Newton's Law by Jason Kozel

Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: Bridging Gaps with Physics Teacher(s):Pamela Miller School: Harlandale High School Subject: Newton’s Laws Abstract: In this design challenge, students will use their knowledge of Newton’s Laws to design and build a bridge capable of supporting a particular amount of weight.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

last updated 10/8/08

Begin with the End in Mind The theme or “big ideas” for this design challenge: Students apply knowledge of Newton’s laws to the design and production of a bridge meant to hold a certain amount of weight TEKS/SEs that students will learn in the design challenge: (4) Science concepts. The student knows the laws governing motion. The student is expected to: C) demonstrate the effects of forces on the motion of objects; (D) develop and interpret a free-body diagram for force analysis; and Key performance indicators students will develop in this design challenge: Vocabulary development (force, mass, acceleration, inertia, action, normal force, freebody diagram, friction, air resistance, tension, weight, action-reaction law); explain Newton’s first, second, and third laws; calculate force, mass, and acceleration using F=ma; draw and analyze free-body diagrams to describe the forces acting on an object; use Newton’s Laws to design a bridge capable of holding a certain amount of weight 21st century skills that students will practice in this design challenge: www.21stcenturyskills.org Collaboration, written and oral communication, problem solving, critical thinking STEM career connections and real world applications of content learned in this design challenge:

Careers: Civil engineer Connections: Students encounter bridges in their every day life. It is the physics behind bridge building that keeps them safe as they cross.

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The Design Challenge Recent disaster has struck your hometown. A bridge traversing a deep canyon 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.

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Map the Design Challenge Performance Indicators

Already Learned

Taught before the project

Taught during the project

action, normal force, free-body diagram, friction, air resistance, tension, weight, action-reaction law) 2. Explain Newton’s first, second, and third laws

3. Calculate force, mass, and acceleration using F=ma

4. Draw and analyze free-body diagrams to describe the forces

acting on an object 5. Use Newton’s Laws to design a bridge capable of holding a certain amount of weight

1. Vocabulary development (force, mass, acceleration, inertia,

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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale. Tower of Power Team Building Activity Group Size: 3 to 4 participants (ideal is 4) Materials:  100 3x5 index cards per group  Small stuffed animal to serve as the artifact  Meter stick  Stopwatch or watch with a second hand Procedures: The teacher will set the scene: “You work for the Boston Museum of Science and have been asked to design a tower that will display an ancient artifact that must be 1 meter tall when sitting on a table. Each group will be given 100 3x5 index cards to use to design a prototype for the actual tower. The tower must be able to support the weight of the ancient artifact (hold up the small, stuffed animal) for a minimum of 10 seconds. You will be given 10 minutes to complete the design challenge, and, upon completion, a member of your group must test the design for the rest of the participants. Are there any questions?” ***The participants may tear the cards, but they are not allowed to use scissors, tape, etc. They must use only the index cards to complete the challenge.*** Processing ideas: 1. Describe how you worked together to develop your design. 2. Describe how you would modify your design or plan of action if you were to restart this activity from the beginning.

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5E Lesson Plan Design Challenge Title: Bridging Gaps with Physics TEKS/TAKS objectives: Physics §112.47 4CD Engage Activity Have students watch a video of the Tacoma Narrows Bridge collapse. The following link provides information on the replacement bridge, the original bridge, and a link to the video of the original bridge collapsing. After watching have students write a journal entry reflecting on what they’ve seen. http://www.answers.com/topic/tacoma-narrows-bridge?cat=travel Introduce the design challenge: Recent disaster has struck your hometown. A bridge traversing a deep canyon 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. Students work in groups of 2-3 to complete this challenge. Newton’s 1st Law: Table cloth Trick Set up dinnerware on demonstration table on top of a tablecloth. Pull the table cloth out from under the dinnerware without moving the dinnerware (or moving it only minimally). For hints on set up see http://www.stevespanglerscience.com/experiment/00000131. Explain Newton’s first Law to students and connect it to the demonstration. Challenge students to come up with other situations that demonstrate Newton’s laws and record their ideas and what they’ve learned in a journal entry. Continue to Newton’s First Law: Mystery Box Activities.

Engage Activity Products and Artifacts Journal entry about the Tacoma Narrows Bridge video Newton’s 1st Law journal entry

Engage Activity Materials/Equipment Computer with internet access, projector

Engage Activity Resources http://www.answers.com/topic/tacoma-narrows-bridge?cat=travel

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Explore Activity 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 #1 to #2 to #3 to #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.

For activities 1-3, the questions posed are discussion questions.

Newton’s Second Law: Force, Mass, and Acceleration Lab (see handout) Using Cambridge Physics Outlet (CPO) cars, ramps, photogates, timers, and weights complete the “Force, Mass, and Acceleration” lab. Debrief with students once the lab is complete.

Newton’s Third Law: Balloon Racers Set up 3 or 4 fishing line “tracks” that span the width of the room. It is best to use coloring fishing line (to increase visibility) and to set them up above your students’ heads. One end of the line should be secure but the other side should be easy to remove from its point of attachment (tie to a hook, if available). Provide each student group (2-3 students) with a straw, a balloon, and masking tape. Challenge the students to design a balloon rocket that can travel the width of the room, along the “track” without touching it after release. Extension: challenge students to design a balloon that can travel the width of the room and back again along the track. Afterwards, explain to students how the successful balloon designs were an example of Newton’s 3rd law at work.

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Explore Activity Products and Artifacts Inertia Game write up from Mystery Box activities “Force, Mass, and Acceleration” lab Balloon racer design

Explore Activity Materials/Equipment (quantities are for each group) small white jewelry/specimen box, 12 washers, 1 rubber band, triple beam balance, CPO car, ramp, 2 photogates, timer, 3 weights, 1 straw, 1 balloon, masking tape

Explore Activity Resources Balloon rockets http://ds9.ssl.berkeley.edu/LWS_GEMS/3/r_away.htm CPO http://www.cpo.com/

Explain Activity Newton’s Laws Skits Have students work in groups of 3-4 to create three skits that will explain to the class each of Newton’s three laws. The group must have at least one prop for each skit. Students will be required to answer questions posed by the class/teacher upon completion of their performance. Free Body Diagrams- Lecture Have students take Cornell notes during presentation

Explain Activity Products and Artifacts Student skits Cornell notes for Free-body diagrams

Explain Activity Materials/Equipment Resources for student skits, computer with PowerPoint, “Free-body Diagrams” presentation, projector

Explain Activity Resources Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html Additional Practice Problems http://zebu.uoregon.edu/~probs/mech/newt.html

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Elaborate Activity

Design Challenge 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 preweighted 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 center of the span has been lowered by more than 1.0 cm. 4. The total mass of the test frame, container, hanging devices and container contents shall be recorded as the competitor's score.

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Elaborate Activity Products and Artifacts Bridge research notes Bridge design plans Bridge model

Elaborate Activity Materials/Equipment Balsa wood, glue, Matchbox car, internet or library access for research

Elaborate Activity Resources Bridge Research http://42explore.com/bridge.htm Bridge testing and construction guidelines http://www.balsabridge.com/bb-rules.html

Evaluate Activity

Testing of student bridges as outlined above. Students write analysis essay. The essay should include an explanation of how the bridge relates to all 3 of Newtonâ&#x20AC;&#x2122;s laws. Students should include a free-body diagram of the bridge with the load. Students should calculate values for forces present in free body diagram.

Evaluate Activity Products and Artifacts Bridge test Bridge presentation/essay

Evaluate Activity Materials/Equipment Standard test frame, sand/weights, container for sand/weights, scale

Evaluate Activity Resources Bridge testing and construction guidelines http://www.balsabridge.com/bb-rules.html

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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?

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

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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)

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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.

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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.

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Plan the Assessment Engage Artifact(s)/Product(s): Student towers and answers to processing questions, Journal entry about the Tacoma Narrows Bridge video, Newton’s 1st Law journal entry

Explore Artifact(s)/Product(s): Inertia Game write up from Mystery Box activities, “Force, Mass, and Acceleration” lab, Balloon racer design

Explain Artifact(s)/Product(s): Student skits, Cornell notes on Free Body diagrams

Elaborate Artifact(s)/Product(s): bridge research notes, bridge plan, model bridge

Evaluate Artifact(s)/Product(s): bridge test, bridge analysis essay

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Rubrics Rubric : Newton's Laws Skits Student Name:

________________________________________

CATEGORY Speaks Clearly

4 Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

3 Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

2 Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

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

Vocabulary

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

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 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

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.

Props

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.

Content

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Building A Structure : Bridging Gaps with Physics Bridge Model Student Name:

________________________________________

CATEGORY Information Gathering

4 Accurate information taken from several sources in a systematic manner.

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

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

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

Construction Materials

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

Appropriate materials were selected.

Function

Structure functions extraordinarily well, holding up under atypical stresses.

Appropriate materials were selected and there was an attempt at creative modification to make them even better. Structure functions well, holding up under typical stresses.

Plan does not show measurements clearly or is otherwise inadequately labeled. Inappropriate materials were selected and contributed to a product that performed poorly.

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Structure functions pretty well, but deteriorates under typical stresses.

Fatal flaws in function with complete failure under typical stresses.

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Story Board 

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Week 1 Activities 

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Day 1 “Tower of Power” Team Building (20 min) Tacoma Narrows video, discussion, and journal entry (15 minutes) Introduce design challenge and set up groups (10 min)

Day 6 Newton’s Laws skits: performances (40 min) Debrief (10 min)

Week 2 Activities

 Week 3 Activities

Day 11 Bridge Testing (45 min)

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Day 2 “Tablecloth trick” and discussion (10 minutes) Mystery boxes: activities 1-3 (25 min) Mystery boxes: design a game (15 min)

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Day 3 Force, Mass, and Acceleration lab (40-45 min) Debrief (5-10 min)

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Day 7 Cornell notes on “Free Body Diagrams” (45 min) Homework: Practice problems from textbook or using online resource

Day 12 Turn in Bridge Analysis essay

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Day 8 Review Homework (10 min) Bridge research (3540 min) Homework: Gather bridge materials for Day 10)

Day 13

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Day 4 Balloon racer activity: draw design to get supplies from teacher (510 min) Build and Test designs (30 min) Debrief (10 min)

Day 9 Bridge planning and design (45 min)

Day 14

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Day 5 Newton’s Laws skits: grouping and planning/ research (45 min)

Day 10 Bridge Building (45 min) Finish Bridges for Homework

Day 15

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