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“Motion Madness: Balanced and Unbalanced”

n PROGRAM OVERVIEW “Motion Madness: Balanced

and Unbalanced ” These lessons are part of SEPUP, an instructional model that integrates scientific inquiry with a thematic approach for teaching science in the context of personal and social issues. Having a specific problem/question, goal or issue helps students see how science is connected to their daily lives. In this three week unit, students will address a problem, conduct an experiment to collect data/evidence and analyze their evidence to solve the original problem or question. These activities incorporate science, technology, engineering, math, visual and language arts and engage all students in active learning.

Begin by exploring students’ ideas and understanding of speed, using units (mph, meters/s) as described in district curriculum and everyday examples. Ask students how they think speed is measured (speedometer, radar gun). This can be done through, discussion, partner talk or creating and sharing a talking drawing. Based on student answers, teachers should lead class discussion to encourage students to think how people measured speed before those tech devices were invented. Guide students to understand that the basic method of measuring speed must involve measuring both a

For further information contact…

Mrs. HendersonJewett Middle Academy IB

601 Ave T NE, Winter Haven, FL 33881(863) 291-5320

[email protected]

2017 - 2018 IDEA CATALOG OF EXCELLENCE

time interval and the distance traveled, therefore, all speed measurement units are a combination of a time and a distance. This can lead to the formula S=D/T. Some everyday examples may include Olympic events, pitching speeds, automobile and other modes of transportation.

Each SEPUP activity begins with a challenge, a specific question or goal. To tackle the challenge, students perform experiments, collect data (evidence), and analyze the data to address the central issue or challenge. At the end of a unit, students use their evidence and knowledge in culminating activities that require them to reach a decision or to solve the original problem. Through these activities, students learn how science affects peoples’ lives.

Students will use a cart, ramp, and track sections to measure the time it takes for a cart to travel a specified distance. They will calculate speed from their distance and time measurements and will correctly use the appropriate units for speed and recognize the concept of speed as a rate of motion. They can further investigate speed by designing and conducting experiments that relate the speed of the cart to its release height/ distanced traveled on a ramp. Students can utilize the skills and concepts from this unit to design a safer family vehicle and design crash

dummy tests to protect occupants in car collisions. This can also lead into connecting the importance and the requirements necessary for such professions as mechanical engineers, automot ive engineers, and law enforcement.

Strategies include a combination or individual and cooperative group work through discussion, open ended questioning and project presentation. Ut i l iz ing a var iet y of ac t iv i t ies accommodates students who might have dif ferent learning styles and stimulates all students to improve their laboratory, research, reading, writing, and presentation skills.

Each lesson in “Motion Madness: Balanced and Unbalanced” is designed to be completed in 1-2 class periods depending on the length of class periods and time with students. The target population is 6th-8th grade physical science units. The equipment/materials kits supply enough equipment for approximately 6-7 lab groups of four participants to conduct hands on laboratory tests for force and motion (Newton’s Laws).

“Motion Madness: Balanced and Unbalanced”

n OVERALL VALUE “Motion Madness: Balanced and

Unbalanced” activities allow students to discover that forces have magnitude and direction through exploration of net force, force diagrams, investigations, and a design challenge involving various types of forces/motion and how they impact/influence motion and their daily lives. They also open the door to discussion, exploration and research of educational requirements and opportunities for STEM professions. Students are introduced to scientific information through experimentation, reading, and reinforcing lab skills. Activities excite and motivate students to actively par ticipate in science experiments. Active participation in the activities increases competency and student motivation and confidence to excel in standards based testing.These activities will be a part of the district unit on force and motion with the approximate length of 3 weeks.

Needs assessment were obtained through analysis of student test data. The assessment procedures include formative assessment (ie. project completion, graphs, charts, completion) and summative assessment through classroom and district testing. Students take an interest inventory at the beginning of the school year and a college interest/aptitude survey. After completion of the program, interest in STEM careers increased by 50% or 70 students.

n LESSON PLAN TITLES• Measuring Speed• Net Force Challenge• Crash Testing

n MATERIALS See individual lesson plans –

materials are based on a lab group of four students; computers or tablets for research for lesson #3.

n ABOUT THE DEVELOPER Janet Henderson currently teaches

8th grade science at Jewett Middle Academy IB in Winter Haven, FL. She has a background in curriculum development and secondary science teaching. She graduated from Appalachian State University with a Bachelor of Science degree in biology and earned a Masters of Education degree from the University of South Florida in curriculum, instruction and supervision.

Prior to her current position, Ms. Henderson has experience as a STEM science instructor, an environmental educator, district K-12 science specialist for Polk County Schools, and an adjunct professor.

Ms. Henderson has been an active participate in professional development, trainings and committees on both the local and state areas. She has participated on FSA Science test scoring and performance review committees, a past officer and executive board member of Florida Association of Science Supervisors, and a member of the state instructional materials committee.

In addition, as a member of local education advisory committees for FIPR (Florida Institute of Phosphate Research), LRC (Learning Resource Center) and LEAD (Lakes Education Act ion Dr ive) she has provided development and assistance in current initiatives related to curriculum needs and standards.

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n SUBJECTS COVERED Science, mathematics, language arts, engineering

n GRADESMiddle school grades 6-8 science, but easily adapted to elementary grades and high school physical science.

n OBJECTIVES Students will…

… describe the motion of an object by its position, direction of motion, and speed

… design and conduct an investigation, communicate procedures, results, and explanations to others

… take accurate measurements and calculate speed.

… discuss the experimental variables in the investigation

… explain how technology is closely linked with creativity, which has resulted in innovation.

n SUNSHINE STATE STANDARDS

LAFS.6.SL.1.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

MAFS.6.SP.2.5 Summarize numerical data sets in

relation to their context.

MAFS.6.SP.2.4 display numerical data in plots, charts, graphs.SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces

acting at a distance, such as electrical, magnetic, and gravitational. SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes

its speed, or direction of motion, or both.

n MATERIALS For each group of four students

• 2 track pieces• 1 cart• 1 ramp• 1 timer• 1 meter stick• 1 marker• Masking tape

“Motion Madness: Balanced and Unbalanced” Janet HendersonLesson Plan No 1: Measuring Speed

n DIRECTIONS 1. Set up the ramp and track. 2. Use the meterstick, masking tape and marker to measure and mark the beginning

and end of the first 100 cm of the level part of the track. Place the meter stick next to the track – not directly on the track surface.

3. Draw a data table in your science notebook to record 3 trials, time, distance and speed:


Trial Distance (cm) Time (s) Speed (cm) 1 100 2 100 3 100 Average Speed

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n VOCABULARY • distance • evidence • variable • rate • speed • time interval • error• data table

4. Position the cart so that its rear axle is at notch A on the ramp.5. Release the cart, and start timing when the rear wheels of the cart travel over

the beginning joint (where the ramp attaches to the track) of the level track. Time how long it takes the rear wheels of the cart to travel until the rear wheels travel to the 100 cm mark.

“Motion Madness: Balanced and Unbalanced” Janet HendersonLesson Plan No 1: Measuring Speed (cont.)


6. Record the time in your data table in the trial 1 row.

7. Repeat steps 4 & 5 two more times. Record your times in the trial 2 and 3 rows in your table.

8. Use the equation below to calculate the speed of the cart for each trial:

Speed = distance time9. Calculate the average of the three

trials. Record the average speeds in your table.

n ACCOMMODATIONS• frequent status checks for

understanding• using models to assist learning• small groups

n EVALUATION/ASSESSMENT

1. Data table showing distance/ time measurements and correct speed calculations.

2. Use group data to create a motion graph for cart.

3. Compare data with other groups and identify sources of error.

4. Examine motion graphs and match descriptions of motions to the correct graph.

5. Student/group participation.

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n SUBJECTS COVERED Science, mathematics, language arts



… measure forces with spring scales … identify the relationships between

changes in motion, net force, and balanced and unbalanced forces

… design and conduct an investigation… draw a force diagram and describe

the diagram


MAFS.6.SP.2.5: Summarize numerical data sets in

relation to their contextLAFS.6.SL.1.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SC.6.P.13.1 Investigate and describe types

of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.

SC.6.P.13.3 Investigate and describe that

an unbalanced force acting on an object changes its speed, or direction of motion, or both.

n MATERIALS Based on groups of 4:

• 1 wooden block • 2 metal cylinders • 2 spring scales • 1 rubber band

n VOCABULARY • balanced force• force diagram• friction• net force• unbalanced force• acceleration

n DIRECTIONS Part A: Balanced Forces1. Place the wooden block on the table

and hook spring scales to the pegs on the block on both sides

2. While not moving the block, have one group member pull with a force of 1 N on one spring scale while the other partner pulls with the same force on the opposite spring scale

3. Draw the force diagram in your science notebook. On your diagram label the forces on the block from step 2 (balanced forces)

“Motion Madness: Balanced and Unbalanced” Janet HendersonLesson Plan No 2: Net Force Challenge


Part B: Unbalanced Forces4. Repeat step 2 with one group

member pulling with a force of 1.5 N on one spring scale while another member pulls with a 1 N force on the other spring scale; observe the motion. Record your observations in your science notebook.

5. Switch roles and repeat step 4 so all members get a chance to pull the block and see its motion

6. Discuss the motion of the block with your group and record your conclusion in your notebook. Decide if the block was accelerating or not.

7. Draw another force diagram of your block. Record the forces from Step 4. Title your diagram and label the forces (unbalanced)

Part C The Challenge8. Unhook one of the scales. Place

2 metal cylinders on the block and secure them with the rubber band going around cylinders and over the pegs on the block.

9. Attach a spring scale to one side of the block hooking the scale to the rubber band.

10. Pull on the scale so that the block slides steadily and read the force needed to pull the block at a steady speed. Read the force needed to pull the block slowly and steadily.

11. Switch roles to allow each member to pull the block

12. Discuss the motion of the block with your group and record your conclusions in your notebook. Decide if the block was acceleration or not.

13. Draw a force diagram of your block at Step 10 and label the net force on your block. Title your diagram “balanced” or unbalanced depending on the conclusion of your group.

“Motion Madness: Balanced and Unbalanced” Janet HendersonLesson Plan No 2: Net Force Challenge (cont.)



understanding• using models to assist learning• small groups


Correctly drawn force diagrams: accurately describe an example

and draw a force diagram with correct labels for a balanced and unbalanced force.

Student Participation.

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n SUBJECTS COVERED Science, mathematics, language arts



…design a crash-test dummy …share and explain their designs. …become familiar with vehicle crash

tests through research…explore the work of automotive

engineers


LAFS.6.SL.1.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade topics, texts, and issues, building on others’ ideas and expressing their own clearly.

K12.ELL.SC.1 En g l i sh l an g uag e l e a r n e r s

communicate information, ideas and concepts necessary for academic success in the content area of Science

MAFS.6.SP.2.5 Summarize numerical data sets in

relation to their contextSC.6.P.13.3 Investigate and describe that an

unbalanced force acting on an object changes its speed, direction of motion, or both.

SC.6.P .12.1 Measure and graph distance

versus time for an object moving at a constant speed. Interpret this relationship.

n MATERIALS • chart paper• markers• computers or tablets for research

n VOCABULARY • speed• acceleration• safety engineer• force• crash test• sensor• crash dummy

n DIRECTIONS 1. Within your group, discuss design

elements for the crash dummy that will be in your vehicle’s driver’s seat.. Remember to listen to all ideas of others. If you disagree with ideas of other members, explain why you disagree. The design considerations are:• should the dummy be an adult or

child.• what materials will make up the

dummy.• how tall and how heavy will the

dummy be.• should there be sendors used;

if so what will they measure and where will they be placed.

“Motion Madness: Balanced and Unbalanced” Janet HendersonLesson Plan No 3: Crash Testing


2. Draw the crash-test dummy design; include labels and explanations of the different parts.

3. Use an “X” to show sensor locations on your drawing. Show at least 5 sensors.

4. Prepare a presentation for the class explaining your group’s design and the scientific reasons for your choices. Use scientific vocabulary learned in this unit in your presentation and reasoning.


understanding.• using images to assist learning.• small groups.


Presentation and explanation of final design.

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Materials Budget SUPPLIER ITEM DESCRIPTION COST QUANTITY TOTAL COST

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Teacher ________________________________________

School __________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Motion Madness: Balanced and Unbalanced” Janet HendersonLesson Plans Materials Budget


Lab-Aids Force and Motion Drawer 1 Package w/ Molded Tray $143.00 1 $143.00

Force and Motion Drawer 2 Package w/ Molded Tray 283.00 1 283.00

Force and Motion Drawer 3 Package w/ Molded Tray 229.00 1 229.00

Classroom Direct Metersticks 1.77 14 24.78

Walmart Storage bins for materials 4.96 2 9.92

Art Supplies: markers, colored pencils, masking tape 40.00 1 40.00

Post it easel pad paper 2 pk 30.77 2 61.54

Janet HendersonJewett Middle Academy IB

791.24

8.76

$800.00

“Motion Madness: Balanced and Unbalanced” Janet HendersonRubrics


Scoring Guide: Group Participation

Scoring Guide: Design Investigation

Level 4

Level 3

Level 2

Level 1

Level 0

X

Level 4

Level 3

Level 2

Level 1

Level 0

X

Actively asking questions about ideas of others; assist one another and build on ideas of other members.

All group members participated and considered ideas of others.

Unequal group participation.

Group disregarded comments and ideas of others.

Single individual does entire task.

Student had no opportunity to respond.

Student identifies alternate procedures and suggests improvementsRelates project clearly to scientific principles and approaches.

Student’s design is appropriate; is complete and correct as required.

Student’s design or procedure is incomplete AND/OR has significant errors.

Student’s design or procedure is incorrect or demonstrates a lack understanding of the goals of the investigation.

Student’s design or procedure is missing, illegible, or irrelevant.

Student had no opportunity to respond.

for further information contact… mrs. henderson€¦ · units for speed and recognize the concept...

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