a number of classroom activities or storage of samples.

K-PS2-2

When the film canisters are loaded with various reactive chemicals that produce a gas, students can run trials to determine which variable gives the best lift off or push of the canister.

2-PS1-2 When the film canisters are loaded with various reactive chemicals that produce a gas, students can run trials to determine with variable gives the best lift off or movement of the canister.

3-PS2-2

The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to investigate motion. Students can plan an investigation with variables; make observation and/or measurements of the canister's motion to find pattern that can be used to predict future motion.

HS-PS1-4

The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to create a simple rocket or to explore chemical reactions.

MS-PS2-2

The Rocket Film Canister can be loaded with baking soda and vinegar or Alka-Seltzer tablets and water to investigate movement. Students can plan an investigation with variables that test and provide evidence that the change in an object's motion is related to the sum of the forces on the object and the mass of the object.

MS-LS1-6

The Rocket Film Canister can be filled with water and a piece of aquatic plant, and placed in the direct sunlight. Students can observe the build-up of gas and growth of the plant.

Color-changing goldenrod paper has always been made with a dye that, when exposed to a base, changes from bright yellow to blood red. The student can use the Goldenrod Paper in an investigation about acids and bases.

The Goldenrod Paper can be used as indicator paper. By applying bases and then acids, students can make observations and gather evidence. It will also produce inverse reactions, when an acid is applied to the red area of the paper.

The Goldenrod Paper is to be used with the Goldenrod Electrochemistry Kit. Goldenrod paper, salt water and a little electricity make a really stunning demonstration of electrochemistry Each sheet is useful for one lab. It can be dried and used again, but best results are with a fresh sheet.

Students are absolutely blown away year after year that a commercial product like this Goldenrod Paper has such 'magical properties'! Activities with the Goldenrod paper are amazing activity for Cause and Effect; Crosscutting Concepts.

K-PS2-1
3-5-ETS1-3
4-PS3-4
MS-PS3-5
MS-ETS1-4
HS-PS3-4

Using a Dropper Popper in combination with a ping pong ball creates a dramatic demonstration of energy transfer—and much more.

All the NGSS standards are supported with this lesson idea.

The Centripetal Spinner entices the student with its loopy and colorful patterns. The changes in speed and direction the user pushes and pulls on the stick, determine the shapes and the energy it produces.

Classroom demonstrations of: centripetal force, friction, gravity, inertia, and more are at your fingertips.

Persistence of Vision; when the eye and the brain work together to create an illusion of a whole image. This is demonstrated due to the spinning motion and the seemingly connection of the Mylar strips into a solid orbs or figure 8 images.

When the Centripetal Spinner is held in front of different colored backgrounds, an interesting investigation of light interference can be conducted.

It can be used at numerous grade levels as a concrete introduction into more abstract mathematical and physical science concepts.

An interesting element to introduce into the lessons and investigations is the use of the slow motion video option on many phones. The slow action will allow students to look more closely at the forces at work, shapes that are formed and changes that occur during an investigation. Students can utilize the stop action on the video to collect precise data/measurements or identify parts of a wave.

* NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, this product.

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