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ABSTRACT

DOCUMENT RESUME

SE 068 021

Rushton, Erik; Ryan, Emily; Swift, Charles

Ball Bounce Experiment. Grades 3-5.

Tufts Univ., Medford, MA.2001-00-00

15p.; Produced by the Office for Technology and IndustryCollaboration. For other activities in this series, see SE068 011-041.

Web site: www.prek-12engineering.org/activities/ .

Guides Classroom Teacher (052)

EDRS Price MF01/PC01 Plus Postage.Critical Thinking; Data Analysis; Data Interpretation;Elementary Education; *Experiential Learning; Graphs; Handson Science; Physics; Science Activities; Science Instruction;Science Process Skills; Teamwork

Many of today's popular sports are based around the use of aball yet none are alike. In fact, they are all designed with specificcharacteristics in mind. In this activity, students investigate differentballs' ability to bounce and represent the data they collect graphically.This activity uses a time frame of 100 minutes. (Author/SOE)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Activity: Ball Bounce Experiment

GRADE LEVELS: 3-5

SUMMARY:

Many of today's popular sports are based around the use of a ball, yet none are

alike. In fact they are all designed with specific characteristics in mind. Students

will investigate different ball's ability to bounce and represent the data they

collect graphically.

LEVEL OF DIFFICULTY [1 = Least Difficult: 5 = Most Difficult]

5 - most difficult

TIME REQUIRED

100 minutes (2 or 3 class periods)

COST

none, if all materials available from physical education department

STANDARDS:

1.1 Identify materials used to accomplish a design task based on a specific property (i.e. weight,

strength, hardness, and flex ibi I ity).

2.2 Describe different ways in which a problem can be represented (e.g. sketches, diagrams,

graphic organizers, and lists).

WHAT WILL THE STUDENTS LEARN?

How to run an experiment, how to collect data.

How to present data.PERMISSION TO REPRODUCEANDHow to interpet graphs. DISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

How to graph results.

Teamwork

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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www.prek-12engincering.orgCopyright 0 2001All Rights Reserved

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Thi document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

1

BEST COPY AVAILABLE

BACKGROUND INFORMATION:

This lesson would coincide well with math graphing lessons.

Different types of balls bounce differently.

RESOURCES:

http://wwwslap.cern.ch/doc/N ExS/html/node260.htm I

Description of different graph, i.e. line, scatter, bar, pie. Nice example

pictures.

http://www.mathleague.com/help/data/data.htm

Examples of graphs and how to use different types, and how to calculate

mean, medium, mode.

http://nces.ed.gov/nceskids/Graphing/

Allows children to create graphs and experiment with probability.

MATERIALS:

Four Different Balls to test: i.e. super ball, tennis ball, basketball, kickball,

baseball etc.

1-stopwatch per group

1-yard stick per group

PREPARATION:

Collect materials and copy worksheets.

DIRECTIONS:

1. Explain the 2 tests that will be done to determine the bouncing properties of

different balls.

2. Divide the class into groups of 3 students. One student will be the recorder,

one will drop the ball, and one will be the timekeeper.

3a. Assign each group a ball. After running both tests on that ball, the group will

switch balls (rotate) and test a new ball until all balls have been tested by each

group.

3b. Conduct the tests.

www.prek-12engineering.orgCopyright 0 2001All Rights Reserved

2

TEST 1: BALL BOUNCE HEIGHT COMPARISON - The first time you drop

the ball do not take a measurement, just watch were the ball goes so the next time

the observer will be prepared where to look. This will help to greatly increase the

acuracy of the experiements. Drop a ball from one foot off of the floor, slightly in

front of a yardstick. Measure the height the ball reaches after the first bounce and

record. Repeat this test from 2 ft, 3 ft, and 1/2 ft. Do this test for each ball and

record data. You may have to try more than once to accurately judge the height

of the first bounce.

TEST 2: BALL BOUNCE TIME COMPARISON - Drop a ball from a height of

3 ft, timing from when the ball is released until the ball stops bouncing. Record

the time. Repeat this test for each ball. Talk with the students about coming up

with a system for releasing the ball and starting the stop watch. Possible

suggestions are to have the same student drop the ball and start the watch, or have

the two studnets count down form 5.

5. Graph group results. (if this activity is not able to be accompanied by a math

lesson on graphing you can introduce the topic before the activity starts or

perhaps after the class has recorded all of its data and worked through it as a

group.)

6. Compare results as a class.

INVESTIGATING QUESTIONS:

Could you play basketball with a superball?

Do smaller balls bounce higher?

Do heavier balls bounce higher?

Why are your results different from other groups results?

Why do some balls bounce higher than others?

What other tests can you perform with the balls?

Why is the design of a ball important?

www.prek-12engineering.orgCopyright © 2001All Rights Reserved

3

REFERENCES:

None

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TEST ONE: BALL BOUNCE HEIGHT COMPARISON

Ball

Starting height(inches)

Height of first bounce(inches)

0 inches

12 inches

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36 inches

Ball

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Height of first bounce(inches)

0 inches

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36 inches

Ball

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Ball

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0 inches

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36 inches

TEST TWO: BALL BOUNCE TIME COMPARISON

BallTime until bouncing

stops (seconds)

www.prek-12engineering.orgCopyright © 2001All Rights Reserved

13

PreK-1 2/ ENGINEERING

Activity Evaluation Form www.k12engineering.org

Activity Name:

Grade Level the Activity was implemented at:

Was this Activity effective at this grade level (if so, why, and if not, why not)?

What were the Activity's strong points?

What were its weak points?

Was the suggested Time Required sufficient (if not, which aspects of the Activity took shorter or longerthan expected)?

Was the supposed Cost accurate (if not, what were some factors that contributed to either lower or highercosts)?

Do you think that the Activity sufficiently represented the listed MA Framework Standards (if not, doyou have suggestions that might improve the Activity's relevance)?

Was the suggested Preparation sufficient in raising the students' initial familiarity with the Activity'stopic (if not, do you have suggestions of steps that might be added here)?

If there were-any attached Rubrics or Worksheets, were they effective (if not, do you have suggestionsfor their improvement)?

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