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ABSTRACT
DOCUMENT RESUME
SE 068 021
Rushton, Erik; Ryan, Emily; Swift, Charles
Ball Bounce Experiment. Grades 3-5.
Tufts Univ., Medford, MA.2001-00-00
15p.; Produced by the Office for Technology and IndustryCollaboration. For other activities in this series, see SE068 011-041.
Web site: www.prek-12engineering.org/activities/ .
Guides Classroom Teacher (052)
EDRS Price MF01/PC01 Plus Postage.Critical Thinking; Data Analysis; Data Interpretation;Elementary Education; *Experiential Learning; Graphs; Handson Science; Physics; Science Activities; Science Instruction;Science Process Skills; Teamwork
Many of today's popular sports are based around the use of aball yet none are alike. In fact, they are all designed with specificcharacteristics in mind. In this activity, students investigate differentballs' ability to bounce and represent the data they collect graphically.This activity uses a time frame of 100 minutes. (Author/SOE)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Activity: Ball Bounce Experiment
GRADE LEVELS: 3-5
SUMMARY:
Many of today's popular sports are based around the use of a ball, yet none are
alike. In fact they are all designed with specific characteristics in mind. Students
will investigate different ball's ability to bounce and represent the data they
collect graphically.
LEVEL OF DIFFICULTY [1 = Least Difficult: 5 = Most Difficult]
5 - most difficult
TIME REQUIRED
100 minutes (2 or 3 class periods)
COST
none, if all materials available from physical education department
STANDARDS:
1.1 Identify materials used to accomplish a design task based on a specific property (i.e. weight,
strength, hardness, and flex ibi I ity).
2.2 Describe different ways in which a problem can be represented (e.g. sketches, diagrams,
graphic organizers, and lists).
WHAT WILL THE STUDENTS LEARN?
How to run an experiment, how to collect data.
How to present data.PERMISSION TO REPRODUCEANDHow to interpet graphs. DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
How to graph results.
Teamwork
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
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www.prek-12engincering.orgCopyright 0 2001All Rights Reserved
.2
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
Thi document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
1
BEST COPY AVAILABLE
BACKGROUND INFORMATION:
This lesson would coincide well with math graphing lessons.
Different types of balls bounce differently.
RESOURCES:
http://wwwslap.cern.ch/doc/N ExS/html/node260.htm I
Description of different graph, i.e. line, scatter, bar, pie. Nice example
pictures.
http://www.mathleague.com/help/data/data.htm
Examples of graphs and how to use different types, and how to calculate
mean, medium, mode.
http://nces.ed.gov/nceskids/Graphing/
Allows children to create graphs and experiment with probability.
MATERIALS:
Four Different Balls to test: i.e. super ball, tennis ball, basketball, kickball,
baseball etc.
1-stopwatch per group
1-yard stick per group
PREPARATION:
Collect materials and copy worksheets.
DIRECTIONS:
1. Explain the 2 tests that will be done to determine the bouncing properties of
different balls.
2. Divide the class into groups of 3 students. One student will be the recorder,
one will drop the ball, and one will be the timekeeper.
3a. Assign each group a ball. After running both tests on that ball, the group will
switch balls (rotate) and test a new ball until all balls have been tested by each
group.
3b. Conduct the tests.
www.prek-12engineering.orgCopyright 0 2001All Rights Reserved
2
TEST 1: BALL BOUNCE HEIGHT COMPARISON - The first time you drop
the ball do not take a measurement, just watch were the ball goes so the next time
the observer will be prepared where to look. This will help to greatly increase the
acuracy of the experiements. Drop a ball from one foot off of the floor, slightly in
front of a yardstick. Measure the height the ball reaches after the first bounce and
record. Repeat this test from 2 ft, 3 ft, and 1/2 ft. Do this test for each ball and
record data. You may have to try more than once to accurately judge the height
of the first bounce.
TEST 2: BALL BOUNCE TIME COMPARISON - Drop a ball from a height of
3 ft, timing from when the ball is released until the ball stops bouncing. Record
the time. Repeat this test for each ball. Talk with the students about coming up
with a system for releasing the ball and starting the stop watch. Possible
suggestions are to have the same student drop the ball and start the watch, or have
the two studnets count down form 5.
5. Graph group results. (if this activity is not able to be accompanied by a math
lesson on graphing you can introduce the topic before the activity starts or
perhaps after the class has recorded all of its data and worked through it as a
group.)
6. Compare results as a class.
INVESTIGATING QUESTIONS:
Could you play basketball with a superball?
Do smaller balls bounce higher?
Do heavier balls bounce higher?
Why are your results different from other groups results?
Why do some balls bounce higher than others?
What other tests can you perform with the balls?
Why is the design of a ball important?
www.prek-12engineering.orgCopyright © 2001All Rights Reserved
3
REFERENCES:
None
www.prek-12engineering.orgCopyright 0 2001All Rights Reserved
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TEST ONE: BALL BOUNCE HEIGHT COMPARISON
Ball
Starting height(inches)
Height of first bounce(inches)
0 inches
12 inches
24 inches
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Ball
Starting height(inches)
Height of first bounce(inches)
0 inches
12 inches
24 inches
36 inches
Ball
Starting height(inches)
Height of first bounce(inches)
0 inches
12 inches
24 inches
36 inches
Ball
Starting height(inches)
Height of first bounce(inches)
0 inches
12 inches
24 inches
36 inches
TEST TWO: BALL BOUNCE TIME COMPARISON
BallTime until bouncing
stops (seconds)
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13
PreK-1 2/ ENGINEERING
Activity Evaluation Form www.k12engineering.org
Activity Name:
Grade Level the Activity was implemented at:
Was this Activity effective at this grade level (if so, why, and if not, why not)?
What were the Activity's strong points?
What were its weak points?
Was the suggested Time Required sufficient (if not, which aspects of the Activity took shorter or longerthan expected)?
Was the supposed Cost accurate (if not, what were some factors that contributed to either lower or highercosts)?
Do you think that the Activity sufficiently represented the listed MA Framework Standards (if not, doyou have suggestions that might improve the Activity's relevance)?
Was the suggested Preparation sufficient in raising the students' initial familiarity with the Activity'stopic (if not, do you have suggestions of steps that might be added here)?
If there were-any attached Rubrics or Worksheets, were they effective (if not, do you have suggestionsfor their improvement)?
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