ABSTRACT:

Grade: 7-9 Course: Mathematics/Science (possible writing portfolio entry)

Strand: Probability and Statistics/Physical Science Major Topic(s): Rate/Motion

Academic Expectations: 2.1 (science skills); 2.2 (patterns); 2.4 (models and scale);

What Students will know: How to collect, organize, represent, and analyze data; Characteristics and appropriateness of graphs; How to construct and interpret displays of data (e.g., tables, line graphs); Rectangular coordinate system/grid and ordered pairs; Graphs of lines from tables; How mathematical predictions and/or conclusions are made and supported with analysis of data; How everyday situations, tables, graphs, rules, and equations relate to each other; The motion of an object can be described by its relative position; Kinetic and potential energy; Laws of motion; Scientific inquiry.

Learning Modality:_X_Audio /_X_Visual /_X_Kinesthetic /_X_Tactile /_X_Integrated

Multiple Intelligence's: _X_ Verbal-Linguistic / ___ Musical-Rhythmic /

__X_ Logical-Mathematical / __X_ Visual-Spatial / _X__ Bodily-Kinesthetic /

__X_ Interpersonal / ___ Intrapersonal / ___ Naturalist

Essential Question: How does rate, position, distance, and speed relate?

The purpose of this activity is to gain an understanding of position, distance, and speed. Students first predict when a balloon-powered car has the greatest speed as it is released and travels across the floor. Students are given parts to construct their own small group car and then collect data that will enable them to determine the car's speed after it is released. For assessment, students are asked to give a presentation to the class and then submit a formal written report. A scoring guide and sample report provide clear expectations for students.

This activity requires two regular class periods to complete. The small groups can collect data in one class period and then individual members could be assigned the formal report. Motion is usually encountered early in the school year, so teachers have to decide if their class will benefit most from small group reports or individual reports.

MATERIALS AND PREPARATION:

Materials required for this activity include:

Stop watches Meter sticks Cardboard Wood glue

Masking Tape Two, three-inch dowel rod sections

Drinking straw Four wheels per group Several balloons

Preparation involves gathering materials and cutting small pieces of cardboard (approximately 2.5 by 8 inches) in advance of the activity. Students are required to assemble the car. Observing good wheel alignment and aerodynamics make for a more efficient car, but a less efficient vehicle will still demonstrate the concepts. Taping four to five meter sticks end to end across the floor will act as a guide for the vehicle travel while providing a good distance reference as well.

Check for understanding of graphing skills; understanding of independent/dependent variables; use of measurement tools; critical vocabulary

The NASCAR circuit has gained increasing popularity in recent times. A battery or spring-powered car/truck can be used to 'hook' students upon the ideas of position, distance, and speed. Students love hands-on activities and the opportunity to construct their own team car will engage the vast majority of students.

Students first make a prediction or speculate about where speed will be the greatest and least before actually exploring. A total class discussion about the motion vocabulary and what that might mean to the distance and time data being collected is advised. The idea is to have groups collaborate in the data collection process in order that enough distance/time data points (hopefully 8-10) can be obtained.

Students will make group presentations in which they will explain the rationale behind their prediction and then summarize their findings. Students are asked to explain any differences in predictions and findings. Both a visual (white board) and verbal summary is required. This provides an opportunity for a variety of learning modalities.

By integrating math and science, there is an abundance of connections between these two disciplines as well as math/science to everyday experiences. The activity can be expanded to include the velocity and acceleration aspects of motion. The activity can also be expanded to involve the use of hand held technology. A graphing calculator and ranger can be used to collect distance and time data, but the manual manipulation of data is more beneficial for those wishing to embed the motion vocabulary.

The written report for this activity requires a 'conclusion' section (students are provided a scoring guide and shown a sample report prior to this performance event). Students themselves evaluate what they have learned and what they could have done to produce better results. I feel that this self-evaluation is of a much greater value to students than any letter grade I could assign to the end product. Observation of the students at work can be used to evaluate cooperative group behavior. Teachers can also conduct an evaluation of their effectiveness. Observing with a sense of pride is associated with a well-prepared lesson while observation with a sense of frustration is not.

EVALUATION CRITERIA FOR ACTIVITY REPORTS

 

Completeness of each section (as specified above)…….….85

Grammar/Neatness…………………………………..............5

General (cover page/table of

contents/order/labels/ etc.).................................................. 10