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hyslcs

3-8 - nL SC3.1.1.b lan and conducL lnvesLlgaLlons and ldenLlfy facLors LhaL have Lhe
poLenLlal Lo lmpacL an lnvesLlgaLlon
- nL SC3.1.2.a 8ecognlze LhaL sclenLlflc explanaLlons are based on evldence and
sclenLlflc knowledge
- nL SC3.2.2.b uescrlbe changes ln moLlon due Lo ouLslde forces (push, pull,
gravlLy)
1. WhaL concepLs/blg ldeas
do you lnLend sLudenLs Lo
learn?

Cb[ecLs are affecLed by forces.
2. WhaL do you expecL
sLudenLs Lo undersLand
abouL Lhls concepL and be
able Lo do as a resulL?
SLudenLs wlll
Work ln groups Lo bulld caLapulLs ouL of everyday ob[ecLs, and
uemonsLraLe Lhelr undersLandlng of moLlon and forces by uslng Lhe caLapulLs Lo launch ob[ecLs.
3. Why ls lL lmporLanL for
sLudenLs Lo learn Lhls
concepL? (8aLlonale)
MoLlon and forces affecL all maLLer on LarLh. SLudenLs lnLeracL wlLh forces hundreds of Llmes per day, buL many do noL reallze lL.
WlLhouL forces, ob[ecLs would noL lnLeracL Lhe way LhaL Lhey do (Lhlnk abouL whaL llfe would be llke wlLhouL gravlLy or frlcLlon).
SLudenLs musL explore Lhe ldea of moLlon and forces Lo creaLe a baslc undersLandlng of Lhelr funcLlons. 1hls new undersLandlng
wlll serve as a foundaLlon for sLudenLs Lo furLher expand on Lhe concepL of forces wlLh such ldeas as frlcLlon, veloclLy, and oLher
forms of energy ln forces.
4. rovlde an overvlew/
explaln whaL Leachers
should know abouL Lhls
Loplc. WhaL mlscon-
cepLlons do sLudenLs
Lyplcally have abouL Lhls
concepL? (Lesson
8ackground lnfo)
MoLlon can be descrlbed as an ob[ecL movlng from one place Lo anoLher. MoLlon requlres a !"#$%, or a push or pull" Lo begln.
lorces acLlng on an ob[ecL cause lL Lo move and elLher conLlnue movlng or sLop. MoLlon ls calculaLed wlLh a measuremenL of
speed (mlles per hour, lnches per second, eLc.) and can acceleraLe (lncrease, speed up), remaln consLanL, or deceleraLe
(decrease, slow down). lorces acL upon Lhe caLapulL, boLh causlng and affecLlng Lhe lnlLlal moLlon. Such forces mlghL lnclude alr
reslsLance, gravlLy, and Lenslon.

&'($")$%*+'")(:
MoLlon ls elLher movlng" or noL movlng"
lf speed ls lncreaslng, acceleraLlon ls also lncreaslng
Cb[ecLs aL resL have no forces acLlng on Lhem
Alr pressure, gravlLy, or an lnLervenlng ob[ecL keeps an ob[ecL sLaLlonary
Movlng ob[ecLs wlll come Lo a sLop, even lf frlcLlon ls noL presenL
3. WhaL speclflc acLlvlLles
mlghL be useful for helplng
sLudenLs develop an
undersLandlng of Lhe
concepL ln each phase of
I.7#7&: Pave sLudenLs work ln groups Lo bulld caLapulLs ouL of everyday ob[ecLs. Lxplaln whaL caLapulLs are, Lhelr use, and glve
a demonsLraLlon of one. use [ournals Lo record problems sLudenLs run lnLo and conslderaLlons abouL whaL mlghL affecL Lhe
caLapulLs.

IK$3*)#%1*.: Croups wlll Lake Lurns launchlng marshmallows from caLapulLs aL a deslgnaLed LargeL. SLudenLs wlll record
!"#$%&" ()*+ %,& -*.%&.% /&$)&0&.%#%1*. 2**3 45*67,)#.8 963,#338 : ;&))<8 =>>?@
Lhe Learnlng Cycle?

observaLlons ln noLebooks. AfLer one launch, groups can reconvene and dlscuss and record whaL wenL well and whaL could be
flxed abouL Lhe caLapulL. A seL amounL of Llme (3 mlnuLes or so) wlll be glven for groups Lo make changes Lo Lhe machlnes, and a
re-launch wlll occur. lf groups are happy wlLh Lhe resulLs of Lhe flrsL launch, Lhey wlll dlscuss and record why Lhe machlne
worked so well and Lhen may asslsL oLher groups lf Llme allows.

IK$3#.#%1*.: Comlng LogeLher as a class, sLudenLs from each group wlll Lake Lurns dlscusslng Lhe deslgn and bulld process and
Lhe resulLs of each launch. A Lable on Lhe whlLeboard wlll be creaLed wlLh columns WhaL worked" and WhaL dldn'L work." 1he
Leacher wlll Lhen gulde Lhe dlscusslon lnLo forces and have sLudenLs conslder whaL may have affecLed Lhe caLapulLs (even lf noL
vlslble!). Some quesLlons LhaL may be beneflclal Lo ask lnclude:
WhaL were you aLLempLlng Lo achleve wlLh your caLapulL deslgns.
Pow dld Lhe caLapulL seL Lhe marshmallow ln moLlon?
WhaL dld you do Lo lmprove your caLapulLs for Lhe second launch?
WhaL helped Lhe caLapulL work as well as lL dld?
An addlLlonal column can be added Lo Lhe Lable on Lhe board enLlLled WhaL affecLed Lhe caLapulLs."

IK%&.01*.: Clven Lhelr new knowledge abouL forces, sLudenLs wlll geL back lnLo groups and once agaln assess and make changes
Lo Lhelr machlnes. 1he new ob[ecLlve ls Lo bulld a caLapulL LhaL wlll send pro[ecL ob[ecLs Lhe !-#+.%(+. SLudenLs wlll predlcL ln
Lhelr noLebooks whaL changes could be made and Lhen wlll lmplemenL Lhose changes. Cne flnal launch wlll occur. 8esulLs wlll
be recorded, and sLudenLs wlll reflecL on Lhe Lhree launches and Lhe followlng quesLlon: /0.1+ 2'2 +.% 1$+'3'+4 +%1$. 4"- 15"-+
6"+'") 1)2 !"#$%(78.
6. ln whaL ways would you
assess sLudenLs'
undersLandlng or
confuslon abouL Lhls
concepL?
C*)+#%1H& !00&00+&.%: Sclence [ournal enLrles (depLh of knowledge), dlscusslons (boLh ln small groups and whole-class), class
charL on board

D6++#%1H& IH#36#%1*.: CompleLlon of all parLs of sclence [ournal, as well as rubrlc provlded ln lesson:
9 *"')+(: SLudenLs acLlvely parLlclpaLed ln class dlscusslons, worked cooperaLlvely ln Lhelr Leams, successfully creaLed a Leam
caLapulL, acLlvely parLlclpaLed ln Lhe caLapulL launch.
: *"')+(: SLudenLs somewhaL parLlclpaLed ln class dlscusslons, worked somewhaL cooperaLlvely ln Lhelr Leams, needed help Lo
compleLe Lhelr caLapulL, dld noL acLlvely parLlclpaLe ln Lhe caLapulL launch.
; *"')+: SLudenLs somewhaL parLlclpaLed ln class dlscusslons, were unable Lo use caLapulL maLerlals wlLhouL Leacher guldance,
creaLed unflnlshed caLapulLs, dld noL acLlvely parLlclpaLe ln Lhe caLapulL launch.

7. WhaL maLerlals/
equlpmenL are needed Lo
Leach Lhe lesson?
lor each group:
Shoebox (base of caLapulL)
8ubber bands
opslcle sLlcks
Masklng Lape
lasLlc spoon
!"#$%&" ()*+ %,& -*.%&.% /&$)&0&.%#%1*. 2**3 45*67,)#.8 963,#338 : ;&))<8 =>>?@
8ulers
Sclssors
- Marshmallows
- 1argeL
8. 8eferences (lease llsL
all resources consulLed ln
developlng Lhls form)
Lesson ouLllne: <<<=>'($"3%#4?$.""@=$"6
MlsconcepLlons: <<<=*.4('$(!'#(+6"="#AB!'@%(B&'($")$%*+'")(=*2!