unit: bacteria · web view2 wooden axle rods. four wheels. 2 long bendable straws (one for each...

‘degrees that work, Advanced Manufacturing’Lesson Planning Guide – Science

Unit: Reasoning and Analysis

Competency: The student will apply scientific principles to problem-solve and enhance the movement of a balloon rocket.

PA Academic Standards Included: 1.5.6A, B, F; 1.6.6A; 2.2.6B; S.6.A.1.1.1

Grade Level: 6th

Approximate Time: Three 45-minute periods

Big Idea: Applying knowledge of scientific principles can improve the design and performance of products.

Essential Question: How can changes in design improve the performance of products?

Performance Standards

Performance Standard Suggested Evaluation Method

1. Students will be able to identify and describe at least 3 applications of Newton’s Laws of Motion, as demonstrated within the video with 100% accuracy as evaluated by the teacher.

Written evaluation: completion of table

2. Students will work together in pairs to apply Newton’s Laws of Motion and manufacturing concepts discussed in the video, to design and construct a balloon rocket car, achieving a 90% or higher on the related rubric.

Product/Performance evaluation: rubric

3. Students will compose a paragraph reflecting on their experiences that compares and contrasts their car design/construction task with that of the students featured in the video, with 90% accuracy as evaluated by the teacher.

Written evaluation: completion of task analysis sheet

Suggested ProjectsNone

V1011 Pennsylvania College of Technology

Unit: Reasoning and Analysis Competency: The student will apply scientific principles to problem-solve and enhance the movement of a

balloon rocket.

Multiple Intelligence TypesVerbal/LinguisticLogical/MathematicalVisual/SpatialBodily/KinestheticInterpersonal

Resources1. Website - Elements of Physics; Newton’s Three Laws of Motion

How Stuff Works Videos: http://videos.howstuffworks.com/hsw/17164-elements-of-physics-newtons-three-laws-of-motion-video.htm

2. Website - Newton’s Laws of Motionhttp://www.brainpop.com (available by subscription)

3. Video – ‘degrees that work’: Advanced Manufacturinghttp://www.pct.edu/degreesthatwork/advancedmanufacturing.htm

4. Video Analysis Chart - Going Off-Road With Sir Isaac Newton See attached

5. Video clips - You Tubehttp://www.youtube.com (teacher selected)

6. Task Packet - Balloon Rocket CarSee attached

7. Rubric - Balloon Rocket CarsSee attached

8. Data collection chart - Balloon Rocket CarsSee attached

9. Task analysis sheet - Task Summary/ReflectionSee attached

Equipment/Materials/Software1. Computer with internet access and projector

Any supplier

2. Car construction parts (wooden axle rods, wheels, bendable and straight straws, popsicle sticks, 9” balloons, rubber bands)Any supplier

3. Race set-up elements/data collection devices (stopwatch, measuring tape, calculator, masking tape, etc.)

Any supplier


http://www.youtube.com/

http://www.pct.edu/degreesthatwork/advancedmanufacturing.htm

http://www.brainpop.com/

http://videos.howstuffworks.com/hsw/17164-elements-of-physics-newtons-three-laws-of-motion-video.htm

http://videos.howstuffworks.com/hsw/17164-elements-of-physics-newtons-three-laws-of-motion-video.htm


balloon rocket.

Suggested Learning SequenceStrategy Outline Resources/Equipment

Performance Standard 1

Students will be able to identify and describe at least 3 applications of Newton’s Laws of Motion, as demonstrated within the video with 100% accuracy as evaluated by the teacher.

Introduction Review Newton’s Laws of Motion, using a short web-based video.

Resource #1 and/or #2Equipment #1

Activity View video “’degrees that work’: Advanced Manufacturing.” At the conclusion of the video, have students work in pairs to analyze the video, identifying and describing examples of any or all of Newton’s Laws of Motion. Have them record the information in the chart provided.

Resource #3Resource #4Equipment #1

Presentation/ Discussion

Have the student pairs will share the information they have collected in their chart with another pair of students. Have pairs of students share an application they have identified, while getting one new application from the pair with whom they have shared. A large group discussion will follow.Related Academic Standard: 1.6.6A

Resource #4


Students will work together in pairs to apply Newton’s Laws of Motion and manufacturing concepts discussed in the video, to design and construct a balloon rocket car, achieving an 90% or higher on the related rubric.

Introduction Review the task description with the students. View video clips of balloon cars constructed by other students, as well as photographs of sample cars. Have students generate a preliminary sketch of their vehicle in the task packet provided and identify proposed materials they will be using, in addition to the materials to be provided for all students by the teacher. Review the evaluation rubric as a class so students are clear about the criteria for which they will be evaluated.

Resource #5Resource #6Resource #7Equipment #1

Activity/ Assignment

Have the student pairs construct the balloon vehicle, using guidelines outlined in the task packet provided. Cars will compete against one another in a distance event.

Resource #6Equipment #2Equipment #3

Performance/ Evaluation

Evaluate the performance of the vehicle and the problem-solving processes employed during the construction process. Use data collected to make calculations, as specified. Record information within the packet provided and report calculations to teacher for recording/analysis as per competition guidelines.Related Academic Standard: 2.2.6B; S.6.A.1.1.1

Resource #6Resource #7Resource #8Equipment #3


Students will compose a paragraph reflecting on their experiences that compares and contrasts their car design/construction task with that of the students featured in the video, with 90% accuracy as evaluated by the teacher.

Introduction Lead students in a discussion of the design and construction process they recently experienced. Focus the discussion on comparing the processes with which



balloon rocket.

they were engaged, with those in other career paths that involve elements of manufacturing. Record the ideas of the group on the board.Related Academic Standard: 1.6.6A

Activity Using the summary sheet, instruct students to compose a paragraph that compares and contrasts their experience with that of the students featured in ’degrees that work’: Advanced Manufacturing.” Review student’s writing for proper content, grammar and conventions.Related Academic Standards: 1.5.6A, B, F

Resource #9

Related Worksite/Work Based ActivitiesNone

Additional Resources1. Website - Brainpop.com

http:// www.brainpop.com (Newton’s Laws)

WHERE TO

WStudents will be provided with an overview at the beginning of the activity, which helps to connect this activity to future career plans. Students will be provided with a sample of the rubric that will be used to evaluate performance.

HStudents’ interest will be hooked and maintained as they participate in a hands-on design and construction process, culminating with a class competition. Students will also be asked to provide a personal reflection of their experiences.

EStudents will engage in manufacturing a vehicle, requiring application of mathematics and science knowledge and skills, specifically Newton’s Laws of Motion.

R

Students will be required to evaluate their vehicle’s performance and the performance of their classmates’ vehicles, specifically pinpointing what could have been done differently to improve the distance it traveled. Students also will be asked to compose a paragraph that addresses specific questions that require precise reflection of the process, product and how it relates to the video viewed to begin the lesson, as well as possible career paths.

E Students will be evaluated with a multi-dimensional rubric, which they will be given ahead of time.

T

Additional hands-on guidance will be provided for students who may need it. Also, additional time will be provided for students with special needs, as per their individualized education plan. When more extensive writing is required, those with difficulties in this area will be permitted to use a computer to type their response, and/or orally communicate their thoughts, while they are recorded.

O

The lesson will begin by having students view a few short, engaging videos. These will be followed by a related discussion of the content. A hands-on activity (vehicle construction/competition) will then take place. Reflection of the entire process will then be requested, focusing on self-evaluation and tying all elements together.


http://www.brainpop.com/


balloon rocket.

______________________________This planning guide was written by Abbey Flick, Middle School Teacher, Central Columbia Middle School, Bloomsburg, PA.


Resource #4

Name: _______________________________________________________________________________________________

Going Off-Road With

Sir Isaac Newton

Consider the video you just viewed, ’degrees that work’: Advanced Manufacturing. Select at least 3 elements or events you viewed from the video that demonstrate direct application of at least one of Newton’s Laws of Motion. Using the chart provided below, list the element or event you

observed in the video, the law demonstrated and a brief explanation of how the element and law are linked.

Video Element/Event

Newton’s Law Demonstrated

Explanation

Note: Add additional examples as classmates share their ideas.

Resource #6

Balloon Rocket Car

A rocket is simply a chamber filled with pressurized gas. A small opening called a nozzle allows the air to escape, causing thrust that propels the rocket. You can demonstrate this when you blow up a balloon and let it go without tying it off. The balloon will fly through the air as all the air inside escapes. Sir Isaac Newton laid the foundation for the modern science of rocketry near the end of the 17th century. Newton's Laws of Motion are essential to rocket flight. Here are two of them:

Newton’s Third Law of Motion: "For every action there is an equal but opposite reaction." When an action takes place, like gases escaping from the rocket, a reaction follows - the rocket rises in the air.

Newton’s First Law of Motion: "Objects at rest will stay at rest and objects in motion will stay in motion in a straight line unless acted upon by an unbalanced force." In other words, the forces pushing a rocket up must be stronger than the force of gravity pulling it down.

The principles of rocketry apply to more than flying rockets - with this project you can make a "rocket car" that is powered by pressurized gas (air in a

balloon!).

GOAL: Apply physical science and basic manufacturing concepts to build a “balloon-powered rocket car” that will travel the farthest distance from a starting point.

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Resource #6GUIDELINES AND RULES:Your challenge is to construct a vehicle powered only by the release of air from the attached balloon. You and a partner will be provided with a bag of materials that includes the following:

2 wooden axle rods four wheels 2 long bendable straws (one for each member) 1 long straight straw (cut to form axle housing) 2 Popsicle sticks 1 9” balloon 1 rubber band

Prior to competition, each car will be subject to inspection from the teacher and any other judges, as specified. At this time, the length and mass of each car will also be recorded. After this point, no changes may be made to the car.

Each car will be given the opportunity to make two runs. The maximum distance achieved in these runs will be used to calculate the winning car. If a tie occurs, a third run will be granted to both vehicles. The winner will be determined by this third run.

You will have access to glue (regular and hot glue), tape, markers and other basic supplies here at school.

You may use the materials provided, or bring any in from home. No pre-made kits or pre-fabricated cars may be used. The supplies you will be given will be enough to construct a very basic balloon-powered vehicle. You are strongly encouraged to bring in other supplies you think would allow you to build an even better vehicle.

No gases other than the air you exhale may be used. No other propulsion systems are permitted.

Cars must have a minimum of 3 wheels. No balloons larger than 12” in diameter may be used (you will be given a 9”/22.5

cm round balloon). If you wish to use a larger balloon, you must provide it. Balloons can be inflated to any size, as long as they do no burst. Should your

balloon burst or become damaged on the day of the race, you will be given only 1 replacement balloon.

Cars that interfere with other cars during the races (i.e. they do not travel straight) will be disqualified (wheel alignment is critical).

Balloon Rocket Car

2

Resource #6 SHAPE \* MERGEFORMAT

Car Construction Basics: Tape the Popsicle sticks together to form the body of the car. Cut the straight straw in half. Use 1 of each half to hold an axle so that it spins freely. Tape or glue the straws to a stick. Use a rubber band to attach the long, bendable straw to the balloon. Blow up the balloon and tape it to the car.

When constructing your vehicle, consider the following important questions:

What can I do to reduce the fluid friction on my car? -Have I made changes to reduce the air resistance on my car? -Have I created a design that is aerodynamic?

What can I do to reduce the rolling friction of my car? -Have I effectively reduced the mass of my car? -Have I examined the friction between my car and the floor? -Have I examined the friction between my car’s body and the axles?

In order to propel my car forward, have I created a net force that is as great as possible, as permitted by the competition’s requirements?

Are my car’s wheels aligned?

Balloon Rocket CarPRELIMINARY SKETCH

3

Resource #6

In the space below, sketch your proposed car. Show your sketch to a teacher before constructing the

actual car.

List the materials you will be using to construct your car. Only include those that are DIFFERENT from the original bag of materials issued to you by your teacher.

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________

CONSTRUCTION: 1. Cut the long straw in half. Each of these will house an axle. The housing should

be a slight bit shorter than the axle itself.

2. Insert the axle rods into each axle housing.

3. You may want to glue one wheel onto each axle rod, then place the axle housing over the axle rod and glue the other wheel onto the axle rod.

4. Center the axle housings onto the popsicle stick(s) and/or whatever material you are using for the body of the vehicle. Use one axle/housing set for the front wheels, and another set for the back. Glue the housing into place. You may use

4

Resource #6whatever additional materials you have brought from home to add to the body construction of this vehicle.

5. Try your car. Place it on the ground and gently push it ahead. Does it roll with relative ease? If it does not, it is a good idea to check the axle housing. Is it a little too long, and rubbing the wheel?

6. Attach the bendable straw you have been given into the opening/neck of the balloon. Wrap a small, thin rubber band around the area where they touch to secure the balloon in place. Take special care not to wrap the rubber band too tight, or the straw will be crushed. Attach this balloon/straw structure to the vehicle.

7. Now, take it for a test drive! Gently blow up the balloon until it reaches its desired size. Then, quickly squeeze the opening of the straw to keep the air from escaping. Remove your finger from the straw, allowing the car to travel forward!

8. Carefully examine and refine your vehicle. Make any adjustments you think are necessary.

9. Measure the length of your car to the nearest tenth of a centimeter. _______ cm

10. Measure the mass of your car to the nearest tenth of a gram: _______ g

DATA COLLECTION TABLETime (seconds) Distance

(meters)Speed

m/s

Run #1

Run #2

Calculate the average rate of speed of your balloon rocket car. Show your work in the space provided. If necessary, refer to the formula provided. Record your results in the table provided above.

5

Resource #6

SPEED = DISTANCE (m) TIME (sec.)

List 2 problems encountered while constructing or testing your car and how each was solved.

PROBLEM ENCOUNTERED HOW IT WAS SOLVED1) 1)

2) 2)

Explain how Newton’s Third Law relates to the performance of your Balloon Rocket Car.

_______________________________________________________________________

6

AVERAGE SPEEED: ________________ meters per second OR m/s

Resource #6_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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Did the smooth surface of the racing surface (floor) improve your car’s performance or make it worse? Explain why you believe it did or did not.

____________________________________________________________________

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Based on your personal experience, as well as observations of the other balloon vehicles, what could you have done differently when constructing your car to increase the distance it traveled? Explain.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

7

Resource #6_______________________________________________________________________

_______________________________________________________________________

8

Resource #7

Name(s): ___________________________________________________________ Date: __________

RUBRICBalloon Rocket Cars

CATEGORY 4 3 2 1

Scientific Knowledge

Explanations by all group members

indicate a clear and accurate

understanding of scientific principles

underlying the construction and

modifications.

Explanations by all group members

indicate a relatively accurate



modifications.

Explanations by most group members

indicate relatively accurate



modifications.

Explanations by several members of

the group do not illustrate much



modifications.

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.

Modification/Testing

Clear evidence of troubleshooting,

testing and refinements based on

data or scientific principles.

Clear evidence of troubleshooting,

testing and refinements.

Some evidence of troubleshooting,

testing and refinements.

Little evidence of troubleshooting,

testing or refinement.

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.

Construction –Care Taken

Great care taken in construction process so that the structure

is neat, attractive and follows plans accurately.

Construction was careful and accurate for the most part, but

1-2 details could have been refined for

a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a

more attractive product.

Construction appears careless or

haphazard. Many details need

refinement for a strong or attractive

product.

Data Collection

All required data collected in a careful,

reliable manner.

Most required data collected in a careful,

reliable manner.

A portion of required data collected in a

careful, reliable manner.

Required data not collected carefully or

not in a reliable manner.

Total: _________

Resource #8

Car Name

Team Members

Trial #1 Distance

Trial #1 Time

Trial #2 Distance

Trial #2 Time

Avg. Speed in m/s

Final Distance Ranking

Final Speed

Ranking

Note: Convert this table in Resource #8 to an Excel document.

Resource #9

Name: ________________________________________________ Date: ____________________TASK SUMMARY/REFLECTION

Now that you have concluded your own manufacturing task, consider how it was similar to and different from the experiences of students featured in the video, ‘degrees that work’: Advanced Manufacturing. Be thorough and reflective in your response. Use the back of the sheet, if necessary.

Your response should include, but is not limited to the following: What similarities did you notice between the two tasks? What differences did you observe? What insights regarding advanced manufacturing have you had as a result of this project? Why are the subjects of math and science critical for those involved in manufacturing? Would you consider a career in advanced manufacturing? If so, in what area?

_______________________________________________________________________

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unit: bacteria · web view2 wooden axle rods. four wheels. 2 long bendable straws (one for each...

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