NST - PAT (GRADE 4) - Total Marks: 15 Design brief You have decided to enter your school’s talent show called “Have You Got Talent?” You decide to make a musical instrument. Your instrument must be able to make a sound by blowing, plucking, shaking or beating! Use recycled things to make your instrument. PART 1: Investigate an instrument Step 1 Choose an instrument that needs one of the following movements for input energy: • plucking, such as a guitar • beating, such as a shaker or drum • blowing, such as panpipes, whistle or flute Step 2 Research the answers to the following questions: • What is the instrument made of? • What parts does the instrument have? • What shape is the instrument? PART 2: Design an instrument Step 1 List the specifications and constraints. Specifications (details) are things like: • what the instrument must look like • how big it must be • what it must do • what materials must be used to make it • what tools are needed.
Transcript
NST - PAT (GRADE 4) - Total Marks: 15
93
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Unit 5: Movement and energy in systems: Movement and musical instruments
Activity 2 Identify the parts that move
Individual workCarefully look at Figures 1 to 4 on pages 91 and 92 and answer the following questions.1 List the different parts that make up the instrument
(system).2 State which parts vibrate and write your answers down.3 Report back to the class.
Did you discover that these musical instruments are made of many parts? These parts move (vibrate) when they are given energy.
Sound as output energyMusical instruments are systems. When the instruments get input energy, they move and make a sound. Sound is their main output energy. Look at how a vuvzela works in Figure 5. The input energy you give a vuvuzela is the blowing movement you make. The air moves down the tube and vibrates. After a short period of time, the loud, well-known sound of the vuvuzela is heard – this is the output energy.
Individual work
Transferred energyThe air moves down the
tube.
Input energyBlowing movement
(from the boy)
Output energySound energy
(sound of the vuvuzela)
Figure 5 How a vuvuzela works
Design processFollow the design process on page 7 to help you with this activity.
Design briefYou have decided to enter your school’s talent show called “Have You Got Talent?” You decide to make a musical instrument. Your instrument must be able to make a sound by blowing, plucking, shaking or beating! Use recycled things to make your instrument.
Activity 3 Research, design and make a musical instrument
A vuvuzela
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94 Strand 3: Natural Sciences: Energy and change; Technology: Systems and control
PART 1: Investigate an instrumentStep 1 Choose an instrument that needs one of the
following movements for input energy:• plucking, such as a guitar• beating, such as a shaker or drum• blowing, such as panpipes, whistle or flute
Step 2 Research the answers to the following questions:• What is the instrument made of?• What parts does the instrument have?• What shape is the instrument?
PART 2: Design an instrumentStep 1 List the specifications and constraints.
Specifications (details) are things like:• what the instrument must look like• how big it must be• what it must do• what materials must be used to make it• what tools are needed.
The hand-made drum in Figure 6, for example, is made from animal skin, rope and wood. So you would need these materials to make this drum, as well as scissors and a chisel.
New words
design – to plan and draw a solution
specifications –detailed description of a product and the materials used to make it
constraints – limits or restrictions
Figure 6 A hand-made drum
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94 Strand 3: Natural Sciences: Energy and change; Technology: Systems and control
PART 1: Investigate an instrumentStep 1 Choose an instrument that needs one of the
following movements for input energy:• plucking, such as a guitar• beating, such as a shaker or drum• blowing, such as panpipes, whistle or flute
Step 2 Research the answers to the following questions:• What is the instrument made of?• What parts does the instrument have?• What shape is the instrument?
PART 2: Design an instrumentStep 1 List the specifications and constraints.
Specifications (details) are things like:• what the instrument must look like• how big it must be• what it must do• what materials must be used to make it• what tools are needed.
The hand-made drum in Figure 6, for example, is made from animal skin, rope and wood. So you would need these materials to make this drum, as well as scissors and a chisel.
New words
design – to plan and draw a solution
specifications –detailed description of a product and the materials used to make it
constraints – limits or restrictions
Figure 6 A hand-made drum
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95
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Unit 5: Movement and energy in systems: Movement and musical instruments
Constraints (limits) are things like:• how much time you have to make it• what materials you can get• what tools you have• how much money you can afford to spend on it.
Step 2 Make a rough sketch of your musical instrument in your workbook. Label all the materials. Give your sketch a heading.
Step 3 Draw a neat sketch of your instrument. Include a heading. Label your materials.
Step 4 Make a list of the materials and tools you will need.
PART 3: Make the instrumentParts 1 to 3 will help you plan before you start making something. This will help you to make fewer mistakes. Now make your instrument.
Always remember to work carefully when using tools that can be dangerous. Be mindful of the people around you.
Caution!
PART 4: Evaluate the instrumentOnce you have made the musical instrument it must be evaluated. Complete the musical instrument evaluation using the table.
Musical instrument evaluation -& . /'
1 Is the structure strong enough?
2 Is the sound pleasant?
3 Is your instrument colourful and interesting to look at?
4 Is your instrument easy to hold or place around you when you play it?
5 Is your instrument made out of recycled materials?
6 If you made the instrument again, what changes or improvements would you make? List them in your workbook.
Key-& yes. not sure/' no
Table 2 Evaluation of musical instrument
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95
STR
AN
D 3
Unit 5: Movement and energy in systems: Movement and musical instruments
Constraints (limits) are things like:• how much time you have to make it• what materials you can get• what tools you have• how much money you can afford to spend on it.
Step 2 Make a rough sketch of your musical instrument in your workbook. Label all the materials. Give your sketch a heading.
Step 3 Draw a neat sketch of your instrument. Include a heading. Label your materials.
Step 4 Make a list of the materials and tools you will need.
PART 3: Make the instrumentParts 1 to 3 will help you plan before you start making something. This will help you to make fewer mistakes. Now make your instrument.
Always remember to work carefully when using tools that can be dangerous. Be mindful of the people around you.
Caution!
PART 4: Evaluate the instrumentOnce you have made the musical instrument it must be evaluated. Complete the musical instrument evaluation using the table.
Musical instrument evaluation -& . /'
1 Is the structure strong enough?
2 Is the sound pleasant?
3 Is your instrument colourful and interesting to look at?
4 Is your instrument easy to hold or place around you when you play it?
5 Is your instrument made out of recycled materials?
6 If you made the instrument again, what changes or improvements would you make? List them in your workbook.
Key-& yes. not sure/' no
Table 2 Evaluation of musical instrument
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7Technology: The design process
Technology: The design process
Technologists use the design process to make useful things or products. Use this worksheet to follow the design process for your technology projects.
InvestigateWhat must my product do? _______________________________________________________________________________________________________________________________
Design and planWhat are the specifications? (e.g. instructions, design brief) _____________________________________________________________________________What are the constraints? (e.g. time, materials, tools) _____________________________________________________________________________
What materials am I going to use?____________________________________________________________________________
What tools do I have?____________________________________________________________________________
Draw what my product will look like.
Make
How am I going to make my product? Step 1_______________________________________________________________Step 2_______________________________________________________________Step 3_______________________________________________________________
EvaluateDoes my product work properly?
Does my product look like my drawing?
How can I make my product better? ___________________________________________What does my friend say about my product? ________________________________________________________________________________________________________________
NST - Task 1A (GRADE 4)1. Colour in the continents green and the oceans blue.
115Unit 1: Planet Earth: Features of the Earth
Activity 2 Draw the continentsIndividual work1 Trace or copy the map of the continents in Figure 5
below. 2 Colour in the continents green and the oceans blue.
Life on landWe have many different types of plants that grow on the land and in the sea. There are also a great number of different animals that live on land and in the sea. The Earth has many different habitats, each with its own collection of plants and animals like those in Figure 6.
Every living thing has a very important role that it plays in nature. So it is important that every living thing has a habitat.
2. Draw the Sun and the Earth. Then draw the moon that travels around the earth.
(2)
(3)Total: 5
117Unit 2: Planet Earth: Earth and space
A solar system is a system of planets that move around a star or sun. The star is at the centre of the solar system. All the planets move in specific places around that star.
Planets in the solar systemThe planets in our solar system are not the same distance from the Sun and each of them moves along their own path and at their own speed.
At night you can see lots of stars in the sky and plenty of them have their own solar system! This is why some people think there must be life somewhere else in space. Many hours have been spent on research to try and find life outside Earth, but so far it has not been successful.
We only know our own solar system because the others are too far away to explore.
Individual workLook at Figure 2 and identify the Sun and the Earth.1 Draw the Sun and the Earth.2 Draw the Moon that travels around the Earth.3 Label these parts of the solar system.
Draw 1 energy chain or food chain. Name the animals in the correct order.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Total: 5
NST - Test 1B (GRADE 4)The following diagram should be complete.It shows how Input energy is electricity that flows into the kettle when we switch it on. The energy goes into the kettle and the output is heat to boil water.
1. Complete by filling in the words from the boxes below.
Total: 5
Trees store the energy from the sun in their wood.
Natural gas is founded in trees.
90 Strand 3: Natural Sciences: Energy and change; Technology: Systems and control
Activity 3 Analyse the output energy of machines and appliances
Pair workLook at Table 1 from Activity 2 on page 89. 1 List the output energy for each of the appliances or
machines.2 Report back to your class.
The flow diagram in Figure 2 below shows how we use the output energy. Input energy is electricity that flows into the kettle when we switch it on. The energy goes into the kettle and the output is heat to boil water.
New word
diagram – simple drawing to show how something works
Figure 2 How the kettle does work for us
Transferred energyThe energy goes into the
kettle.
Input energyElectricity (switch the
kettle on)
Output energyHeat (water boils)
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A. __________________ B. __________________ C. __________________
Input energyTransferred energy Output energy
(3)
2. True or False
(2)
NST - Test 1C (GRADE 4)1. Your ear is an amazing part of your body. It can hear all the movements and musical sounds.
2. What is noise pollution? ______________________________________________________________________________
98 Strand 3: Natural Sciences: Energy and change; Technology: Systems and control
This is what happened:• The girl on the right made the sound with her lips.
This is the part that started to vibrate.• This sound then bumped into the air in the funnel
of the vuvuzela. • The air in the funnel then bumped the air outside
the funnel.• The sound then bumped into the air by the girl’s ear. • The sound made by a vuvuzela will move a very long
way, but it started with the girl moving her lips!
We can feel or hear vibrationsYou cannot always see the parts of musical instruments vibrating but you can feel and hear the output energy (sound). If you place your hand on your throat like the boy in Figure 3 and hum a tune, you will feel vibrations making a sound.
If your friend stood at the one end of the classroom and blew a vuvuzela, your ears would hear the sound clearly and loudly.
The earYour ear is an amazing part of your body. Let us read about how the ear hears.
New word
funnel – tube with a wide opening at one end and a narrow opening on the other end
Figure 3 Place your hand on your throat and hum a tune. What do you hear and feel?
1 24
3
Figure 4 How sound travels through the ear
outer ear
ear drum
cochlea
ossicle bones
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NST - Test 1D (GRADE 4)1. Our solar system, Name the planets include the Sun.
Total: 12
NSTGrade 4Name and Surname: ______________________________
1. Match the word in column A to the letters in Column B
(6)
2. 1. Energy is all around us. List one type of energy._________________________________________ (1)
2. 2. Give one possible source of this type of energy._________________________________________ (1)
3. Fill in the missing words:
Sounds can be made ____________________ or loud and ______________________ or high. (2)
4. Draw a energy chain or food chain. Name the animals in the correct order and complete the arrows.
(5)
Total: 15
Column A Columns B
Energy A. Cooking on a fire
Plants B. Boiling water
Quick vibrations C. Blowing, plucking and beating
Heat energy D. We use it for everything
Movement input energy E. Make a high-pitched sound
Output energy F. Absorb energy from the Sun to grow and make food
