Grade 7: Structures and Mechanisms: Structural Strength and Stability |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•demonstrate an understanding of the relationship between
the effectiveness of structural forms and the forces that act on and within
them; |
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•design and make a variety of structures, and investigate
the relationship between the design and function of these structures and
the forces that act on them; |
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•demonstrate an understanding of the factors (e.g., availability
of resources) that must be considered in the designing and making of products
that meet a specific need. |
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Specific Expectations
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Understanding Basic Concepts |
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•classify structures as solid (or mass) structures (e.g.,
dams), frame structures (e.g., goal posts), or shell structures (e.g.,
airplane wings); |
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•demonstrate awareness that the position of the centre
of gravity of a structure (e.g., bridge, building, tower) determines whether
the structure is stable or unstable; |
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•describe, using their observations, ways in which different
forces can affect the stability of a structure (e.g., certain forces may
cause a structure to shear, twist, or buckle); |
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•demonstrate awareness that the effect of forces acting
on a structure under load depends on the magnitude, direction, and point
and plane of application of the forces; |
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•identify forces within a structure that are affected
by forces outside the structure (e.g., shear, torsion, tension, and compression
within a bridge are affected by external forces such as high wind or ice); |
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•measure the performance of a structure (e.g., a bridge,
a tower) by comparing its mass with the mass of the load it supports. |
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Developing Skills of Inquiry, Design, and Communication |
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•use appropriate techniques and materials (e.g., cutting
and joining pieces of wood or plastic) while making structures that have
mechanisms; |
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•formulate questions about and identify needs and problems
related to the strength of structures, and explore possible answers and
solutions (e.g., determine what caused structural failure and propose ways
of supporting a specific load); |
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•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; |
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•use appropriate vocabulary, including correct science
and technology terminology, to communicate ideas, procedures, and results
(e.g., use terms such as fields, data, and cells when describing databases); |
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•compile qualitative and quantitative data gathered through
investigation in order to record and present results, using diagrams, flow
charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots
produced by hand or with a computer (e.g., tabulate data from tests of
the strength of their own structures; record their evaluations of possible
solutions to a design problem); |
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•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.,
create an animated film of the steps taken in designing and making a product). |
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Relating Science and Technology to the World Outside
the School |
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•tell the “story” of a product used every day, identifying
the need it meets and describing its production, use, and eventual disposal; |
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•investigate ways in which research is done on existing
products (e.g., basketball shoes, telephones) to generate new ideas for
the products; |
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•recognize the importance of researching needs and opportunities
for sale before proposing ways of developing a product; |
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•recognize that a solution to a problem may result in
creating new problems in other areas, and that a solution to a problem
may be found while one is working on solving a problem in another area; |
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•identify energy as a significant cost in the manufacturing
and use of products or systems; |
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•produce a work plan that outlines the possible criteria
for choosing resources for manufacturing a product that they have designed
(e.g., the properties and availability of the resources; the aesthetic
appeal of the product and the impact of its use on the environment); |
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•describe, using their observations, the function of
symmetrical design in structural and mechanical systems (e.g., in bridges); |
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•use their knowledge of materials in designing and making
structures that will stand up to stress; |
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•demonstrate how information is organized and stored
in a computer system (e.g., in a database or a spreadsheet program). |
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Student Name: |
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