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Investigation Notebook
Pushes and Pulls:
Designing a Pinball Machine
© 2018 by The Regents of the University of California. All rights reserved. No part of this
publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Teachers purchasing this Investigation Notebook as part of a kit may reproduce the book
herein in sufficient quantities for classroom use only and not for resale.
These materials are based upon work partially supported by the National Science
Foundation under grant numbers DRL-1119584, DRL-1417939, ESI-0242733, ESI-0628272,
and ESI-0822119. The Federal Government has certain rights in this material. Any opinions,
findings, and conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science Foundation.
These materials are based upon work partially supported by the Institute of Education
Sciences, U.S. Department of Education, through Grant R305A130610 to The Regents of
the University of California. The opinions expressed are those of the authors and do not
represent views of the Institute or the U.S. Department of Education.
Developed by the Learning Design Group at the University of California,
Berkeley’s Lawrence Hall of Science.
Amplify Science Elementary is based on the Seeds of Science/Roots of Reading
®
approach, which is a collaboration between a science team led by Jacqueline Barber
and a literacy team led by P. David Pearson.
www.scienceandliteracy.org
Amplify.
55 Washington Street, Suite 800
Brooklyn, NY 11201
1-800-823-1969
www.amplify.com
Pushes and Pulls: Designing a Pinball Machine
ISBN: 978-1-943228-86-7
AMP.NA18
Safety Guidelines for Science Investigations
1–2
Chapter 1
Box Model Diagram: Drawing the Launcher
4–5
Chapter 2
Box Model Diagram:
Drawing the Ball Moving a Short Distance
6 –7
Box Model Diagram:
Drawing the Ball Moving a Long Distance
8–9
Chapter 3
Box Model Diagram:
Drawing the Ball Moving to Targets
10 –11
Chapter 4
Box Model Diagrams: Drawing a Bumper
12–13
Box Model Diagrams: Drawing Flippers
14 –15
Chapter 5
Box Model Diagram: Planning Our Box Models
16 –17
Chapter 6
School Forces Tour
18
Glossary
20–21
Table of Contents
11
Safety Guidelines
for Science Investigations
1. Follow instructions. Listen carefully to your teacher’s
instructions. Ask questions if you do not know what to do.
2. Do not taste things. No tasting anything or putting it near
your mouth unless your teacher says it is safe to do so.
3. Smell substances like a chemist. When you smell a
substance, do not put your nose near it. Instead, gently
move the air from above the substance to your nose. This
is how chemists smell substances.
4. Protect your eyes. Wear safety goggles if something wet
could splash into your eyes, if powder or dust might get in
your eyes, or if something sharp could fly into your eyes.
5. Protect your hands. Wear gloves if you are working with
materials or chemicals that could irritate your skin.
6. Keep your hands away from your face. Do not touch
your face, mouth, ears, eyes, or nose while working with
chemicals, plants, or animals.
7. Tell your teacher if you have allergies. This will keep you
safe and comfortable during science class.
8. Be calm and careful. Move carefully and slowly around the
classroom. Save your outdoor behavior for recess.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
22
Safety Guidelines
for Science Investigations (continued)
9. Report all spills, accidents, and injuries to your teacher. Tell
your teacher if something spills, if there is an accident, or if
someone gets injured.
10. Avoid anything that could cause a burn. Allow your teacher
to work with hot water or hot equipment.
11. Wash your hands after class. Make sure to wash your
hands thoroughly with soap and water after handling
plants, animals, or science materials.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
3
Pushes and Pulls—Lesson 1.44
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Drawing the Launcher
Directions:
1.Draw the launcher in orange.
2. Draw the ball.
3. Draw how the ball moved.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Pushes and Pulls—Lesson 1.4
5
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Drawing the Launcher (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
6
Name:
_____________________________________
Date:
________________
Pushes and Pulls—Lesson 2.3
Box Model Diagram:
Drawing the Ball Moving a Short Distance
Directions:
1.Draw the launcher in orange.
2. Draw the shoelace in black.
3. Draw the ball.
4. Draw how the ball moved.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
7
Name:
_____________________________________
Date:
________________
Pushes and Pulls—Lesson 2.3
Box Model Diagram:
Drawing the Ball Moving a Short Distance (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Pushes and Pulls—Lesson 2.38
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Drawing the Ball Moving a Long Distance
Directions:
1.Draw the launcher in orange.
2. Draw the shoelace in black.
3. Draw the ball.
4. Draw how the ball moved.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Pushes and Pulls—Lesson 2.3
9
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Drawing the Ball Moving a Long Distance (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
10
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Drawing the Ball Moving to Targets
Directions:
1.Choose a target. Color it red.
2. Draw the launcher in orange.
3. Draw the shoelace in black.
4. Draw the ball and how it moved to your target.
Pushes and Pulls—Lesson 3.4
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
11
Name:
_____________________________________
Date:
________________
Pushes and Pulls—Lesson 3.4
Box Model Diagram:
Drawing the Ball Moving to Targets (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
12
Directions:
1.
Draw the launcher in orange.
2.Draw the shoelace in black.
3.Draw the bumper in brown.
4.Draw the ball and how it moved to your target.
5.Make an X at any place you think a force was exerted
on the ball.
Box Model Diagram:
Drawing a Bumper
Pushes and Pulls—Lesson 4.3
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
13
Name:
_____________________________________
Date:
________________
Pushes and Pulls—Lesson 4.3
Box Model Diagram:
Drawing a Bumper (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Name:
_____________________________________
Date:
________________
14
Directions:
1.
Draw the launcher in orange.
2.Draw the shoelace in black.
3.Draw the flippers in blue.
4.Draw the ball and how it moved to your target.
5.Make an X at any place you think a force was exerted
on the ball.
Pushes and Pulls—Lesson 4.3
Box Model Diagram:
Drawing Flippers
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
15
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Drawing Flippers (continued)
Pushes and Pulls—Lesson 4.3
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
16
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Planning Our Box Models
Pushes and Pulls—Lesson 5.1
Directions:
1. Draw the launcher in orange.
2. Draw the shoelace in black.
3. Draw the target in red.
4. Draw the flippers in blue.
5. Draw the bumpers in brown.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Pushes and Pulls—Lesson 5.1
17
Name:
_____________________________________
Date:
________________
Box Model Diagram:
Planning Our Box Models (continued)
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
18
Name:
_____________________________________
Date:
________________
School Forces Tour
___________________________ ___________________________
Pushes and Pulls—Lesson 6.1
Directions:
1. In each box, draw evidence of a force you observe.
2. On the line below each box, label where you found the force.
___________________________ ___________________________
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Pushes and Pulls
19
Name:
_____________________________________
Date:
________________
You can use this page to write notes or create drawings.
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
20 Pushes and Pulls
design: to try to make something new that people want or need
diseñar: intentar hacer algo nuevo que las personas quieren
o necesitan
direction: the way something is facing or moving, such as left,
right, toward you, or away from you
dirección: la forma en que algo se enfrenta o se mueve, como
izquierda, derecha, hacia usted, o lejos de usted
distance: how far it is between two things
distancia: la medida entre dos cosas
exert: to cause a force to act on an object
ejercer: hacer que una fuerza afecte a un objeto
engineer: a person who makes something in order to solve
a problem
ingeniero: una persona que hace algo para solucionar
un problema
force: a push or a pull
fuerza: un empuje o un jalón
Glossary
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
21
Pushes and Pulls
Glossary (continued)
object: a thing that can be seen or touched
objeto: una cosa que se puede ver o tocar
solution: something that helps people do what they want or
need to do
solución: algo que ayuda a las personas a hacer lo que quieren
o necesitan hacer
visualize: to make a picture in your mind
visualizar: hacer una imagen en tu mente
© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.
Lawrence Hall of Science:
Program Directors: Jacqueline Barber and P. David Pearson
Curriculum Director, Grades K–1: Alison K. Billman
Curriculum Director, Grades 2–5: Jennifer Tilson
Curriculum Director, Grades 6–8: Suzanna Loper
Assessment and Analytics Director: Eric Greenwald
Learning Progressions and Coherence Lead: Lauren Mayumi Brodsky
Operations and Project Director: Cameron Kate Yahr
Student Apps Director: Ari Krakowski
Student Content Director: Ashley Chase
Leadership Team: Kathryn Chong Quigley, Jonathan Curley, Ania Driscoll-Lind, Andrew Falk, Megan Goss,
Ryan Montgomery, Padraig Nash, Carissa Romano, Elizabeth Shafer, Jane Strohm, Traci K. Wierman
Pushes and Pulls: Designing a Pinball Machine Unit Team:
Amplify:
Rebecca Abbott
Maggie Ballard
Candice Bradley
Joanna Burgarino
Joan Carey
Chloë Delafield
Kate Donaldson-Fletcher
Sophia Lambertsen
Deirdre MacMillan
Alestra Flores Menéndez
Meredith W. Moran
Stephanie L. Strachan
Jade Sharify Talbot
Irene Chan
Samuel Crane
Shira Kronzon
Charvi Magdaong
Thomas Maher
Rick Martin
Matt Reed
Eve Silberman
Steven Zavari
Your Investigation Notebook
Scientists use notebooks to keep track of their
investigations. They record things they learn from other
scientists. Sometimes they draw or make diagrams. They
record ideas and information they want to remember.
Your Investigation Notebook is a place for you to keep
track of:
•
investigations you do in class.
•
what you learn from reading science books.
•
your questions, predictions, and observations.
•
your explanations and the evidence you find
to support those explanations.
•
your ideas!
Published and Distributed by Amplify.
www.amplify.com
AMP.NA18
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Completed 24 May 2021

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