Tramel-C-Curriculum Unit by Chelsea Tramel

Introduction to Unit

• The theme of the unit is Newton’s Laws of Motion and how the laws apply to real life situations. Students main goal is to create a website that explains their research done on their design challenge. They are trying to get investors to invest in their design model, so that it can become a reality instead of a dream. The students goal is to convince the investors through research, explaining how Newton’s Laws apply to their design, and what makes it so unique in order to get the bid. All groups in the class are competing against each other in order to win the 1st place prize. During the final presentations, students are going to be filling out presentation surveys on other groups, and they will give them constructive criticism on what they can do next time, they will state what they liked about their project, what they could have explained more on, etc., and at the end of the survey, students will rank the groups from favorite to least favorite. The group that gets the most favorites wins a special prize that is not revealed until the winner is announced. • At the beginning of the project, groups will make a group contract that will include, • At least 4 rules before someone is kicked out of the group. • 5 expectations of every member of the group. • Individual group members strengths and weaknesses. • An oath of the group • Signatures of all group members with the date • Teacher signature on contract (notary) • The class will create a knows and needs to know chart. Students will put things that they already know in the know column, and put things that they think they need to know in the need to know column. They will gather information from the entry document, rubrics, and the little research they did over Newton and his laws the previous day. This will help them to be able to understand what they do not know. • There are going to be four real life situations that students are expected to apply Newton’s Laws of Motion to. The design challenges will include applying Newton’s Laws to a bridge and its construction, a natural disaster aid catapult, and a roller coaster. On the bridge design, students will choose from three types of support bridges (suspension, beam, and arch). This just expands on real life examples of how Newton’s Laws are applied, and students get to compare the different structures of the bridges and see which one is best. The roller coaster will have at least three hills, one loop-de-loop, and one u-turn. Students will have to figure out and explain how the height and elevation of the hill affect Newton's Laws. Students will learn about how acceleration, force, and mass coincide with the laws. The catapult is a fun and creative way for students to apply Newton’s Laws. They are put in a situation where their area of Texas has flooded, and their small town cannot get to medical aid, food, and other necessities. It is up to the extraordinary scientists to create a catapult that will be able to launch all necessities to people in the small town. • Students will be expected to perform one lab over Newton’s 2nd Law of Motion, because it is a very important skill to realize that F=ma, and be able to graph and interpret the results. SMU has a website that demonstrates numerous videos over labs being performed that pertain to Newton’s Laws. For the other two laws, students will have a choice to either perform labs, or watch the videos and write a summary and a CER over the experiment. A CER is a more detailed conclusion, students state their claim, then their evidence, and then their reasoning for their claim using research and evidence they have collected. Students will then record themselves playing the video game Formula 1. They will spend a day researching how race cars and cars be applied to Newton’s Laws, and then start getting their final presentations ready. Critical friends are used for improvement purposes, groups will partner with other groups and give advice to each other on how to improve presentation performance or assessments such as, the student website. Critical friends are crucial for a PBL to be successful, students learn more and listen more to each other for the most part. Students giving each other professional advice on their presentations allows them to be able to practice real life skills such as taking constructive criticism, which is extremely important in the professional adult world. Critical friends also allow for a students to not feel “pointed out” when an error is seen, because they get constructive criticism and ideas on how to correct the error instead of “it’s wrong, do something to fix it.”. • There are multiple formative assessments throughout the unit. The formative assessments vary in group work and individual work. For instance, groups will be graded on a vocabulary concept map, the Formula 1 video with captions of Newton’s Laws being applied. Individual work will include a quiz in the form of a concept map where students construct a concept map explaining Newton’s laws and give examples for each and explain how Newton’s Laws apply to the

examples. These assessments provide a clear understanding for the teacher on what the student understands and what they do not. I have individual and group formative assessments so as a whole I can see how individual students are grasping the material, and how the groups are grasping an understanding of the objectives. For the summative assessments I have them doing a post- assessment essay and their end of unit presentations. Their post-assessment essay provides students to reflect on what they learned throughout the project, and how what they learned connects to what they learned in previous grades and real life situations. • Throughout the entire project students will add to the “Needs to know” list, and the teacher will have workshops (mini-lessons) over material on the list. The teacher will announce when they are holding a workshop and at what time it will be at. The groups then decide if the entire group is going to go or if they are going to send one group member to go, take notes, and come back and explain it to the rest of them. The workshops will be held for only information the students are asking about on the “needs to know” list, if the teacher finds that the whole class needs a workshop(minilesson) over a specific areas, then they may have one. The whole class will have a lab over law 2, F=ma, at the end of the period, we will discuss as a class.

Description of Learners • The number of students per class can range from 18 to about 31. The majority of the classes throughout the day are GT level, but one class is co-teach. Co-teach classes are a mix of special ed, ESL, and average students, and an extra teacher is provided to help teach the class. There are multiple races in each class, the prominent ones are Caucasian, Indian, and Hispanic. There are African Americans and Asians in a couple of classes, but the one that sticks out the most is Indian. Every class is very diverse and represents a multitude of races. The school is a Title I school, so wealth of students ranges from high SES to low SES. The achievement level of the students ranges from above average to below average, but the dedication and willingness to learn is about equal throughout the students. Students in the co-teach class do move at a slower rate (about a day behind the GT classes), but the students work really hard on assignments, and most do try to learn the material. Individualized attention can be given to students who require it, because there is an extra teacher in the room for that specific purpose.

Prior Knowledge • 8.6 A PRIOR KNOWLEDGE • • 8.6 B PRIOR KNOWLEDGE • • 8.6 C PRIOR KNOWLEDGE •

National Standards/TEKS/Learning Objectives Science National Standards

TEKS

Learning Objectives

NS.5-8.1 SCIENCE AS INQUIRY As a result of activities in grades 5-8, all students should develop ! Abilities necessary to do scientific inquiry ! Understandings about scientific inquiry

8.(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

• Students will use scientific inquiry to analyze data, construct graphs from that data, and draw accurate conclusions. Students use a variety of tools in in order to collect, record, and analyze data.

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 8.(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: (A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and NS.5-8.2 PHYSICAL SCIENCE As a result of their activities in grades 5-8, all students should develop an understanding ! Motions and forces

(6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;

Students gain knowledge on balanced and unbalanced forces affecting the speed and direction of an objects motion, and differentiate between speed, velocity, and acceleration in order to draw real life examples and connections to Newton’s Laws of Motion.

(B) differentiate between speed, velocity, and acceleration; and (C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. NS.5-8.5 SCIENCE AND TECHNOLOGY As a result of activities in grades 5-8, all students should develop ! Abilities of technological design ! Understandings about science and technology

Students will draw connections between science and technology.

ELA National Standards

TEKS

Learning Objectives

National Standards/TEKS/Learning Objectives NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

(17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write a multi-paragraph essay to convey information about a topic that: (i) presents effective introductions and concluding paragraphs; (ii) contains a clearly stated purpose or controlling idea; (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies; (iv) accurately synthesizes ideas from several sources; and

Students will write texts to a specific audience with a specific purpose. Text will be organized with clearly stated purposes and effective introductions and conclusions.

NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

Students will create a concept map to understand content vocabulary. They will discover meaning through context and literacy resources.

(B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings; (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

NL-ENG.K-12.7 EVALUATING DATA Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that (A) draws conclusions and summarizes or paraphrases the findings in a systematic way; (B) marshals evidence to explain the topic and gives relevant reasons for conclusions; (C) presents the findings in a meaningful format; and

Students will take notes over research using Cornell notes. They will be able to summarize or paraphrase findings from research in systematic way, have evidence to explain the topic of Newtons Laws, and give relevant reasons for conclusions.

National Standards/TEKS/Learning Objectives NL-ENG.K-12 .8 DEVELOPING RESEARCH SKILLS Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

Students locate, gather, and explain research through relevant multitudes of sources. Information will be categorized and sources of information will be cited accurately in MLA format. Students will summarize or paraphrase research.

(B) categorize information thematically in order to see the larger constructs inherent in the information; (C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and (D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources. NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

(16) Writing. Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences.

Students will perform and a post assessment essay to to reflect on the project’s decisions, actions, and/or consequences of design flaws.

Math National Standards COMMUNICATION Instructional programs from prekindergarten through grade 12 should enable all students to ! organize and consolidate their mathematical thinking through communication; ! communicate their mathematical thinking coherently and clearly to peers, teachers, and others; ! analyze and evaluate the mathematical thinking and strategies of others; ! use the language of mathematics to express mathematical ideas precisely.

TEKS (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Learning Objectives Students will apply F=ma to real life situations/examples. They will use a problem-solving model to analyze data and information, and to make changes to their design model. Students will evaluate the effectiveness of their design model, using graphs and diagrams and effectively communicate their findings using accurate mathematical language.

National Standards/TEKS/Learning Objectives CONNECTIONS Instructional programs from prekindergarten through grade 12 should enable all students to ! recognize and use connections among mathematical ideas; ! understand how mathematical ideas interconnect and build on one another to produce a coherent whole; ! recognize and apply mathematics in contexts outside of mathematics.

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Students will apply F=ma to real life situations/examples. They will use a problem-solving model to analyze data and information, and to make changes to their design model. Students will evaluate the effectiveness of their design model, using graphs and diagrams and effectively communicate their findings using accurate mathematical language.

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. REPRESENTATION Instructional programs from prekindergarten through grade 12 should enable all students to ! create and use representations to organize, record, and communicate mathematical ideas; ! select, apply, and translate among mathematical representations to solve problems; ! use representations to model and interpret physical, social, and mathematical phenomena.

(8) Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to: (B) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants; (C) model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants; and (11) Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to: (A) construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;

Students will construct a scatter plot in order to demonstrate data collected from tests done on their design model.

TEKS Connections to ELA and Math

• ELA: • 8.17 • Students will be writing a great deal throughout the project. They will be writing to a specific audience when they create their proposal for the design model. Their pre-assessments and post-assessments will reflect how well they synthesized information from their resources and labs. Groups CER’s and summaries will also be a synthesis of information they have gathered. All writing assignments will convey meaning, and have strong introductions and conclusions. • 8. 2 • Students will be constructing their own concept map over Newton’s Laws. Groups will also develop their own concept maps over vocabulary words to present to the class. They can use online or print resources order to complete this. Students will also learn vocabulary through researching and use context to continue learning the words. Students will learn vocabulary through constant communication with each other, other groups, and presentations. By using vocabulary words students get repetition, which puts them in their long term memory bank. • 8.25 & 8.23 • During student research they will have to synthesize the information from their print and online resources. Students will paraphrase and summarize findings in their Cornell notes. They will follow the research plan that they were taught by the librarian earlier in the year. Students will use research strategies they have learned in order to locate current and accurate information. Students will have their notes organized and write bibliographic information on the top of their notes page, and on the cards given out by the library. They will know the difference between plagiarizing, paraphrasing and summarizing. • Math • 8.1 & 8.8 • Students apply mathematics to their real life design models by calculating the force, acceleration, and mass of their models with the Force formula. Students will apply mathematical strategies to design models and labs. They will do one lab over Law 2 which will require them to use formulas, variables and graphing. They will be required to analyze results from the test on their model design and lab results. This will be demonstrated through lab summaries and CER’s. • 8.11 • Students are graphing results from the design model tests, and labs over Law 2 data. They will be able to interpret data and its trends from the data and make interpretations of the graph in their summaries and CER’s.

Blooms Breakdown 8.6 A

8.6 B

8.6 C

(6) Force, motion, and energy. The student knows (6) Force, motion, and energy. The student knows (6) Force, motion, and energy. The student knows that there is a relationship between force, that there is a relationship between force, that there is a relationship between force, motion, and energy. The student is expected to: motion, and energy. The student is expected to: motion, and energy. The student is expected to: (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;

(B) differentiate between speed, velocity, and acceleration; and

(C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.

Understand: • How would you describe the change in motion/ direction? • Describe an example of what you could do to change the motion or direction of this object. •What do you observe when unbalanced or balanced forces act on this object?

Analyze: • What does velocity include that speed does not? • How are speed and velocity similar? • How is acceleration different from both speed and velocity?

Analyze: • Categorize each example by the law of motion it addresses. Some examples may fit more than one law. • Differentiate the laws of motion in the web below.

Apply: • How would you mathematically find the speed of this object? •What is wrong with the way this [show nonexample] calculation was performed?

Understand: • Explain the law of action-reaction in this video of a car crashing into a wall. • Demonstrate the law of inertia with these balls of three different masses.

Calendar Monday 1 • Pre-Assessment • Newton Research • Vocabulary Concept Map

Monday 6 • Research 3rd law • Lab/simulation for Newton’s 3rd law • Design Draft Monday 11 • Test & Analysis & CER

Monday 17

Tuesday 2

Wednesday 3

• Youtube videos: Engage Hook • Go over Design Challenges • Group Contract • Knows/Need to Know • Vocabulary Concept Map • Vocabulary Presentations

• Vocabulary Presentations • Research laws 1,2 • Lab/simulation for newtons 1st law • Lab/simulation for newton’s 2nd law

Tuesday 7

Wednesday 8

• Design Draft • Start creating design

Tuesday 12

• Mini presentations: skits • Design draft • Start creating design • Test & Analysis & CER Wednesday 14

• Concept Map of Newton’s Laws • Research Newtons Laws and • XBOX Entry Document/ how they relate to cars Hook: Henry Ford Article • Youtube video/ Class discussion

Tuesday 18

Wednesday 19

Thursday 4

Friday 5

• Research laws 1,2, 3 • Research laws 2,3 • Lab/simulation for newtons 1st • Lab/simulation for newtons 2nd law law • Lab/simulation for newton’s • Lab/simulation for newtons 3rd 2nd law law • Lab/simulation for newton’s 3rd law Thursday 9 • Design Draft • Create actual design • Test & Analysis & CER Thursday 15 • Play Formula 1 Video Game • Bonus Round if class finishes early

Thursday 20

• Groups put captions on videos • Groups put captions on videos • Groups put captions on videos • Final Presentations • Critical Friends • Critical Friends • Critical Friends

Friday 10 • Create actual design • Test & Analysis & CER

Friday 16 • Groups discuss where Newton’s Laws go in the video • Groups explain about their ride home the previous day, and how Newton’s Laws applied. • Car, bus, bike, skateboard, etc. Friday 21 • Final Presentations

Map The Design Challenge Performance Indicators

Already Learned

Taught before the Project

Taught During the Project

Vocabulary Development:( force, mass, acceleration, inertia, friction, sliding friction, air resistance, tension, weight, Newtonâ&#x20AC;&#x2122;s Laws, balanced & unbalanced forces, motion, projectile motion, circular motion, weight, instantaneous speed, average speed, velocity, momentum, gravity)

Explain Newtonâ&#x20AC;&#x2122;s first, second, third laws Explain balanced and unbalanced forces acting upon an object

Develop and interpret a free body diagram for force analysis (demonstrates the effects of forces on the motion of objects) Calculate force, mass, and acceleration using F=ma Generate and interpret graphs describing motion including the use of real time technology Analyze examples of uniform and accelerated motion including linear, projectile, and circular motion Conduct research using Cornell style format and produce an accurate bibliography

Construct a concept map for multiple purposes (vocabulary words and outlining)

Differentiate between speed, velocity, and acceleration and what they look like on a distance vs. Time graph

How interacting forces affect the speed and direction of an objects motion

Guiding Questions •

How do interacting forces affect the speed of an object’s motion?

•

How do interacting forces affect the direction of an object's motion?

•

How do different forces change an object’s motion?

•

How can one differentiate between speed, velocity, and acceleration on a graph?

•

How can one determine speed or velocity of an object given distance and time?

•

How are speed, velocity, and acceleration represented on a distance vs. time graph?

•

What is the difference between speed, velocity, and acceleration?

•

How does the mass of a body at rest affect its tendency to remain at rest?

•

How does the force required to move an object change with mass?

•

How does the force acting on an object affect its tendency to remain at rest?

Project Entry Document " You firm is struggling to remain open. You boss is desperate for someone to design the next greatest design. The company employs over 300 employees, and unless someone at the firm designs the ultimate design, then the firm will go out of business. The firm desperately needs investors, and as a drastic measure, your boss has decided to go out on a limb, and design multiple models in different areas (bridges, roller coasters, and catapults). The only downside is no one in the firm knows anything about Newton’s Laws of motion, and the other downside is neither do the investors. Your boss has secretly found out that one of the investors recently watched a documentary on Sir Isaac Newton, and would love to learn more about him and his great accomplishments. Your boss feels that if you can incorporate Newton’s Laws into your designs, then the investor will surely invest, saving the company and your job! You firm has decided to break the firm into teams, and each team is to pick from a design scenero and create the ultimate design model. Your boss has stated that whomever can get develop the best model, and the investor invests with the firm, will get an ultimate prize. His last words to his employees is, “Good luck! Your jobs and families depend on this!” " Your group will be designing either a bridge (3 types), a disaster aid catapult, or a roller coaster, and relating them to Newton’s Laws of Motion. The pitch to the investors (your class and teacher) must be creative and unlike anything anyone has ever seen! You will be creating a website for your investors to reference your work and research. Your group must think “outside the box” in order to impress the investor enough to invest in your model design, and save the firm!

Group Website Guidelines for Students • Homepage: • Bios and pics of group members • Group oath • Purpose for project/design • Research: • Vocabulary • Newton Research • Design and Law Research • Skit notes • XBOX Research • Presentation Notes • Labs and Simulations • Summary or answers to lab questions • Law 2 lab • CER’s : need to be labeled to distinguish between each one • Design Challenge • Design challenge entry document • Draft design blueprint • Design test and data analysis • Design changes/modifications • Pictures demonstrating building/testing of design • Final design blueprint • XBOX Challenge • Video with captions • References • Group Reflection of project • What did you like/dislike about the project? • What changes/modifications would you make to this project? • What would you add or take away from the requirements of the project? (How would you modify the rubric?) • Assessments Throughout Project • Individual member pre-assessment (or at least link to their yearly reflection journal) • Group vocabulary words concept map • LAB/SIMULATION write ups • Conclusions Questions/CER (learned previously) • Individual concept map quiz (or at least link to their yearly reflection journal) • Individual member post-assessment (or at least link to their yearly reflection journal)

Modifications:

Students in the first block class will be given the options of doing a design model over only the bridge and the roller coaster. There is a co-teacher in the room, so there will be extra help provided to students that need it. Students will also use only iMovie in order to put captions on their Formula 1 videos, and they will also be able to the youtube video on what it should look like. This will make it easier for groups to help each other and collaborate and do critical friends with each other. Students will complete the vocabulary and Newton Concept Maps Quiz, but will be given extra time in class to complete them. The teacher will help find articles for them to read that are on their reading level through the library website. The teacher will not give them websites, but will help guide them to finding the correct one for them to read. For the graphs on the labs, the teacher will provide extra assistance to students who need it.

Extensions:

Groups will be able to extend their knowledge on doing a karaoke of one of the music videos of Newton’s Laws, or creating their own rap/song for Newton’s Laws. Also, on the quiz, students will be able to earn extra points if they complete more than 2 examples with pictures.

Design Lesson (Day 1- 2: Who Was Sir Isaac Newton?) • TEKS: • Science- 8.2E, 8.4A,8.6ABC • ELA- 8.7, 8.2BE, 8.16,8.17A(i-iv), 8.23ABCD, 8.25ABC • Math-8.1ABDG, 8.11A National Standards: NS.5-8.1 SCIENCE AS INQUIRY NS.5-8.2 PHYSICAL SCIENCE NS.5-8.5 SCIENCE AND TECHNOLOGY

NL-ENG.K-12.3 EVALUATION STRATEGIES NL-ENG.K-12.4 COMMUNICATION SKILLS NL-ENG.K-12.5 COMMUNICATION STRATEGIES NL-ENG.K-12.7 EVALUATING DATA NL-ENG.K-12 .8 DEVELOPING RESEARCH SKILLS NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS NM.5-12.5 DATA ANALYSIS AND PROBABILITY NM.5-12 .8 COMMUNICATION NM.5-12 .9 CONNECTIONS NM.5-12.10 REPRESENTATION

• Theme/ “Big Idea”: • Project Entry Document " You firm is struggling to remain open. You boss is desperate for someone to design the next greatest design. The company employs over 300 employees, and unless someone at the firm designs the ultimate design, then the firm will go out of business. The firm desperately needs investors, and as a drastic measure, your boss has decided to go out on a limb, and design multiple models in different areas (bridges, roller coasters, and catapults). The only downside is no one in the firm knows anything about Newton’s Laws of motion, and the other downside is neither do the investors. Your boss has secretly found out that one of the investors recently watched a documentary on Sir Isaac Newton, and would love to learn more about him and his great accomplishments. Your boss feels that if you can incorporate Newton’s Laws into your designs, then the investor will surely invest, saving the company and your job! You firm has decided to break the firm into teams, and each team is to pick from a design scenero and create the ultimate design model. Your boss has stated that whomever can get develop the best model, and the investor invests with the firm, will get an ultimate prize. His last words to his employees is, “Good luck! Your jobs and families depend on this!” " Your group will be designing either a bridge (3 types), a disaster aid catapult, or a roller coaster, and relating them to Newton’s Laws of Motion. The pitch to the investors (your class and teacher) must be creative and unlike anything anyone has ever seen! You will be creating a website for your investors to reference your work and research. Your group must think “outside the box” in order to impress the investor enough to invest in your model design, and save the firm!

Design Lesson (Day 1- 2: Who Was Sir Isaac Newton?) • Careers: Historian • Connections: Students learn how to find an answer when one is not readily available. Engage

Elaborate

• Watch Newton’s Intro video • http://www.youtube.com/watch?v=jwPc0kK9VHU • Newton interactive video • http://science.discovery.com/interactives/literacy/newton/newton.html • Pre-Assessment Entry • Vocabulary words are passed out to students for homework the a couple of days in advance, before the unit starts, so that students gain a prior knowledge of vocabulary.

• Sir Isaac Newton Research • Students will conduct research over who Newton was, what he did, and who he was influenced by. • Vocabulary words are passed out to students for homework the previously. Each student in the group will have a different vocabulary word, and will create a “mini” vocabulary concept map, that includes the dictionary definition, their own definition, and 2 examples of the word. Groups will then take each individual members “mini” concept map, and create an even larger vocabulary concept map, by combining all of their vocabulary words. The groups will then present their concept maps and share them with the class via the class blog.

• Materials: • Newton intro video, Newton interactive video, pre-assessment explanation, vocabulary words and explanation, computers, internet access, smart board

• Materials: • Computers, internet access, smart board

Explain

Elaborate

• Groups will explain their concept maps to the class.

• The class will put together all of the groups concepts maps into one full concept map using Bubble.Us. Each group will add their maps to the class concept map, so that every group may use is.

• Materials: • Groups concept maps, skit rubrics

• Materials: • Smart board, computers, internet access, Evaluate

• Pre-Assessment Entry • Vocabulary Concept Map • Materials: • Pre-assessment rubric, vocabulary concept map rubric

Design Lesson (Day 2-11: RESEARCH) • TEKS: • Science- 8.2E, 8.4A,8.6ABC • ELA- 8.7, 8.2BE, 8.16,8.17A(i-iv), 8.23ABCD, 8.25ABC • Math-8.1ABDG, 8.11A National Standards: NS.5-8.1 SCIENCE AS INQUIRY NS.5-8.2 PHYSICAL SCIENCE NS.5-8.5 SCIENCE AND TECHNOLOGY

• Theme/ “Big Idea”: Students apply knowledge of Newton’s laws to design and production of a bridge meant to hold a certain amount of weight. • Entry Document/Design Challenge: A recent disaster has struck your hometown. A bridge that connected your small town to the nearest major city has collapsed. Without the bridge, supply delivery to your town will be extremely delayed or impossible. It is up to you and your team of extraordinary engineers to quickly design a bridge that will be sturdy enough to support the traffic of passenger vehicles and large supply trucks. Decide on which bridge type support (suspension, beam, and arch) for bridges you would like to use in your design model challenge. • Careers: Civil Engineer • Connections: Students encounter most design models in everyday life, and it is important for them to be able to connect Newton’s laws to the models. Students also have previously learned about catapults, it is important for them to understand how ancient civilizations and societies were able to apply Newton’s Laws without even knowing it possibly. Engage •Intro videos from youtube: • Watch the Sara Bryan song over Newton’s Laws, • http://www.youtube.com/watch?v=7C7u7kT6EqI • Watch Mr. Chadwick 2nd Law video • http://www.youtube.com/watch?v=4GgEyvPbzDE&feature=relmfu •Watch the fail video from youtube for 3rd law. • http://www.youtube.com/watch?v=5lUE59U0kxQ •Introduce Design Challenge •Construct a group contract. You will include… • At least 4 rules before someone is kicked out of the group. •5 expectations of every member of the group. •Individual group members strengths and weaknesses. •An oath of the group •Signatures of all group members with the date •Teacher signature on contract (notary) •Knows and needs to know class chart

Elaborate •Students will conduct research over bridges and bridge construction, and how Newton’s laws are applied •Should contain group notes (Cornell), with individual contribution notes (Cornell) that is color coded •Labs/Simulations done throughout project •You must do the lab for Newton’s 2nd law and answer the lab questions and complete a CER (Claim, Evidence, Reasoning) over it. Students are going to put the Lab questions and CER under the labs section of their webpage. •You must pick either a lab or a SMU video lab simulation and write a summary over it and a CER over the experiment.

Design Lesson (Day 2-11: RESEARCH) •Bridge Group Discussion •Students who are choosing to do the bridge design model will watch youtube videos about Understanding Bridges. •http://www.youtube.com/watch?v=rbrhwTvrxHk •http://www.youtube.com/watch?v=vTFwTDSYVWI •Answer these questions in your reflections section of your webpage. •Have you ever crossed any of these bridges in DFW? •Which is the most common bridge we have in DFW? •Why is it so common? •Do we have any family member who are or have built a bridge? •Was it easy or hard? •Why do we need bridges? •Catapult Group Discussion Watch this video and then answer the discussion questions with your group. http://www.youtube.com/watch?v=53T58XKqPFE •Answer these questions in your reflections section of your webpage. •Have you ever been stranded in a flood? •What was it/would it be like? •How would you get food? Water? Medical care? •What do you know about catapults? •How do they work? •What are the components in a catapult? •How do you build a catapult? •How far can something be launched from a catapult? •

•Bridge : •1st Law Labs •Mystery Box Activities •Activity 1: What is in the box •Activity 2: Counting •Activity 3: Washers •Activity 4: You decide •Friction Lab (after hands on manual) •2nd law labs: •Force, mass, acceleration lab with handout •Brick pull (after hands on manual) •3rd law labs: •Balloon Racers •The attacking lid (after hands on manual) • Catapult: • 1st Law: •Soda Pull •Pendulum •2nd Law: • Acceleration •Force, mass, acceleration lab with handout •3rd Law: •The Attacking Lid • Catapult • Balloon Rockets • Marshmallow Catapult Activity

Design Lesson (Day 2-11: RESEARCH) • Roller Coaster Group Discussion Watch this video and then answer the group discussion questions. http://www.youtube.com/watch?v=kG8fsrVQ_30 http://www.youtube.com/watch?v=LXv1Oe_aubY •Answer these questions in your reflections section of your webpage. •What problems would we face if we wanted to build a roller coaster? •What are the pros/cons of roller coaster? •How would you load test a roller coaster? •What resources are needed? How long will it take? •Are there roller coasters being built in your community, if so, what have you observed? •

Engage Materials •Computers with internet access •Smart board •Newton’s Laws youtube videos •Group discussion questions from specific model design youtube video Explain

•Roller Coaster Labs: •1st Law •Earth Mood Model • Slopes & Roller Coasters •2nd Law •Collisions • Force, mass, acceleration lab with handout •3rd Law •Paddle Boat • Rotating Jet Balloons • Balloon Rockets •If you wish to do another lab from the lab selections list you may with teacher approval, but one lab per law must be completed. The labs packet will be on the class website. • Explore Materials •Computers with internet access •Smart board •Handouts for labs •Materials for all the labs are attached •SMU Lab Videos Link: http://www.ap.smu.ca/demos/ Elaborate

Design Lesson (Day 2-11: RESEARCH) •Mini-Presentations •Brainstorm and research on how to build a model bridge •Create three skits or one skit that will explain to the class each of Newton’s three •Students will create a draft blueprint after researching about their model and laws using your design challenge as the inspiration. (the skit pertains to your design discuss the questions below. challenge so the class can get more examples of how Newton’s Laws apply to more •Think about these questions as your group designs your modelexamples of real life situations.) The group must have at least one prop for each skit. •What problems would we face if we wanted to build a bridge? What are the pros/ Students will be required to answer questions posed by the class/teacher upon cons of suspension, beam, and arch support bridges? How would you load test a completion of their performance. See RUBRIC for presentation details. bridge? What resources are needed? How long will it take? Are there bridges •Students that are not presenting will be taking Cornell notes over the different being built in your community, if so, what have you observed? presentations so that they can understand how the laws apply to more than just one •Research possible model construction real world example. •Gather materials for the presentation and model: only recycled materials from the school, home, or city. Students cannot spend ANY money on the model itself unless it is a special glue or tape, All other structural parts of the design must be made out of recycled goods. •Student groups build model bridge type they chose • Test the model: collect and analyze the data gathered from at least 5 tests done with their design model, graph their data, if changes or modifications are needed to be made, then students can make them, but they must do their test and data analysis again, and then complete a CER over the entire testing phase. The CER will include what they claimed the design model would be able to do, the evidence is the data they collected and the graph that they created from the data, and the reasoning is the evidence and research coming together to prove their claim. •See attachment for restrictions and testing guidelines. This will be made available to students •Prepare the presentation •Write the proposal/sales pitch to the investors: This is going to be a brief description of the design process, talking about the testing of the model, how it works, and what makes their design better than all the others. Proposals should be creative and engaging for the investors, they should not be just a powerpoint. Students should discuss how and why Newton’s Laws apply to their bridge design. •Look at bridge restriction and testing handout for additional guidelines on design of bridge. Also, take a look at the rubrics for the design model. Explain Materials

Elaborate Materials/Equipment

Design Lesson (Day 2-11: RESEARCH) •Computers with internet access •Smart board •Props for skits lain Activity Resources •Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/ cornellnotes.html

•Computers with internet access •Smart board •Design Model Materials: collected from only recycled goods. Students can only spend $5 per person on the entire model/project. The models should be made out of recycled goods that they have found at home, school, or the city. The reason for the $5 per person is if they need special glue or poster, they cannot spend money on the structural part of the design. •Bridge Research http://42explore.com/bridge.htm •Bridge testing and construction guidelines http://www.balsabridge.com/bbrules.html Evaluate

•Formative Assessments •Group Vocabulary Concept Map •Individual Newton’s Laws Concept Map Quiz •Group/Individual Mini-Presentations (Skits) from groups •Group Model Design test •Reflections & CERs of test and data collection and analysis • Materials: • Rubrics for vocabulary concept map, pre-assessment, newtons laws concept map quiz, group/individual mini presentations (skits), tests and data analysis

Model Rubric Category

Information Gathering

Accurate information taken from several sources in a systematic manner.

Accurate information taken from a couple of sources in a systematic manner.

Accurate information taken Information taken from only one from a couple of sources source and/or information not but not systematically. accurate.

Plan

Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is otherwise inadequately labeled.

ConstructionMaterials

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

Function

Structure functions Structure functions well, extraordinarily well, holding holding up under typical up under atypical stresses. stresses.

Score

Structure functions pretty Fatal flaws in function with complete well, but deteriorates under failure under typical stresses. typical stresses.

Test & Data Analysis & CERâ&#x20AC;&#x2122;s

Final Score

SKIT RUBRIC Category

Speaks Clearly

Speaks clearly and distinctly all (100- 95%) the time, and mispronounces no words.

Uses vocabulary appropriate for the audience and topic. Vocabulary Extends audience vocabulary by defining words that might be new to most of the audience.

2 Speaks clearly and distinctly most ( 94- 85%) of the time. Mispronounces no more than one word.

Uses vocabulary appropriate for the audience and topic. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the Uses several (5 or more) words audience and topic. Does not include or phrases that are not any vocabulary that might be new to understood by the audience. the audience.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Shows a full understanding of the topic.

Stays on Topic

Stays on topic all (100%) of the Stays on topic most (99-90%) of the Stays on topic some (89%-75%) of time. time. the time.

Props

Score

Speaks clearly and distinctly all (100- 95%) the time, but mispronounces one word.

Content

Student uses several props (could include costume) that show considerable work/ creativity and which make the presentation better

1 Often mumbles or can not be understood OR mispronounces more than one word.

Does not seem to understand the topic very well.

It was hard to tell what the topic was.

Student uses 1 prop that shows The student uses no props OR Student uses 1 prop which makes the considerable work/creativity and the props chosen detract from presentation better. which make the presentation better. the presentation.

Final Score

Other Resources That Can be Used By Students For Research • Ladyiceteacher • Law 1 video rap • http://www.youtube.com/watch?v=OaKc4PlrEY8&feature=endscreen • Law 2 • http://www.youtube.com/watch?v=FhvMFV5qDRc&feature=endscreen • Law 3 • http://www.youtube.com/watch?v=sbknP8yHBio&feature=endscreen • Race Car Research Link • http://www.boscobel.k12.wi.us/~schnrich/newton's_3rd_law1.htm • Webquest • http://www.questgarden.com/86/07/1/100228175329/index.htm • RESOURCE CITE FOR STUDENTS: EXPLORE LEARNING LABS SHEETS • http://www.myscience8.com/mechanics.html • SMU Labs Video Demonstration • http://www.ap.smu.ca/demos/ • UNT Physics help • http://www.phys.unt.edu/~klittler/unt_physics_applets_links.html

Design Lesson (Day 12-21: XBOX ACTIVITY ) • TEKS: • Science- 8.2E, 8.4A,8.6ABC • ELA- 8.7, 8.2BE, 8.16,8.17A(i-iv), 8.23ABCD, 8.25ABC • Math-8.1ABDG, 8.11A National Standards: NS.5-8.1 SCIENCE AS INQUIRY NS.5-8.2 PHYSICAL SCIENCE NS.5-8.5 SCIENCE AND TECHNOLOGY

• Theme/ “Big Idea”: Students will add captions of Newton’s laws being applied (how and why they are being applied) throughout a video created from a group member playing the race car game Formula 1. • Entry Document/Design Challenge: • Careers: Race Car Driver, Mechanical Engineering • Connections: Students will see how race cars and daily driving can apply to newtons laws. Engage

Elaborate

•Discuss car crashes, and how seatbelts and other safety devices save lives. •Identify the reaction force when an action force is given. • Skateboard Demonstration: teacher will do a demonstration using one student for help, and the class will discuss: •When you stand on a skateboard and push against a wall, you are accelerated backwards. What force accelerates you?

•Students conduct research over race cars and how Newton’s laws apply to them. • They will include how the restraints work and apply to the laws. • How speeding up and slowing down applies to the laws. • What happens if they hit a wall or another car. • One link students can use is: • Race Car Research Link • http://www.boscobel.k12.wi.us/~schnrich/newton's_3rd_law1.htm •

• Class Discussion:

Indy cars reach racing speeds using Newton's Third Law which says that for every action force, there is an equal and opposite reaction force. Thus racecars wide sticky tires push against the track. The track in turn pushes back on the tires in the opposite direction. This reaction force accelerates the car. Racing tires are wide and sticky so that they can exert the largest possible force against the track. In return, the track will exert a large force against the tires accelerating the car to racing speeds. •Have students read Henry Ford Article individually and then have them discuss in groups. Have groups take notes over the article. http://www.thehenryford.org/education/erb/ ScienceAutoRacingUnitPlanBackground2A.pdf Playing XBOXs Formula 1 game

Design Lesson (Day 12-21: XBOX ACTIVITY ) • Materials: • Xbox, smart board, skateboard, computers with internet access, class attention

• Materials: • Computers with internet access, cornell style notes and reference resource from library

Explain

Elaborate

• Students go through and as a group point out and explain where Newton’s laws •Students add accurate captions of Newton’s laws and how and why they are taking are taking place within the video, and why they are taking place. place in the video they recorded on Formula 1. • Individual Formative Assessment: • Group Discussion: Student will explain their drive to or from school, or a drive that they have been on (can be to mall, grocery, barber, etc.), and explain how Newton’s laws were being applied on their drive to their designation. • • Materials: • Computers with internet access, critical friends description, cooltoolsforschools.com ( for students to pick site to put captions on video or they can use iMovie or adobe)

• Materials: • Computers with internet access, critical friends description, cooltoolsforschools.com ( for students to pick site to put captions on video or they can use iMovie or adobe)

Evaluate •Videos with captions of Newton’s laws and how and why they are being applied throughout the video. • Materials: • Rubric for video, student website link emailed to teacher

Example of what video should look like: http://www.youtube.com/watch?v=ovUfNM3q6t0 What Captions Should Look Like: Newton’s first law – When a car is stationary, it will remain stationary until a force acts on it. When the driver steps on the accelerator, a force acts on the car and the car moves. The car will keep moving at the same speed and direction until a force acts on it. When the driver brakes or when there is too much friction on the road, the car will slow down or stop. Newton’s second law is F = ma. The greater the mass, the greater the acceleration for the same force. F1 cars are designed to be light so that there is great acceleration for a small amount of force. Newton’s third law - For every action there is an equal and opposite reaction When the car accelerates, the motor and engine transfer force to the tires, which push backwards against the track. The track pushes back on the race car, causing the race car to move forward. When two forces push against each other, the less mass the object has, the faster it will move. Instantaneous speed is the speed at a moment in time. It is the speed shown in the car’s speedometer. Average speed is the speed for an entire journey. It is calculated by distance travelled divided by time. Acceleration is when a car slows down, speeds up or changes direction.

Lesson 2 Newton’s Three Laws and Racing Background Information Sheet for Students 2A (page 1 of 3)

6M_\WV¼[ \PZMM TI_[ and Racing Questions for Analysis

Momentum

– What are Newton’s laws of motion? – How do Newton’s laws of motion apply to automobile racing today?

The combined mass and velocity of an object, or mass times velocity. Safety features

In an automobile, things that make the car safer or that make racing safer.

Key Concepts Acceleration

Speed

The rate at which an object’s velocity changes; a = ∆ v/ ∆ t.

The distance an object travels divided by the time it takes to travel the distance.

Air resistance

Velocity

The force created by the air when it pushes back against an object’s motion.

The speed of an object, including its direction. Weight

Force

The force of gravity pulling on an object. Weight equals mass times the acceleration due to gravity.

Any push or pull. Friction

Background

The opposing force between two objects that are in contact with and moving against each other. Inertia

An object’s tendency to resist any changes in motion. Mass

Isaac Newton was an English physicist and mathematician who lived from 1642 to 1727. He worked in many areas of physics, but he is primarily known for his three laws of motion. These laws of motion can help us describe the speed, acceleration, thrills and dangers of automobile racing.

The amount of matter in an object. Continued…

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Science, Life Skills and Innovations in American Automobile Racing | Unit Plan

Lesson 2 Newton’s Three Laws and Racing Background Information Sheet for Students 2A (page 2 of 3)

Racing Oral History Interviews Listen to Jim Hall talk about changing force and changing how fast cars will go. He also discusses how he works within the rules and yet still tries to find ways to make his car go faster. – Jim Hall: Safety Rules – Jim Hall: Engineer to Go Faster

Newton’s First Law – The Law of Inertia Newton’s first law is called the law of inertia. Inertia is the resistance to change in motion. Newton’s first law states that a body at rest remains at rest and that a body in motion remains in motion unless acted upon by an outside force. This law means that once we start moving, we continue moving. In everyday life, we exhibit inertia because we tend to keep doing what we are already doing. When we are up, we like to stay up. If we are sitting or sleeping, we like to stay sitting or sleeping. If a car is standing still without the motor running, the car will remain there. Look at the picture of the drag race car sitting in front of Henry Ford Museum. [Willys Gasser, 1958 (side view ID# THF69391)] As long as the engine is not started and no one pushes this car, it will remain where it is. If a driver starts the engine and pushes the accelerator, the motor produces a force that moves the car forward. The driver and passengers feel as though they are thrown or pushed backwards, but actually the car goes forward and the driver and passengers remain where they are. When the car accelerates forward and the car seats hit them in their backs, they feel as though they are being thrown backwards.

Newton’s first law can also be seen in a car that is stationary and gets hit in the rear end. The driver feels as if he or she flies backwards, but actually the car is pushed forward, leaving the driver behind. There are many safety features designed to protect race car drivers. Race cars have high-backed seats so that when the drivers accelerate forward, their entire body goes forward with the car. Look at the picture of the inside of Lyn St. James’s race car with its tall car seats. [Lyn St. James Suited Up in Race Car, Giving a ThumbsUp, 2008 ID# THF58671] Racecar drivers’ heads do not snap back because they are up against a tall seat. In your family car, your car’s head rests and seats keep you from feeling as though you are thrown backwards.

Once race cars reach a high rate of speed, they continue at the high rate of speed, according to Newton’s first law. [Start of the Indianapolis 500 Race, 1937 ID# THF68313] If there is a crash and the car is stopped by an outside force (for example, another car or a wall), the driver keeps on going. Safety belts help slow the driver to prevent him or her from flying out of the car or from hitting the front windshield. In a passenger car, air bags slow the driver and passenger. In a modern race car, the race car safety belts are called 5-point belts. They go around both shoulders as well as around the waist and down to the center of the front of the seat, and they attach at 5 points. Modern race drivers also use a HANS Device, which wraps around the driver’s neck to help protect his or her neck from flying side to side. Five-point belts and HANS Devices help protect race car drivers from the effects of Newton’s first law.

Science, Life Skills and Innovations in American Automobile Racing | Unit Plan

Continued…

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Lesson 2 Newton’s Three Laws and Racing Background Information Sheet for Students 2A (page 3 of 3)

Look at the picture of an Indy race car. [March 84C Race Car, 1984 (cockpit view ID# THF69363)] In

serious auto racing accidents, especially those that involve Indy-style cars (called open wheel race cars), many pieces of the car fly off. Why is it actually good that parts fly off the race car? Rather than the energy going into the driver, the kinetic energy can be dissipated in the flying parts. Roll bars are also used to prevent the car from crushing around the driver.

Newton’s Second Law – F = ma Newton’s second law can be stated mathematically as force equals mass times velocity, written as F = ma. An unbalanced force will create acceleration. The greater is the force, the greater will be the acceleration. The greater the mass, the less the acceleration. Thus a car with larger mass will accelerate more slowly. What do car builders and engineers do to increase acceleration and speed? Race car designers and innovators aim for the most powerful engine possible, for more force and acceleration. The designers also want to make the car lighter so that the car has better acceleration and speed. Most races regulate engine size, so designers or car builders cannot put too large an engine in their race car. Therefore, race car builders try to make cars lighter where possible, by using aluminum or plastic rather than steel, which is heavier. Many wheel rims are made from lightweight magnesium to decrease mass in the car. Look how light the 1960 Slingshot dragster looks. [Buck & Thompson Class D Slingshot Dragster, 1960 ID# THF36041] The Slingshot car is very light. It is designed and built for drag racing, where the track is straight and only a quarter-mile long.

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Notice the 1902 Ford 999 race car built by Henry Ford. [Race Car “999” Built by Henry Ford, 1902 ID# THF70568] The 999 car had a large, 1,150-cubicinch engine to provide a large force to make it accelerate and go fast. Notice how heavy the 999 car is; its weight slows it down.

Newton’s Third Law – Action and Reaction Newton’s third law states that for every action in one direction, there is an equal and opposite reaction. Another way to state the third law is for every force in one direction, there is an equal and opposite force in the other direction. When a race car accelerates, the motor and engine transfer force to the tires, which push backwards against the pavement. The pavement or track pushes back on the race car. Because forces cause objects to accelerate, the car moves forward. When two forces push against each other, the lighter object moves farther and faster. Thus the car moves rather than the track. If there is gravel or dirt on the track, then the track does move, in a way: You see the gravel or dirt fly back as the car goes forward. There are numerous examples of action and reaction in everyday situations. When a jet is flying, the engine forces hot gas out in one direction and the jet flies in the opposite direction. A swimmer pulls water backward to propel forward. A bullet is shot out of a gun in one direction and the gun recoils in the opposite direction. Sometimes motion is expressed by the term momentum. The momentum of an object, such as a race car, is the combination of its mass and its velocity. When two objects push against each other, they go in opposite directions, and the momentum in one direction equals the momentum in the other direction.

Science, Life Skills and Innovations in American Automobile Racing | Unit Plan

Labs & Simulations for Each Model Recommended Labs for each Model

•Each group will choose from their selected labs, they will then write a summary about the lab they just performed and how Newton’s Laws were being applied. They will write a summary about what they did in the lab, and use content language (vocabulary words) to describe what was happening. They will explain how things are happening in the lab, and why they are happening, and then explain the relevance to Newton’s Laws. • The labs are used as a resource, and if students wish to interview another group about the lab they did, then they must cite that group as a source. They can read other groups CER’s and summaries, and talk with them about the lab. This must be done in a special area of the class (corner in front of teachers desk) to monitor the task of the group. They must tell the teacher they are conducing an interview, this is to keep order in the room throughout the project, and make sure everyone is on task. 1st Law Bridge

Catapult

Roller Coasters

2nd Law

3rd Law

• Friction • Mystery Box Activity

• Brick Pull • Force, mass, acceleration lab with handout

• Balloon Rockets • The Attacking Lids

• Soda Pull • Pendulum

• Acceleration • Force, mass, acceleration lab with handout

• The Attacking Lid • Catapult • Balloon Rockets • Marshmallow Activity

• Earth Mood Model • Slopes & Roller Coasters

• Collisions • Force, mass, acceleration lab with handout

• Paddle Boat • Rotating Jet Balloons • Balloon Rockets

Materials List for Labs Ramps

Marbles

Meter Sticks

Tape

Books

String

Washers

Straws

String

Paper clips

Clocks

2 liter soda bottle

Rubber Bands

Scissors

Rulers

Water

Newton Scale: PASCO

Baby Food Jar

Empty 1 gallon milk jug

Sand paper

Wax paper

Pam

Poster board

Playing Cards

Wheeled Carrier (large enough to hold milk jug)

Ping pong balls

Tinted soapy water

Graph paper

Clay

Toy cars

Balloons

Chairs

Cardboard

Clothespin

Straight pin

Manilla folders

Paper punch

Pennies

Aluminum foil

Towels

2 carts

2 pulleys

2 hook mass holders (PASCO)

2 Barbies

2 blocks of wood

Small white jewelry/ specimen box

Triple beam balance

2 photogates (PASCO)

Timers

3 weights

Mini Marshmallows

Popsicle sticks

Glue

Mystery Box Lab for Bridge

•Research over bridges and bridge construction, and how Newton’s laws are applied •Should contain group notes, with individual contribution notes that is color coded •Labs/Simulations done throughout project 1st law labs: Newton’s First Law: Mystery Box Activities Mystery Box Provide each pair of students with a small white cardboard specimen/jewelry box containing 12 washers and secured with a rubber band. On the inside of the box, number the corners on the bottom piece of the box 1, 2, 3, 4.

Activity 1: What is in the box? Without opening the box, determine what is in the box. Make a hypothesis on both the quantity and the quality of the objects.

Activity 2: Counting      

Place a washer on the inside of the bottom of the box. Put the washer directly on the #1. Your goal is to move the washer from #1to#2to#3to#4 and back to#1. You can’t lift the box off the table and you can’t pick up the washer. Is it better to move the box quickly or slowly to be successful? Is it better to move the box toward or away from the number you are trying to get the washer to go to? Explain how inertia is involved in this game.

Activity 3: Washers        

Place a washer on the box top (upside down). You may place the washer anywhere on the box top. The goal is to flick the box top out from under the washer. The washer must remain in place and flat. Try to keep adding washers in a stack. The stack must remain standing. How many washers were left standing? What is a technique that you used to be more successful? Explain how inertia was involved in this game.

Activity 4: You decide  Create a game that involves washers, the box, and one other item.  The game must involve Newton’s 1st Law of Motion.  Describe your game including rules, objective, how it relates to inertia, and a picture.

Force, Mass and Acceleration Lab Problem Question: How are force, mass, and acceleration related? Hypothesis: ______________________________________________________________________________ __________________________________________________________________ Pre Lab Questions 1. What is required to change the motion of an object (to get it moving or make it stop)?

2. In what ways can you change the amount of force acting on a car as it moves down a ramp?

*** Ignore the lesson layout, just read number 4 for this page. 3. What forces are acting on a car rolling down a ramp if you don’t apply any force to the car?

4. What units do you use to measure force?

5. What are the equations for speed and acceleration?

Procedure: 1. Take the mass of the car. 2. Calculate the force of the car moving down the ramp: F=W=mg. 3. Place the photogates 1 ft apart. 4. Roll the car down the ramp and record the three times: Time A (A light lit), Time B (B light lit), and Time A to B (Both lights lit) 5. Calculate the speeds at A and B. The length of the car “wing” that passes through the photogate is 5 cm. Times A and B represent the time it takes that part of the car to travel through the photogate. Use this information to calculate the speed of the car at points A and B. speed A= 5cm/Time A

last updated 10/8/08

speed B = 5cm/Time B 3. Calculate the Acceleration using Speed at A, Speed at B and Time A to B. (Speed B – Speed A)/Time A to B 4. Add a weight to the car and repeat steps 1-3. 5. Repeat step 4 with two weights, and then three weights. Data # of weights

Mass (kg)

Force (N)

Time A (s)

Time B (s)

Time AB (s)

Speed A (m/s)

Speed B (m/s)

Acceleration (m/s2)

0 1 2 3 Analysis 1. List 3 observations you can make about your data by looking at your table?

2. How are force and motion related?

3. How does this lab relate to Newton’s second law? (include a sentence and an equation in your answer)

last updated 10/8/08

Bridging Gaps with Physics Recent disaster has struck your hometown. A bridge traversing a deep canyon and connecting your small hometown to the nearest major city has collapsed. Without this bridge, supply delivery to your town will be extremely delayed if not impossible. It is up to you and your team of brilliant engineers to quickly design a bridge that will be sturdy enough to support the traffic of passenger vehicles and large supply trucks. The team of engineers chosen to build the bridge for the town will be the team that creates the sturdiest design. Teams will build a model of their bridge which will be tested in class. CONSTRUCTION RESTRICTIONS 1. Materials used in the construction of the bridge shall consist only of commercially available rectangular balsa stock and glue. 2. The total mass of the bridge plus glue must not exceed 100.0 g. 3. The bridge shall contain no element wider than 1.0 cm (3/8 ") nor thicker than 0.65 cm (1/4 ") Two or more elements, each separately meeting this requirement, may be laminated together to construct members exceeding these dimensions. 4. The bridge shall be "free standing". 5. An approximately level, smooth roadway surface, of minimum length 40.0 cm and with a vertical clearance of at least 5.0 cm, shall be provided, across which a small metal car (e.g. Matchbox, Hot Wheels) will roll when given a single light push of the hand. This roadway shall have a minimum width of 5.0 cm and shall allow a 5.0cm cube to pass freely along its extent. Note: the roadway materials must conform to rule (3).

BRIDGE TESTING 1. The bridge pedestals shall be placed on level surfaces separated by approximately 35 cm. These surfaces shall be level with respect to each other. 2. The standard test frame will be placed on the roadway over the centre of the bridge span. Depending on the bridge design, the load applied to the bridge shall either be suspended from a single 1/2 " diameter rod placed in the centre slot of the test frame, or from two such rods placed in the outer slots. Where either option will work, the judge(s) shall decide on the method to be used. 3. A container shall be suspended from the load-supporting frame. To this container (which may be pre-weighted with steel weights as warranted in the opinion of the judge(s)), dry sand and/or steel weights shall be added at a slow, steady rate, until either an audible cracking sound together with visual evidence indicates the failure of some structural member or glue joint of the bridge, or until a suitable reference point on the roadway at the centre of the span has been lowered by more than 1.0 cm.

ÂŠ 2008 Transformation 2013

last updated 10/8/08

4. The total mass of the test frame, container, hanging devices and container contents shall be recorded as the competitor's score. Standard Test Frame

Day 1: Research Using library resources or the internet, research bridge design and construction. Take notes on a separate sheet of paper. These notes will need to be turned in with you design plan. Day 2: Design plan Sketch your bridge design below. Label important structural features that your team has included. Provide information on measurements. Use an additional sheet if necessary.

Day 3: Building Make sure you follow the construction guidelines! Day 4: Test See testing information. Day 5: Analysis Essay The essay should include an explanation of how the bridge relates to all 3 of Newtonâ&#x20AC;&#x2122;s laws. (5 points earned for each correct explanation) A free-body diagram of the bridge with the load should be included with calculated values for forces present (5 pts each correctly labeled force, 5 pts each correctly calculated force). Maximum points possible: 35.

ÂŠ 2008 Transformation 2013

last updated 10/8/08

Pendulum

Abstract

Earth-Moon Model

The purpose of this session is to demonstrate a variety of strategies that help children learn observation techniques, organize data collection and develop meaningful relationships between the activity and a child-generated concision.

Egg Drop

Soda Pull

Friction

What to Do After the Hands-Are-On

There are five simple demonstrations (hands-on student experiments) for each of Newton's Laws. The presenters assume that students are working collaboratively. Student activities for observation, data collection, analyses and conclusion writing will follow each demonstration. These will include questioning techniques (oral and written), group and class charts, framing, student constructed data charts, constructing inferences from observations, identifying variables, making dependable predictions, finding evidence to prove your theory and writing activity-appropriate conclusions. Class management will be briefly discusses as it relates to the critical thinking activities. Participants will have the option of participating as a "child"; a complete handout is available.

Law 2

SOURCES

The acceleration of an object is directly proportional to the net force acting on the object, is in the direction of net force, and is inversely proportional to the mass of the object.

Robert Wood, Science for Kids: 39 Easy Engineering Experiments. Tab Books, Blue Ridge Summit, PA, 1992

Ronald Marson, Peg Marson, TOPS Learning Systems .10970 S. Mulino Rd., Canby, OR, 97013, 1990, Motion, Pendulums

Richard Churchill, Amazing Science Experiments with Everyday Materials. Sterling Publishing Co. Inc., New York, 1992

Collisions

Brick Pull

Acceleration

10.

Sprinting into Science

Law 3

Janice VanCleave, Physics for Every Kid. John Wiley & Sons, Inc., New York, 1991

Whenever one object exerts a force on a second object, the second object exerts an equal and opposite force on the first. Judy Breckenridge, Simple Experiments with Everyday Materials. Sterling Publishing Co. Inc., New York, 1993

pre> 11. Crash 12. Balloon Rocket

Vicki Cobb and Kathy Darling, Bet You Can. Avon Camelot Book, New York, 1983

13. Paddle Boat 14. The Attacking Lid

AIMS Education Foundation, Fresno, CA, 1993: Machine Shop, Math + Science, Pieces and Patterns

Materials Materials used in the demonstrations are available in grocery and hardware stores. Wooden sheres and spools were purchased at Michael's. Newton's Laws of Motion Law 1

15. Rotating Jet Balloon 16. Catapult! Slopes and Rollers Workshop Focus: Making Tables for Data Analysis Purpose: To investigate the relationship between mass/distance traveled and slope/distance traveled Materials: ramp. marbles, meter sticks, tape, books Procedure: Roll marble down ramp, measure distance Data Table:

Every material object continues in its state of rest, or of uniform motion in a straight line, unless it is compelled to change that state by forces impressed on it. 1.

Slopes and Rollers

Use the data table to make a graph using the average data. Questions: 1. Did the height of the slope increase the distance the marble rolled? Why? Why not?

2. If the slope keeps getting steeper will the marble roll farther each time? Why? Why not? 3. Do you think the same thing would happen if you used a different surface for your ramp (example: rug, sandpaper, cement)? 4. Which do you think is more important the size of the marble or the weight of the marble? Explain. 5. Design an experiment to test questions # 3 and # 4. Data Table:

Workshop Focus: Making Valid Observations; identifying cause and effect Purpose: To show how inertia keeps resting bodies at rest Materials: raw egg, bowl, water, cardboard that fits over top of bowl, 6 cm cardboard tube Procedure: Fill bowl with water and place cardboard on top; place egg on tube and set in center on cardboard. Quickly pull on cardboard; egg should drop into bowl. Data Table:

Conclusion: What rule would you write for this experiment?

2. Pendulum

Materials Your observation of what happened to each

Workshop Focus: Identifying Variables Purpose: To describe the relationship between mass and frequency, and mass and amplitude Materials: string, washers, tape, meter stick Procedure: Use 20 cm length of string and fasten washer to one end. Tape the other end of the string to the top of the desk so that the pendulum hangs freely. The pendulum must be swung from the same height for every trial. Suggestion: students sit on floor and bring washer even with their noses. Data Table: Make a data table showing the length of string, number of washers, number of swings and the distance of the swing. There should be three trials. Using the data table, make a graph. Questions: 1. Write at least four observations about your swinging pendulum. 2. What could you change to get different data? 3. Design an experiment for each variable you mentioned in question # 2. 4. Conduct the experiments you designed. 5. Make a table that shows what you changed and what the affect was.

bowl

Conclusion: What rules would you write for these experiment?

Questions: 1. Why was the water in the bowl? 2. Would this experiment work without water? 3. What was the purpose of the tube? 4. Did the egg flip over when it went into the bowl? 5. Would it matter if you placed the egg pointed side down on the tube? 6. Would the experiment work if the cardboard were removed slowly? 7. What would you have to change if you put something on the tube that was a lot heavier than the egg? 8. Why didn't the egg stay on the cardboard? Explain. Conclusion: What rule would you write for this experiment?

3.Earth-Moon Model Workshop Focus: Identifying Variables Purpose: To show the relationship between inertia and gravity in orbiting satellites Materials: straw, string, paper clips, clock Procedure: Tie one paper clip to a 30 cm piece of string. Pull the string through a 10 cm piece of straw and attach five paper clips to the other end. Hold straw upright with the five-paper clip end pointing down. Spin the single paper clip just fast enough to support the other clips about 1 cm from the bottom of the straw. Count the number of revolutions (orbits) in one minute. Data Table: Make a data table that shows the number of revolutions per minute, for one revolving paper clip. Questions: 1. What represents the moon? the earth? earth's gravity? 2. Why doesn't the moon come crashing to earth? 3. If the moon's orbit slowed, would it be pulled straight to earth? Explain. 4. Suppose Earth's moon had twice the mass. Would it circle the earth at the same rate? 5. Design an experiment to test question # 4. 6. What else could you change to obtain different data? 7. Design an experiment for each variable you mentioned in question # 6. 8. Conduct the experiments you designed. Conclusion: What rules would you write for these experiments.

Egg Drop

water

cardboard

tube

egg

5.Soda Pull Workshop Focus: Identifying and Graphing Variables Purpose: To demonstrate the effect of weight on inertia Materials: 2 liter soda bottle, rubber band, 30 cm of string, scissors, ruler, water Procedure: Tie the string to the rubber band and put the rubber band around the bottom of the bottle. Pull on the string until the bottle starts to move. Measure the amount that the rubber band stretches. Repeat with different amounts of water in the bottle. Data Table: Amount of water used (in milliliters) Distance rubber band stretched (in cm) Using the data, make a graph. Questions: 1. What is your independent variable? dependent variable? 2. Which data should be graphed on the horizontal axis of your graph? Why?

3. What happened when you added more water to the bottle? 4. Does the stretch of the rubber band depend on how hard you pull or on how much water is in the bottle? 5. Did all students pull the rubber band the same way? What could cause an error in your conclusion? 6. Write a good definition for Inertia. Conclusion: What rule would you write for this experiment?

Conclusion: Summarize this experiment in paragraph form. First sentence: purpose of the experiment Second sentence: summary of the procedure Third sentence: summary of your results Fourth sentence: explanation of results Fifth sentence: the rule for this experiment

Collisions

Friction Workshop Focus: Writing a Summary Purpose: To compare different surface, testing how much force is required to move an object over each surface Materials: empty 1 gal milk bottle, newton (spring) scale, rubber band, sandpaper strip, wax paper, Pam, strip of poster board, playing cards, wheeled carrier large enough to hold the milk bottle, masking tape Procedure: Pour 1,000 ml of water into the milk bottle; place the rubber band around the bottle, even with the water level. Attach a newton scale to the rubber band. Tape the other materials down on your work surface. Pull the bottle along the desk, or floor, and measure how many newtons are required to keep it moving. Record this information. Repeat these steps for each of the different surfaces. Data Table:

Workshop Focus: Describing the Relationship between Variables; Recording Data Purpose: To track collisions between spheres of equal and unequal mass Materials: 2 ramps, marbles, ball bearings of different sizes, ping pong balls, tinted soapy water, graph paper, ruler Procedure: Mass each sphere and record. Measure the diameter of each sphere by laying the sphere on a ruler; record. Set up the two ramps with graph paper between them. Label one ramp A, the other B. Practice rolling marbles down the ramps so that the marbles collide. Select one sphere to be Sphere A, and one to be Sphere B. Write the diameter and mass of the spheres you used on the data table for Trial 1.Dip the spheres in the soapy water and roll them down the ramps. With a marker or pencil, trace over the collision track made by the two marbles. Write Trial 1 in the lower right corner of the graph paper. Set the graph paper aside to dry. Get another piece of graph paper and place it between the ramps. Make sure the ramps are lined up. Repeat these steps with different combinations of spheres. Data Table: Look at your collision papers to complete the chart.

Type of surface Newtons table

sandpaper

wax paper

Pam sprayed surface

poster board

carpet

wheels

Make a bar graph using the data from your table. Questions: 1. What parts of your experiment stayed the same? 2. Why did you use different surfaces? 3. What caused the measurements to be different? 4. What was your control in this experiment?

Trial Description of Spheres Used Describe the collision Sphere A Sphere B diam. mass diam. mass Questions: 1. Do all of the collisions look the same? 2. Did Sphere A move the same way in all of the trials? 3. What did you change in each trial? What stayed the same in each trial? 4. Describe what happens when the diameter of Sphere B is larger than Sphere A; describe what happens when the diameter is smaller. 5. Describe what happens when the mass of Sphere B is greater than Sphere A; describe what happens when the mass is smaller. 6. What could you conclude about the mass of your marbles if you only saw the path they left and nothing more? Conclusion: What rule would you write for this experiment?

8. Brick Pull Workshop Focus: Inferencing and Predicting Purpose: To show the relationship between mass and acceleration (the amount of newtons required to move an object is dependent on the mass of the object) Materials: 3 bricks or large books, string, newton scale Procedure:

Tie the string around the long sides of the brick. Attach a newton scale to the string. Pull and record the number of newton's required just to start the brick moving. Repeat for 2 and 3 bricks. Data Table:

Independent Variable (what you did) Dependent Variable (what you observed) start jar moving

Trial 1 N Trial 2 N Trial 3 N Average N

push jar and let it come to a free sliding rest

move jar in a straight line at a constant speed (keep your hand on the jar to push)

1 brick

jar at rest 2 bricks move jar in a circle at constant speed

3 bricks

Make a line graph for the average number of newtons per brick. Questions: 1. What do you predict will be the number of newtons required for moving 4 bricks? for 6 bricks? 10 bricks? 2. Using a different colored pencil, show your prediction on the graph. 3. Test your prediction. 4. What would happen if you used four bricks and pushed with 2 newtons and at the same time pulled with 2 newtons? 5. Would you need the same number of newtons to push the bricks instead of pulling them? Explain your answer. 6. Test your predictions. 7. Do you need the same number of newtons to lift up the bricks? Explain your answer. 8. Test your prediction. Conclusion: What is the rule for this experiment?

9. Acceleration Workshop Focus: Inferencing and Predicting, Drawing Diagrams Purpose: To understand that acceleration is a change in direction Materials: baby food jar, water, small paper clip, string Procedure: Fix a paper clip and thread with masking tape under the lid of a baby food jar, so it hangs in the center when closed, not touching the bottom. Fill the jar with water and close it. Push the jar and observe the movement of the paper clip to complete your data table. Data Table:

Draw diagrams to show the result of each of the independent variables. Questions: 1. Did the paper clip move in the same direction as your push? 2. If you are standing in a moving bus, how will you move when the bus stops suddenly? 3. If you are sitting in a moving car that is suddenly hit from behind, how will you move? 4. If you are sitting in a parked car, how will you move if the car is hit from behind? from the front? 5. If you have a small red ball sitting in the middle of a wagon, describe how the ball will move when you start pulling on the wagon. 6. Stack some books on a chair and move the chair forward then quickly stop it. Describe what happens to the books. Conclusion: Write the rule for the movement of the paper clips. Write the rule for the movement of the jar.

Crash Workshop Focus: Proving a Theory Purpose: To prove a given theory Materials: clay, two rulers, small toy car that fits on ramps, masking tape, pencil, two books Procedure: The faster an object moves, the harder it will react to being stopped. You will prove this theory by completing this experiment .Make a ramp out of one ruler. Tape the pencil perpendicular to and 2 car lengths from the end of the ruler. Make a clay figure and carefully set it on the car. Do not press the clay down on the car. Let the car roll down the ramp and collide with the pencil. Use the second ruler to measure the distance the clay figure falls from the car. Repeat the procedure several times and then add another book and repeat. Data Table:

One Book - distance fallen in cm Two Books - distance

Trial 3

Workshop Focus: Writing Accurate Observations Purpose: To demonstrate Newton's Law of Action/Reaction Materials: cardboard, rubber band, scissors, container of water 10 cm deep, ruler Procedure: Cut a 10 cm square from the cardboard. Shape the boat by cutting one side into a point and cutting out a 5 cm square from the opposite end. Cut a 2.5 cm X 5 cm paddle from the cardboard. Loop the rubber band over the ends of the boat. Insert the paddle between the sides of the rubber band. Turn the cardboard paddle towards you to wind the rubber band. Place the boat in the water and release the paddle. Observe the direction of motion. Wind the rubber band in the opposite direction by turning the rubber band away from you. Place the boat in the water and observe the direction of motion. Data Table:

Average

Observed event Description

fallen in cm Trial 1

Trial 2

In which direction did the paddle turn? Make a line graph using the data in the table. Use a different color for each ramp. Questions: 1. What does raising the ramp cause the clay figure to do? 2. What do you think happens to the car as it rolls down the ramp? 3. When it is rolling down the ramp, is the speed of the clay figure the same as the speed of the car? 4. What stops the car? 5. What stops the clay figure? 6. What happens to the car when it stops? the clay figure? Conclusion: Did your graph prove the rule given? Explain.

In which direction did the boat move?

Did the boat move in a straight line?

Describe what happened to the rubber band.

Balloon Rocket Workshop Focus: Writing a Lab Report Purpose: To demonstrate how unbalanced forces produce motion Materials: string, straw, tape, balloon, two chairs Procedure: You will attach a balloon to a string. Before you start the experiment, predict what will happen to the balloon when you release it. Cut a 10 cm piece of straw. Cut 5 m of string and pull the string through the straw. Attach the string to the chairs and position them apart so that the string is tight. Inflate the balloon and twist the open end. Move the straw to one end of the string and tape the balloon to the straw. Release the balloon. Data Table: None required unless you are going to expand the experiment, comparing different size balloons, or change the angle of the string, etc. Questions: Write a lab report in which you answer the following questions. 1. What was the purpose of this experiment? 2. What was your hypothesis? 3. What materials did you use? 4. Summarize the procedure you used to test your hypothesis. 5. Explain what happened to the balloon. Draw a diagram if necessary. 6. Why did the air come out of the balloon?Why did the balloon move? 7. Did the data support your hypothesis? 8. Write the rule for this experiment. 9. Think of some jobs which would need to apply this rule. 10. How could you get better data for this experiment?

Explain what happened when you reversed the procedure.

When the paddle hits the water, what does the water do?

Does the paddle move or does the water move or do both move?

If both the water and the paddle move, how does the boat move through the water?

Why does the water hold up the boat?

Would the boat move if the boat and paddle were under water? Explain.

13. Paddle Boat Conclusion:

Write a rule for this experiment.

The Attacking Lid Workshop Focus: Writing a Lab Report Purpose: To interpret an action/reaction event in terms of Newton's Third Law Materials: clothespin, baby food jar with lid, rubber bands, thread, clay Procedure: The problem for this experiment is: How does a launcher work? Write your hypothesis after you have read the procedure.Fix a clothespin to a baby food jar with two rubber bands so the jaws point up. Separate the other clothespin so that there are two halves. Tie a thread to the jaw-end of the half clothespin. Open the clothespin on the jar as wide as you can. Put the half clothespin sideways (wide side) into the jaws.Put this set-up next to a baby food jar lid in an open area on the floor. Pull the thread with a quick flick of your wrist. Describe what happens. Add different amounts of clay to the baby food jar lid. Repeat the flick and describe what happens. Observation Table:

Flicking Event Description

2. What was your hypothesis? 3. What materials did you use? 4. Summarize the procedure you used to test your hypothesis. 5. Summarize your observations. Draw a diagram if necessary. 6. Explain why the lid moved the way it did. 7. Did the data support your hypothesis? 8. Write the rule for this experiment. 9. Think of some jobs which would need to apply this rule. 10. How could you get better data for this experiment?

Rotating Jet Balloon Workshop Focus: Drawing Diagrams to Explain Results Purpose: To understand the motion of a rotating jet balloon in terms of Newton''s Third Law Materials: balloon, 2 flexible straw, tape, straight pin Procedure: Stretch a balloon by pulling in several directions. Attach a balloon to the end of a straw with tape. Push a straight pin through the straw near the balloon. Pivot this on another vertical straw. Blow up the balloon, release it and watch it spin. Bend the straw at different angles and repeat. Observation Table:

What happened to the lid?

Angle of straw Description of Movement

What happened to the jar?

straw is straight

What happened to the half clothespin?

straw is slightly bent

What happened to the

straw is bent at a right angle

whole clothespin ?

What was the purpose of the thread?

straw is bent at more than a right angle

What happened when you added clay?

Questions: 1. How does the angle of the bend affect the performance of your 2. Using diagrams, explain your observation in terms of Newton's to show the direction of motion. Label all parts of the diagram. 3. What does the bend in the straw do to the air coming from the 4. Is this experiment similar to the experiment with the balloon 5. The balloon on the string moves forward. Why does the balloon not move forward also?

What happens when you increase the amount of clay?

Explain what happens in terms of Newton's Second Law.

Explain what happened in terms of Newton's Third Law. Questions: Write a lab report in which you answer the following questions. 1. What was the purpose of this experiment?

jet straw? third law. Use arrows balloon? on the string? Explain. on the straight straw

16. Catapult Workshop Focus: Graphing Purpose: To graph how acceleration is directly proportional to force and inversely proportional to mass Materials: manila file folder, paper clips, masking tape, paper punch, index card, Newton scale, thread, scissors, pennies, aluminum foil, towel, thread, meter stick, rubber bands (size 16) Procedure:

Making the catapult The Experiment Rest a sheet of foil on a towel to mark where the catapulted pennies land. Measure horizontal distance with a meter stick, from the point of impact back to a penny-thread plumb line that hangs under the center of the launch point. (Reuse the same foil many times by something out the points of impact). Data Table: The first data table is for force/distance, holding mass constant. The second table is for mass/distance, holding force constant at 2.5 N.

Force Distance Mass Distance

Graph your results and write a conclusion.

Names: _____________________ & ___________________________

Marshmallow Catapult Problem: To build a catapult capable of flinging a mini-marshmallow into a bucket 3 meters away. Hypothesis:

Materials: • 15 Popsicle sticks • glue • graph paper • 1 2-inch rubber band per two students and other rubber band sizes as requested • 2 pencils (fulcrum & throwing arm) • tape • ! index card (share with others!) • mini marshmallows

Procedure: (see examples on next page) •

• • •

• •

•

Construct the base of your catapult. Use the Popsicle sticks & glue. Use your creativity and ideas from the examples that I have included on the next page to make a sturdy and solid base. Make sure that you leave a place for the fulcrum and throwing arm in your design (the two pencils). Once you have put together your base, put your names on it and set it aside to let it dry until tomorrow. Make a sketch of your catapult base in your data section. Make a basket for the marshmallows at the end of the throwing arm by using a half of a 3 by 5 index card and tape. Using tape, attach the box to the end of the throwing-arm pencil. Select one of the three rubber bands to complete the remainder of the procedure. Lay the pencil across the other with the eraser end facing the front of the catapult. Loop the rubber band over the eraser end, and attach it to the base. Do a trial test of your catapult to make sure it works properly. Place a marshmallow in the holder; pull back the pencil, and then release. Make any adjustments needed, and modifications to make the catapult work better. On your data, be sure to record the results of your throws.

Data: (Your drawing) Throws: 1_______________ 2_______________ 3_______________ Give distances in meters! Analysis: 1. What factors seemed to make the winning design the best? 2. What kind of simple machine is a catapult? 3. What stores and transfers energy in a catapult? 4. If you were starting over, what would you do differently? 5. What are three ways a catapult could be used to help people? Conclusion:

Examples:

Student Powerpoint Slides

Pre-Assessment •

In previous grades you have learned about force and motion as well. Look at the standards from previous grades (6 & 7) and write about 2-3 paragraphs about what you remember. Also, answer these questions…

• • • •

Who is Sir Isaac Newton? Why is he significant to science? What did he accomplish? *** This is a completion grade, but also part of your postassessment final grade! It will be used to show how much you have learned this unit, so really think back to previous years and what you learned.

Group Contracts

• Your group will create a group contract. You will include… • At least 4 rules before someone is kicked out of the group. • 5 expectations of every member of the group. • Individual group members strengths and weaknesses. • An oath of the group • Signatures of all group members with the date • Teacher signature on contract (notary)

Critical Friends Expectations •

•

For the Skits & Lab/ Simulations :

•

Groups will pair up with another group and rehearse their presentations. The listening group (critical friends) will give advice on the website, presentations, or any other concerns they saw throughout the presentation regarding information provided about how Newton’s Laws were being applied to particular design.

•

Groups will get feedback from the class (critical friends), and each student from the class will give advice on the website, presentations, or any other concerns they saw throughout the presentation regarding information provided about how Newton’s Laws were being applied to particular design.

Final Presentations:

•

Groups will pair up with another group and rehearse their presentations for about 2 days. The listening group (critical friends) will give advice on the website, presentations, or any other concerns they saw throughout the presentation regarding information provided about how Newton’s Laws were being applied to particular design. They may also inquire about labs or simulations done, about the design model, and about the data collected or modifications from the test trials.

•

Groups will get feedback from the class (critical friends), and each student from the class will give groups presentations. They can give advice to the group as a whole, or individual advice. They can address speaking clarity, information clarity, mannerisms of the presenters. They are advising on how the students presented the information, not the work done by the group. Such as, you could have explained more on…. Or, try walking around more and engaging the audience.

Standards From Previous Grades •8.6 A PRIOR KNOWLEDGE

•8.6 B PRIOR KNOWLEDGE

•8.6 C PRIOR KNOWLEDGE

Website Guidelines • Homepage: • Bios and pics of group members • Group oath • Purpose for project/design • Research: • Vocabulary • Newton Research • Design and Law Research • Skit notes • XBOX Research • Presentation Notes • Labs and Simulations • Summary or answers to lab questions • Law 2 lab • CER’s : need to be labeled to distinguish between each one • Design Challenge Design challenge entry document Draft design blueprint Design test and data analysis Design changes/modifications Pictures demonstrating building/ testing of design Final design blueprint

• XBOX Challenge • Video with captions • References • Group Reflection of project • What did you like/dislike about the project? • What changes/modifications would you make to this project? • What would you add or take away from the requirements of the project? (How would you modify the rubric?) Assessments Throughout Project • Individual member pre-assessment (or at least link to their yearly reflection journal) • Group vocabulary words concept map • LAB/SIMULATION write ups Conclusions Questions/CER (learned previously) • Individual concept map quiz (or at least link to their yearly reflection journal) • Individual member post-assessment (or at least link to their yearly reflection journal)

Guiding Questions • How do interacting forces affect the speed of an object’s motion? • How do interacting forces affect the direction of an object's motion? • How do different forces change an object’s motion? • How can one differentiate between speed, velocity, and acceleration on a graph? • How can one determine speed or velocity of an object given distance and time? • How are speed, velocity, and acceleration represented on a distance vs. time graph? • What is the difference between speed, velocity, and acceleration? • How does the mass of a body at rest affect its tendency to remain at rest? • How does the force required to move an object change with mass? • How does the force acting on an object affect its tendency to remain at rest?

Sir Isaac Newton Research •

You will be researching about Sir Isaac Newton. This should be about a 2 page research paper. The research will include…

• • • • •

Who he was? When was he born? When did he die?

• • •

How does what he discovered affect our lives today?

What did he do/discover (hint 3 laws)? Why is it significant? How did he do it? What kind of person was he? Did he have any people who he admired or influenced him greatly in his life or in any of his discoveries? If so, who was it and how did they influence him?

What are some of his other accomplishments? Connect Newton’s discoveries to some other scientists discoveries.

Vocabulary Concept Map •

• •

Each person in your group will be assigned a list of vocabulary word for homework. Each vocabulary word will have the following:

• • •

Dictionary definition Definition put into your own words A picture

Your group will come together and combine each group members graphic organizers. Then as a class, we will combine graphic organizers to make one big one for everyone’s use throughout the project. It is important to practice using the vocabulary words throughout the project, because I (teacher) will be looking for the use of it in all of your presentations and works throughout the entire project.

Vocabulary Words •

Force & Balanced Forces & Unbalanced Forces

•

Newtons 1st Law

•

Motion & Projectile Motion & Circular Motion

•

Newtons 2nd Law

•

Mass

•

Newtons 3rd Law

•

Acceleration

•

Inertia

Instantaneous Speed & Average Speed & Formula for Average Speed (use distance and time measurements)

•

Friction & Sliding Friction

•

Velocity

•

Air resistance

•

Momentum

•

Weight

•

Gravity

•

F=ma

Vocabulary Words •

Direction

•

Speed & Speed Formula

•

Rate

•

Acceleration due to gravity

•

Design and Research •

When your groups design challenge has been selected, you will start conducting research on how and why Newton’s Laws apply to your particular design model.

•

*** Be sure to use your vocabulary words while writing your notes!

Research & Resources Resource Guide For Citing Sources: Is it a book, journal, magazine, website, other Authors Name Title: Page Number/ Volume/Edition Publisher Website link/Journal link Date Found

Research & Resources Cornell Notes Website Title/Book Title/Journal Title Author Page numbers/Volume/Edition Publisher

Main Idea/Posed Question Main Idea/Posed Question Main Idea/Posed Question Main Idea/Posed Question

Main Idea description/ questions answer Main Idea description/ questions answer Main Idea description/ questions answer Main Idea description/ questions answer

Summary of what was learned

Notes and Citations â&#x20AC;˘

You will use Cornell Style notes for your research. Do not forget to fill in the resources from where your notes come from. You MAY NOT plagiarize, but must summarize and paraphrase your notes. There must be a References/ Bibliography page.

Labs/Simulations • Each group is required to do at least one lab over Newton’s 2

law and 2 video simulations. It is your choice whether you break up the group to complete the labs and come back and discuss them, or choose to do both labs as a group. You should take pictures of group members performing labs, so that you may put them on your website. *Do NOT put just one picture on the website, I want multiple pictures!!!

• After the Labs are completed groups will complete the proceeding lab questions, and a CER (Claim, Evidence, Reasoning) over each lab. Be ready to present a little bit about your labs in your final presentation.

Skit • Your group is going to present a 3 minute skit explaining

how Newton’s Laws apply to your design model. The other members of the class will take notes as the presentations are being given.

• For the presentation you will need to include: • What is your design challenge? • How Newton’s Laws apply to all aspects of the design? • What type of career does the design challenge apply to?

SKIT RUBRIC Category

Speaks Clearly

Vocabulary

Content

Stays on Topic

Props

Speaks clearly and distinctly all (100- 95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100- 95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94- 85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Uses vocabulary appropriate for the audience and topic. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience and topic. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience and topic. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Shows a full understanding of the topic.

hows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Student uses several props (could include costume) that show considerable work/ creativity and which make the presentation better

Student uses 1 prop that shows considerable work/ creativity and which make the presentation better.

Student uses 1 prop which makes the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Score

Final Score

Model Rubric Category

Score

Accurate information taken from several sources in a systematic manner.

Accurate information taken from a couple of sources in a systematic manner.

Accurate information taken from a couple of sources but not systematically.

Information taken from only one source and/or information not accurate.

Plan is neat with clear measurements and labelling for all components.

Plan is neat with clear measurements and labelling for most components.

Plan provides clear measurements and labelling for most components.

Plan does not show measurements clearly or is otherwise inadequately labeled.

Construction- Materials

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

Function

Structure functions extraordinarily well, holding up under atypical stresses.

Structure functions well, holding up under typical stresses.

Structure functions pretty well, but deteriorates under typical stresses.

Fatal flaws in function with complete failure under typical stresses.

Information Gathering

Plan

Test & Data Analysis & CERâ&#x20AC;&#x2122;s

Final Score

Newton Map Quiz • •

Individually construct a graphic organizer of Newton’s Laws. Map should include:

• • •

3 laws defined in your own words 2 examples (if 3-5 get 0.5 pts added to individual presentations grade) Pictures for each example

•

Pictures are to be found on the internet after the rest of the quiz has been completed and the teacher has said you are able to use the internet. THE INTERNET IS ONLY TO BE USED TO GET PICTURES FOR YOUR EXAMPLES!!! NOTHING ELSE!!!

Blueprints of Design Model •

For each design model, the group will include…

• •

Blueprint draft of the model At least 5 test runs including:

•

Data collected from tests done with the model. *Note* Graphs must be included of the data, and explanations explaining design flaws must be included as well.

•

Analyze data and draw conclusions (CER- Claims, Evidence, Reasoning)

• •

Changes/modifications made to design with an explanation of why they were made. Do at least 3 test runs and include:

•

Data collected from tests done with the modified model. *Note* Graphs must be included of the data, and explanations explaining design flaws must be included as well.

•

Analyze data and draw conclusions (CER- Claims, Evidence, Reasoning)

• •

Answer questions such as: What could we have done different to make the model more efficient? What went wrong in the tests? What went right in the tests? Why does my graph look like that? What is my graph suppose to look like? Does my data match my graphical representation?

Final blueprint of design model with an explanation of why that particular model is the best model, and how Newton’s Laws are applied to the model.

XBOX Activity •

Groups choose one member to play the Formula 1 race car game, one member to be the recorder, the other members to be the pit crew/cheerleaders. The class will be the fans!! The teacher will be the Go Person!

•

The player will play Formula 1 2010 on the Xbox a.

You can choose which driver you want to be

Choose either the Melbourne or the Montreal track

Choose to race one lap

The player gets to have one practice lap and one real lap a.

•

Practice lap will be on the course the student did not choose to play for the video recording.

The player gets to have one practice lap and one real lap

Use iMovie or other web-based video program to add captions of when and why Newton’s Laws are taking place within the video.

Group Reflections •

The group will reflect on the project, and discuss the following points…

• • •

What did you like/dislike about the project?

• •

What was the most frustrating part of this project? What was the best part of the project?

What would you change about the project? (about any assignments due, webpage guidelines, design models, presentations, etc.) What advice would you give to the next group of students that perform this project? (what would you recommend they do such as, organization of notes, dispersion of workload, group contracts, etc.)

Presentation Description •

Your group must develop a creative way to present your design model while incorporating Newton’s Laws and your unit vocabulary in your explanation. Remember, your investor only know’s about who Newton was, not about what his laws were. You must explain why your design model is the best, and how it represents your investors current favorite scientist (Newton) laws the best.

•

Be creative, the class is the investor and part of your competition! So it will not be easy to sway their vote to your design.

Ranking for Presentations

•

Each group will not be able to vote for themselves. They must only rank the opposing groups that were their top three favorites.

Post Assessment Essay Questions

•Reflect on what you know at the beginning of the unit, and what you know now. • How did what you learned in this 8th grade unit relate to what you learned in 6th and 7th grade? •Explain and reflect on what you did and how you felt about the project. Be sure to include what you learned and how the assignments helped with the project. • When explaining, give a brief description of the assignment, explaining Newton’s Laws and reflecting on it. •What did you do in the labs? Is there a lab you wish you could have done? What did you learn from the labs? Was your CER accurate? What could you have done differently to make it better? • What did you learn from the Formula 1 video activity? What did you think about the Henry Ford Article? Like/Dislike? Why/why not? •What was your favorite part about the project? Least favorite? What was the hardest part of the project? What was the easiest? •How did your group work together? Were there any issues? How did your group handle them? Give a specific example? Do you think it was the right way to handle the issue? Were there any disagreements on how the work should be divided up? Did someone(s) not do their share? Were there disagreements on what the website should look like? If so, explain. What was the most difficult/challenging part about being in the group? What was the easiest/best part? • Give examples that were presented in the other groups presentations, and explain how they applied to Newton’s Laws. (you should have taken notes, so all examples should be included). •What was your favorite presentation? How do you feel your group did on your presentation? What could you have done better? What are you most proud of? •What was it like to create your own design model? What was frustrating about it? •How did your group go about the process of designing the model? Also, what steps did you take to get there? Did it work accurately/ how was it suppose to work? Why or why not? •Did you group change anything on your design model? What did you change, and why did you change it? (include test and data information) •How did it work after changes were made? • Was there anything about the CER you would have changed? Why / why not? • How did you feel about the note taking process for the research? •What did you learn about taking notes and citing sources? •Did you develop any new strategies to take notes or citing sources during this project? If so, what were they, and how did you apply them? (should be at least one new strategy) •

RUBRICS Group Formative Assessments Graded Assignment

Target

Acceptable

Unacceptable

Group Vocabulary Concept Map

•Students list correct vocabulary word, •Students list correct word, gives quoted/ correct definition in own words, accurate plagiarized definition, vague examples, examples, correct explanation of how the vague explanation of how the word applies word applies to Newton’s Laws of to Newton’s Laws of Motion Motion •80________________51 •100_______________81

•Students list correct word, give quoted/ plagiarized definition, poor examples, poor explanation of how the word applies to Newton’s Laws of Motion •50_________________0

Newton Research

•Answers: Born/died, who he is, what he discovered, who he was influenced by, how he developed the Laws of Motion, other laws/theories he created, what makes him so unique, other accomplishments he had, what kind of person he was, connect Newton’s Laws of Motions to other scientists discoveries/laws/theories, and explain •100_______________81

•Born/died, who he is, what he discovered, who he was influenced by, how he developed the Laws of Motion, other laws/ theories he created, other accomplishments he had, connect Newton’s Laws of Motions to other scientists discoveries/laws/ theories, •80________________51

•Born/died, who he is, what he discovered, who he was influenced by, other laws/theories he created, what kind of person he was, other accomplishments he had •50_________________0

Lab/Simulations CER’s

•Describes CER for at least 2 Labs accurately •100_______________81

•Describes CER for at least 1 CER accurately •80________________51

•Does not have a CER for labs •50_________________0

Mini Presentations

•Address audience accurately, presents content information relative to design challenge accurately (explains Newton’s Laws of Motion and how they apply to design project and where they apply throughout the project), explains labs/ simulations the group did in a visual manner (pictures/videos) and auditory manner •100_______________81

•Address audience accurately, presents little to no content information relative to design challenge (explains Newton’s Laws of Motion and how they apply to design project and where they apply throughout the project) •50_________________0

Grade

Group Formative Assessments Actual Design

•Demonstrates: •Data and testing information/results/ tables •Includes: changes/modifications done to design, and additional data and testing information/results/ tables •Accurate graphical representations of data •Accurate CER •100_______________81

•Demonstrates: •Data and testing information/results/ tables •Includes changes/modifications done to design •Accurate graphical representations of data •Accurate CER •80________________51

•Demonstrates: •Data and testing information/results/ tables •Misrepresentation of graphical representations of data •CER: does not include correct evidence or reasoning •50_________________0

Formula 1 Video w/ •Includes all of Newton’s Laws of Motion Captions throughout video accurately •Includes all additional examples of how the laws can be applied throughout the video (seat belts, brakes, acceleration, etc.) •100_______________81

•Includes most of Newton’s Laws of Motion throughout video accurately •Includes most additional examples of how the laws can be applied throughout the video (seat belts, brakes, acceleration, etc.) •80________________51

•Includes minimal/inaccurate representation of Newton’s Laws of Motion throughout video, and minimal examples of how the laws can be applied throughout the video (seat belts, brakes, acceleration, etc.) •50_________________0

Final Grade for Group Formative Assessments

Individual Formative Assessments Graded Assignment

Target

Pre-Assessment •Completion Assignment Yearly Journal •100_______________81 (completion grade) Newton’s Laws Concept Map

Acceptable

Unacceptable

•Partially Completed •80________________51

•Not Completed •50_________________0

•Student demonstrates all 3 of Newton’s laws, •Student demonstrates all 3 of •Student demonstrates all 3 of accurate definitions in own words of each law, Newton’s laws, quoted/plagiarized Newton’s laws, quoted/ 3-5 examples of each law, accurate description definitions in own words of each law, plagiarized definitions definitions of how Newton’s Laws of Motions apply to each 2 examples of each law, mostly in own words of each law, 0-1 example accurate description of how examples of each law, little-no •100_______________81 Newton’s Laws of Motions apply to description of how Newton’s each example Laws of Motions apply to each •80________________51 example •50_________________0

Mini Presentations •Explains Newton’s Laws accurately, explains lab/simulations with visual examples (videos/ pictures), explains how Newton’s Laws of Motion relates to design project accurately •100_______________81

•Explains Newton’s Laws accurately with minimal mistakes, explains lab/ simulations with visual examples (videos/pictures), explains how Newton’s Laws of Motion relates to design project accurately with minimal mistakes •80________________51

•Does not explain Newton’s Laws accurately, does not explain lab/ simulations with visual examples (videos/pictures), does not explain how Newton’s Laws of Motion relates to design project accurately •50_________________0

Research Notes/ Group Contribution

•Most members in group contributed useful notes to research •Notes are color coded for individual members •Most notes are in Cornell Note format •Notes are cited accurately with minimal mistakes •80________________51

•Some members in group contributed useful notes to research •Notes are color coded for individual members •Some notes are in Cornell Note format •Notes are not cited accurately •50_________________0

•Each member in group has contributed useful notes to research •Notes are color coded for individual members •Notes are in Cornell Note format •Notes are cited accurately •100_______________81

Individual Formative Assessments

Grade

Group Summative Assessments Graded Assignments

Target

Acceptable

Unacceptable

Presentations: CONTENT (30%)

•Covers all of Newton’s Laws of Motion and how they apply to design challenge correctly •Includes: design final blueprint & mistakes and corrections made to get it where it is (very brief) •Includes accurate: why this design model is the best design for its time •Presents design challenge to appropriate audience •Includes XBOX video for education of investors who do not know about Newton’s Laws of Motion with accurate captions •100_______________81

•Covers all of Newton’s Laws of Motion and how they apply to design correctly •Includes: design final blueprint & mistakes and corrections made to get it where it is (very brief) •Includes explanation of why model is the best design for its time (not necessarily accurate) •Presents design challenge to appropriate audience •Includes XBOX video for education of investors who do not know about Newton’s Laws of Motion with mostly accurate captions •80________________51

•Presents design challenge to appropriate audience •Includes: design final blueprint •Includes minimal explanation/no explanation of why model is the best design for its time (not necessarily accurate) •Includes XBOX video for education of investors who do not know about Newton’s Laws of Motion with minimal accurate captions •50_________________0

Presentations: (25%) •Address of Audience

•Speak clearly/articulately about their design challenge •Have an organized presentation with a clear purpose •Clearly identifies audience •Member introductions •Creative way of presenting proposal to investors •Makes eye contact with audience •Moves around and is engaging with the audience •100_______________81

•Speak clearly/articulately majority of the time about their design challenge •Have an organized presentation with a clear purpose •Clearly identifies audience •Member introductions •Creative way of presenting proposal to investors •Rarely makes eye contact with audience •Rarely Moves around and is engaging with the audience •80________________51

•Does not speak clearly/articulately about their design challenge •Does not have an organized presentation with a clear purpose •Clearly identifies audience •Member introductions •Minimal creativity with presentation of design challenge •Never makes eye contact with audience •Never moves around and is engaging with the audience •50_________________0

Grade

Group Summative Assessments Student Website (40%)

•Tabs include: •Tabs include: •Homepage: bio of group members and •Homepage: bio of group members, and pictures, group oath, and group contract pictures listed •Research Notes in Cornell Style: individual •Research Notes mostly in Cornell style: research notes, color coded in group notes, individual research notes, color coded in workshop notes group notes, workshop notes •Lab/Simulations: pictures of students •Lab/Simulations: notes from labs/ performing lab/simulations, notes from labs/ simulations, CER from labs. simulations, CER from labs. •Design Challenge: blueprint draft for •Design Challenge: blueprint draft for design, design, data collected from tests done, final data collected from tests done, changes/ blueprint of design, design challenge CER. modifications made to design, and why they •XBOX: group research notes over race cars made those changes, final blueprint of and Newtons Laws of Motion mostly in design, design challenge CER. Cornell style, video of group member •XBOX: group research notes over race cars playing Formula 1 with mostly accurate and Newtons Laws of Motion in Cornell style, captions of Newtons Laws of Motion video of group member playing Formula 1 •References: includes resources and with accurate captions of Newtons Laws of references used during the project and does Motion not use proper citation •References: include all references and •Group Reflections on project resources used during the project with •Assessments: (tabs for group, then accurate citation individual group members and their •Group Reflections on project assignments under appropriate member •Assessments: (tabs for group, then individual name). group members and their assignments under •Vocabulary content map, individual appropriate member name). content map quiz, pre-assessment •Vocabulary content map, individual content summary, post-assessment summary map quiz, pre-assessment summary, post•80________________51 assessment summary •100_______________81

•Tabs include: •Homepage: names group members listed •Research Notes not in Cornell style: individual research notes, not color coded in group notes, no workshop notes •Lab/Simulations: notes from labs/ simulations •Design Challenge: blueprint draft for design, most/some of the data collected from tests done, final blueprint of design •XBOX: group research notes over race cars and Newtons Laws of Motion not in Cornell style, video of group member playing Formula 1 with minimally accurate captions of Newtons Laws of Motion •No references listed •Assessments: (tabs for group not present) •Some assessments missing •Vocabulary content map, individual content map quiz, preassessment summary, postassessment summary •50_________________0

Group Reflection (5%)(Completion Grade)

•Completion Grade •100_______________81

•Not Completed •50_________________0

•Mostly Completed •80________________51

Final Grade Group Summative Assessment

Individual Summative Assessments Graded Assignments

Target

Post Assessment Journal

Acceptable

Unacceptable

•Reflects appropriately and accurately to guiding questions. Gives detailed explanations and descriptions. •100_______________81

•Reflects appropriately and accurately •Does not reflects appropriately to most guiding questions. Gives and accurately to guiding some detailed explanations and questions. Does not give detailed descriptions. explanations and descriptions. •80________________51 •50_________________0

• •100_______________81

• •80________________51

•D •50_________________0

Individual Summative Assessments

Final Test Grade on Force & Motion Type of Assessment

Group Formative Assessments (15%) Group Summative Assessments (30%) Individual Formative Assessments (15%) Individual Summative Assessments (40%)

Grade

Final Test Grade on Force & Motion

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