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Name-Tag Slider Predictions

Compare a classroom name-tag slider's speed and foam compression. Use repeated results to predict effects and explain energy.

Grade 4ScienceInteractive · Printable

Aligned to4-PS3-1

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What’s included

Single worksheet
Auto-graded online
1 NGSS standard
Printable answer key
13 questions
Classroom-ready

Details

Format: Interactive · Printable
Grade: Grade 4
Subject: Science
Question types: Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

Students compare speeds using distances traveled in equal amounts of time.
Students use foam compression as evidence that the same object has more energy when moving faster.
Students make and evaluate predictions using results from a controlled investigation.

How to use

Read the investigation and graph together. Have students explain their predictions using both the slider's motion and the foam measurements.

Curriculum

NGSS standard covered

4-PS3-1

Use evidence to explain that a faster object has more energy.

Preview

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Name Date

Name-Tag Slider Predictions

Use classroom test results to predict changes and explain energy.

Investigate the Slider

Read the investigation. Use the test details and graph to answer the questions.

A Model for the Attendance Station

At a classroom attendance station, students slide plastic name-tag holders along a track. Before adding a soft bumper at the end, the class tested a small tabletop model. They wanted to predict how the moving holder would affect the bumper at different speeds. Moving objects have energy. A change caused by a moving object can provide evidence about that energy.

The class placed a straight track on a level desk. They secured a soft foam strip against a stop at one end. The foam was 30 millimeters thick before each test. A ruler beside the foam showed how much it was squeezed when the holder bumped it. The students used the greatest squeeze during each bump as their measurement, not the foam's thickness afterward.

Their teacher recorded the tests with a camera. Marks beside the track helped the class measure how far the holder traveled during the final one second before touching the foam. In Test P, it traveled 12 centimeters during that second. In Test Q, it traveled 24 centimeters. In Test R, it traveled 36 centimeters. Each holder kept a nearly steady speed during this measured part of its trip.

Students changed the holder's launch speed. They used the same holder, track, foam strip, and ruler each time. Their hands left the holder before the measured part of its trip began. After a bump, they waited for the foam to return to its starting thickness and reset the holder. The graph shows the first set of measurements. They then repeated each launch speed to check whether the pattern happened again.