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Energy and Motion Table of Contents Program Overview………………………………………………………………………………….1 Unit Overview
• Day One Agenda………………………………………………………………………………………8 • Day Two Agenda ……………………………………………………………………………………..9 • Day Three Agenda……………………………………………………………………………………10 • Materials List …………………………………………………………………………………………..11 • Arkansas Science Specialists…………………………………………………………………….13 • Science Learning Guide…………………………………………………………………………….15 • Force, Energy and Motion Background Information…………………………………27 • Pre/Post-test…………………………………………………………………………………..32
Come-Back Toy (Newton’s First Law)
• Lesson Overview………………………………………………………………………………………37 • Student Worksheets………………………………………………………………………………..49 • Student Notebook Rubric…………………………………………………………………………54 • Student Logs…………………………………………………………………………………………….55 • Frayer Models………………………………………………………………………………………....56
Newton’s First Law of Motion
• Lesson Overview………………………………………………………………………………….…..59 • Student Worksheets………………………………………………………………………….……..65 • Frayer Model……………………………………………………………………………………….…...67
Balloon Racer (Newton’s Second Law)
• Lesson Overview……………………………………………………………………………..……….69 • Student Worksheets………………………………………………………………………..………76 • Frayer Model…………………………………………………………………………………..……….81
Stomp Rocket (Newton’s Third Law)
• Lesson Overview……………………………………………………………………………….…….83 • Student Worksheets……………………………………………………………………….……...90 • Frayer Model……………………………………………………………………………………….....93
Energy and Motion (Solar Car)
• Lesson Overview…………………………………………………………………………………..…95 • Solar Energy and Angle of Incidence……………………………………………………....108 • Solar Racers…………………………………………………………………………………………..…115 • Solar Car and Motion……………………………………………………………………………….120
Additional Resources
• 7-E Learning Cycle………………………………………………………………………………….125 • High Yield Strategies……………………………………………………………………………...126 • Essential Components of a Science Notebook……………………………………….127 • Literacy Connections and Science Notebooks………………………………………..128 • Science Notebook/Investigation Assessment Rubric……………………………..129 • Science Notebook Table of Contents Template……………………………….…….130 • Science Notebook Table of Contents Sample…………………………………………132 • “Integration with Big Ideas in Mind”…………………………………………….…………134 • Multimeter Instruction Sheet…………………………………………………..…………….138 • Go Motion Probe Basics……………………………………………………………..……………139 • Labquest Go Motion Probe Instruction Sheet………………………..……………….141 • Graph Match with Motion Sensor……………………………………………………………142 • Learning to US Go! Motion………………………………………………………………………143 • e-Motion………………………………………………………………………………………..……….147 • Mission Impossible (Unit Summative Assessment)………………………….……..154 • Word Wall Day 1-2…………………………………………………………………………………..160 • Force and Motion Open Response…………………………………………………….……161. • Ohm’s Law – A Water Analogy………………………………………………………………..162 • Ball Buddies Sign Templates…………………………………………………………..……….163 • Radiometer Student Worksheet………………………………………………………..…..172 • Big Bag of Hot Air Student Worksheet……………………………………………..…….175 • Wind Mill Student Worksheet…………………………………………………………….….177 • Water Wheel Student Worksheet…………………………………………………………..179 • Alternative Energy Project………………………………………………………………...…..181 • Word Wall Day 3……………………………………………………………………………………..185 • Alternative Energy Open Response……………………………………………..………..186
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Unit Overview
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Module:
DAY 1
Laws of Motion Grade: 7
Time KEY Event Details 8:00 – 8:30 Introduction Overview, content pre-test, explain 7-E Model
Hand out teacher guide
8:30 – 8:45 Safety KEY Hand out applicable safety, MSDS, Goggles, etc. Advertise additional safety training opportunity
8:45 – 9:15 Engagement with “Come-back Toy” Inquiry investigation
9:15 – 10:05
Content KEY #1 – “Come-back Toy” Set timer for first content KEY Build toy & investigate
10:05 – 10:10 Break 10:10 – 11:00 Debrief “Come-back Toy”
Analyze “Come-back Toy” investigation, check for prior knowledge, cover vocabulary, other options to build car
11:00 – 11:30 Standards KEY AR frameworks, SLEs, Pacing Guides
11:30 – 12:30 LUNCH 12:30 – 12:45 Inquiry KEY – What is it? Discuss Inquiry, engagement, etc. projected as
they return from lunch
12:45 – 1:40 Content KEY #3 – First Law of Motion (Inertia)
Set timer Engage (penny/index card), water & pan observation, record, analyze results
1:40 – 2:00 Debrief Questions, assessment, integrations, extentions
2:00 – 2:10 Break 2:10 – 3:00 Technology KEY
CLASS KEY # 1 – GO Motion Probe
Set timer Bellringer, Logger Lite basics, 2 teachers - create a graph/duplicate the graph, make sure “Students” understand graphing
3:00 – 3:30 Debrief Questions, assessment, integrations, extentions, bellringers
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Module
DAY 2
: Laws of Motion Grade: 7
Time KEY Event Details 8:00 – 8:30 Assessment KEY Return content pre-test, Rubrics for notebook,
Discussion, questions, released items
8:30 – 9:20 Content #4 – Second Law of Motion (Force = Mass x Acceleration)
Set timer Build Balloon system & measure velocity (Stop watches, GO Motion)
9:20 – 9:45 Debrief Questions, assessment, integrations, extentions
9:45 – 9:55 Break 9:55 – 10:45 Content #5 – Second Law of Motion Set timer
Balloon Competition add mass, discuss
10:45 – 11:00 Debrief Questions, assessment, integrations, extentions
11:00 – 11:30 High-yield Strategies KEY Notebooks, foldables, Marzano, etc.
11:30 – 12:30 LUNCH 12:30 – 12:45 Technology KEY
Ideas Portal 21st
Internet Resources Century Skills
http://delicious.com/arkansasssmotion7
12:45 – 1:35 Content Key #6 – Third Law of Motion (Action/reaction)
Build stomp rockets, observation, record and analyze results
1:35 – 1:45 Debrief Questions, assessment, integrations, extentions
1:45 – 1:55 Break 1:55 – 2:45 Content # 7 – Third Law of Motion
(Action/reaction) Set Timer Stomp rockets, add fins, create human histogram, observation, analyze results
2:45 – 3:00 Debrief Questions, assessment, integrations, extentions
3:00 – 3:15 Integration Key CD walkthrough with integrations, extensions, etc.
3:15 – 3:30 Wrap Up Survey
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Module:
DAY 3
Energy and Motion Grade: 7
Time KEY Event Details 8:00 – 8:30 Introduction Overview, content pre-test
Hand out teacher guide 8:30 – 8:45 Safety KEY
Review 7-E Model Hand out applicable safety, MSDS, Goggles, etc. Advertise additional safety training opportunity Review 7-E Model utilizing Mission Impossible Envelopes
8:45 – 9:00 Content KEY (Elicit) – Ball Buddies Show 4 min. university. See lesson plan for additional instructions.
9:00 – 10:00 Content KEY (Engagement) - “Journey of Phil the Photon”
Individual drawings/ Think/pair/share/ Show 4 min. university then White board. See lesson plan for additional instructions
10:00 – 10:10 Break 10:10 – 11:00
Content KEY (Explore) – “Angle of Incidence”
Inquiry Activity. See lesson plan for specific instructions.
11:00 – 11:30 Assessment Key (Explain) – Word Web Have participants create a word web. Discuss sample open response. See lesson plan for additional instructions.
11:30 – 12:30 LUNCH 12:30 – 1:45 Content Key (Elaborate) – “Solar Racing”
Technology Key – “Solar Racers and Motion Probes”
See lesson plan for specific instructions.
1:45 – 2:00 Break 2:00 – 2:30 Assessment Key (Evaluate) Discuss and review formative and summative
assessment pieces (notebooking, white boarding, open response, etc.)
2:30 – 3:00 Content Key (Extend) Discuss additional resources, web-site, literacy integrations, alternative energy project.
3:00 – 3:30 Debrief Questions, Post-test, Wrap-up
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Facilitator Kit Teacher Kit Not Included
1Can Opener (if using metal cans) 1Electrical or Masking tape (if using metal cans) 1 1
1Rubber bands (size 6 cm or assorted) 1 bag 5Large Paper Clips 2 2
5 51 11 1
25 2525
2 21 1
4
1 150 50
Go Motion Clamp 1Go Motion Probe 1 1
1 1
11 11 11 1
10 101 pack 1 pack
1 1
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Phil the Photon11
15 Kit available for checkout
15 Kit available for checkout
6 Kit available for checkout
15 Kit available for checkout
Tape MeasureIntertia InvestigationsCupsPenniesCD's
Energy, Force and MotionMaterial List
Stop Watch
Scissors
2L BottleMasking TapeDuct Tape
Glue GunGlue SticksBalloon RacersStringStraws
Washers
Solar Panel
Voltage Meter
Spotlight (optional if no sun)
Protractor
Basketball
Small plastic coffee can/metal can/2L bottleCome-Back Toy
Tennis Ball
Sign with picture that says "Sam the Solar Cell"4" paper lightning boltAngle of Incidence
Plastic TubingPaperIndex Cards1/2" PVC (20 cm long)Ball Buddies
Digital ScaleStomp Rocket
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Kit available for checkout
15 Kit available for checkout
15 Kit available for checkout
15 Kit available for checkout
1515
Kit available for checkout
Kit available for checkout
Kit available for checkout
Kit available for checkout
Kit available for checkout
Kit available for checkout
Spotlight (optional if no sun)
Spotlight filters
Solar Car and Motion
Solar Car
Solar Car
Solar Panel
TimerRulerManila Folder or opaque sheet of paper
Solar Car Racing
Solar Panel
Motion Detector
Motion Detector Clamp
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Arkansas Science Specialists
Amy Adair Mary Crisp Center For Math and Science Education Center for Teaching Excellence in Math and Science Harding University Southern Arkansas University Searcy, AR Magnolia, AR Telephone: 501.279.4167 Telephone: 870.235.5174 [email protected] [email protected]
Wanda Andrews Sam Davis Minority Center for Excellence in Math and Science Ozarks Unlimited Resource Cooperative University of Arkansas at Pine Bluff Harrison, AR Pine Bluff, AR Telephone: 870.743.9100 Telephone: 870.718.1509 Fax: 870.743.9099 [email protected] [email protected] Pam Beard Terri Frost Center for Math and Science DeQueen/Mena Education Service Cooperative University of Arkansas at Monticello Gillham, AR Monticello, AR Telephone: 870.386.2251 Telephone: 870.460.1667 [email protected] [email protected] Leslie Brodie Jacob Haywood Math and Science Education Partnership Northwest Arkansas Education Service University of Arkansas at Fort Smith Farmington, AR Fort Smith, AR Telephone: 479.267.7450 Telephone: 479.788.7248 [email protected] [email protected] Stephen Brodie Vicki Garland K-12 Science Program Advisor Wilbur D. Mills Education Service Cooperative #4 Capitol Mall, Room 401-B Beebe, AR Little Rock, AR 72201 Telephone: 501.882.5467 479.461.9875 [email protected] [email protected] Annette Brown Minnietta Ready South Arkansas Mathematics and Science Center Arkansas Center for Mathematics and Science Henderson State University University of Central Arkansas Arkadelphia, AR Conway, AR Telephone: 870.230.5417 Telephone: 501.450.5868 [email protected] [email protected] Madelon Cheatham Keith Harris Arch Ford Education Service Cooperative Math and Science Education Partnership Plumerville, AR University of Arkansas at Little Rock Telephone: 501.354.2269 Little Rock, AR [email protected] Telephone: 501.683.7259
[email protected] Lori Cingolani Glenda Jackson Southeast Education Service Cooperative Arkansas River Education Service Cooperative Monticello, AR Pine Bluff, AR Telephone: 870.367.4831 Telephone: 870.534.6129 [email protected] [email protected]
2010 Arkansas Science Specialists 13
Linda Kellim Dr. Dennis Plyler Northeast Arkansas Delta Institute K-12 Science Program Manager Arkansas State University #4 Capitol Mall, Room 401-B State University, AR Little Rock, AR 72201 Telephone: 870.680.8248 501.580.9717 [email protected] [email protected] Chris Lynch Sherry Smith Northeast Arkansas Education Service Dawson Education Service Cooperative Walnut Ridge, AR Arkadelphia, AR Telephone: 870.886.7717 ext. 121 Telephone: 870.246.3077 ext. 108 [email protected] [email protected] Lesley Merritt Nona Talley Center for Math and Science Education Southwest Arkansas Education Service University of Arkansas Hope, AR Arkansas NASA Educator Resource Telephone: 870.777.3076 Fayetteville, AR [email protected] Telephone: 479.575.3875 [email protected] Steve Noble Dr. Curtis J. Varnell Great Rivers Education Service Cooperative Western Arkansas Educational Service West Helena, AR Branch, AR Telephone: 870.338.6461 Telephone: 479.965.2191 [email protected] [email protected] Debby Rogers Karron Watts Northeast Arkansas Rural Institute Math and Science Institute Arkansas State University Arkansas Tech University State University, AR Russellville, AR Telephone: 870.972.4707 Telephone: 479.964.3286 [email protected] [email protected] Gayle Ross Tammy Winslow Northcentral Arkansas Education Service Crowley's Ridge Education Service Cooperative Melbourne, AR Harrisburg, AR Telephone: 870.368.7955 Telephone: 870.578.5426 ext 258 [email protected] [email protected]
2010 Arkansas Science Specialists
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Science Learning Guide Force, Energy and Motion
Stage 1: Identify Desired Results Enduring Understandings Essential Questions 1. For all scientific investigations there are
certain procedures that must be followed. 2. Energy is neither created nor destroyed,
but can be changed.
1. How is scientific data collected and analyzed?
2. How do things move? 3. How do you detect movement? 4. How are forces and motion related? 5. In what ways can one form of energy be
converted to another? (OBJECTIVE) Students will need to: 1. By the end of this unit, students will be
able to differentiate between Newton's three laws of motion.
2. By this end of this unit, students will be able to design an investigation to determine the best angle of incidence of the sun (or spotlight) and a solar panel for optimum energy output. Additionally, the students will be able to construct a solar car, determine the fastest car in the class, measure the velocity of a car using a timer and pre-measured distance, and determine the energy conversions that occurred to move the car.
(TASK ANALYSIS) Students will be able to: 1. Explain Newton's three laws of motion. 2. Identify examples of Newton's First Law of Motion in nature. 3. Design and conduct investigations demonstrating Newton's First Law of Motion. 4. Identify examples of Newton's Second Law of Motion. 5. Design and conduct investigations demonstrating Newton's Second Law of Motion. 6. Identify examples of Newton's Third Law of Motion. 7. Design and conduct investigations demonstrating Newton's Third Law of Motion. 8. Design an investigation to determine the best angle of incidence. 9. Construct a solar car.
Arkansas Frameworks Science NS.1.7.1 - Interpret evidence based on observations. NS.1.7.4 - Construct and interpret scientific data using: histograms, circle graphs, scatter plots, double line graphs, line graphs by approximating line of best fit. NS.1.7.5 - Communicate results and conclusions from scientific inquiry. PS.6.7.1 - Compare and Contrast Newton's three laws of motion PS.6.7.2 - Conduct investigations demonstrating Newton's First Law of Motion. PS.6.7.3 - Demonstrate Newton's Second Law of Motion. PS.6.7.4 - Conduct investigations of Newton's Third Law of Motion. PS.6.7.5 - Explain how Newton's three laws of motion apply to real world situations (e.g.,
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sports, transportation). PS.6.7.6 - Investigate careers, scientists, and historical breakthroughs related to laws of motion.
PS.7.7.1 – Identify natural resources used to supply energy needs.
PS.7.7.2 – Describe alternatives to the use of fossil fuels: solar energy, geothermal energy, wind, hydroelectric power, nuclear energy, biomass. PS.7.7.3 - Conduct investigations to identify types of potential energy and kinetic energy. PS.7.7.4 – Investigate alternative energy sources. Math A.5.7.1 – Solve and graph one-step linear equations and inequalities using a variety of methods (i.e. hands-on, inverse operations, symbolic) with real world application with and without technology. A.5.7.2 – Solve simple linear equations using integers and graph on a coordinate plane. A.5.7.4 – Write and evaluate algebraic expressions using positive rational numbers. A.6.7.1 – Use tables and graphs to represent linear equations by plotting, with and without appropriate technology, points in a coordinate plane. A.7.7.1 – Use, with and without appropriate technology, tables and graphs to compare and identify situations with constant or varying rates of change. M.13.7.2 - Draw and measure distance to the nearest mm and 1/16 inch accurately. DAP.14.7.3 - Construct and interpret circle graphs, box-and-whisker plots, histograms, scatter plots, and double line graphs with and without appropriate technology. DAP.16.7.1 – Make, with and without appropriate technology, conjectures of possible relationships in a scatter plot and approximate the line of best fit (trend line). Literacy IR.12.7.6 - Use information presented in graphic sources to draw conclusions. OV.1.7.1 - Use vocabulary from content area texts and personal reading. OV 1.7.8 - Use a variety of visual aids in oral presentations across the curriculum. OV.2.7.4 - Demonstrate attentive listening skills to respond to and interpret speaker's message. OV.2.7.5 - Evaluate presentations using established criteria/rubrics (e.g., purpose, content, organization, and delivery). OV.3.7.1 - View a variety of visually presented materials for understanding of a specific topic. W.4.7.1 - Generate ideas by selecting and applying appropriate prewriting strategies which shall include reading, discussing, observing, brainstorming, focused and unfocused free-writing, and reading/learning loops. W.4.7.2 - Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, Venn diagrams, and formal outlining with main topic and subtopics. Social Studies H.6.7.6 - Examine contributions that past civilizations made to the modern world (e.g., artistry, architecture, aqueducts, legal system, math, language, science, and transportation).
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National Frameworks Science as Inquiry Demonstrate abilities necessary to do scientific inquiry: 1. Use appropriate tools and techniques to gather, analyze, and interpret data. 2. Develop descriptions, explanations, predictions, and models using evidence. 3. Think critically and logically to make the relationships between evidence and explanations. 4. Communicate scientific procedures and explanations. Physical Science Motions and forces: 1. The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph. 2. An object that is not being subjected to a force will continue to move at a constant speed in a straight line. 3. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending upon their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion. Conservation of Energy and the Increase in Disorder: 1. The total energy of the universe is constant. Energy can be transferred by collisions in chemical and
nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed.
2. All energy is considered to be either kinetic energy, which is energy of motion; potential energy, which depends on relative position; or energy contained by a field, such as electromagnetic waves.
Science and Technology Abilities of technological design: 1. Identify appropriate problems for technological design. 2. Design a solution or a product. 3. Implement a proposed design. 4. Evaluate completed technological designs or products. 5. Communicate the process of technological design.
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Academic Vocabulary 21st Century Skills New Terminology Balanced force Unbalanced force Net force Inertia Motion Gravity Friction Acceleration Velocity Sir Isaac Newton Energy Alternative energy Solar energy Photon Electromagnetic Solar cell Voltage Angle of Incidence Latitude Conservation of energy Review potential energy kinetic energy motion
Technology 1. Use technology as a tool to research, organize, evaluate and communicate information and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Critical Thinking and Problem Solving 1. Exercise sound reasoning in understanding. 2. Make complex choices and decisions. 3. Understand the interconnections among systems. 4. Identify and ask significant questions that clarify various points of view and lead to better solutions. 5. Frame, analyze and synthesize information in order to solve problems and answer questions. Communications and Collaboration 1. Articulate thoughts and ideas clearly and effectively through speaking and writing. 2. Demonstrate ability to work effectively with diverse teams. 3. Exercise flexibility and willingness to accomplish a common goal. 4. Assume shared responsibility for collaborative work.
Stage 2: Assessment Evidence Instructional Diagnosis
Prior Knowledge/Skills PS.6.5.4 - Compare and contrast potential energy and kinetic energy as applied to motion. PS.6.5.5 - Classify real world examples as potential energy or kinetic energy as applied to motion. PS.6.5.6 - Conduct investigations using potential energy and kinetic energy. PS.6.6.4 - Recognize and give examples of different types of forces: gravitation, magnetic, and friction. PS.6.6.7 - Describe the effects of force: move a stationary object, speed up, slow down, or change the direction of motion, change the shape of objects. PS.6.6.8 - Conduct investigations to demonstrate change in direction caused by force. PS.6.6.9 - Conduct investigations to calculate the change in speed caused by applying forces to
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an object. PS.7.5.1 – Summarize how light can interact with matter through absorption, refraction, and reflection. PS.7.5.2. Investigation how light travels and interacts with an object or material. PS.7.5.5 – Investigate physical interactions of light and matter and the effect on color perception: refraction, absorption, transmission, and scattering. PS.7.6.1 – Classify examples of energy forms: chemical, electromagnetic, mechanical, thermal and nuclear. PS.7.6.2 – Summarize the application of the law of conservation of energy in real world situations: electrical energy into mechanical energy, electrical energy into heat, chemical energy into mechanical energy and chemical energy into light. PS.7.6.3 – Conduct investigations demonstrating how energy can be converted from one form into another form. PS.7.6.4 – Investigate the transfer of energy in real world situations: conduction, convection and radiation. Historical Data 1. Targeted Formative Assessment or Learning Institute Data 2. ACTAAP data and released items 3. NAEP released items 4. Student notebooks from previous years (if applicable)
Potential Misconceptions Force and Motion: 1. Students do not see motion as belonging to a number of different categories – at rest, constant velocity, speeding up, slowing down, changing direction, etc. Instead, they see motion as moving or not moving. 2. Students think that if speed is increasing that acceleration is also increasing. 3. Students regard objects at rest as being in a natural state in which no forces are acting on the object. 4. Students who recognized a holding force differentiated it from pushing or pulling forces. 5. Students think air pressure, gravity, or an intervening object (like a table) is in the way keeps an object stationary. 6. Students think that the downward force of gravity must be greater than an upward force for the book to be stationary. 7. Students think of actively moving objects (bowling ball) as having an impetus within them that keeps them moving in the same horizontal direction when they reach a cliff and passively moving objects (a tree trunk) as falling straight down when they reach a cliff.
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Conservation of Energy: 1. The common treatment of energy as a
fluid gives the idea that it is something that is conducted, transported, or poured in.
2. For many students the statement that energy is neither created nor destroyed, (i.e., that it is conserved) may mean something literal and restricted, such as what happens to a piece of clay when its shape is changed.
3. Memorization of principles such as conservation of energy actually causes more difficulty for “academically good students” than for those students who have not shown interest in learning the principles or memorizing them.
4. A students’ notion of energy is influenced by his or her experiences with the physical world and the resulting intuitive ideas.
5. The large and varied concept of energy (energy transformation, energy conservation, and energy degradation) is abstract and conceptually difficult for many students.
6. Use of the phrases “energy is used,” “using energy,” or “energy is lost” do not imply conservation of energy. In reality the energy is transferred.
7. The idealized treatment of energy in books, particularly when speaking of conservation of energy and ignoring friction and other forms such as heat, may cause difficulty.
8. In describing energy, we often use more than one word for the same idea.
9. In describing energy, we often use the same word to describe several different things.
Formal Pre-Assessment Pre-test developed for Energy and Motion (electronic surveys)
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Evidence of Learning Performance Tasks/Labs 1. Design and construct a come-back toy 2. Create a balloon racer 3. Design and construct a stomp rocket 4. Record and analyze data from investigations in science notebook. 5. Communicate evidence of learning to peers through collaboration, reflecting, and presenting results. 6. Construct a solar car. 7. Use a solar panel and protractor to determine the angle of incidence.
Quizzes, Tests, Academic Prompts Pre/post content tests Science notebook including: 1. academic vocabulary building 2. experiment logs 3. journal entries 4. reflection logs 5. open response prompts
Products 1. Come-back toy 2. Balloon racer 3. Stomp rocket 4. Science Notebook 5. Solar Car 6. Foldables
Student Self-Assessment Tool(s) 1. Laboratory manual or science notebook 2. Individual evaluation rubrics 3. Formative Assessment 4. Summative Assessment
Cross-curricular Applications Language Arts 1. Have students make foldable concept
map. 2. Have students present and defend their
lab results. 3. Have students write observations and
reflections into their science notebooks. Math 1. Have students’ measure distance and
record data and graph results.
Unprompted Evidence 1. Student reflections found in the science
notebook. 2. Student responses. 3. Tell students to look for examples of
Newton's three laws outside the classroom. Have a designated area where students can record "real world" examples (prompt them to do this before or after school). Share out during science period. Leave this up for the duration of the unit, adding to it as much as possible.
4. Tell students to look for examples of alternative forms of energy outside the classroom. Have a designated area where students can record “real world” examples (prompt them to do this before or after school). Share out during science period. Leave this up for the duration of the unit, adding to it as much as possible.
5. Student drawings, reflections, and modifications using whiteboard.
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Evaluation Criteria Formative 1. Administer pre-test on Force, Energy and
Motion and Alternative Energy. 2. Assess student understanding by
evaluating student notebook drawings and recorded observations throughout the exploration.
3. Utilize questioning and clarifying statements to guide student learning throughout the exploration.
4. Evaluate student understanding during group presentations.
Summative 1. Word wall (Day 1-2, p. 160) 2. Word wall (Day 3, p. 185) 3. Open Response Question (End of Day 2, p.
161) 4. Open Response Question (End of Day 3, p.
186) 5. Administer post-test on Force and Motion
(Day 1-2, p. 33-34) and Energy and Motion (Day 3, p. 35).
6. Group students and provide them with a Mission Impossible folder. Allow them ten minutes to accomplish their mission, and then have them present their creations (missions are provided in the additional resources section of the teacher’s guide).
7. Assign students a form of alternative energy to compare to solar energy (see alternative energy projects in additional resources p. 181 of this binder).
Open Response Sample open responses can be located at: http://arkansased.org/testing/pdf/rib_gr7_spr07.pdf Additional samples can be found: Buckle Down Arkansas: Benchmark Exam 7 Science Buckle Down Publishing Iowa City, Iowa 2008 Rubric Lab report rubric, presentation rubric, group participation rubric. Rubrics can be designed at: http://rubistar4teachers.com
Stage 3: Plan Learning Experiences and Instruction Learning Plan
See individual 7E lessons located in the teacher’s guide Days 1-2 Lesson 1: Come-back toy Lesson 2: Newton's First Law/Inertia Lesson 3: Newton's Second Law/Balloon Racers Lesson 4: Newton's Third Law/Rocket Launchers Day 3 Unit: Energy and Motion
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Personalized Learning
Modifications/Special Accommodations for Learners English Language Learners (ELL) ELL students may have the cognitive ability to perform in class and understand scientific meanings, but may struggle with communication. Using effective strategies makes the content more accessible for these students. Effective strategies may include: 1. Reinforce content with hands-on activities 2. Simplify vocabulary not content 3. Allow multiple opportunities to practice new vocabulary 4. Present information orally and visually 5. Allow students to demonstrate learning nonverbally 6. Create a non-threatening classroom environment Learners with Special Needs Begin with a student's individual educational plan (IEP). Tailor lessons to ensure student safety and to enable each student to participate as fully as possible. Effective strategies may include: 1. Present instruction in the context of the real-world 2. Pair students who struggle with reading with friends who are fluent readers 3. Allow extra time for completing activities 4. Assign one task at a time and vary instructions 5. Review material often 6. Repeat other student's comments and questions for everyone to hear clearly Advanced Learners Gifted students benefit from meaningful assignments that extend and enrich their knowledge of science. Encourage students who readily grasp the basics to deepen their explorations. Effective strategies may include: 1. Provide enrichment opportunities for students to work independently 2. Ask questions that encourage creativity and imagination 3. Model thinking that leads to problem solving, synthesizing, analyzing, and making decisions. 4. Make available resources for exploring the topic more deeply 5. Invite students to present their research to the class Interventions/Corrective Strategies Modify as per individual student IEP Intellectual Challenges Utilize a series of discrepant events that challenges students thinking about Newton's Laws. Suggested activities can be found in the additional activities provided on the SciKeys Module disc.
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Cross-Curricular/Real World Connections
Art: Have students create a cartoon that provides examples of each of Newton's laws. History: Have students read excerpts from Joy Hakim's The Story of Science: Newton at the Center. Provide class time to discuss Newton's laws for a historical perspective. Physical Education: Have students choose a sporting event to research and ask them to write descriptions of how acceleration, mass and force interact in the event chosen. Media: Have students videotape their rockets and analyze the motion using Logger Pro software. Technology Applications: Students will apply technology using motion sensors to collect data and graphing software to analyze data. Helpful Websites: 1. The NEED Project – Energy Infobooks http://www.need.org/EnergyInfobooks.php 2. Earth-Sun Relationships http://www.physicalgeography.net/fundamentals/6i.html 3. Solar Panel Experiment: Possible Power http://westlake.k12.oh.us/instructionaltechnology/thonnings/JSS/exp/solarpanel.htm 4. Solar Angle Calculator (Use latitude to determine solar angle) http://www.sbse.org/resources/sac/PSAC_Manual.pdf 5. Vernier – Solar http://www.vernier.com/solar/ 6. Arkansas Science - Module 7 – Motion and Energy http://delicious.com/arkansasssmotion7 7. My Angle on Cooling: Effects of Distance and Inclination http://www.sciencenetlinks.com/lessons.php?Grade=6-8&BenchmarkID=12&DocID=418 8. Resources linked to Arkansas Science Frameworks http://cp.astate.edu/neapartnership/Framework%20Lessons/resourceslinkedtoframeworks.htm 9. Solar Cells and Electric Motors – Exploratorium http://www.exo.net/~pauld/activities/physics/solarcellf/solarcell.html 10. Renewable Energy Resources http://www.sciencenetlinks.com/lessons.php?DocID=26 11. Google Squared – Great research tool http://www.google.com/squared 12. http://www.facts-about-solar-energy.com/facts-about-solar-energy.html 13. http://tonto.eia.doe.gov/kids/energy.cfm?page=solar_home-basics 14. http://www.sciencenetlinks.com/lessons.php?BenchmarkID=8&DocID=14 15. http://www.energyforeducators.org/lessonplanstopic/energy.shtml Parental/Community Involvement Opportunities: If feasible, have students visit the nearest amusement park with their parents or organize a community event to visit one. Use favorite amusement park rides to introduce the physics of motion to your class! How were roller coasters developed and how do Newton's Laws of Motion affect your amusement park ride? What about bumper cars? Can students list other rides and explain how they are affected by Newton's Laws? The Amusement Park Physics website is a great place to jumpstart your thinking!
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Materials and Supplies
Equipment and Supplies Needed • Can Opener • Scissors • Glass jar or Cup • Coins, washers, Styrofoam balls,
checkers, etc. • Stop watch • 1-4 10g washers • Measuring Tape or Meter Sticks
• Scale or Balance • Basketball • Tennis Ball • “Sam the Solar Cell” Sign • 4” paper lightning bolt • Solar Panel • Voltage Meter • Spotlight or Sunlight • Protractor • Timer • Ruler • White Boards • Motion Detector • Computer or Labquest • Spotlight with Filters
Consumable Materials Needed • Empty and clean small (12 oz.) plastic
coffee can with lid • Electrical tape or masking tape • Rubber bands • Paper clips • Weights (nuts, bolts, sinkers) • Wire or twist ties • String • Straws • Balloons • 1.5 inch PVC pipe • Empty 2-L bottle • 50 cm Plastic Tubing • Paper
• Index cards • Manila Folder or opaque paper
Literature Connections • Delta Science Content Readers (2009).
Forces and Motion. Nashua, NH: Delta Education
• Delta Science Readers (2006). Newton's Toy Box. Nashua, NH: Delta Education
• Delta Science Content Readers (2008) Energy. Nashua, NH: Delta Education
Professional Texts • Doherty, P. A. (2002). Square Wheels
and Other Easy-to-Build Hands-On Science Activities, San Francisco: Exploratorium.
• www.exploratorium.edu select Educate tab.
• Battcher, D.E. (1993). Machine Shop. Fresno: AIMS Education
• Ansberry, K. A. (2005). Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, 3-6. Arlington, VA: NSTA press.
• Taylor, B. P. (2005). The Toy That Returns. In B. P. Taylor, Teaching
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Physics with Toys: Hands-On Investigations for Grades 3-9 (pp. 103-116). Middletown, OH: Terrific Science Press
• Robertson, B. Stop Faking It: Force and Motion, NSTA Press
• Stepans, J. (2006). Targeting Students' Science Misconceptions. Clearwater, FL: Showboard, Inc.
• Lantz, H.B. (2004). Rubrics for Assessing Student Achievement in Science Grades K-12. Thousand Oaks, CA: Corwin Press
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Have you ever wondered why your body leans to the right as you make a left-hand turn in your car? Has your stomach felt queasy as you drop during a high roller-coaster ride? Why do planets go around the sun in large circles? The answers to these and all other questions concerning motion and movement of objects were first explained nearly three hundred years ago by the scientist and mathematician, Sir Isaac Newton. Newton’s three laws of motion describe the forces that act on an object as well as the motion that results from those forces and form the basics for our understanding
of what makes things move.
Even though the three laws are fairly short and simple, they require that we understand some basic “science” language before we begin. First of all, we should understand that motion only occurs when some outside force acts on that object and creates unequal forces. A force is a push or a pull. Force gives an object the energy to move, stop moving, or change direction. When we run, chew gum, or simply sit in our classroom chair, we are exerting force. Why must the force be unequal? Let’s use a game of tug-of-war to describe net forces. When we have two teams that have equal strength and exert equal or balanced forces, the rope doesn’t move and the net force is zero. The net force is the combination of the different forces on an object. When one team pulls harder on the rope than the other, the opposing team is pulled across the line.
A force called friction occurs when two objects touch, roll, rub, or slide across each other. Friction works against an object and can cause it to stop. Friction acts in a direction opposite to the object’s direction in motion. Without friction, the object would continue to move at a constant speed forever. There are many different forms of friction.
The first law is sometimes called the law of inertia. In simple terms, it states that an object wants to “keep on doing what its doing.” A car
moving down a highway will continue to stay in motion at the same speed and direction as long as no forces act on it. It also states that an object at rest tends to stay at rest. Motion (or lack of motion) cannot change without unbalanced forces acting upon it. You can see good examples of this when watching a video of astronauts in space. Have you noticed that their tools and even their food just float? There is no interfering force such as gravity (force that acts on all objects that have mass) or friction. They can just sit the objects down and they remain in place. There are no interfering forces to cause the situation to change. The same is true if the astronaut threw a football in space. A hundred yard pass would be nothing. The football would continue in a straight line at the same speed and direction forever.
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The second law is a little more complex and requires that we understand the term acceleration. Most of us have heard our parents talk about the accelerator in a vehicle. We push down on the accelerator to change velocity (speed plus direction). Acceleration is
any change in velocity, either speeding up or slowing down. The formula for the second law can be stated as:
If a semi-truck and a car are going the same speed, the truck will have more acceleration because it has greater mass. Remember, mass is the amount of matter in an object. We often want to talk about it in terms of weight but weight is a measure of the force of gravity on an object on earth. Your mass as measured in kilograms on earth would be exactly the same on Mars but your weight would be less because Mars does not have the same gravitational pull.
To have a clearer understanding of the Second Law, it is necessary to be completely clear concerning acceleration, so we might need a short review. Speed is how fast something’s moving and will include a number as well as a unit such as 20 meters per second or 50 miles per hour. We can measure speed using the following formula:
Velocity includes speed but also directions, such as 50 mph southeast. In physics, velocity is often represented by an arrow in the right direction. These arrows are called vectors.
Sit in an office chair that has wheels on its base and throw a ball. The ball goes forward and your chair moves in the opposite direction. The same thing occurs when you jump from a boat to the dock. The boat goes away from the dock and you go forward. Both of these are
examples of Newton’s Third Law. The motion of these objects can be explained by Newton’s third law, for every action there is an equal and opposite reaction. In other words, when one object exerts a force on another object, the second object exerts a force
of equal strength in the opposite direction on the first object.
Imagine a rocket is being launched from the earth. Hot gases are pushed out from the bottom of the rocket as the rocket is thrust upward. The force of the gases pushing against the surface of the earth is equal and opposite of the force with which the rocket moves upward.
A 2005 survey of scientists in Britain’s Royal Society declared Newton as the most influential scientist of all time. The lessons we learn from discoveries form the basis for modern physics and calculus. No wonder that the poet Alexander Pope, who lived in Newton’s time, wrote of Newton and his laws:
Nature and Nature’s laws lay hid in night God said: “Let Newton be!” and all was light.
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What is it, that if we did not have it, nothing would ever get
done?? No electric lights, no cars, no TV, no cell phones.
What is IT that is so important?
The answer is energy, which gives us the ability to do work, to
get things done by transferring energy through a force. Energy
comes in many forms including thermal, light, sound,
mechanical, electromagnetic, chemical, nuclear, and even
gravitational. All matter contains energy. Albert Einstein's theory of relativity shows that
energy and mass are the same thing, and that neither one appears without the other. We use
energy for everything we do, from driving to school and cooking our meals, to skateboarding.
There are two main categories of energy, potential and kinetic. Potential energy is stored and
has the ‘potential’ to be released and converted into the other forms of energy. Kinetic energy
is the energy of motion or energy at work. Examples of potential energy are a battery in your
laptop computer that becomes electrical energy to power a Google search, or gasoline in a car
that changes into heat and kinetic energy when you turn the key. A roller coaster has potential
energy as it is climbing upward. At the very top of the hill is its maximum potential energy, due
to gravity. When the car speeds down the hill potential energy turns into kinetic. Are there
other forms of energy in addition to motion? Yes, both heat and sound from the frictional force
of the car on the tracks. The SI unit of measure for energy (including potential energy) and work
is the joule (symbol J).
According to the Law of Conservation of Energy, the total amount of energy in an isolated
system remains constant over time, it is conserved - which means it cannot be created or
destroyed. So what happens to it? It is stored as potential energy or continually changed from
one form to another.
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When we play a video game at home, we use electrical energy. What was the energy source
for this electricity? In Arkansas, it was most likely generated by a hydroelectric dam, a nuclear
plant, or coal-fired power plant. These energy sources are divided into two groups-----
renewable (an energy source that can be easily replenished) and nonrenewable (an energy
source that can be used up and not replenished). Nonrenewable resources include our fossil
fuels---oil, natural gas, and coal. These are called fossil fuels because they were formed over
millions of years from the remains or “fossils” of dead plants and animals. Uranium, used in
nuclear power plants is also nonrenewable.
Renewable energy sources include:
• Geothermal energy from heat within the Earth
• Hydroelectric power from dams
• Solar energy from the sun
• Wind
The pie diagram above shows what energy sources are used by the United States.
Unfortunately, much of the energy (93%) we are using is nonrenewable. What impact will the
energy choices that we make now have on our lifestyles in the future?
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Solar Energy
Energy from the sun is one source of renewable energy. The sun has produced
energy for billions of years. It releases this energy in the form of solar radiation
that reaches the Earth and warms the atmosphere and also is seen as light. This
energy can be converted to other forms of energy, primarily heat and electricity. Solar energy
in the form of heat is called thermal. It can be used to directly heat our homes and businesses
or it can be converted to electricity which can do work for us. Photovoltaic devices or “solar
cells” change sunlight directly into electricity. Individual photovoltaic cells (PV) are grouped
into large collections of panels. You can see some of the smaller cells in instruments like
calculators and watches. Large units and arrays of cells take up a lot of space. Another way to
use solar energy is to allow solar energy to directly heat fluids, which produce steam that
powers generators. There were 11 of these power plants operating in the United States in
2008.
Among the disadvantages of solar energy is that the amount of sunlight reaching the Earth’s
surface is not constant. The amount of energy is dependent upon location, time of day, time of
year, and weather conditions. The other major problem is that a large surface area is required
to collect enough energy to be efficient. However, new advancements in solar technology will
likely lead to an increase in efficiency and a decrease in cost.
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Date:
School District:
Coop/Center Location: Grade Level: Years of Teaching I have participated in the Science training for: 1 2 3 years Based on the following criteria, please rate your training sessions by selecting the number that best corresponds with your assessment of the experience. 1= 2 3 4 5= Poor excellent 1. Rate your understanding of “best practices” as they relate to science instruction.
2. I am adequately prepared to deliver instruction from this training to my students.
3. Rate your understanding of the 7E model.
4. Rate your ability to apply the 7E model to science instruction.
5. Rate your understanding of inquiry-based science instruction.
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Pre-post test on Newton’s Laws. 1. A car traveling at 15 km per hour accelerates to 60 km per hour over a time period of 10 seconds. What is the rate of acceleration? A. 4 km/sec. B. 4.5 km/sec. C. 7.5 km/sec. D. 6 km/sec. 2. If a car travels 30 meters down a ramp and takes 6 seconds for the trip, the average speed the car was traveling was __? A. 5 m/sec. B. 180 m/sec. C. 28 m/sec. D. 4.22 m/sec. 3. A driver applies the breaks on the vehicle she is driving. The car stops but a book located on the passenger side is thrown into the floor. The tendency for the book to continue forward as the car stops is best described as __ A. Newton’s first law of motion B. Newton’s second law of motion C. Newton’s third law of motion D. Newton’s universal law of momentum 4. A balloon traveling down the string as a result of gases being expelled from the mouth of the balloon is best described by which of Newton’s laws? A. Newton’s first law of motion B. Newton’s second law of motion C. Newton’s third law of motion D. Newton’s universal law of momentum 5. Two metal balls are of the same size but ball two weighs twice as much as the other. The balls are dropped from the roof of a building at the same time. The time required for the balls to reach the ground below will be: A. half as long for the heavy ball as the light one. B. half as long for the light ball as the heavy one. C. about the same for both balls. D. it will take about one-fourth of the time for the heavy ball to hit the ground.
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6. A woman applies a constant horizontal force on a large box causing it to move forward at a constant speed. The force applied by the woman is … A. greater than the force of friction. B. equal to the force of friction C. less than the force of friction. D. must be exactly one-half that of friction. 7. A come-back toy rolls across a floor. It stores up energy within the wound rubber band so that it can return along the same path. This energy would best be described as A. kinetic energy B. gravitational energy C. energy of friction D. potential energy 8. The mass of the come-back toy is increased from 50 grams to 100 grams. If the same force is applied, what will be the effect on the toys acceleration? A. acceleration rate will be greater. B. the rate of acceleration will remain the same. C. the rate of acceleration will be about half of prior amount. D. it is not possible to determine from the information supplied. 9. If we double the force applied to the 100 gram weight come-back toy, what will be the effect on acceleration? A. acceleration rate will be greater. B. the rate of acceleration will remain the same. C. the rate of acceleration will be about half of prior amount. D. it is not possible to determine from the information supplied. 10. Dennis drives from Arkadelphia to Fort Smith, a distance of 136 miles, in 120 minutes. What is his average speed? A. 60 mph B. 68 mph C. 272 mph D. 1.4 mph Answers: 1. B 2. A 3. A 4. C 5. C 6. A 7. D 8. C 9. A 10. We all know that he travels too dang fast but the correct answer is B
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Pre-post test on Energy and Motion 1. Which of the following is an example of a non-renewable energy source? A. wind B. hydro-electricity C. solar D. oil 2. If we trace the energy flow in our solar powered cars, the final energy output which turns the wheels of the vehicle would be described as which type energy? A. chemical B. mechanical C. thermal D. hydraulic 3. Solar energy would serve as an excellent source of energy for our country because it has the following advantage over traditional energy sources? A. Takes up little space B. inexpensive start-up cost C. renewable D. low-technology 4. The photovoltaic cells on the solar car responds to light and the vehicle begins to move, what type energy is being expended? A. kinetic B. potential C. thermal D. gravitational 5. Which one of the following activities, conducted during science keys presentations, is best described as the result of thermal expansion? A. solar car B. balloon racer C. solar bag D. stomp rockets 6. What percentage of energy used in the United States is non-renewable? A. 93% B. 67% C. 81% D. 75% 7. A .5 kg weight is placed on the solar car causing its movement to stop. This is best explained by which of Newton’s laws? A. first B. second C. third D. law of conservation of momentum 8. Which of the following would be more likely to cause the solar car in question 7 to begin to move again? A. increase the friction between the wheels and the table B. shine a large flashlight onto the solar panel C. place a one kg weight on the car D. place a larger electrical motor on the car Answers: 1. D 2. B 3. C 4. A 5. C 6. A 7. B 8. D
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Come-Back Toy
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Come-Back Toy
Lesson Overview Unit Title: Force and Motion
Lesson Summary: Students will explore Newton's First Law of Motion through the investigation of a toy that converts potential energy to kinetic energy.
Subject Area(s) and Grade Levels: Click box(es) of the subject(s) and grade(s) that your Unit targets.
Life Science Physical Science Earth Science 5th 7th Biology
Arkansas Framework: http://www.arkansased.org/teachers/word/science_k-8_011006.doc
SLE – Student Learning Expectation Details
NS.1.7.1- Interpret evidence based on observations
NS.1.7.5 - Communicate results and conclusions from scientific inquiry
PS.6.7.2 - Conduct investigations demonstrating Newton’s first law of motion
M.13.7.2 - Draw and measure distance to the nearest mm and 1/16 inch accuracy
DAP.14.7.3 - Construct and interpret circle graphs, box-and-whisker plots, histograms, scatter plots and double line graphs with and without appropriate technology
OV.1.7.8 - Use a variety of speaking activities, including oral interpretations of poems,
stories and monologues IR.12.7.6 - Use information presented in graphic sources to draw conclusions
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National Standards: http://www.education-world.com/standards/national/index.shtml
National Standards Details:
Science as Inquiry
Abilities Necessary to Do Scientific Inquiry: • Use appropriate tools and techniques to gather, analyze, and interpret data • Develop descriptions, explanations, predictions, and models using evidence • Think critically and logically to make the relationships between evidence and explanations • Communicate scientific procedures and explanations
Physical Science
• Motions and Forces
• Transfer of energy
Science and Technology
• Abilities of Technological Design • Implement a proposed design
• Evaluate completed technological designs or products
Student Objectives and Procedures: (All 7-E’s may not be present in a single lesson)
Objective: By the end of this lesson, students will be able to analyze the motion of a toy that demonstrates Newton’s First Law of motion.
Focus Question: How do objects move?
Prerequisites / Background Information: Students should already have been introduced to the concept of kinetic energy and
potential (or stored) energy. Key Topics
• Potential energy • Inertia • Kinetic energy • Motion • Acceleration • Velocity
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Timeline: Preparation:
Elicit/Engage: Explore: Explain: Cleanup:
25 minutes 15 minutes 50 minutes 45-50 minutes 5 minutes
Teacher Preparation:
• Make a coffee can come-back toy for Part A. • If making coffee can toys, students can collect cans and plastic lids in advance. Small plastic coffee cans work best for this lesson. Using scissors, drill a hole in the center of the bottom of the coffee can and the plastic lid. Thread a rubber band through the bottom hole and secure with a large paper clip. Add weight to the rubber band as needed. Thread the rubber band through the lid of the can and secure with a large paper clip. Place the lid on the coffee can. See attached diagrams for additional construction information. If using metal cans, cut out both metal ends of the can. Cover the cut edges with duct tape and thread the rubber band in the same manner as the plastic can. • If making soft-drink bottle toys, prepare each 2-L bottle as follows: drill a 5/8 inch hole in the center bottom (hold the bottle against the corner of a box for support); use scissors to cut a window about 5 cm x 8 cm in the side; cover the cut edges with duct tape; and hot glue a CD to each end, making sure not to fill the holes in the bottle and the CDs.
Materials: Coffee Can Version (suggested for engage):
• Empty and clean small (12 oz.) plastic coffee can (metal cans can be substituted for plastic) • Can opener (teacher use only if using metal cans) • Electrical or Masking Tape (if using metal cans) • Scissors • Rubber bands (Size 6 cm or assorted) • 2 large paper clips
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Coffee Can Version (per group of 3-4 students):
• 12 oz plastic coffee can with lid (may use large can) • Scissors • Size 6 rubber band (about 8-10cm) • Piece of wire or twist tie • 2 large paper clips • Weight (nuts, bolds, sinkers, or pennies tied in a cloth)
Soft-drink Bottle Version (optional): • Empty and clean 2-L soft-drink bottle • Drill with 5/8 inch bit (teacher use only) • Box for support during drilling • Scissors • Electrical or masking tape • 2 CDs (can be unwanted or used) • Hot-melt glue gun (teacher use only) • 2 large paper clips
Soft-drink Bottle Version (optional per group of 3-4 students): • 2 large paper clips • 2 size 33 rubber bands (about 8-10 cm) long • Piece of wire or twist tie • Weight (see coffee can come-back toy) • Soft-drink bottle prepared in getting ready
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Projection System
Video Camera
Computer(s)
Television
Internet Connection
Digital Camera
VCR Other: Go Motion Probe
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Internet Web Browser
Multimedia Word Processing
Other: Logger Lite Software
Internet Resources: See the science learning guide in this binder.
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Procedures: Teacher’s Notes:
• Beware of sharp edges. • Safety Goggles
• Teachers should inspect all cans for sharp edges. Edges should be covered with Duct Tape to protect students from being cut.
• To avoid injury to the eyes, goggles should be work in this investigation.
• Make a come-back toy out of a coffee
can, so that students cannot see the mechanism inside.
• Ask students: How can I make the toy move? Allow students to discuss. Answer: The students should be able to discuss that a force must be applied to the toy in order to make the toy move. A force is a push or a pull.
• Push the toy. Have students write in their science notebooks any observations noted while the toy is in motion. In their notebooks, ask students to respond to the questions in Part A of the student worksheet.
• Have students draw and label a picture in their science notebook of what they imagine the inside of the toy looks like.
• Ask students: What will happen to the motion of the toy? Answer: The toy should return back to you and continue this motion until acted upon by a force (friction).
Have the students’ share their picture and support why they think the toy is designed the way they suggest. • Ask the students: 1. What type of energy conversion was
required to start the toy’s motion? Answer: potential to kinetic.
2. What type of energy conversion was required for the toy to return? Answer: kinetic to potential (elastic) to kinetic.
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• The toy eventually stops moving.
• Discuss Newton’s First Law. Newton’s First Law of Motion states that an object in motion will stay in motion unless acted upon by an external unbalanced force (friction).
• Have students summarize Newton’s First
Law in their science notebooks.
• Ask the students: What caused the toy to stop its motion? Answer: friction.
• Ask students to respond to the following question in their notebook: What are you wondering now?
1. Show 4 min. university from CD, itunes, or wiki site.
2. Make a come-back toy (coffee can or 2L bottle – see diagrams).
3. Test the toy by placing it on a flat surface and giving it a push to start it rolling.
4. If the toy does not return, make minor adjustments such as adding more weight, tightening the rubber band, etc.
• Distribute Student Worksheets and refer students to Part B of their Student Worksheets for assembly instructions.
• Refer students to part C of their Student Worksheets. Have students record in their notebook any adjustments made, as well as any observations noted regarding the motion of the toy. Students should be able to discuss kinetic energy, elastic potential energy, and friction.
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• Require each group to explain the design
of their toy and what modifications were made. At this point, students do not need to apply scientific terminology. Encourage students to use their own words, their recorded observations, and their prior knowledge of motion as a basis for explaining their design. Encourage the audience to listen carefully, and ask thoughtful questions.
Take an opportunity at this time to provide constructive feedback to each group, embedding proper scientific terminology as it pertains to Newton’s First Law. Utilize students’ observations and explanations to emphasize the relationship between the forces and the object’s motion. For the purposes of this training session, the remaining portion of this lesson should be discussed and not performed.
1. Have students place a strip of masking tape (about 5m long) on the floor in a straight line.
2. Beginning at about the middle of the tape, push the come-back toy so that the toy travels past the end of the tape, start over and push more gently. Mark the tape at each point the toy changes direction until the toy stops. Label the point of the first direction change as D1, the point of the second direction change as D2, and so on.
3. Measure the distance between each point and record this information on a data table.
4. On graph paper, draw a graph showing the movement of your come-back toy.
Facilitators can show a short video clip of this lesson, since this activity will not be performed in the workshop. If performing this activity, refer students to Part D of their Student Worksheet.
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Formative Assessment • Assess student understanding by evaluating student notebook drawings and recorded observations throughout the exploration. • Utilize questioning and clarifying statements to guide student learning throughout the exploration. • Student understanding can also be assessed at the time of competition. •Have students create and submit a foldable providing at least three examples of Newton’s First Law. Summative Assessment • Have students design and make a toy or other object that uses a rubber band to store energy. Ask students: How is kinetic energy put into your object? Have students draw their object and label the kinetic to potential energy conversions that occur. This may require more than one drawing. • Utilize Notebook Rubric to assess student notebooking skills and content understanding. • Evaluate student team data and graphs for the elaboration utilizing a criterion referenced rubric.
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Comeback Toy Competition: 1. Explain to the students that they will
have a competition to determine the efficiency of their toy.
2. Students should make additional adjustments to their toy based on the variable they select for competition.
3. Students should prepare for competition.
Looking at Friction: 1. Discuss with the students where friction
is involved in the toy. Have them determine where friction has a positive and negative effect on the toy's operation. Discuss how they might modify their comeback toy to alleviate unwanted friction or to take advantage of wanted friction.
2. Using their modified toys, have students wind their rubber bands the recommended number of times and release the toy.
3. Instruct the students to measure and record the distances their modified toys travel.
4. Direct students to make bar graphs of their data.
● Students should determine what variable they will test for the competition (maximum distance traveled, maximum amount of time the toy stays in motion, etc.). Once the variable to be tested has been established the students will need time to make appropriate adjustments to their toy. ● Require each group to explain the design of their toy and what tests were performed to determine the best design for the challenge. Allow time for students to explore and try various modifications of their basic comeback toy. ● Materials for modification need to be made available to the students.
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Gearing Up and Down: ● Try making the toy with different diameters. Other things being equal, a large diameter bottle exerts a tangential force on the ground, but its larger circumference means that it travels farther in one revolution. This is like high gear. Conversely, a smaller bottle exerts a larger force, but one revolution doesn’t get it very far. This is like low gear. ● Compare the speed and hill-climbing abilities of your different “geared” racers.
● Ask students to continue modifying their toys until they are satisfied they have constructed the best possible toy or until the allotted time has run out. Ask students to share their distances with the rest of the class. ● Give students the opportunity for observing, comparing, contrasting, and discussing the various factors and their responses to the modifications. Discuss possible reasons for the results. (This can be accomplished by having students write in their science notebooks). ●Ask student to compare and contrast the difference in distance traveled by a larger diameter toy to a smaller diameter toy.
Cross-Curricular Integration Literacy
Have students make a foldable concept map: 1. Fold an 8/12’ x 11’ piece of paper along
its width, leaving a 1” margin at the top of the page. Label the top margin Energy.
2. Cut just the front layer in half to the fold. Label one of the sections Kinetic and the other section Potential.
3. Unfold the paper. Draw lines and label each of the top quarters Activity Example. Label the bottom two quarters other example.
4. Have students’ record examples of potential and kinetic energy on the inside of the concept map. (For each type of energy, have students’ record
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one example from the activity and one other example.) Students can then write one paragraph explaining kinetic energy and one paragraph explaining potential energy on the outside of the foldable. Each paragraph should define the type of energy and cite the examples.
5. Have students complete a Frayer model
for kinetic energy and one for potential energy (see template p. 57).
Math See the elaborate and extend sections of this lesson. Technology Teachers could utilize graphing software (Graphical Analysis, Excel, etc) with the students during the elaboration section of this lesson.
Notes: What’s Up:
When the come-back toy is given a push, enough energy is provided to move the toy. Energy of motion is kinetic energy. Work is done
when the toy is pushed (force). When a constant force is applied in the direction of motion, work can be defined as the product of the force
applied to the object and the distance the object moves as the force is applied. The work done on the toy starts the toys motion in a couple of ways. First, the toy moves in a straight line and secondly it rotates. Therefore, the work provided gives the toy both linear kinetic energy and rotational kinetic energy. The toy has kinetic energy while it is moving. The weight suspended on the rubber band is the only item in the toy that does not turn when it moves. This causes the rubber band to wind up. The rubber band begins to twist and store energy. The energy stored in the twisted rubber band is called elastic potential energy. The toy will begin to slow down as it moves away from you because the kinetic energy is being converted to elastic potential energy. Eventually, the toy stops because all the energy is stored as elastic potential energy. At some point, the elastic potential energy stored in the rubber band releases and returns to linear and
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rotational kinetic energy as the toy moves back to you. The toy may roll back past the start even after the rubber band is completely unwound. This is due to the toy’s inertia. The law of inertia (Newton’s First Law) says that an object will continue to move with constant velocity until a force acts upon it to change its motion. This motion will continue to twist the rubber band and move the toy in the opposite direction, storing elastic potential energy, until the toy stops again and rolls forward. This process will continue until friction with the surface eventually causes the toy to stop its motion. At this point all of the kinetic energy is converted into thermal energy and the toy stops. This lesson was adapted from the following: Ansberry, K. A. (2005). Picture-Perfect Science Lessons: Using Children's Books to Guide Inquiry, 3-6. Arlington, VA: NSTA press. Battcher, D. E. (1993). Machine Shop. Fresno: AIMS Education. Doherty, P. A. (2002). Square Wheels and Other Easy-to- Build Hands-On Science Activities. San Francisco: Exploratorium. Taylor, B. P. (2005). The Toy That Returns. In B. P. Taylor, Teaching Physics with Toys: Hands-On Investigations for Grades 3-9 (pp. 103-116). Middletown, OH: Terrific Science Press. Additional Extension Activities can be found at: Doherty, P. A. (2002). Square Wheels and Other Easy-to- Build Hands-On Science Activities, San Francisco: Exploratorium. www.exploratorium.edu select Educate tab. Battcher, D.E. (1993). Machine Shop. Fresno: AIMS Education
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Come-Back Toy Name: __________________
Student Worksheet Class Period: _____________ Date: _____________
Objective: By the end of this lesson, students will be able to analyze the motion of a toy that demonstrates Newton’s First Law of motion. Materials: For Plastic Coffee Can • Empty and clean small (12 oz.) plastic coffee can (metal cans can be substituted for
plastic) • Can opener (teacher use only if using metal coffee cans) • Electrical or Masking Tape • Scissors • Rubber bands (Size 6 cm or assorted) • 2 large paper clips
For Metal Coffee Can • Can opener (teacher use only if using metal coffee cans) • Electrical or Masking Tape • Beware of sharp edges (Allow your instructor to inspect the edges of your can
before you begin building your come-back toy) Safety: • Beware of sharp edges (Allow your instructor to inspect the edges of your can
before you begin building your come-back toy) • Eye Protection
Procedures: Part A: How does the Toy Work? Watch your teacher demonstrate a toy and then answer the following questions in your science notebook: 1. What kind of energy does the toy have while it is moving?
2. Where does the energy come from?
3. Why does the toy stop?
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Part B: Make Your Own Toy 1. Use a plastic coffee can (12 oz. or 40 oz.) to construct the come-back toy. A metal
coffee can may be used as a substitute for plastic if needed (please see your instructor for alternative instructions for construction of the toy).
2. Use scissors to punch a hole in the center of both the coffee can bottom and the plastic lid. Feed one end of a rubber band through the bottom hole of the coffee can. Insert a paper clip through the loop of the rubber band to keep it from pulling back through. Tie the weight (hex nut) to the middle of the rubber band with string or twist tie. The wire or twist tie should be short enough so that the weight will not touch the side of the can. See figure 1.
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3. Feed the other end of the rubber band through the plastic lid. Place the plastic lid on the coffee can. The toy is complete. See Figure 2.
Part C: Test the Toy 1. Test the toy by placing it on its side on a flat surface and giving it a push to start it
rolling. 2. If it does not return, try making minor adjustments such as adding more weight,
tightening the rubber band, or adjusting the weight so it doesn't touch the side of the toy.
3. Observe the motion of your toy. In your science notebook, explain how kinetic energy is put into your toy, where potential energy is stored, and what happens when the potential energy goes back to kinetic energy.
Part D: Investigate Further 1. Put a strip of masking tape (about 5 m long) on the floor in a straight line. 2. Beginning at about the middle of the tape, push the come-back toy so that the toy
travels along the length of the tape. If the toy goes past the end of the tape, start over and push more gently. Mark the tape at each point the toy changes direction until the toy stops. Label the point of the first direction change as D1, the point of the second direction change as D2, and so on.
3. Measure the distance between each point and record this information in the data table below.
Distance traveled in cm from D1 to D2 from D2 to D3 from D3 to D4 from D4 to D5 from D5 to D6 from D6 to D7 from D7 to D8 from D8 to D9 4. On graph paper, draw a graph showing the movement of your come-back toy.
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Answer the following questions:
1. Where does the kinetic energy come from to cause the come-back toy to travel from the start to D1?
2. Why does the toy stop at D1?
3. Why does the toy begin moving again from D1 to D2?
4. Why doesn’t the toy stop when it gets back to the starting location?
5. Why does the toy stop at D2?
6. How does the distance from D1 to D2 compare to the distance from D2 to D3? Why does this happen? Does the pattern continue for the other distances?
7. Share and discuss your results with the class.
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Come-Back Toy
Student Worksheet Answer Key 1. The kinetic energy to travel from the start to D1 comes from the work you do on the
toy when you push it with your hand. 2. The toy stops at D1 because all of the kinetic energy has been transformed to either
elastic potential energy (stored in the rubber band) or thermal energy (from friction with the floor).
3. They toy begins moving again from D1 to D2 because the elastic potential energy is
being transformed into kinetic energy.
4. The toy continues to roll back past the starting location (even after the rubber band is completely unwound) because of the toy’s inertia. (You may want to review Newton’s first law.) This motion winds the rubber band in the opposite direction.
5. They toy stops at D2 because, again, all of the kinetic energy has been transformed
to either elastic potential energy or thermal energy.
6. The distance from D1 to D2 and all subsequent distances will continue to get smaller until the toy stops. This happens because some kinetic energy is converted to thermal energy on each trip.
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Come-Back Toy Notebook Rubric Criteria for Evaluation
Task 4 – Exemplary 3 – Proficient 2 – Basic 1 – Below Basic Observe: Describe the motion of the toy.
• More than three observations
• All observations of motion are specific & clear.
• Three observations. • All observations of motion
are specific & clear.
• Only two observations. • One or more
observations of motion are not specific or clear.
• Less than two observations.
• Observations of motion are incomplete, not specific or clear.
Explain: What does the inside of the toy looks like?
• Explanation is clear and directly connected to observations.
• It is written in complete sentences with correct use of grammar, punctuation, and spelling.
• Explanation is clear and directly connected to observations.
• It is written in complete sentences with only a few grammar, punctuation, or spelling errors.
• Explanation is not clear or not directly connected to observations.
• It is not written in complete sentences with only a few grammar, punctuation, or spelling errors.
• Explanation is confusing, incomplete, or not directly connected to observations.
• It is not written in complete sentences and has many grammar, punctuation, and spelling errors.
Draw: Make a sketch of what the toy looks like inside, based on observations and explanations.
• Drawing is clear and strongly connected to observations and explanation.
• Drawing is labeled to clarify explanation.
• Drawing adds to depth of explanation.
• Drawing is clear and directly connected to observations and explanation.
• Drawing is not labeled. • Drawing adds somewhat to
the depth of explanation.
• Drawing is not clear or weakly connected to observations and explanation.
• Drawing is not labeled. • Drawing does not add to
the depth of explanation.
• Drawing is incomplete or not connected to observations and explanation.
• Drawing is not labeled. • Drawing does not add to
the depth of explanation.
Interpret: How is “energy” related to the motion of the toy?
• Connections made to forms of energy and the transfer of energy.
• Appropriate science vocabulary is included.
• Connections made to forms of energy or the transfer of energy.
• Appropriate science vocabulary is included.
• Weak connections made to forms of energy or the transfer of energy.
• Appropriate science vocabulary is limited.
• No connections made to forms of energy or the transfer of energy.
• Appropriate science vocabulary is not included.
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Name _______________________
Date _______________________
Class _______________________
Observe the motion of the Come-Back Toy. Describe it.
1.) _______________________________________________________________
2.) _______________________________________________________________
3.) _______________________________________________________________
4.) _______________________________________________________________
Explain what you think is inside the Come-Back Toy that causes it to move the way that
it does.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Draw a picture of what the inside of the Come-Back Toy looks like (no you can’t open it!)
Interpret: How is “energy” related to the motion of the Come-Back Toy?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Essential Characteristics
Non-essential Characteristics
Examples
Non-examples
Kinetic Energy
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Essential Characteristics
Non-essential Characteristics
Examples
Non-examples
Potential Energy
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Newton’s First Law
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Newton’s First Law of Motion
Lesson Overview Unit Title: Force and Motion
Lesson Summary: In this investigation, you will experiment with inertia utilizing a coin, cup, and index card to produce balanced and unbalanced forces. Newton explained a body at rest stays at rest unless an unbalanced force acts upon it. Newton also explained within the same law, a body at motion stays in motion unless an unbalanced force acts upon it. Inertia is the tendency to remain in its state of motion (or rest). Subject Area(s) and Grade Levels: Click box(es) of the subject(s) and grade(s) that your Unit targets.
Life Science Physical Science
Earth Science 5th 7th Biology
Arkansas Framework: http://www.arkansased.org/teachers/word/science_k-8_011006.doc
SLE – Student Learning Expectation Details
PS.6.7.2: Conduct investigations demonstrating Newton's first law of motion
PS.6.5.4: Compare and contrast potential and kinetic energy as applied to motion
PS.6.5.4: Conduct investigations using potential and kinetic energy
OV.1.7.8: Use a variety of speaking activities, including oral presentations of poems,
stories, and monologues
National Standards: http://www.education-world.com/standards/national/index.shtml
National Standards Details:
Science as Inquiry Abilities Necessary to Do Scientific Inquiry:
• Use appropriate tools and techniques to gather, analyze, and interpret data • Develop descriptions, explanations, predictions, and models using evidence • Think critically and logically to make the relationships between evidence and explanations • Communicate scientific procedures and explanations
Physical Science • Motions and forces
• Transfer of energy
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Student Objectives and Procedures: (All 7-E’s may not be present in a single lesson)
Objective: Students will be able to demonstrate and defend Newton's first law of motion.
Focus Question: 1. What is inertia? 2. How is inertia related to motion? Rest? Everything in the universe is either moving or not moving according to Isaac Newton.
Prerequisites / Background Information: • Students should be able to apply the following terms: force, motion, mass, weight,
Newton, inertia, friction, gravity, acceleration and Isaac Newton.
• Even if the concept is focused on inertia, objects at rest or in motion have mass and weight that is affected by gravity and friction. If the object is moved from a rest position, it accelerates. If the object is stopped, it still accelerates (or decelerates).
Timeline: Preparation:
Elicit/Engage: Explore: Explain: Cleanup:
5 minutes Part A: 5 minutes 20-30 minutes 20-30 minutes 5 minutes
Teacher Preparation:
1. If students are going to bring materials, they will need to know ahead of time. 2. Make sure the card covers the mouth of the jar. 3. Have other objects for students to try that are not too heavy to be held by the
card covering the container.
Materials: • Glass, Jar or cup • Index card or playing card • Coin, washer, Styrofoam ball, checkers, etc. • The material list is not restricted to the suggested materials. Allow student the
opportunity to try other materials. If the optional materials don't work have them explain why.
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Projection System
Video Camera
Computer(s)
Television
Internet Connection
Digital Camera
VCR Other:
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Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Internet Web Browser
Multimedia Word Processing
Other: SciKeys Video
Internet Resources: http://www.physicsclassroom.com/Class/newtlaws/
Procedures: Teacher’s Notes:
• Safety Goggles • To avoid injury to the eyes, goggles
should be worn in this investigation.
• KWL: What do you know? What do you
want to know? What did you learn?
• Before allowing student to manipulate variables, have them all use the same materials first, just as a standard.
1. Have students write a hypothesis or make
a prediction before the investigation. This could be done in their student notebooks.
2. Discuss which variables might affect the investigation outcome.
3. Ask students to relate this investigation to Newton's work.
• Don't be too quick to reject a hypothesis before it is tested.
• Be prepared to allow student to try other variables.
1. Divide students into small groups or pairs.
2. Allow each group time to demonstrate
Part A investigation within the group.
• Groups larger than 4 may cause problems.
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• Have students explain what they observed
using Newton's first law.
• In their science notebooks, have students draw a diagram of their experimental set up and use arrows to indicate their results and have them share their drawings with the class.
• If discrepancies occurred during experimentation, have the students discuss reasons for the discrepant event.
• The object stays still because of a balanced force demonstrating potential energy. The object moves because of an unbalanced force, meaning that the potential energy is transferred to the card. The coin stays where it because it must moved in a direction opposite the card at the same speed the card is moving.
Try other investigations that would demonstrate Newton's first law: 1. Try carrying a flat pan of water across a
room.
2. Try rotating a penny on a coat hanger.
Bend the hanger into a diamond shape. File the end of the hanger so it is flat enough to balance a penny. Slowly rock the penny until you can make a complete circle. Try again if you fail.
Formative Assessment • Assess student understanding by
evaluating student notebook drawings and recorded observations throughout the exploration.
• Utilize questioning and clarifying statements to guide student learning throughout the exploration.
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Summative Assessment • Have students design their own
investigation to demonstrate Newton’s first law. Ask students to explain how their investigation demonstrates Newton’s first law.
• Utilize a notebook rubric to assess student notebooking skills and content understanding.
Have students create and submit a foldable providing at least three real-world examples of Newton’s first law they observed outside of the classroom.
Cross-Curricular Literacy
Students could complete a Frayer model on Newton’s First Law of Motion (see template p. 67). Technology Students could utilize flip cameras, photogates or motion probes can to monitor motion.
Notes: What’s Up:
Newton’s first law of motion is an obvious statement of fact, but to know what it means, it is necessary to understand the terms rest,
motion, and unbalanced force. Rest and motion can be thought of as opposites. Rest occurs when an
object is not changing position in relationship to its surroundings. If you are sitting in a chair, it can be said that you are at rest. However, this is relative. Your chair may actually be one of many seats in an airplane. What’s important here is that you are not moving in relation to your immediate surroundings. If rest were defined as total absence of motion, it would not exist in nature. Even if you were sitting in a chair in your living room, you would still be in motion because your chair is sitting on the surface of a spinning planet. In fact, while sitting still, you are traveling at a speed of hundreds of kilometers per second. Therefore, motion is also a relative term. The first law specifies that motion is a change in position relative to its surroundings. A ball is at rest if it is sitting on the ground. The
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ball is in motion if it is rolling. A rolling ball changes positions in relation to its surroundings. The final term required for understanding Newton’s first law is unbalanced force. A ball in your hand is at rest. The ball has a downward force (gravity) acting upon it and an upward equal force exerted by your hand. This balanced force results in the object being at rest. If you were to let the ball go or throw it upward, the forces acting upon the ball become unbalanced and the ball changes from a state of rest to a state of motion. (NASA, EG-2003-01-108-HQ)
References: NASA. (EG-2003-01-108-HQ). Rockets: An Educator's Guid with Activities in Science, Mathematics, and Technology.
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Newton’s First Law of Motion Name: __________________
Student Worksheet Class Period: _____________ Date: _____________ Newton’s first law states that a body at rest stays at rest, unless an unbalanced force acts upon it. It also states that a body in motion stays in motion, unless an unbalanced force acts upon it. Inertia is the tendency of a body to remain in a state of motion or rest. This is an investigation of inertia.
Objective: Students will be able to demonstrate and defend Newton's first law of motion. Materials: • Glass, Jar or cup • Index card or playing card • Coin, washer, Styrofoam ball, checkers, etc. • The material list is not restricted to the suggested materials. Allow students the
opportunity to try other materials. If the optional materials don’t work, have the students explain why.
Safety: To avoid injury to the eyes, goggles should be worn in this investigation. Procedures: 1. Position an index or playing card on top of the empty container. 2. Place one of the selected objects on top of the card. 3. Thump, strike, or pull the card quickly with your index finger Please respond to the following questions: 1. How did the coin respond to thumping, striking or pulling the card? Why? 2. Explain your observations using Newton’s first law?
3. Draw a diagram of your results, using arrows to show the direction and amount of
force.
4. What kind of force is produced when the object is balanced on the card? Explain.
5. What is the force that causes the card to move when it is hit? What type of energy is this?
6. Explain the type of energy transformation that was demonstrated during this
activity.
7. What type of friction was produced by the objects tested?
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Newton’s First Law of Motion Student Worksheet – Answer Key 1. If the coin went into the cup, a balanced force demonstrated an object at rest stays
at rest. If the coin flew in the same direction as the card, an unbalanced force acted upon the object and put it in motion.
2. An object at rest remains at rest, and an object in motion will remain in motion at
constant velocity unless an unbalanced force acts upon it.
3. Answers will vary.
4. A balanced force results in no change. The force is equal and opposite when it is balanced.
5. An unbalanced force caused the card to move when it was hit. The type of energy
produced is kinetic energy of motion.
6. Potential energy (an object at rest) was converted to kinetic energy when the object moved. Kinetic energy was converted back to potential energy when everything stopped.
7. The objects produced sliding friction. If a ball was utilized, it produced rolling
friction.
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Essential Characteristics
Non-essential Characteristics
Examples
Non-examples
Newton’s First Law
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Balloon Racer
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Balloon Racer
Lesson Overview Unit Title: Force and Motion Lesson Summary: Participants will be able to explain the relationship between force, motion, and acceleration through the exploration of Newton's Second Law using balloons. The acceleration of an object is dependent upon the unbalanced force acting on the object and the mass of the object. (F = ma) Subject Area(s) and Grade Levels: Click box(es) of the subject(s) and grade(s) that your Unit targets.
Life Science Physical Science
Earth Science 5th 7th Biology
Arkansas Framework: http://www.arkansased.org/teachers/word/science_k-8_011006.doc
SLE – Student Learning Expectation Details
NS.1.7.1 Interpret evidence based on observation NS.1.7.5 Communicate results and conclusions from scientific inquiry PS.6.7.1 Compare and contrast Newton's three laws of motion PS.6.7.3 Demonstrate Newton's 2nd Law
PS.6.7.5 Explain how Newton's three laws apply to real world situations
M.13.7.2 Draw and measure distance to the nearest 1/16inch accuracy DAP.14.7.3 Construct and interpret circle graphs, box and whisker plots, histograms, scatter plots & double line graphs
OV.1.7.8 Use a variety of speaking activities, including oral interpretations IR. 12.7.6 Use information presented in graphic sources to draw conclusions
National Standards: http://www.education-world.com/standards/national/index.shtml
National Standards Details:
Science as Inquiry Abilities Necessary to Do Scientific Inquiry: • Use appropriate tools and techniques to gather, analyze, and interpret data • Develop descriptions, explanations, predictions, and models using evidence
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• Think critically and logically to make the relationships between evidence and explanations • Communicate scientific procedures and explanations Physical Science • Motions and forces • Transfer of energy Science and Technology • Abilities of Technological Design • Implement a proposed design
• Evaluate completed technological designs or products
Student Objectives and Procedures: (All 7-E’s may not be present in a single lesson)
Objective: The student will be able to demonstrate and explain that when a force is applied to an object, changing the force applied or the object's mass determines how rapidly the object's speed increases or decreases.
Focus Question: Mary drives a sports car and Chris drives a mini van. The mini van has 3 times the mass of the sports car. If both cars start from rest and the force is identical on both cars, who will reach a speed of 65 first?
Prerequisites / Background Information: • Introduction and Newton's 1st Law Activities • Ensure student knows how speed relates to acceleration.
Timeline: Preparation:
Elicit/Engage: Explore: Explain: Cleanup:
15 min. 5 min. 30 min. 15 min. 15 min.
Teacher Preparation:
• Remember: F=ma, if F goes up then "a" goes up, if "m" goes up "a" goes down. In this activity the effects of friction (drag) and air resistance are ignored.
• Work with a colleague to test this investigation in advance, so you can judge difficulties that may arise. Management of classroom space, materials, and students are critical to completing this lab in one class period.
• Preview video: Balloon Racer Demo to see what this looks like.
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Materials: For pair of students: • 8 meters of String • Two straws (only one now, both used in competition phase) • Two balloons (only one used now, both used in competition phase) • 1 Stop watch • 1-4 10 g washers • Measuring tape • Masking tape • Scale or balance • Balloon pump (optional) • The longer the string the easier the student will have to use the timer accurately.
The length of string may depend upon the amount of space you have available. • The first activity will use only one balloon system. The two balloon system will be
used later if time allows.
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Projection System
Video Camera
Computer(s)
Television
Internet Connection
Digital Camera
VCR Other: Flip Cam, Motion
Probe
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Internet Web Browser
Multimedia Word Processing
Other: LoggerLite Software
Internet Resources: See Science Learning Guide
Procedures: Teacher’s Notes:
• Eye Protection – Goggles
• Lay a balloon on the table. • How could we use this balloon to
demonstrate Newton’s first law (inertia)?
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• We are going to use this balloon and
apply Newton’s 2nd Law of Motion, F=ma.
• Before we can understand acceleration we must find something else.
• Let’s see if we can find the affect that
mass and force have on the balloon!
• Does anyone know what F=ma means?(Force = mass x acceleration)
• What do you think we need to know
in order to understand acceleration? (Speed is distance traveled divided by the time it takes to get there. Speed can be called velocity if there is a direction associated with it).
Single Balloon Race (Finding mass, velocity
and discuss acceleration and how these affect force) • This activity will be done three times
with different masses. • Give each team a set of materials. • Tape the string tightly where you are
cutting it (8 meter mark) and cut through the tape.
• Thread one end of the string through one straw.
• Tightly stretch each end of the string to the back of identical chairs and tie it off.
• Blow up Balloon until it is 70 cm around the middle for each trial and hold (DO NOT TIE BALLOON).
• Have partner tape balloon to straw (tape X across straw).
• Have other partner ready with the timer and tape measure.
• Release the balloon and start the timer. Stop the timer when the balloon stops.
• Measure the distance the balloon traveled and record all results on data sheet
• Repeat release procedure with 2 washers taped to the bottom of the balloon. Record results Repeat procedure with 4 washers and record results.
• Show slow motion part of the acceleration video clip Balloon Racer Demo Slow Mo *(use the Motion detector to find acceleration) Must tape flat object to balloon between detector and balloon.
• Have students predict what will happen with the non-massed balloon vs. the massed balloons.
• Hand out student worksheets and data tables.
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• Repeat again but blowing balloon only 30 cm full. Record results
• Make trial table and chart class results on graph
• Now go take the mass (weight) in grams of the straw, balloon and tape alone and then add the washers by 2 and 4.
• Discuss what the students determined in
the activity.
• Let’s see how technology can help us find acceleration. The formula for acceleration is: a=υ/t. It is the velocity divided by the time. Acceleration is the speeding up or the slowing down of an object (pressing the accelerator in your car or pressing the brakes).
• Let’s see how much force was applied to your balloon. State the 2nd Law of motion: Force = mass x acceleration and show the formula: F=ma. Take the mass of your balloon system and multiply it times the acceleration (change in velocity over time) and you will get the force used by your balloon.
• Graph the distance vs. time for each balloon run with the class.
• What happened when you increased the mass of the balloon?
• What happened when you reduced the air (force) in the balloon?
• What 2 things affect the acceleration of the balloon?
• What would happen to the speed of your balloon if your string had been 40 meters long? (Nothing, length of string does not matter?)
• Is there a change in speed over time? (Yes, friction causes negative acceleration “slowing”) What if your string was tilted downward? (Go faster, why? Gravity)
• What other factors do you think might have affected today's results?
• What are the factors that influenced
your balloons force? (how blown up, how level…)
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• Use 8 meters of your string and a balloon/straw setup for each student.
• Let students go head to head on their string (no timers needed).
• Tell the students you have supplied weights (10g washers) and may use them if they want.
• Students may change strategies only two times but must record what they did.
• Allow students to use what they have learned to have a competition (The winner is the one that pushes the other backward).
Formative Assessment • A pitcher pitches a baseball and a
softball with the same amount of force. The baseball has a mass of 0.15kg and the softball has a mass of 0.20kg. Which ball has the greater acceleration? Why?
• Use the questions at the right for formative assessment of student understanding of Newton's Second Law at this point in the learning cycle.
• State Newton’s second Law. • How does this activity support Newton’s second law? Explain how mass is related to this activity. • How is force related? • How can we get maximum
acceleration? • How can you use what you learned
about force in your everyday life?
• If time allows, let the winners compete head-to-head with others until there is an overall winner.
• Have participants explain what factors accounted for the outcome.
Cross-Curricular Literacy: • Have students construct a foldable with
definitions and examples of the three components of Newton's Second Law.
• Have students record their data, observations, and reflections in the science notebook.
• Students could complete a Frayer model on Newton’s Second Law of Motion (see template p. 81).
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Math: • Have participants construct a graph of
their data table. Technology: • Use Go Motion probe to find
acceleration of balloon. • To collect the most accurate data, set up
the motion detector so that the data collector is below the string and the balloon is set up to move away from the sensor.
• If you know the acceleration and the mass of the system, can you determine the amount of force being applied at that moment? How?
• How might the balloon racer relate to Newton’s third law?
Notes: What’s Up:
Newton’s second law of motion is essentially a statement of mathematical equation. The three parts of the equation are mass (m),
acceleration (a), and force (F). The equation F=ma indicates that the force exerted by an object is equal to its mass times acceleration. When the
inflated balloon is released in this experiment, it propels forward as the air is pushed out. Therefore, F (balloon) = m (balloon) a (balloon). As mass is added to the balloon the acceleration will decrease because mass varies inversely with acceleration: F = a m
See Additional Resource section in your binder for Go Motion Probe Activities: • Motion Probe Basics (p. 139) • Motion Probe Match Graph Activity (p. 142) • Extension 1 (p. 143) • Extension 2 (p. 147)
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Balloon Racer Name: __________________
Student Worksheet Class Period: _____________ Date: _____________
Newton’s second law of motion states that the acceleration of an object is dependent upon the unbalanced forces acting on the object and the mass of the object. F = ma.
Objective: The student will be able to demonstrate and explain that when a force is applied to an object, changing the force strength or the object's mass changes how rapidly the object's speed increases or decreases. Materials: For pair of students: • 8 meters of string • Two straws (only one now, both used in competition phase) • Two balloons (only one used now, both used in competition phase) • 1 stop watch • One to four 10 g washers • Measuring tape • Masking tape • Scale or balance • Balloon pump (optional) • The longer the string the easier the student will have to use the timer accurately.
The length of the string may depend upon the amount of space you have available. • The first activity will use only one balloon system. The two balloon system will be
used later if time allows.
Safety: To avoid injury to the eyes, goggles should be worn in this investigation. Procedures:
1. Measure the mass of the balloon and straw together. Record the mass. 2. Thread the straw through the end of the string. 3. Tightly stretch the string across the back of two chairs and tie it off. 4. Measure the distance between the two chairs and record. 5. Blow up the balloon until it is 70 cm
6. Have partner tape the balloon to the straw (tape X across the straw).
around in the middle. Use the tape measure to check, but DO NOT tie the balloon.
7. Release the balloon and start the timer. Stop the timer when the balloon stops. 8. Record the time for the balloon travel.
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9. Repeat Steps 5-8 for two more trials. 10. Determine the average distance, time and mass. Record. 11. Calculate the average speed of the balloon. The formula for determining average
speed is V=d/t. Record.
12. Tape two washers to the bottom of the balloon. 13. Repeat Steps 1-11 with the new mass added.
14. Tape 4 washers to the bottom of the balloon. 15. Repeat Steps 1-11 with the new mass added.
16. Remove the washers. 17. Repeat Steps 1-11, but only blow the balloon until it reaches 30 cm around in the
middle. Please respond to the following questions: 1. What happened when you increased the mass on the balloon? 2. What happened when you reduced the air (force) in the balloon?
3. What two things affect the acceleration of the balloon?
4. Is there a change in speed over time? Explain.
5. What change would occur if the string had been tilted downward? Why?
6. Explain the difference in speed (velocity) and acceleration?
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Balloon Racer
Student Worksheet Answer Key 1. What happened when you increased the mass on the balloon?
Possible Answers: The speed decreases. The acceleration decreases. The distance decreases.
2. What happened when you reduced the air (force) in the balloon?
Possible Answers: The speed decreases. The acceleration decreases. The distance decreases.
3. What two things affect the acceleration of the balloon?
Possible Answers: F=ma - mass and force affect acceleration. Force is directly proportional. Increase force….more acceleration. Mass is indirectly proportional. Increase mass….acceleration decreases.
4. Is there a change in speed over time? Explain.
Yes. Speed reduces over time. As the force of the air decreases, the speed and acceleration reduce to zero.
5. What change would occur if the string had been tilted downward? Why?
A tilted string would provide an increase in speed and acceleration. This is due to the affect of gravity becoming a factor during the movement in a vertical, as well as a horizontal motion….. It is moving downward as well as forward.
6. Explain the difference in speed (velocity) and acceleration?
Possible Answers: Speed is S=d/t Acceleration is A=V/t Speed is the change in distance that occurs over a given time. Acceleration is the change in speed (velocity) that occurs over a given time….. If the speed increases (or decreases), we have acceleration.
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Balloon Racer Data Sheet Ensure balloon diameter is at 70 cm after inflated for each trial.
No Mass Trial 1 Trial 2 Trial 3 Average Distance (m) -- -- Time (s) Mass (g) -- --
Average Speed (V=d/t) m/s 2 Washers Trial 1 Trial 2 Trial 3 Average Distance (m) -- -- Time (s) Mass (g) -- --
Average Speed (V=d/t) m/s
4 Washers Trial 1 Trial 2 Trial 3 Average Distance (m) -- -- Time (s) Mass (g) -- --
Average Speed (V=d/t) m/s
Ensure balloon diameter is only 30 cm after inflated for each trial.
No Mass Trial 1 Trial 2 Trial 3 Average Distance (m) -- -- Time (s) Mass (g) -- --
Average Speed (V=d/t) m/s
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This template is not true to size.
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Essential Characteristics
Non-essential Characteristics
Examples
Non-examples
Newton’s Second Law
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Stomp Rocket
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Stomp Rockets
Lesson Overview Unit Title: Force and Motion
Lesson Summary: Participants will investigate Newton's 3rd Law of Motion with paper rockets. For every action there is an equal and opposite reaction. When one object exerts a force on another object, the second object exerts a force of equal strength, in the opposite direction, on the first object. Subject Area(s) and Grade Levels: Click box(es) of the subject(s) and grade(s) that your Unit targets.
Life Science Physical Science Earth Science 5th 7th Biology
Arkansas Framework: http://www.arkansased.org/teachers/word/science_k-8_011006.doc
SLE – Student Learning Expectation Details
PS 6.7.4 - Conduct investigations of Newton’s third law of motion
PS 6.7.1 - Compare and contrast Newton’s Laws of Motion
PS 6.7.5 - Explain how Newton’s three Laws of Motion apply to real-world situations (e.g., sports, transportation)
PS 6.7.6 - Investigate careers, scientists, and historical breakthroughs related to laws of motion
M.12.5.1- Identify and select appropriate units and tools to measure (Ex: angles with degrees, distance with feet)
M.12.5.2 - Make conversions within the customary measurement system in real world problems Ex. hours to minutes, feet to inches, quarts to gallons, etc.
M.12.5.3 - Establish through experience benchmark prefixes of milli-, centi-, and kilo-
OV.1.7.8 - Use a variety of speaking activities, including oral interpretations of poems, stories and monologues. IR.12.7.6 - Use information presented in graphic sources to draw conclusions.
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National Standards: http://www.education-world.com/standards/national/index.shtml
National Standards Details:
Science as Inquiry Abilities Necessary to Do Scientific Inquiry: • Use appropriate tools and techniques to gather, analyze, and interpret data • Develop descriptions, explanations, predictions, and models using evidence • Think critically and logically to make the relationships between evidence and explanations • Communicate scientific procedures and explanations Physical Science • Motions and forces • Transfer of energy Science and Technology • Abilities of Technological Design • Implement a proposed design • Evaluate completed technological designs or products
Student Objectives and Procedures: (All 7-E’s may not be present in a single lesson)
Objective: Students will create a stomp rocket launcher and rocket to investigate Newton’s third law.
Focus Question:
How do rockets move?
Prerequisites / Background Information: Newton’s third law of motion states that all forces occur in action reaction pairs. The
stomp rocket uses air pressure to launch a paper rocket. As air pushes on the paper, the paper rocket pushes back and accelerates away from the launcher. Refer to "May the Force Be with You" document.
Timeline: Preparation:
Elicit/Engage: Explore: Explain: Cleanup:
15-20 min. 10 min. 40 min. 20 min. 10-15 min.
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Teacher Preparation:
• Cut the pvc into 60 cm pieces before class. • If students are going to utilize technology to graph the data collected, ensure
that all programs are loaded and working properly.
Materials: • 60 cm small 1.5 inch pvc
• Empty 2-liter bottle • 50 cm Plastic tubing • Index card
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Projection System
Video Camera (Option)
Computer(s) (Option)
Television
Internet Connection
Digital Camera
VCR Other:
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Internet Web Browser
Multimedia Word Processing
Other: LoggerPro software is optional
Internet Resources: www.exploratorium.edu
Procedures: Teacher’s Notes:
• Safety goggles To avoid injury to the eyes, goggles
should be work in this investigation.
Elicit student background knowledge by administering Newton’s third law pre-test.
ASK: How does a rocket fly in space? ASK: What are some real world examples? EX. Describe the forces involved in a car crash.
Wrap a 3 cm wide strip of paper around a straw tightly (but not so tight it won't blow off). Fold the top over and tape to make a nose cone. Add fins (designs can be found on Wiki). To launch: blow into the straw.
Students can try a variety of different methods of wrapping their paper around the straw.
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Build the Launcher: 1. Remove cap from bottle.
2. Insert about an inch of flexible tubing into the bottle opening. Tape it in place with duct tape. Try to make the connection between the tubing and the bottle airtight. 3. Push the PVC pipe against the other end of the flexible tubing. (Don’t try to insert the tubing into the PVC pipe.) Tape the tubing and the PVC pipe together. Again, try to make the connection airtight. 4. Your finished launcher should look something like this Build the Rocket: 1. Roll a sheet of 8 1/2" x 11" paper into a cylinder that will fit over the tube. The paper should not be tight around the PVC pipe, but should be able to slide off easily. 2. Tape your paper tube so it stays rolled up and slip it off the PVC pipe. Put the PVC pipe aside. 3. You can roll your sheet of paper the long way or the short way. 4. With scissors, clip the end of the tube to make it pointed. Use tape to seal the point so it’s airtight. This will be the "nose" of the rocket.
Hand out student worksheets
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Measure: 1. Students measure the length of their stride. 2. Student teams shoot rockets and measure the distance their rocket flew using their stride. Collect Data: The students collect data in their science notebooks.
• In small groups, have students explain how Newton's third law of motion applies to the rocket.
• Using whiteboard or graphing software, students could graph the data collected during the exploration and share their results with the class.
Students could add fins to their rockets and re-launch. Add Fins: 1. Rocket fins will help your rocket fly straight. Fins are usually triangular shapes. 2. Cut fins from a 3" x 5" card or some other stiff paper. 3. Tape the fins to the sides of the rocket at the base. Be sure to tape both sides of the fin to the rocket.
ASK: What could you do to make the rocket travel farther? ASK: What do real rockets look like? Have students re-launch their rockets with fins.
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Formative Assessment • Have students construct a foldable with
definitions and examples of the three components of Newton's Third Law.
• Have students record their data, observations, and reflections in the science notebook.
Summative Assessment • Administer Newton's Third Law of
Motion post-test
Student's build Alka Seltzer rockets Alka Seltzer Rocket Materials: • Film canister with lid that snaps into the
base • One Alka-Seltzer per child • Paper towels • Ziplock bag to organize materials - if
needed For best results read the directions to the students below and follow the instructions. Fins can be made for the canister but be careful to not add too much weight. Fill canister about 1/4 to 1/3 full of water. If too much is added the rocket, it will either take a long time to launch, or will not launch at all.
Cross-Curricular Technology • Students can video their rocket and
analyze the motion using Logger Pro • Students could utilize graphing software
(Graphical Analysis, Excel, etc) with the students during the explain section of this lesson.
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Literacy • Students could complete a Frayer model
on Newton’s Third Law of Motion (see template on p. 93).
• Have students record their data, observations, and reflections in the science notebook.
Math • Students will utilize non-standard units
(stride) to measure distance. • Students will collect and record data. • Students will graph data collected by the
class (including a human histogram).
Notes: What’s Up:
Newton’s third law states that every action has an equal and opposite reaction. If you have ever stepped off a small boat that has not been
properly tied to a pier, you will know exactly what this means. Stomp rockets can only launch when sufficient force (pressure from air)
is pushed into the cylinder of the rocket. Similarly a rocket can only liftoff from a launch pad when it expels gas out of its engine. The rocket pushed
on the gas, and the gas in turn pushes on the rocket. Expelling gas from the engine is the action of the rocket, while the reaction is the movement of the rocket in the opposite direction. To enable a rocket to life off from the launch pad, the action, or thrust, from the engine must be greater than the weight of the rocket. While on the pad the weight of the rocket is balanced by the force of the ground pushing against it. Small amounts of thrust result in less force being required by the ground to keep the rocket balanced. Only when the thrust is greater than the weight of the rocket does the force become unbalanced and the rocket lifts off. Bottle rockets are excellent devices for investigating Newton’s Three Laws of Motion. The rocket will remain on the launch pole (pvc pipe) until an unbalanced force is exerted propelling the rocket upward (first law). The amount of force depends upon how much air contained in the bottle (second law). Finally, the action force of the air as it rushes out the nozzle creates an equal and opposite reaction force propelling the rocket upward (third law). This lesson was adapted from activities developed by Exploratorium www.exploratorium.edu
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Stomp Rockets Name: __________________
Student Worksheet Class Period: _____________ Date: _____________ Newton’s 3rd
Law of states, “For every action, there is an equal and opposite reaction.”
Objective: Students will create a stomp rocket launcher and rocket to investigate Newton’s third law. Materials: • 60 cm small 1.5 inch pvc • Empty 2-liter bottle • 50 cm Plastic tubing • Index card Safety: To avoid injury to the eyes, goggles should be work in this investigation. Procedures: Build the Launcher
1. Remove cap from 2-L bottle. 2. Insert about 3 cm of the flexible tubing into the bottle opening. 3. Tape it in place with duct tape. Ensure it is airtight. 4. Push the PVC tubing against the other end of the flexible tubing. 5. Tape the tubing and PVC pipe
together using duct tape. 6. Your rocket launcher is complete.
Build the Rocket
1. Roll a sheet of 8 ½” x 11” paper into a cylinder by wrapping it around the PVC tubing. The paper cylinder should be loose enough to slide off of the tubing.
2. Tape your paper with masking tape to keep it rolled up. Slide it off of the PVC tubing.
3. Make one end of the paper tube pointed by using scissors to clip the end. 4. Use masking tape to seal the end so that it is airtight. This is the “nose” of the
rocket.
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Rocket Launch (Trial 1) As instructed by the teacher:
1. All teams insert rocket onto tube. 2. Shoot rockets. Measure distance traveled. Record.
Rocket Launch with Fins (Trial 2) 1. Fins can assist the rocket in flying “straight”. Draw three triangle fins on the
index cards. Cut the fins out. 2. Tape the fins to the base of the rocket (Be sure to tape both sides of the fins.). 3. Repeat Steps 11-12.
Please respond to the following questions: 1. Explain the stomp rock in terms of Newton’s three laws of motion. 2. What happens if you change the mass of the rocket? 3. How could you make the rocket go higher? 4. What angle allows the rocket to travel the farthest: 30, 45, or 60 degrees?
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Stomp Rockets
Student Worksheet Answer Key 1. Newton’s First Law is sometimes called the law of inertia. In simple terms, it states
that an object wants to “keep doing what it is doing.” Therefore, the bottle will not launch unless air is pushed into it by stomping on the 2L bottle. Once the rocket is launched, it would remain in motion; however, it falls back to earth because of gravitational force and air resistance. Newton’s Second Law states that force is equal to mass times acceleration. Therefore, as you increase the mass, more force is required. Newton’s Third law states that for every action there is an equal and opposite reaction. Therefore, the force applied by stomping on the 2L bottle will be transferred to rocket. This force causes the rocket to take flight.
2. If you change the mass of the rocket, more force is required. See explanation of
Newton’s Second Law above.
3. Applying more force and placing the rocket at a 45 degree angle will make the rocket fly higher.
4. 45 degrees
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Essential Characteristics
Non-essential Characteristics
Examples
Non-examples
Newton’s Third Law
93
Solar Car
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Alternative Forms of Energy
Unit Overview
Unit Title: Energy and Motion
Lesson Summary: Students will explain energy transfer and conservation by investigating solar panels, racing solar cars, and determining the velocity of a solar car utilizing a motion detector.
Subject Area(s) and Grade Levels: Click box(es) of the subject(s) and grade(s) that your Unit targets.
Life Science Physical Science Earth Science 5th 7th Biology
Arkansas Framework: 1TU1TUhttp://www.arkansased.org/teachers/word/science_k-8_011006.docUU1T1T
SLE – Student Learning Expectation Details
NS.1.7.4 – Construct and interpret scientific data using: histograms, circle graphs,
scatter plots, double line graphs, and line graphs by approximating line of best fit.
NS.1.7.5 – Communicate results and conclusions from scientific inquiry.
PS.7.7.1 – Identify natural resources used to supply energy needs.
PS.7.7.2 – Describe alternatives to the use of fossil fuels: solar energy, geothermal energy, wind, hydroelectric power, nuclear energy, biomass.
PS.7.7.3 – Conduct investigations to identify types of potential energy and kinetic energy.
PS.7.7.4 – Investigate alternative energy sources.
A.5.7.1 – Solve and graph one-step linear equations and inequalities using a variety of
methods (i.e. hands-on, inverse operations, symbolic) with real world application with and without technology. A.5.7.2 – Solve simple linear equations using integers and graph on a coordinate plane. A.5.7.4 – Write and evaluate algebraic expressions using positive rational numbers. A.6.7.1 – Use tables and graphs to represent linear equations by plotting, with and without appropriate technology, points in a coordinate plane. A.7.7.1 – Use, with and without appropriate technology, tables and graphs to compare and identify situations with constant or varying rates of change. DAP.14.7.3 – Construct and interpret circle graphs, box-and-whisker plots, histograms, scatter plots, and double line graphs with and without appropriate technology. DAP.16.7.1 – Make, with and without appropriate technology, conjectures of possible relationships in a scatter plot and approximate the line of best fit (trend line).
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OV.1.7.8 - Use a variety of speaking activities, including oral interpretations of poems, stories and monologues. IR.12.7.6 - Use information presented in graphic sources to draw conclusions.
National Standards: 1TU1TUhttp://www.education-world.com/standards/national/index.shtml UU1T1T
National Standards Details:
Science as Inquiry
Abilities Necessary to Do Scientific Inquiry: • Use appropriate tools and techniques to gather, analyze, and interpret data • Develop descriptions, explanations, predictions, and models using evidence • Think critically and logically to make the relationships between evidence and explanations • Communicate scientific procedures and explanations
Physical Science • Motions and forces • Transfer of energy
Science and Technology
• Abilities of Technological Design • Implement a proposed design
• Evaluate completed technological designs or products
Student Objectives and Procedures: (All 7-E’s may not be present in a single lesson)
Objective: By this end of this unit, students will be able to design an investigation to determine the best angle of incidence of the sun (or spotlight) and a solar panel for optimum energy output. Additionally, the students will be able to construct a solar car, determine the fastest car in the class, measure the velocity of a car using a timer and pre-measured distance, and determine the energy conversions that occurred to move the car.
Focus Question:
How is solar energy converted into other useful forms of energy?
Prerequisites / Background Information: For potential student misconceptions, refer to the science learning guide on p. 19-20 of
this binder.
Students should understand how light interacts with matter through absorption refraction and reflection.
Students should be able to explain how light travels through transparent, translucent, and opaque objects.
Students should be able to classify various forms of energy: chemical, electromagnetic, mechanical, thermal, and nuclear.
Students should be able to summarize the application of the law of
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conservation of energy into real world situations.
Students should be able to demonstrate how energy can be converted from one form to another.
Timeline: Preparation:
Elicit: Engage: Explore: Explain: Elaborate: Evaluate: Extend: Cleanup:
30 minutes 15 minutes 60 minutes 60 minutes 15 minutes 180 minutes 30 minutes 60 minutes 20 minutes
Teacher Preparation:
• Secure all materials for the lessons listed above or with each student worksheet. If checking the materials out from your local co-op or university center, ensure they are available by contacting your science specialist. A list of specialists is located on page13 of this binder.
If using motion probes, make sure they are working properly.
If utilizing Logger Lite or Logger Pro software, make sure it is installed on the computer and is loading properly.
Materials: Elicit
Basketball
Tennis ball
4 minute university (optional) Engage
Tennis ball (named Phil the Photo)
Sign with picture for other person that says: “Sam the Solar Cell”
4” paper lightning bolt to show electricity (yellow) Explore
Angle of Incidence student activity sheet
Solar Panel
Voltage Meter
Spotlight or the sun
Protractor Explain
Word Web (located in additional resources) Elaborate
Solar Racing Student Activity Sheet
Solar car with solar panel
Timer
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Pre-measured track lanes
Ruler
Opaque sheet of paper (manila folder or envelope) Evaluate
Student lab notebooks (optional)
White boards (optional) Extend
Solar Car and Motion Student Activity Sheet
Motion detector
Computer or Labquest
Light Source
Color Filters
Wind Mill Student Activity Sheet (in additional resources of the binder)
Water Wheel Student Activity Sheet (in additional resources of the binder)
Alternative Energy Source Student Project (in additional resources of the binder)
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Projection System
Video Camera
Computer(s)
Television
Internet Connection
Digital Camera
VCR Other: Motion Probe
Technology – Software: (Click boxes of all software needed.) Database/Spreadsheet Internet Web Browser
Multimedia Word Processing
Other: Logger Lite or Logger Pro Software
Internet Resources: 1. The NEED Project – Energy Infobooks 1TU1TUhttp://www.need.org/EnergyInfobooks.php UU1T1T
2. Earth-Sun Relationships 1TU1TUhttp://www.physicalgeography.net/fundamentals/6i.html UU1T1T
3. Solar Panel Experiment: Possible Power
1TU1TUhttp://westlake.k12.oh.us/instructionaltechnology/thonnings/JSS/exp/solarpan
el.htm UU1T1T
4. Solar Angle Calculator (Use latitude to determine solar angle)
1TU1TUhttp://www.sbse.org/resources/sac/PSAC_Manual.pdfUU1T1T
5. Vernier – Solar 1TU1TUhttp://www.vernier.com/solar/ UU1T1T
6. Arkansas Science - Module 7 – Motion and Energy 1TU1TUhttp://delicious.com/arkansasssmotion7 UU1T1T
7. My Angle on Cooling: Effects of Distance and Inclination
1TU1TUhttp://www.sciencenetlinks.com/lessons.php?Grade=6-8&BenchmarkID=12&DocID=418 UU1T1T
8. Resources linked to Arkansas Science Frameworks
1TU1TUhttp://cp.astate.edu/neapartnership/Framework%20Lessons/resourceslinkedtoframeworks.htm UU1T1T
9. Solar Cells and Electric Motors – Exploratorium
1TU1TUhttp://www.exo.net/~pauld/activities/physics/solarcellf/solarcell.html UU1T1T
10. Renewable Energy Resources
1TU1TUhttp://www.sciencenetlinks.com/lessons.php?DocID=26 UU1T1T
11. Google Squared – Great research tool 1TU1TUhttp://www.google.com/squared UU1T1T
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12. 1TU1TUhttp://www.facts-about-solar-energy.com/facts-about-solar-energy.html UU1T1T
13. 1TU1TUhttp://tonto.eia.doe.gov/kids/energy.cfm?page=solar_home-basics UU1T1T
14. 1TU1TUhttp://www.sciencenetlinks.com/lessons.php?BenchmarkID=8&DocID=14 UU1T1T
Procedures: Teacher’s Notes:
Safety Goggles To avoid injury to the eyes, goggles should be work in this investigation.
Ball Buddies
Ask students what they think will happen if a basketball with a tennis ball resting on top is dropped at approximately the same height.
Ask students what they think will happen if a basketball with a tennis ball that is not sitting on top of the basketball is dropped at approximately the same height.
Demonstrate each activity above.
Show Ball Buddies 4 minute university. In their science notebooks, have students reflect upon what they learned after the video lesson. Ask students to write: “What are you thinking now?”
Have students write or draw their predictions in their science notebook. Then have the student’s pair up and share their ideas.
Have students write or draw their predictions in their science notebook. Then have the student’s pair up and share their ideas.
Supplementary activities to elicit student knowledge can be found in the additional resource section of this binder. Radiometer (p. 172) and Solar Bag (p. 175).
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Journey of Phil the Photon
Hold up a solar car as a visual aide and ask students to respond to the following question in their science notebooks: How do you think energy from the sun is utilized by a solar panel to make this car move?
Pair students and ask them to share their ideas.
Create groups of four students and ask them to create an answer that they all agree upon and ask them to diagram their answer on the white board.
Ask each group of four to present their drawings to the whole class.
Hold up a tennis ball and say to students: “meet Phil the Photon.” Point to the student assigned as Sam and say: “and Sam the solar cell.”
Today Phil and Sam are going to play. Ask Phil to throw the ball (photon) at Sam (solar cell). Ask students what condition would have to exist for a photon to go right through a substance.
Ask Phil to throw the ball (photon) at Sam again.
Students can write a paragraph describing the event or they could create a drawing. Allow students 5-10 minutes to answer the question.
Allow students 5-10 minutes to discuss their ideas.
Allow students 10-15 minutes to come to a group consensus.
Have students display their boards at the front of the classroom and proceed to the next activity.
Select a student in the class to be “Sam the solar cell”. Give him/her a sign labeled “Sam the solar cell” to wear around his/her neck and a lightning bolt to place in his/her pocket.
Instruct “Sam” to dodge the ball when it is thrown at him. Students should know that when light (photon) passes through an object, the object must be transparent.
Ask Sam to slap the ball away as it is thrown to him. In this case, the light (photon) was scattered, so the object must be translucent.
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Ask Phil to throw the ball (photon) at Sam a final time.
Ask the students in the class to review in their own words what happened.
Ask the students to determine what would be needed to get Sam to move again.
Show students the video “Journey of Phil the Photon”. After participating in the role play and watching the video, ask students to return to their group of four. Provide them with a different colored marker and ask them to make revisions to their original drawing.
Ask students to return to their notebooks and reflect upon how their ideas changed from their original ideas.
Instruct Sam to catch the ball, stuff it in his/her pocket, and remove the lightning bolt and walk away. In this scenario, the object absorbed the energy and the energy was transformed from light energy to electric energy, which caused movement.
Students should be able to iterate that photons can be transmitted, scattered, or absorbed by objects such as a solar cell. The photon is a bundle of energy that, if absorbed, can be transferred into another form of energy.
Sam would have to be hit with another photon.
Allow students 10-15 minutes to make their revisions. Ask each group to report the changes made to their original drawing to the class.
At the end of Phil the Photon video ask students what forms of energy electrical energy can be converted into. Answers: Sound, Thermal, Mechanical, and Light.
Give students 5-10 minutes to reflect in their notebook.
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Angle of Incidence This exploration is an open-ended
inquiry and would be best accomplished in pairs or small groups.
Distribute the materials listed on the student worksheet. Instruct students to design an investigation to determine the best angle of incidence of the sun (or spotlight) and a solar panel for optimum energy output.
see p. 138 of additional resources for instructions on setting up the multimeter.
Hand out Solar Energy and Incident Angle Student Worksheet.
Students should be given the freedom to design, test, and revise their experimental design.
Once students have completed their experimental design, have them report their findings to the class. This might be a good time to incorporate white boards for student presentations.
Ask students: How does the time and date affect the angle of incidence. How do you adjust for daylight savings time vs. standard savings time (see answer key for student worksheet for directions).
Word Wall In their science notebooks, have
students define the vocabulary terms on the word wall in their own words.
Pair students and allow them to discuss their definitions with one another.
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Solar Racer
Hand out the racing rules sheet and have students review. Solar panels on the individual cars should be covered with an opaque sheet of paper (manila folder or envelope).
Hand out Team Entry Form and have the group establish individual responsibilities, car name, and car color.
When students are ready, allow one team member to stand behind the starting line and another team member should stand at the finish line. Have the students decide as a group how to time the race.
Upon your signal, allow the students to remove the opaque sheet from the car.
Each group should determine the distance the car traveled from its starting position and the time it took for the car to get to the finish line.
Use the solar cars in the elaborate section of this lesson plan.
Establish groups of 2-4 students, depending upon how many solar cars are available. Provide students with their solar car.
Once the students have completed their team entry form, have the team chair person turn the form in for lane assignment.
As students wait for groups to finish their entry forms, allow students to test run their cars. If you are lacking sun, halogen lamps will work as an alternative energy source over a short distance.
If using halogen lamps instead of the sun, have students establish the rules for using the halogen lamp so that all are abiding by the same rules.
Have students calculate the velocity of their car. Multiple races will reduce the amount of error, so if multiple races are performed, have the students average their velocities.
If technology or time is limited, utilize the first and second place winners for the elaborate portion of this lesson.
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Formative Assessment • Assess student understanding by
evaluating student notebook drawings and recorded observations throughout the exploration.
• Utilize questioning and clarifying
statements to guide student learning throughout the exploration.
• Student understanding can also be
assessed at the time of competition.
Summative Assessment
Utilizing the word wall in the explain section of this lesson will check for student understanding of solar panels and solar energy.
Utilize Notebook rubric to assess student notebooking skills and content understanding.
Evaluate student team data and graphs for the elaboration utilizing a criterion referenced rubric.
Have students create a summative foldable for the unit. Teachers use 3 pieces of paper, stagger them about 1 inch and fold all in half. Each layer is labeled with a different topic and details are placed in each layer. This foldable can be used as a summative assessment for any topic. See graphic on the left.
Discuss with participants the variety of was assessment was incorporated into the unit.
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Solar Car and Motion
Set up investigation space
(a) Link motion detector to computer. (b) Set motion detector on the floor in
an “L” shape facing the run space. (c) Make sure motion detector button is
in “cart” not “ball” mode. (d) Place solar car 10 cm from the
motion detector collector with solar panel facing the collector.
(e) Place the light source 10 cm directly above the motion detector.
(f) UUDo notUU turn light on, face the light bulb directly at the solar panel on the car.
Collect Data
(a) Click the “collect” button on the computer screen.
(b) When you hear the sound from the motion detector turn on the light.
(c) Collect for 5 seconds, repeat this same investigation 3 times and record top speed on data sheet for each run then figure an average for all 3 runs.
(d) Repeat all of step two for each of the different colored filters.
Depending upon available equipment, you might want to set one car up with the motion detector and the other car utilizing Lab quest (see p. 141 of additional resources for instructions on setting up the lab quest).
Discuss with participants the various activities that are located in the additional resource section that they could incorporate into this lesson.
Wind Mill p. 177
Water Wheel p. 179
Alternative Energy Project p. 181
Cross-Curricular History
Discuss the economic importance of Arkansas’ natural resources, resource allocation and fossil fuels (G.1.AH.7.8.5)
Math
Collect and organize data into tables and analyze the data by creating appropriate graphs.
Utilize appropriate tools to measure angles and voltage.
Literacy
Utilize the cards from the word web
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activity (explain section) as a word wall.
Utilize science notebooking for student reflection.
Incorporate oral communication through peer review and think-pair-share activities.
Technology
Utilize the go motion probe to determine the velocity of a solar car.
Utilize Logger Lite or Logger Pro software to collect and graph data.
Notes: What’s Up: For an overview of the concepts for this unit, please refer to p. 29 of this
binder.
Ball Buddies is a demonstration designed to elicit student understanding of Newton’s Second Law of motion. A tennis ball is held in contact with a
basket ball and the two are dropped as one. The basketball has a higher momentum since it has a higher mass. When they hit, the momentum
"switches"; i.e. the tennis ball has a momentum equal to that had by the basketball before the collision. The effect is a very fast moving, high bouncing tennis ball. Solar Bag is an optional way to elicit students understanding. Students can watch the power of the sun at work! The solar energy will heat up the air inside the bag causing the molecules to move around and bump into all sides of the solar bag and make it rise! This is a perfect experiment to learn about the properties of air, buoyancy and convection. It's amazing science at work! Journey of Phil the Photon engages students in understanding how a photon is released from the sun and how those photons can be absorbed, transmitted, or reflected by objects. Angle of Incidence allows students to explore how the angle at which the sun strikes a solar panel will affect the amount of energy that can be generated by the panel. Solar Racers provides students with the opportunity to elaborate upon what they learned in the angle of incidence lesson. Students will determine the best placement of the solar panel on a car and then race the car against other students.
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Solar Car and Motion extends student understanding by having them determine if various colored filters affect the velocity of a solar car utilizing a motion sensor and graphing software. The Wind Mill and Water Wheel activities are additional extensions that allow students to see other forms of alternative energy sources and the Alternative Energy Project allows students to research various forms of alternative energy. For more in-depth information on electrical current, see p. 162 in Additional Resources of this binder.
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Solar Energy and Incident Angle Name: ______________________
Student Worksheet Class Period: _________________
Date: _______________________
Objective: Students design an investigation to determine the best angle of incidence of the sun (or spotlight) and a solar panel for optimum energy output.
Example of a possible angle to test:
Materials: • Solar Panel • Voltage meter • Sun or a spotlight • Protractor Safety:
Never look directly into the sun
Hypothesis: ___________________________________________________________________________ ______________________________________________________________________________________ Procedure: ____________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
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Record results in this table:
Angle of Incidence Voltage
Create a graph showing the results of the investigation.
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Please respond to the following questions:
1. According to the results of the investigation, what angle of incidence produces the most voltage?
2. Why do you think this happens?
3. If this information is used to design a solar car, how would it affect the car’s design?
4. How could this information be used to place solar panels on a home?
5. Use the internet to find the latitude at which you live and the angle you need to get the maximum percent of solar energy in the middle of June. The following websites might be helpful in your search: http://www.satsig.net/maps/lat-long-finder.htm and http://www.macslab.com/optsolar.html.
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Solar Energy and Incident Angle Sample Data
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Solar Energy and Incident Angle Student Worksheet Answer Key
1. Answers will vary.
2. To get the most from solar panels, you need to point them in the direction that captures the most sun. But there are a number of variables in figuring out the best direction. Solar panels should always face true south. (If you are in the southern hemisphere, they should face north.) The question is at what angle from horizontal should the panels be tilted? Books and articles on solar energy often give the advice that the tilt should be equal to your latitude, plus 15 degrees in winter or minus 15 degrees in summer. It turns out that you can do better than this - about 4% better.
One sunbeam one mile wide shines on the ground at a 90° angle, and another at a 30° angle. The one at a shallower angle covers twice as much area with the same amount of light energy.
This diagram illustrates how sunlight is spread over a greater area in the Polar Regions. In addition to the density of incident light, the dissipation of light in the atmosphere is greater when it falls at a shallow angle.
3. This is the point at which the panel absorbs the most amount of energy. Knowing how to position the panel to absorb the maximum amount of energy possible will keep the car operating for a longer period of time.
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4. The winter season has the least sun, so you want to make the most of it. To calculate the best angle of tilt in the winter, take your latitude, multiply by 0.9, and add 29 degrees. The result is the angle from the horizontal at which the panel should be tilted. This table gives the angle for some latitudes:
Latitude Angle % of optimum
25° (Key West, Taipei) 51.5° 85%
30° (Houston, Cairo) 56° 86%
35° (Albuquerque, Tokyo)
60.5° 88%
40° (Denver, Madrid) 65° 89%
45° (Minneapolis, Milano)
69.5° 91%
50° (Winnipeg, Prague) 74° 93%
These angles are about 10° steeper than what is commonly recommended. The reason is that in the winter, most of the solar energy comes at midday, so the panel should be pointed almost directly at the sun at noon.
The third column of the table shows how well this orientation will do compared with the best possible tracker that always keeps the panel pointed directly at the sun.
If you are going to adjust the tilt of your panels four times a year, the best dates to do it are when the "solar season" changes. The table below gives the dates of each "solar season". (If you are in the southern hemisphere, you need to adjust these dates by half a year.)
Winter October 13 to February 27
Spring February 27 to April 20
Summer April 20 to August 22
Autumn August 22 to October 13
5. The optimum angle of tilt for the spring and autumn is the latitude minus 2.5°. The optimum angle for
summer is 52.5° less than the winter angle. This table gives some examples:
Latitude Spring/Autumn
angle
Insolation
on panel
% of
optimum
Summer
angle
Insolation
on panel
% of
optimum
25° 22.5 6.5 75% -1.0 7.3 75%
30° 27.5 6.4 75% 3.5 7.3 74%
35° 32.5 6.2 76% 8 7.3 73%
40° 37.5 6.0 76% 12.5 7.3 72%
45° 42.5 5.8 76% 17.0 7.2 71%
50° 47.5 5.5 76% 21.5 7.1 70%
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If you want to adjust the tilt of your panels four times a year, you can use these figures to keep capturing
the most energy year-round.
Note that the summer angles are about 12 degrees flatter than is usually recommended. In fact, at 25°
latitude in summer, the panel should actually be tilted slightly to the north.
It is interesting to note that all the temperate latitudes bask almost equally in the warmth of summer.
The efficiency of a fixed panel, compared to optimum tracking, is lower in the spring, summer, and
autumn than it is in the winter, because in these seasons the sun covers a larger area of the sky, and a
fixed panel can't capture as much of it. These are the seasons in which tracking systems give the most
benefit.
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Solar Racing Name: __________________ Student Worksheet Class Period: _____________ Date: _____________
In this activity, you will race a solar car along a measured distance. The car that crosses the finish line first will be considered the winning car.
Objectives
• Construct a solar car
• Determine the fastest car in the class.
• Measure the velocity of your car using a timer and the pre-measured distance.
• Determine energy conversions
Materials
• Solar car with solar panel
• Timer (optional)
• Premeasured distance with track lanes
• Ruler
• Pencil
• Repair Kit
• Opaque sheet of paper (manila folder or envelope)
• Flat terrain with racing lanes (60 cm wide)
Procedure
1. Complete your team entry form where your car is identified by its name, color, and or number.
2. Make sure you have read and clearly understand all the racing rules. 3. Use the time allocated for several test runs. If you are lacking sun, halogen lamps will
work as an alternative energy source over a short distance. 4. Establish a system to determine the timing of your car.
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5. Upon signal, get ready to race. Remember only one team member behind the starting line and the other team member will be behind the finish line until the race is over.
6. Position your solar car in the lane assigned by the racing officials. 7. When the signaled to begin remove the opaque sheet of paper (manila folder or
envelop). 8. Calculate the velocity of your car. 9. Celebrate your team success whether the race is won or lost.
Please respond to the following questions:
1. What energy conversions were involved to complete this race?
2. Use the space below to share ideas or to reflect about what you have learned about solar power? What did you like or dislike about the activity or solar power?
3. How do you think technology or science has or will continue to impact our lives in the future?
Extension
1. Apply the knowledge you have gained to design your own solar gadget or device that would be of some significance to real life.
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Racing Rules
1. Use your own car or an assigned car. The car may be modified or changed to increase the speed of the car.
2. All cars will start with all wheels in contact with the ground behind the starting mark. 3. Sunlight will be the only power source for the solar car unless (weather prohibits the
race and/or) you are instructed to use alternative light sources. 4. An opaque sheet of paper provided by the officials may be used to cover the solar panel
(without touching it). This will be used to prevent premature starting before the race begins.
5. Energy-enhancing devices (like mirrors) may be used but must be attached to the solar car with prior approval from the racing officials.
6. The opaque sheet is removed to start the race. 7. The car must be released without being pushed or pulled. This type of conduct may
lead to disqualification determined by the racing judges. 8. A signal will be given to start the race. 9. No more than two members of a team will be allowed to participate in the actual race.
One member will start the race and the other member will retrieve the car at the finish line or where ever it stops when the race is finished by all competitors (not during the race).
10. Team members may not accompany or touch the solar car at any time during the race. 11. Lane changing or crossing may result in disqualification by racing judges. 12. Judges will have the right to inspect all cars before, during, and/or after the race. 13. Solar cars and team members must remain behind the finish line until the race is
completed by all vehicles. 14. Your car will only be allowed two runs. The car that crosses the finish line first with the
greatest velocity will be the winning car. 15. You will be allowed to experiment and practice with your car before the actual race. 16. The solar car must be safe (with no sharp edges or unattached loose accessories). 17. Your vehicle must not exceed the dimensions of 30 cm x 60cm x 30 cm
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TEAM ENTRY FORM
Fill in the name of all team members involved. Indicate what part they have or will contribute to the success of the vehicle that will be racing in the table below. Identify your car by name, if the car has no name please assign one. If your car has color please identify you’re the color of your car. Ask the racing official for a lane entry number and include this number on the form
Team Chair___________________________ Team Co-Chair_____________________________
Car Name_____________________________ Car Color ______________Lane Number_______
Team Members (first and last name)
Team Responsibility
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Solar Racing Student Worksheet Answer Key
1. Solar energy is converted to electrical energy in the solar panel. The electrical energy is then converted into mechanical energy.
2. Answers will vary.
3. Answers will vary.
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Solar Car and Motion Name: __________________
Student Worksheet Class Period: _____________ Date: _____________
In this experiment you will study the motion of a solar car in terms of velocity
after it is exposed to different color filters.
Objectives: • Measure the velocity of a solar car using a motion detector • Calculate average velocities • Determine the relationship between velocity and color of light filter
Materials: • solar car • motion detector • computer/Lab Quest • flat, even surface • light source • color filters to place over light source • hot mitt • student worksheets
Procedure: 1. Set up investigation space
(a) Link motion detector to computer (b) Set motion detector on the floor in an “L” shape facing the run space (c) Make sure motion detector button is in “cart” not “ball” mode (d) Place solar car 10 cm from the motion detector collector with solar panel facing
the collector (e) Place the light source 10 cm directly above the motion detector (f) Do not
turn light on, face the light bulb directly at the solar panel on the car
2. Collect Data (a) Click the “collect” button on the computer screen (b) When you hear the sound from the motion detector turn on the light (c) Collect for 5 seconds, repeat this same investigation 3 times and record top
speed on data sheet for each run then figure an average for all 3 runs. (d) Repeat all of step two for each different color filter.
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Hypothesis: SOLAR CAR DATA SHEET
Velocity (m/s) at 30 s
Color Filter Trial 1 Trial 2 Trial 3 Average
White
Red
Blue
Yellow
PROCESSING THE DATA 1) Graph the average velocity vs. color filter on the grid below.
2) How is the velocity of the car related to the color filter? Please provide evidence of
the relationship.
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Solar Car and Motion Student Worksheet Answer Key
Color Filter Trial 1 Trial 2 Trial 3 AverageWhite 0.812 0.757 0.607 0.725Red 0.526 0.583 0.439 0.516Blue 0.302 0.156 0.184 0.214Yellow 0.909 0.772 0.544 0.742
0.725
0.516
0.214
0.742
0
0.2
0.4
0.6
0.8
White Red Blue YellowAve
rage
Ve
loci
ty (
m/s
)
Color Filters
Velocity vs. Color Filters
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2. According to the data above, the car had a higher velocity with the yellow filter at an average of 0.742 m/s. This data seems somewhat suspicious based upon the wide ranges of data collected for this filter (0.909, 0.772, and 0.544 m/s respectively). Data collected by students might reveal that the white filter has the highest average velocity given that the data collected for the white filter (0.812, 0.757, and 0.607 m/s) is more precise (the repeatability is closer than the yellow filter).
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Additional Resources
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The 7-E’s Learning Cycle Phase 1: Elicit Determining prior knowledge: “What do you know
about..?” Phase 2: Engage Arouse student interest by using a discrepant
event, telling a story, giving a demonstration, or by showing an object, picture, or brief video. Motivate and capture student interest.
Phase 3: Explore
Have students work with manipulative (e.g., natural objects, models) to make observations, investigate a question or phenomenon. Have students make predictions, develop hypotheses, design experiments, collect data, draw conclusions, and so forth. Teacher role is to provide support and scaffolding. Student role is to construct their own understanding through active experience.
Phase 4: Explain
Students report findings and discoveries to the class. Teacher allows opportunities to verbalize and clarify the concept; introduces concepts and terms and summarizes the results of the exploration phase. Teacher explanations, texts, and media are used to guide learning.
Phase 5: Elaborate
Have students apply the newly learned concepts to new contexts. Pose a different (but similar) question and have students explore it using the concept.
Phase 6: Evaluate
Use the formative assessment from Elicit Phase and assess: for example, the design of the investigation, the interpretation of the data, or follow-through on questions, looking for student growth. Growth is the desired change in the students’ understanding of key concepts, principles, and skills in a differentiated classroom. Expectations vary according to the student’s beginning point. Summative assessment may be used here to measure achievement and assign a grade.
Phase 7: Extend
Lead students to connect the concept to different contexts, transfer new learning. “Teaching Constructivist Science K-8” by Bentley, Ebert, and Ebert; Corwin Press, 2007, pg. 117-119.
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Essential Components of a Science Notebook A Framework for Student Understanding Question, Problem, Purpose
This is the starting point for student investigations. Student-generated or focus questions are related to an objective or standard being investigated. Questions should be investigable, not simply answered yes or no.
Prediction Students write reasonable prediction to answer their inquiry question. Good quality predictions are based on prior knowledge and give an explanation or reason…”This will happen because…”
Developing a Plan The student describes a detailed course of action for an investigation. A general plan is developed identifying variables and controls. Then an operational plan outlines a clear sequence and direction for the inquiry. A data collection system (chart, table, record) is created prior to the investigation.
Observations, Data, Charts, Graphs, Drawings, and Illustrations Expressions of student strategies to collect data and describe their science experience, related to their question and plan.
Claims and Evidence
Students use the data they collected to make sense and construct meaning from their inquiry. Students build an understanding that data is evidence and that any claims that they make are supported by evidence.
Drawing Conclusions Students record what they have learned from their investigation, not simply what they did during the process. Students express their understanding of the connection between their question, prediction, and evidence.
Reflections…Next Steps and New Questions An opportunity for student reflection on their experience and write about what they have learned. This is an occasion to extend their investigation with a new application or question.
“Using Science Notebooks in Elementary Classrooms” by Michael P. Klentschy; NSTA Press, 2008, pg. 12-14.
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Literacy Connections and Science Notebooks When students utilize skills of questioning, hypothesizing, and reflecting in a science notebook, four areas of literacy are promoted: oral communication, writing, reading, and vocabulary development. Oral Communication
Student talk in response to questions, in conversation with peers during an investigation, and discussion within a small group or classroom helps them to make sense of their thought process. Science notebooks can serve to facilitate oral communication and connect new concepts and information with existing knowledge. “Science Talk” assists learning – promoting the exploration and elaboration of experiences in preparation for writing.
Written Communication
The natural relationship between language development and science notebooks provide students with opportunities for written expression about authentic science experiences. Inquiry-based learning promotes higher order thinking, while a notebook provides the platform for synthesizing and communicating ideas. A deeper understanding of science can be achieved through written communication with lists, sentences, drawings, graphs, and tables. Notebook entries during an investigation model the activities of real-world scientists. Practice in informational writing after an investigation is the time for reflection, sharing evidence with others, connecting evidence to claims, and justifying new understanding to peers and teachers.
Reading
Informational literacy is a key to success in the workplace and community. Beginning or reluctant readers can be motivated by rereading their own notebook entries. This technique can be a step toward reading other informational text. Reading to research questions following an investigation can be used to verify or contradict student explanations of experimental results. It is important to prepare students to read critically and make judgments on content and sources of new information.
Vocabulary Development Notebooks enable students to become familiar with new science vocabulary through practice, in the context of an investigation. The process of building formal scientific language skills on top of a student’s informal language base is facilitated in an authentic environment. This is not the place for students to copy vocabulary and definitions, rather to make connections between new ideas and new words to express them.
Literacy Standards The process of recording firsthand experiences, reflecting on them, and making meaningful connections allows students to achieve literacy standards by reading, writing, and speaking like scientists.
“Science Notebooks: Writing About Inquiry” by Brian Campbell and Lori Fulton; Heinemann, 2003, pg. 73-81.
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Science Notebook/Investigation Assessment Rubric
Student:Lesson/Inquiry:
Elements and Criteria NA Missing Lacking Meets Exceeds
Big Idea/Objective
Title
Question/Purpose/Problem Relates to Big Idea/Objective
Clear/conciseInvestigable
ObservationsClearly expressed
CompleteAccurate/relevant
Hypothesis/PredictionClear and Reasonable
Relates to QuestionGives explanation/reason
ExperimentDesign
ProceduresIdentify variables/controls
Data - Chart/TableData - Graph
Data-Written DescriptionOrganized
Accurate
Conclusion/What Have you Learned?Student generated/in own words
Clear statementReflective
Based on question, evidence
Next Steps/New QuestionsStudent generated/in own words
Researchable/investigableExtension/new application of original question
Cooperative LearningWorks well with others
No corrections from teacherJob responsibilities
Tasks completed on time
Missing Lacking Meets ExceedsTotals
Grade:
COMMENTS:
COMMENTS:
COMMENTS:
COMMENTS:
COMMENTS:
COMMENTS:
COMMENTS:
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Name: Subject: 9-Weeks:
Page Date Grade Assignment 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.
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36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72,
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Name: Joe Jones Subject: Science (Grade 7) 9-Weeks: 1st
Page Date Grade Assignment 1. 8/18 Assignment and Grade Sheet 2. 8/18 Class Procedures 3. Daily Bell Ringers 4. 8/19 Grade Measurement Lab 5. 8/20 Chapter 1 Notes 6. 8/21 Measurement Careers – 4 Minute University 7. 8/21 Grade Am I a Square - Lab 8. 8/22 Grade Measurement Quiz 9. 8/22 Quiznos – Class Demo and Notes 10. 8/23 Parent Signature: 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35.
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Suggestions:
Students keep an assignment/grade sheet in their science notebook.
Parents are asked to sign a “class procedures” sheet which is turned in to the teacher. Students also keep a copy of class procedures in the notebook.
Teacher posts the assignment/grade sheet in the room along with materials.
Students are responsible for checking the sheet when they have been absent.
Students MAY be excused from a daily grade but must still make up the work.
Students are required to take the notebook home and get it signed by parents. This page could be a place for parents to write comments or ask questions. It gives parents an opportunity to SEE their child’s work.
Students might be allowed to use the notebook on some tests. This encourages them to maintain the notebook and is essentially “graded” by virtue of the fact that their test grades should improve if the notebook is accurate.
Students turn the notebook in at the end of the grading period. It can be used as part of parent-teacher conference.
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44 Science and Children 44 Science and Children
ntegrating science lessons with lessons in other con-tent areas can be an efficient use of limited time, but not every activity can be integrated productively. Teachers must consider several factors when making
decisions about which lessons to integrate: time avail-able, specific curricular requirements in other content areas, and the interests of particular students to name a few. In this article we discuss using big ideas—concepts that can be applied to explain a variety of phenomena across contexts—to guide choices about integrating sci-ence across the content areas. We believe that this ap-proach can help students develop lasting understanding about important scientific ideas.
Two Different ApproachesImagine that students in two primary grade classrooms are learning about the life cycle of the monarch butterfly. In these lessons, students raise their own butterflies from larva to adult and learn appropriate scientific vocabulary such as larva and pupa. They describe the physical fea-tures of the insect at each stage of development, building descriptive knowledge. They also discuss how these fea-tures enable the insect to survive in its environment by, for example, providing protection or a means of procur-ing food, thus building explanatory knowledge.
Now consider how two different teachers, Kate and Myra, chose to integrate this series of lessons across the curriculum. Both Kate and Myra developed creative and engaging activities that integrated science, reading, and other areas of the curriculum. However, their approaches clearly differed in terms of (1) the types of learning opportunities they provided for students, and (2) the knowledge (descriptive or explanatory) required in order for the teacher to design and implement the tasks.
Using big ideas to guide choices about integrating science across the content areas
By Jennifer L. Cartier and Stephen L. Pellathy
Topic-Level IntegrationKate chose to approach the integration at the level of the topic (butterflies). She designed tasks in reading and art that were about butterflies. For example, Kate created a “science corner” in her classroom and filled it with im-ages of butterflies, fiction and nonfiction books about butterflies, and a stuffed animal model of a butterfly emerging from a chrysalis. She also hung a poster depict-ing the life cycle of the monarch butterfly that includes proper scientific terms, labeling each stage of develop-ment. During sustained silent reading time and free time students were encouraged to visit the science corner and read (or look at) the materials there.
In addition to the science corner, Kate also engaged her students in an art activity where they used pipe cleaners and tissue paper to construct model butterflies. During the activity, she asked them to make sure that they created the proper body parts (head, thorax, abdomen), antennae, proboscis, legs, and wings. She also provided sticky notes for the students to label these parts in their finished model butterflies. Finally, Kate hung the students’ finished products from the classroom ceiling.
Integration Through a Big IdeaMyra approached her integration from the big idea of life cycles, rather than from the topic of butterflies. A big idea underlying the study of any organism’s life cycle can be summarized as: Many different kinds of organisms go through developmental stages. The physiological changes within these stages enable organisms to grow and survive in the physical conditions of their particular environments. This big idea relates to two Benchmark ideas:
Different plants and animals have external features that help them thrive in different kinds of places (AAAS 1993, p. 102).
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February 2009 45 April/May 2009 45
Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce (AAAS 1993, p. 104).
The second idea, while targeted at middle school students, is useful in this context (K–2) because it helps explain what is meant by the term thrive. While younger students are not expected to understand all aspects of this benchmark, they can be expected to understand that animals do well—i.e., thrive—when they can find food and reproduce.
By asking the question, “What do life cycles have to do with key Benchmark ideas?” Myra created the big idea statements above, drawing on her own biology knowledge as well as the Benchmarks in the process.
To reinforce this understanding among students, Myra’s students participated in a range of activities. During morning circle time, Myra read several nonfiction books to her students. Each book described the life cycle of a different local organism (e.g., maple tree, white-tailed deer, mosquito). During the read-aloud, Myra introduced and reinforced new vocabulary and reading strategies (e.g., recognizing words ending in a silent e, identifying homonyms, etc.) and taught students how to summarize nonfiction material.
She created a class chart for each organism based on the students’ verbal summaries, illustrating and naming the developmental stages and providing some information about how the features of the organisms during each stage enabled it to meet its needs for survival. (For example, the seed of a maple tree is encased in a hard coat that protects the embryo from the environment and some predators.) As part of the summaries, Myra added the number of days that each organism typically spent in each stage of its development.
Then, using this data, she guided students in the creation of pie charts to represent the relative length of each developmental
stage with respect to the organism’s whole life cycle. To do this, she provided circular graphs already divided into equal segments (e.g., a circle with 30 segments to represent the days in a month; a circle with 12 segments to represent the months in a year; a circle with 15 segments to represent a span of 15 years, etc.). Students were able to count the number of days, months, etc. for each stage and color in the appropriate number of segments in their pie charts.
Using the different charts as visual aids, Myra talked with her students about the similarities and differences in the life cycles of various organisms (e.g., number of stages, length of time from beginning to end, etc.). She stressed that developmental stages allow organisms to meet their needs as they grow and change in various environments.
Integration through a big idea yielded more opportunities for student learning and greater potential for a richer understanding of the concept of life cycle. Kate’s approach resulted in only opportunities for students to reinforce new descriptive knowledge, such as the names of the main body parts of a butterfly or the order of the developmental stages, while Myra’s approach resulted in opportunities for students to reinforce, apply, and extend new descriptive and explanatory knowledge. Through the big idea approach, students learned some general ideas about life cycles and why organisms experience different developmental stages. Knowing why can enable students to reason about the advantages of organisms’ features broadly as they encounter diverse organisms throughout the life science curriculum and within their everyday lives.
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46 Science and Children
Identifying and Articulating Big IdeasEven though integration through big ideas yields richer op-portunities for student learning, it is not as common as topic- level integration because it can be a time-consuming and challenging process to identify and articulate the big ideas.
Two excellent resources for identifying big ideas are the Atlas of Science Literacy (AAAS 2001, 2007) and the Science Literacy Maps from the National Science Digital Library (NSDL) website, which are interactive versions of the Atlas strand maps (see Internet Resources). Each map depicts the learning goals from the Benchmarks for Science Literacy (AAAS 1993) relevant to a topic (e.g., Diversity of Life) and the ways in which those goals are related to one another and develop (for the learner) from grades K through 12. For example, within the Diversity of Life topic, the Benchmarks describe how students must have experiences observing various plants and animals, how they grow and change, and their similarities and differences. Benchmarks also states that students should be guided to consider not only the descriptive features of organisms and their similarities and differences but also the function of their features.
To develop a big idea using a map, a teacher should
Identify learning goals that represent the synthesis •of multiple ideas (point of convergence) or those that serve as the basis for many new ideas (points of diver-gence). On the NSDL and Atlas maps, learning goals are written in boxes. Points of convergence are the boxes (learning goals) in which two or more arrows (ideas) meet. Points of divergence are boxes (learning goals) from which additional ideas/arrows emerge.
Next, develop the big idea based on one or more of these •points of convergence or divergence, taking into consid-eration the emphasis of your particular curriculum. Ask yourself, “How does this topic (e.g., life cycles) relate to these key Benchmark ideas?” Refer to your own back-ground knowledge and the Benchmarks in the process.
Figure 1 lists examples of convergent and divergent ideas within the science literacy maps and some related big ideas that teachers might develop from them. The ideas draw on the elementary learning goals and emphasize the central-ity of middle school ideas (that is, the middle school ideas build upon and extend the elementary goals).
Selecting PhenomenaAfter writing the big idea, the next step is to determine how and what to teach to foster the understanding of this big idea in students. Teachers must identify the phenom-ena (i.e., stuff that happens in the world) that will provide students with access to the key ideas. Then they need to develop or identify tasks or learning experiences that will involve students in the “stuff” in productive ways. An-swering the question of how a particular phenomenon provides access to the big idea is a powerful starting point for integration.
If the phenomena are represented in the curriculum, the goal is to identify how the phenomena exhibited by the materials or organisms connect to big ideas. For example, Myra’s curriculum instructed her to construct a butterfly habitat and engage the students in describing how the animals changed over several weeks time. She had to ask
Figure 1.
Examples of convergent and divergent ideas within the science literacy maps and suggested big ideas.Topic:Diversity of Life
Topic: Interdependence of Life
Map Point of Divergence:Five additional learning goals stem from this central idea.The world contains a wide diversity of physical conditions, which creates a wide variety of environments: freshwater, marine, forest, desert, grassland, mountain, and others. In any particular environment, the growth and survival of organisms depend on the physical conditions.
Map Point of Convergence:Seven additional ideas (grades 3–5) connect to this learning goal.Organisms interact with one another in various ways besides providing food (grades 3–5).
Related Big Idea:Many different kinds of organisms go through develop-mental stages. The physiological changes within these stages enable organisms to grow and survive in the physi-cal conditions of their particular environments.
Related Big Idea:In order to survive, organisms must use resources in their environments to meet their needs for food, water, shelter, etc. Interactions with other organisms can be one way in which organisms meet their needs.
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Integration With Big Ideas in Mind
herself how describing the changes in shape and appearance of the butterflies would help students learn some broader idea in life science. From answering this question, she was able to connect the specific changes they saw in the butterflies with their survival needs during that stage of development (e.g., the appearance of legs that enabled the larva to move around its habitat to obtain food).
If the chosen phenomena are in addition to the curriculum, the goal is to select phenomena on the basis of their connection to the big ideas. For example, Myra identified additional phenomena (e.g., details of the structural changes that other organisms go through during their life cycles) and developed reading activities that explicitly connected this new information to the overall big idea about life cycle changes and meeting needs for survival.
AssessmentChoosing to integrate through a big idea instead of at the topic level also aligns well with the National Science Edu-cation Standards call to change the emphases of assess-ment from lower-level assessments (i.e., tasks that assess easily measured discrete knowledge) to higher-order as-sessments that require students to share and explain their thinking (NRC 1996, p. 82).
For example, when integrating at the topic level (butterflies), a typical assessment task is to have students name and describe the developmental stages of a butterfly. While students may perform well at this task after the integrated unit, the assessment is a lower-level task that measures easily obtained discrete knowledge.
However, when integrating a lesson around big ideas (life cycles), an appropriate assessment task would be for students to compare and contrast a caterpillar’s cocoon and a seed’s hard coat. This kind of assessment task requires students to share their understanding of developmental stages in different organisms and requires higher-level thinking to answer, thus truly assessing that which is most important to learn.
Thoughtful IntegrationIn general, there are some questions to keep in mind when planning to integrate lessons. The first is: Does it connect to the big idea I am teaching? If the answer is no, then regardless of the time savings, a more judi-cious choice is in order.
Another question is: Will this save time or be a more efficient use of class time? Again, an answer of no should bring you back to the drawing board. True integration takes advantage of overlapping activities to save time. If integration just means adding an activity, it may take longer than the original plan.
And finally: Based on what I know of my students’ intellectual and cultural resources, are they likely to
sustain their level of engagement? One of the benefits of teaching science is that the material is often very engaging to students. Integrated lessons should not lose this ability to draw students in.
Integrating science lessons with lessons from other content areas requires wise decision making and planning. Using big ideas as guides for deciding which investigation to integrate helps to make the most of the opportunities to teach science while connecting to other disciplines. Connecting to big ideas helps to ensure that the focus of the integration will be on rich scientific content, providing opportunities for students to revisit and draw upon core ideas that they will continue to encounter throughout their education and their everyday lives. n
Jennifer L. Cartier is an assistant professor of science education at the University of Pittsburgh in Pittsburgh, Pennsylvania. Stephen Pellathy ([email protected]) is a doctoral candidate in the Department of Physics and Astronomy at the University of Pittsburgh. Both authors contributed equally to this article.
ReferencesAssociation for the Advancement of Science (AAAS). 1993.
Benchmarks for science literacy. Washington, DC: Author.Association for the Advancement of Science (AAAS).
2001. Atlas of science literacy, vol. 1. Washington, DC: American Association for the Advancement of Science/National Science Teachers Association.
Association for the Advancement of Science (AAAS). 2007. Atlas of science literacy, vol. 2. Washington, DC: American Association for the Advancement of Science/National Science Teachers Association.
National Research Council (NRC). 1996. National sci-ence education standards. Washington, DC: National Academy Press.
Internet ResourcesNational Science Digital Libraryhttp://nsdl.org
Connecting to the StandardsThis article relates to the following National Science Education Standards (NRC 1996):
Content Standards Grades K–4Standard A: Science as Inquiry
• Teachers of science plan an inquiry-based sci-ence program for their students
National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.
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Multimeter DC Voltage Measurement
Safety: Refer to EXTECH User’s Manual for any use other than SciKeys Angle of Incidence Investigation.
DC Voltage Measurements
1. Insert the black test lead banana plug into the negative COM jack (4) and the red test lead banana plug into the positive V jack (6).
2. Turn the rotary switch (3) to the 2 VDC (Volts DC) position. 3. Touch the test probes to the circuit wires on the solar panel and read the voltage
on the display. 4. This should be a positive (+) value. If a negative (-) number is shown, reverse the
leads. Note: If “H” and a blank screen appear when the meter is turned on the HOLD feature is active. Press the HOLD button to exit the HOLD mode. Note: The solar panel being measured produces less than 2 VDC (Volts DC). For other measurements, always begin with the largest VDC position and reduce the VDC switch to the closest voltage value on the display.
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GO Motion Probe Basics
LESSON SUMMARY: Students are introduced to the basics of the GO Motion probe and Logger Lite Software.
FOCUS QUESTION: How is a Go Motion Probe used to collect data about motion?
TIME REQUIRED: 45 minutes
MATERIALS
: GO Motion Probe, Logger Lite Software, Computer, Projector
BACKGROUND INFORMATION
: Sonar works by sending out sonic waves from the detector in a cone shape. The probe measures how long it takes for the waves to return and then calculates a distance based on that length of time. Sensor range = 0.15 meters to 6 meters. There is a switch under the gold circle that affects sensitivity. The track setting decreases the sensitivity. Most activities can be done with the normal setting.
TEACHER PREPARATION
: Install Logger Lite Software, Connect the Go Motion Probe directly into the USB port of computer, open Logger Lite Software. If everything is connected properly, the Logger Lite screen shows a graph, a data table and a digital meter.
INSTRUCTION: 1. Demonstrate how to connect GO Motion to the computer and start Logger Lite software. The software and probe automatically identify each other. 2. Review information displayed in the graph and the data table. 3. Review basics of a time/distance graph if needed. 4. To start collecting data, simply click the Collect button. Stop at any time by clicking the Stop button or let it continue collecting for the default amount of time. The data will be displayed in the data table and the graph. 5. Create a graph with the help of a student to use as an example and demonstrate the software. The “Store” button is used to store a run on the graph in one color and add another run on the same graph. Click on the store button now and observe the change in color of the graph line. 6. Click on “Auto Scale” on the toolbar to show what happens to the graph. The graph can be manually scaled by clicking and dragging on either axis. 7. Click on “Examine”. Ask students to analyze this information. Show where this information is recorded in the table. (The Examine button toggles on and off.) 8. Click on “Stats”. Ask students to analyze this information. What is the display telling them?
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9. Point to the “Predict” button and ask students to predict its purpose. Click on it and draw a prediction for the next run. 10. The C/F button is used with the temperature probe to change from Celsius to Farhenheit. Either skip the button at this time or ask students what they think it might do. 11. The “Match” button generates a graph so students can try to match it. Students can use this later to practice graph matching. 12. Save or Save As places the run in a location that is no longer seen on the graph. 13. “Insert – Text Annotation” allows labels to be added to the graph lines. Demonstrate this for students. There are many other features of the software that can be explored later. At this time, ask for 2 volunteers. One leaves the room and the other one creates a graph that must be duplicated. The motion probe default sets 5 seconds as the collect time. This can be extended by going to “Experiment” and “Data Collection”. 20-30 seconds is usually adequate for students to create a fun graph with a lot of variety. POSSIBLE QUESTIONS: When is sonar used in nature? When do people use sonar? What is happening when a flat line is recorded on the graph? What is happening when a steep line is recorded on the graph? What happens when the person moves from side to side instead of perpendicular to the probe? Have students record their observations or write a short summary of the demonstration.
Let's Go Elementary Science by Marti Moore, David Carter, Barbara Andersen, Tara Windle RESOURCES:
Newton's Second Law, Velocity and more FREE Sample Labs from Vernier: http://www.vernier.com/cmat/cmatdnld.html NEA Partnership Web Site: http://cp.astate.edu/neapartnership/Framework%20Lessons/grade7physical.htm Delicious: http://delicious.com/arkansasssmotion7
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Steps for using Lab Quest (LQ) with GO MOTION Probe
1. Plug Motion Probe into USB port of LQ 2. Turn LQ on (circle in upper left corner, will turn blue)
a. Probe may start clicking just press white (trigger)button on probe to stop the clicking b. Open probe head and set switch to “cart” c. LQ is ready when screen shows blue, red and white boxes
3. Use stylus and tap the white box a. Change the rate from 20 samples to 5 b. Change the length from 5 (s) seconds to 1 (s) c. Tap OK
4. Tap the small graph box at the top a. It should show a graph page with RUN 1 on the right
5. Ready to start collecting data a. Set up cart for run b. Tap green arrow in bottom left of screen or the large arrow button on LQ c. The probe will start clicking very fast while collecting data d. When time is up, clicking will stop, and you need to tap the file cabinet next to RUN 1 to
save the run, this will set up for RUN 2 e. Collect several RUNS
6. Deleting bad runs a. Tap the word “Table” at the top of screen b. Go to the RUN you want to delete by scrolling across the bottom c. Tap anywhere on that screen, then Tap the word Table again and choose Delete Run
from the drop down menu 7. Saving All Runs for your group
a. Tap the word “file” choose save from drop down menu b. Top bar of save screen will say “untitled”, put team name here, tap OK
8. Ready to read results a. Tap the Table button b. Choose the 30 second line by scrolling down c. Write down the velocity for each run on your graph d. Average each run and put that in your graph
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Graph Match with Motion Sensor Materials:
• Computer with Logger Pro or a CBL system (or similar motion sensing technology)
• Motion Sensor • Pencil • Paper
Procedure: To set up the probe, plug the USB into a computer that has LoggerPro or LoggerPro Lite installed. Open LoggerPro, and the software will detect the sensor. Set the probe in an area where your partner will have room to move around. Any obstacles, chairs, tables, etc… may be picked up by the probe.
• Draw a motion graph, for example distance vs. time • One person will operate the motion sensor, and the other will try to trace the
graph they see by moving toward and away from the motion sensor. o Trial 1 – Give verbal instructions to your partner to see if you can match
the graph as a team o Trial 2 – Allow your partner to see the computer screen and try to match
the graph. • Switch partners and repeat the procedure.
Position, velocity and acceleration data are viewable in the chart to the left of the graph.
ReflectionWhere do you see graphs most commonly outside the classroom? Describe some ways you use graphs to understand or display information.
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Computer
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Elementary Science with Vernier 20 - 1
Learning to Use Go! Motion
You can use Go! Motion to measure the position of objects as they move. In this activity,
you will learn how to use Go! Motion.
OBJECTIVES
In this activity, you will
• Learn to use Go! Motion.
• Measure the distance between a book and the Go! Motion.
• Match a shape by moving a book up and down above a Go! Motion. MATERIALS
computer with Logger Lite software installed
Go! Motion motion detector
book PROCEDURE
Part I Learn About Go! Motion
1. Do the following to set up the Go! Motion for data collection:
a. Make sure the Go! Motion is connected to the computer.
b. The detector (gold circle) is located on the part of the Go! Motion
called the “head.” Rotate the head open as shown here.
c. Locate the switch under the head and set it to the Normal
position as shown here.
d. Rotate the head back down.
2. Start Logger Lite on your computer. If everything is attached correctly, the Logger
Lite screen will display a graph, a data table, and a digital meter.
3. Open the file for this activity by doing the following:
a. Click the Open button, .
b. Open the folder called “Elementary Science.”
c. Open the file called “20a Go Motion.”
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4. Collect data by following the steps below.
a. Put the Go! Motion on a table or chair
with the detector facing up towards
the ceiling. Make sure there is nothing
in the path of the signal coming out of
the detector.
b. Have one person stand holding a book
about 0.5 meters above the Go! Motion.
c. Look at the computer screen and click
to start data collection.
d. Slowly move the book straight upwards
and watch what happens on the graph on
the computer screen.
e. Now slowly move the book down toward the sensor, but don’t get closer than about
15 cm. Watch to see what happens when you move closer to the Go! Motion.
f. Now, move the book upwards very quickly and watch what happens.
g. Data collection will stop after five seconds.
h. You can try it again by clicking again.
5. Use your experiences in Step 4 to complete the statements in the Observations Sheet
below.
Observations Sheet
1. When I slowly move the book up and away from Go! Motion,
2. When I slowly move the book down and towards the Go! Motion,
3. When I lift the book up very quickly the graph is different than when I move it
slowly because
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Learning to Use Go! Motion
Elementary Science with Vernier 20 - 3
Part II Make a Snake with Go! Motion
6. Open the file for this activity by doing the following:
a. Click the Open button, .
b. Open the file called “20b Make a Snake.”
7. In this part of the activity, you will match the shape of the snake that you see on the
graph. Before you start, think about what happened when you moved the book in front
of the Go! Motion. Fill in the blanks below as a plan for matching the shape on the
Graph.
I will start with the book meters above the Go! Motion. I will move the
book (up or down) so the book is about _________ meters above the
Go! Motion. Then, I will move the book ___________ (up or down) until it is
about ___________ meters from the Go! Motion. Then, I will move the book
___________ (up or down) until it is about ___________ meters from the
Go! Motion. Finally, I will move the book ____________ (up or down) until it is about
___________ meters above the surface of the Go! Motion.
8. Click , then follow the plan you wrote in Step 7, trying to match the snake.
9. If the data you collected matches the snake shape on the screen, congratulations! If
you want to try to match the snake again, just click and repeat the plan you
wrote in Step 7.
Good job!
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Vernier Lab Safety Instructions Disclaimer
THIS IS AN EVALUATION COPY OF THE VERNIER STUDENT LAB. This copy does not include:
Safety information Essential instructor background information Directions for preparing solutions Important tips for successfully doing these labs
The complete Elementary Science with Vernier lab manual includes 43 labs and essential teacher information. The full lab book is available for purchase at: http://www.vernier.com/cmat/ewv.html
Vernier Software & Technology
13979 S.W. Millikan Way • Beaverton, OR 97005-2886 Toll Free (888) 837-6437 • (503) 277-2299 • FAX (503) 277-2440
[email protected] • www.vernier.com
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Elementary Science with Vernier 21 - 1
e-Motion!
Have you ever wondered how automatic doors at grocery stores know when to open? There
is a sensor over the door that works similarly to Go! Motion. Go! Motion sends out sound
waves that reflect from objects, such as your body. Based on the amount of time it takes
the wave to bounce back, Go! Motion is able to calculate the position of the object.
OBJECTIVES
In this activity, you will
• Explore the different lines and curves produced by moving in front of the
Go! Motion.
• Learn to write detailed steps for creating an M or W shape on the graph.
• Match different letter and designs drawn on the graph.
MATERIALS
computer with Logger Lite software installed
Go! Motion motion detector
PROCEDURE
Part I Creating Straight-Line Graphs Such as M, N, and W
1. Do the following to set up the Go! Motion for data collection:
a. Make sure the Go! Motion is connected to the computer.
b. Set the switch on the Go! Motion to the Normal
setting as shown here. You can find the switch by
pivoting the head of the Go! Motion.
2. Start Logger Lite on your computer.
3. Open the file for this activity by doing the following:
a. Click the Open button, .
b. Open the folder called “Elementary Science.”
c. Open the file called “21 e Motion.”
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4. Set the Go! Motion on a table so that there is
an open path at least 2 meters wide and
3 meters long in front of it. You should face
the sensor and must also be able to see the
computer screen or have it projected for the
entire class.
5. Before you begin, review the different segments you can create using the Go! Motion
by completing the table below. (The height of each segment cell represents 3 meters
and the time is 10 seconds for each cell.)
Segment Starting
position
Direction
(forwards or
backwards)
Time
Speed
(fast or
slow)
m s
m s
m s
m s
m s
1
2
3 meters
0 2 4 6 8 10 seconds
6. Use the Predict button, , on the tool bar to draw a large letter M shape on the
graph. An example is shown below.
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e-Motion!
Elementary Science with Vernier 21 - 3
7. In this part of the activity, you will complete the steps necessary to create the letter
M on the graph. You will have a total of 10 seconds.
a. Start _____ meters from the Go! Motion.
b. Stand still for _____ second(s).
c. Move ______________ (forward or backward) for ________ seconds moving
_______ (fast or slow).
d. Move ______________ (forward or backward) for _______ seconds moving
________ (fast or slow).
e. Move ______________ (forward or backward) for _______ seconds moving
________ (fast or slow).
f. Move ______________ (forward or backward) for _______ seconds moving
________ (fast or slow).
g. Stand still for the last second(s).
8. Estimate the distance from
the sensor needed to begin the
M and then stand in front of
the Go! Motion, facing it, at
that position.
9. Have one person click ,
and when you hear fast
clicking, follow the directions
in Step 7.
10. If the graph of the M looks
like your prediction,
congratulations! If you want to
try to make the M again, just
click , and follow the
directions you filled out in
Step 7.
11. You will now make the letter N. To get started, do the following things:
a. Choose Clear All Data from the Data menu on the computer screen.
b. Click the Predict button, .
c. Draw a big letter N on the screen.
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12. On the lines below, write down the steps you would take to match the letter N that
you drew on the computer screen. Use the words in Step 7 as a pattern.
Steps for matching the letter N:
13. Have one student stand in the right place in front of the Go! Motion, then have another
student click . When you hear fast clicking, follow the directions you wrote in
Step 12 for making the letter N.
14. If the graph of the N looks like your prediction, congratulations! If you want to try to
make the N again, just click , and follow the directions you wrote in Step 12.
15. You will now make the letter W. To get started, do the following things:
a. Choose Clear All Data from the Data menu.
b. Click the Predict button, .
c. Draw a big letter W on the screen.
16. On the lines below, write down the steps you would take to match the letter W that
you drew on the computer screen. Use the words in Steps 7 and 12 as a pattern.
Steps for matching the letter W:
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e-Motion!
Elementary Science with Vernier 21 - 5
17. Have one person stand in the right place in front of the Go! Motion, then have another
student click . When you hear fast clicking, follow the directions you wrote in
Step 16 for making the letter W.
18. If the graph of the W looks like your prediction, congratulations! If you want to try
the W again, just click , and follow the directions you wrote in Step 16.
Part II e-Motion-al Graphs
You have now made three letters with straight-line segments. Now let’s try expressing our
e-motions by making a happy face and a sad face on the graph!
19. You will now make a happy face. To get started, do the following things:
a. Choose Clear All Data from the Data menu.
b. Click the Predict button, .
c. Using the example above, draw a happy face on the graph. You will make the sad
face later on.
20. Write the steps you should follow to match the happy face graph that you drew. Use
the directions you wrote above as a guide for what to write.
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21. Have one person stand in the right place in front of the Go! Motion, then have another
student click . When you hear fast clicking, follow the directions you wrote in
Step 20 for making the happy face.
22. If the graph of the happy face matches the line that you drew, congratulations! If you
want to try to make the happy face again, just click , and follow the directions
you wrote in Step 20.
23. You will now make a sad face. To get started, do the following things:
a. Choose Clear All Data from the Data menu.
b. Click the Predict button, .
c. Using the example above, draw a sad face on the graph.
24. Write what you need to do to match the sad face:
25. Have one person stand in the right place in front of the Go! Motion, then have another
student click . When the you hear fast clicking, follow the directions you wrote
in Step 24 for making the sad face.
26. If the graph of the sad face matches the sad face that you drew, congratulations! If
you want to try to make the sad face again, just click , and follow the directions
you wrote in Step 24.
Good job!
152
Vernier Lab Safety Instructions Disclaimer
THIS IS AN EVALUATION COPY OF THE VERNIER STUDENT LAB. This copy does not include:
Safety information Essential instructor background information Directions for preparing solutions Important tips for successfully doing these labs
The complete Elementary Science with Vernier lab manual includes 43 labs and essential teacher information. The full lab book is available for purchase at: http://www.vernier.com/cmat/ewv.html
Vernier Software & Technology
13979 S.W. Millikan Way • Beaverton, OR 97005-2886 Toll Free (888) 837-6437 • (503) 277-2299 • FAX (503) 277-2440
[email protected] • www.vernier.com
153
Mission Impossible
154
Your mission, should you choose to accept it, is to re-enact a situation where an object has potential energy that is converted to kinetic energy then back to potential energy without using previous examples. You should provide an explanation of each step. As always, should any member of your team be unable to accomplish this goal within the next ten minutes, the Secretary will disavow all knowledge of your actions. Be prepared to present your re-enactment at the end of this mission. This message will self-destruct in five seconds.
155
Your mission, should you choose to accept it, is to demonstrate Newton’s First Law of Motion without using previous examples. You should provide an explanation of the demonstration. As always, should any member of your team be unable to accomplish this goal within the next ten minutes, the Secretary will disavow all knowledge of your actions. Be prepared to present your re-enactment at the end of this mission. This message will self-destruct in five seconds.
156
Your mission, should you choose to accept it, is to demonstrate Newton’s Second Law of Motion without using previous examples. You should provide an explanation of the demonstration. As always, should any member of your team be unable to accomplish this goal within the next ten minutes, the Secretary will disavow all knowledge of your actions. Be prepared to present your re-enactment at the end of this mission. This message will self-destruct in five seconds.
157
Your mission, should you choose to accept it, is to demonstrate Newton’s Third Law of Motion without using previous examples. You should provide an explanation of the demonstration. As always, should any member of your team be unable to accomplish this goal within the next ten minutes, the Secretary will disavow all knowledge of your actions. Be prepared to present your re-enactment at the end of this mission. This message will self-destruct in five seconds.
158
Your mission, should you choose to accept it, is to pretend you are Phil the Photon, demonstrate and explain how you make a solar car move. As always, should any member of your team be unable to accomplish this goal within the next ten minutes, the Secretary will disavow all knowledge of your actions. Be prepared to present your re-enactment at the end of this mission. This message will self-destruct in five seconds.
159
balanced force unbalanced force net force inertia motion gravity friction acceleration velocity Sir Isaac Newton potential energy kinetic energy
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Force and Motion Open Response
1. Compare and Contrast Newton’s 3 Laws of Motion 2. Using Newton’s 1st
3. A net force of 10N acts on a box which has a mass of 2kg. What is the acceleration of the box? Which law of Motion is used to determine this force?
Law of Motion explain why wearing a seatbelt is a good idea.
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Ohm’s Law – A Water Analogy
Voltage – The potential energy per unit charge.
Resistance – Opposition to the flow of electricity
Current - The number of charges that pass a point during a given time period
Voltage, resistance and current are related by Ohm’s Law where V=IR. V is voltage, I is current, and R is resistance.
Water analogy
Ohm’s law can be compared to a water analogy, where gravity is acting on running water. Imagine a river. The voltage is analogous to the slope that the river is flowing down, the steeper the slope, the greater the force of gravity on the water. Current can be visualized the amount of water flows past a given point during a time period. This is similar to electrical current which is a measure of the amount of charge that flows past a given point during a time period. Resistance can be visualized by imagining a number of boulders in the river that slow down the flow of water.
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Radiometer Name: __________________ Student Worksheet Class Period: _____________ Date: _____________
Objective: By the end of this lesson, students will investigate energy conversions utilizing a radiometer. Introduction: The following experiments demonstrate how energy is converted from one form to another. This conversion begins with light energy which is changes into mechanical energy and heat. In all energy conversions, the form of energy changes from more useful type to a less useful type of energy. Eventually all of the energy that we use will end up as heat which is the least useful form of energy. Safety: Always remember to be careful while using your radiometer. Because it is made of glass, it may break if handled roughly. If the radiometer does break, contact an adult immediately; do not try to clean up the broken pieces yourself. Experiment /Activity #1 What light source works best? Materials: Flash light, lamp with an incandescent bulb, mirror Procedure: Put your radiometer under different light sources. Try the following energy sources: sunlight, flashlight, incandescent bulb. Which light source makes the radiometer spin the fastest? Experiment /Activity #2 What angle works best? Materials: protractor Procedure: Hold the radiometer in different positions so the light strikes it from different angles (180o, 90 o, 45 o, 30 o
etc).
What angle gives the greatest motion to the vane?
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Experiment /Activity #3
Does a mirror increase the intensity? Materials: Mirror Use a mirror to add additional light to the radiometer. Procedure: Does the mirror make the vane spin faster or slower? Why do you think the vane spins faster or slower? Experiment /Activity #4 Does the radiometer need direct sunlight? Materials: light source, various colored cellophane or colored plastic. Procedures: Your goal is to determine if a radiometer still spins when the light source has passed through colored cellophane or colored plastic. Place the colored cellophane between the light source and the radiometer so that the light has to pass through it. How do certain colors affect the spin of the radiometer? Which color, if any, made the vane spin faster and why? Experiment /Activity #5 How does heat energy affect the radiometer? Materials: Blow/Hair dryer Procedures: Use a hair dryer to direct a stream of heat toward the Radiometer. Do the vanes turn at all? And if so, what happens after a few seconds? How is this energy source (the blow dryer) different than light energy?
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Experiment /Activity #6 Will wind affect the radiometer? Materials: Drinking straw or hand held battery operated fan Procedures: Use a drinking straw, blow at the Radiometer. Do the vanes move at all? Why or why not? Experiment /Activity #7 Devise an alternative experiment that will allow the vanes of the radiometer to move.
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Big Bag of Hot Air Name: __________________
Student Worksheet Class Period: _____________ Date: _____________
Objective: By the end of this lesson, students will demonstrate an understanding of the potential power produced from solar heating and expansion. Additionally, the student will understand absorption of energy as a product of color (or absence of color in black). Finally, the student will be able to explain expansion of the solar bag as a product of molecular expansion. Materials:
• Black solar bag • Sunlight • String
Safety: Make sure the outdoor working environment is flat and free of holes that might cause a situation where you may trip and fall. Procedures:
1. To inflate the solar bag, grab one end and run. This will push air into the bag. 2. Tie off each end of the bag. 3. Record your observations in your science notebook. 4. Devise a way to measure the loft of the bag. 5. Record measurements and observations in your science notebook.
Please respond to the following questions:
1. What happened to the bag over time? Describe in detail what happened inside the bag to account for the observed phenomena.
2. What do you think would have happened to the bag had the outside temperature been higher? Explain.
3. What do you think would have happened to the bag had the outside temperature been lower? Explain.
4. What would have happened if a color other than black had been used?
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Big Bag of Hot Air
Teacher Guide This activity allows students to observe the power of the sun at work. The black solar bag is 50 feet long and 3 feet in diameter and can hold up to 350 cubic feet of air. The bag will begin to inflate when solar radiation rapidly heats the air inside the bag causing expansion of air molecules. The molecules collide with the walls of the bag more frequently. As a result, the bag can inflate over 40 feet into the air.
To elicit student background knowledge and potential misconceptions, have students predict what they think would happen to the bag based on variations in outside temperature, color of the bag, amount of sunlight, etc. Student Worksheet Answer Key
1. Over time, the bag begins to inflate and rise. Expansion of the bag is created when molecules become heated and expand. As the molecules expand, they collide at increasing rates with the interior walls of the bag. The density (mass per unit volume) is much less than that of air outside the bag, which causes lift.
2. Had the outside temperature been higher, the bag would have inflated more
quickly because the molecules would have expanded faster and the number of collisions with the bag would have increased.
3. Had the outside temperature been lower, the bag would have inflated more slowly because the molecules would not have expanded as quickly and the number of collisions with the bag would decrease.
A real world example of questions 2 and 3 are car tires. In the summer your tires are more inflated, but in the winter, they often appear flat. You could also discuss with students how basketballs deflate in cooler temperatures, reducing their bouncability.
4. Black pigments absorb all wavelengths in the visible light portion of the electromagnetic spectrum. Other colors are not capable of doing this. Therefore, black pigments absorb more energy and will result in a bag that inflates more. Had the bag been white, the degree of inflation would be reduced significantly, if it inflated at all because white pigments reflect wavelengths in the visible light portion of the electromagnetic spectrum.
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Wind Mill Name: __________________
Student Worksheet Class Period: _____________ Date: _____________
The wind mill is a simple machine that converts the kinetic energy of the wind into mechanical energy. The mechanical energy is used directly to turn the blades of the wind mill.
Objective: By the end of this lesson, students will be able to determine how the angle of wind affects the amount of energy produced by a wind mill. Materials:
• Wind mill (if available) • Propeller • Screw • Washer • Skewer • Shaft (wooden or plastic)
Safety: No safety hazards. Procedures:
1. Position the propeller on the end of the shaft. 2. Use the screw to attach the propeller. Place a shaft on the head of the screw. 3. Use your hand to rotate the blades of the propeller. Make sure the blades move
freely. 4. Using a straw as a nozzle, blow on the blades of the propeller and shaft. Count
the number of rotations. 5. Use a protractor to blow from different angles to optimize the spin of the blades
and the shaft.
Please respond to the following questions:
1. Moving wind produces the _________ energy used to turn the blades and the shaft.
2. This energy then produces the ________energy in the spinning blades.
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Extension: Attach one end of a one foot string to a small paper clip with tape. Attach the other end to a blade or shaft. Try to raise the clip by blowing on the propeller. Continue adding paper clips until you can no longer lift them with your wind power. Record the number of clips you were able to lift in the data table below.
Number of Clips Height Raised
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Water Wheel Name: __________________
Student Worksheet Class Period: _____________ Date: _____________
The water wheel is a simple machine that converts the kinetic energy of the wind into mechanical energy. The mechanical energy is used directly to turn the blades of the wind mill.
Objective: By the end of this lesson, students will be able to determine how the angle of wind affects the amount of energy produced by a wind mill. Materials:
• Wind mill (if available) • Propeller • Screw • Washer • Skewer • Shaft (wooden or plastic) • Pan
Safety: No safety hazards. Procedures:
1. Position the propeller on the end of the shaft. 2. Use the screw to attach the propeller. Place a shaft on the head of the screw. 3. Use your hand to rotate the blades of the propeller. Make sure the blades move
freely. 4. Hold the water wheel over a pan or sink to catch the water. 5. Hold a cup or bottle of water about six inches above the blades and slowly pour
the water onto the blades. Sight tag a blade so you will be able to count the number of rotations.
6. Try it again with the water about one foot above the blades. Count the number of rotations.
Please respond to the following questions:
1. Falling water produces the __________ energy needed to turn the blades. 2. This energy then produces the ____________energy in the spinning blades. 3. The farther the water has to fall the more _________ energy it has and the more
__________energy it will contain upon hitting the blades causing them to spin faster and generate more _____________ energy into turning the blades.
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Extension: Attach one end of a one foot string to a small paper clip with tape. Attach the other end to a blade or shaft. Raise the clip by pouring water on the propeller. Continue adding paper clips until you can no longer lift them with your fluid power. Record the number of clips you were able to lift in the data table below.
Number of Clips Height Raised
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Alternative Energy Project Overview
You will research solar energy and an assigned alternative energy. Your goal is to convince the audience why your alternative energy is better than solar energy or solar energy is the best choice. To do this, you will need to gather facts about solar energy and an assigned alternative energy. Various sources will be used: classroom textbook, library resources, internet resources and trial and error. Utilize source cards and note cards to track where your information was obtained. You will demonstrate an alternative energy to the class. What do we use it for? How do we use it? How is it being used? Name all that apply and provide a description of each one? Is it used to produce electricity? Is it used to produce heat? Is it used to move objects (machines)? Explain and show the class why it is the best alternative source of energy.
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Alternative Energy Project Questions Name:
Partner:
Research Topic: ________________________ Class:
1. History of the energy source
a. Who founded this type of energy b. When was it invented, developed, or used c. What was it originally used for (optional) d. Any other historical information about the energy source
2. Specific use of your energy source? What do we use it for? How do we use it? a. How is it being used? Name all that apply and provide a description of each one?
i. Is it used to produce electricity? ii. Is it used to produce heat?
iii. Is it used to move objects (machines) iv. Others Energy types?
b. How has the function of the energy source changed throughout history? Different today than before.
3. How much does your energy source cost? a. Is it cost effective to make
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4. How much more effective (efficient) is this energy source than others in doing a task? a. Is it better at providing heat, energy, or electricity than other methods?
i. How much better or worse is it?
5. Where is your energy source most often used (where would we see it) a. Describe these locations (sites) in order for audience to visualize it
6. What are some positive effects of your energy source on the Environment?
7. What are some negative effects of your energy source on the Environment?
8. Are their any plans to use this energy source to produce new types of energy in the future? a. What is the latest research taking place with this energy source b. Will it have more than one function or use in the future?
9. Why should humans continue using this energy source in the future? a. Try to sell the audience in why it is good to use
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Alternative Energy Project Rubric
Activity Level 4
Exemplary Level 3
Very Good Level 2
Satisfactory Level 1
Minimal 1. Use of Technology
Uses Internet time exceptionally well, notes about websites were useful, and located several new resources in addition to those that were provided.
Uses Internet time well, notes about websites were adequate, located some new resources in addition to those that were provided.
Uses Internet time adequately, notes about websites were complete, all information is neat.
Time on Internet is spent on task, notes have been taken.
2. Completion of Task
Takes responsibility for whole project, shares own progress with others, quality of work is faultless, all tasks are completed within the timeframe set by the class, has excellent organization.
Shares progress with others, work is of high quality, tasks are completed within the timeframe set by the class, level of organization is facilitates the work of your partner
Sees how parts of project connect, work may have errors that are corrected by consulting with others, level of organization does not interfere with the work of your partner
Is aware that their part of the project fits, completes work in a timely manner, does not hinder the work of your partner
3. Content All questions are answered completely, thoroughly and accurately, Information is presented in a clear and concise manner,
Most of the questions are answered completely and thoroughly. Information is presented in a clear manner.
At least half of the questions are answered completely. Information is presented in an adequate manner.
Less than half of the questions are answered. Information is presented in a readable format.
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Energy
Alternative Energy
Solar Energy
Photon
Electromagnetic
Solar Cell
Voltage
Angle of Incidence
Latitude
Conservation of Energy
Motion
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Alternative Energy Open Response
1. Draw and describe the transfers of energy from the sun through to the movement of the cart.
2. Mark the maximum potential and the maximum kinetic energy for each transfer.
3. Explain why solar energy is a good alternative energy source.
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