Victory 8th Grade

Zip Line PBL

Title:
Teacher:
Content
Focus:
Project
Idea:

Build a Zip Line

Est. Start Date:

Duration: 4 Wk
Spring 2016
Hemphill
Grade Level: 8
Science
Other subject areas to be included:
ELA/Literacy, Math
Work in collaborative groups of 3-4 to learn about Newton's Laws and the
affects of gravity, friction and forces on objects. They will engage in the
engineering process of designing, testing, evaluating and possibly
redesigning an apparatus that will can carry a ping-pong ball from the top
of a zip line string to the bottom in four seconds or less. As students work
through their experiments they will record the details of their results in
their science journals. This project will be done after students have gained
content knowledge through completion of leveled worksheets, quick Lab
explorations and demonstrations in and outside of the classroom. This
newly gained knowledge will help students effectively communicate the
results of their experiments.

Essential
Question:

What are the

independent and
dependent forces that act
upon objects in motion?

Driving
Question:

What forces would decrease or

increase the speed of a body
on a zip line?

Content
and Skills
Standards
to be
addressed:

Science
MS-PS2-1
Apply Newton's Third Law to design a solution to a problem
involving the motion of two colliding objects .
MS-PS2-2
Plan an investigation to provide evidence that the change in
an object's motion depends on the sum of the forces on the
object and the mass of the object .
a. The role of the mass of an object must be qualitatively
accounted for in any change of motion due to the application
of a force.
b. Forces that act at a distance involve fields that can be
mapped by their relative strength and affect on an object.
c. When two objects interact, each one exerts a force on the
other, and these forces can transfer energy between them.
MS-PS2-4
Construct and present arguments using evidence to support
the claim that gravitational interactions are attractive and
depend on the masses of interacting objects.
Math
MP. 2
Reason abstractly and quantitatively. (MS-PS2-1, MS-PS2-2, MSPS3-2)
6.NS.C.5
Understand that positive and negative numbers are used
together to describe quantities having opposite directions or
values; use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in
each situation. (MS-PS2-1)
6.EE.A.2Write, read, and evaluate expressions in which letters stand for
numbers.
7.EE.B.3Solve multi-step real-life and mathematical problems posed with

positive and negative rational numbers in any form, using tools

strategically. Apply properties of operations to calculate with
numbers in any form; convert between forms as appropriate; and
assess the reasonableness of answers using mental computation
and estimation strategies. (MS-PS2-1, MS-PS2-2)
7.EE.B.4Use variables to represent quantities in real-world or
mathematical problems, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
(MS-PS2-2)
Reading / Literacy
RST.6-8.1
Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of
explanations or descriptions. (MS-PS2-1),
(MS-PS2-4)
RST.6-8.3
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical
tasks. (MS-PS2-1),(MS-PS2-2),(MS-PS2-5)

Writing
WHST.6-8.1 Write arguments focused on discipline-specific content. (MSPS2-4)
WHST.6-8.7 Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources
and generating additional related, focused questions that allow
for multiple avenues of exploration. (MS-PS2-1),(MS-PS2-2),(MSPS2-5)

T&
A
21st Century
Skills and
MPS to be
explicitly
taught and
assessed
(T&A) or
that will be
encouraged
(E) by
project work
but not
taught or
assessed

Use various types of

reasoning as
appropriate to the
situation

Goals
selected
from
p21.org:

Reflect critically on
learning experiences
and processes

Effectively analyze
and evaluate
evidence, arguments,
claims and beliefs

Synthesize and make

connections between
information and
arguments

T&
A
Use a wide range of idea
creation techniques (brain
storming)

Elaborate, refine, analyze

and evaluate their own
ideas in order to improve
and maximize creative
efforts

Develop, implement and

communicate new ideas to
others effectively
Be open and responsive to
new and diverse
perspectives, incorporate
group input and feedback
into the group

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Learning
and
Innovation
Skills:
Critical
Thinking and
Problem
Solving,
Creativity
and
Innovation,
Communicat
ion and
Collaboratio
n

(This PBL
project is
not limited
to these
listed 21st
Century
Skills)

Identify and ask

significant questions
that clarify various
points of view and
lead to better
solutions

View failure as an
opportunity to learn

Communicate effectively in
diverse environments

Articulate thoughts
and ideas effectively
using oral, written,
and non verbal
communication skills

Listen effectively to
decipher meaning,
including knowledge,
values, attitudes and
intentions

Demonstrate ability to work

effectively and respectfully
with diverse teams
Assume shared
responsibility for
collaborative work

Use communication for a

range of purposes

Exercise flexibility and

willingness to be
helpful in making
necessary
compromises to
accomplish a common
goal
Presentation
Audience
Class

Culminatin
g Products
and
Performanc
es

Group:

Work in collaborative groups of 3-4 to

learn about Newton's Laws and the affects
of gravity, friction and forces on objects.
They will engage in the engineering
process of designing, testing, evaluating
and possibly redesigning an apparatus
that will can carry a ping-pong ball from
the top of a zip line string to the bottom in
four seconds or less. As students work
through their experiments they will record
the details of their results in their science
journals. Students will demonstrate their
results to family and community members
during 7th & 8th Grade Math Night.

Individu
al:

School

Community

Expert
Web

Other:

PROJECT OVERVIEW
Entry Event

Students will be asked, "What do you know about zip lines?" Students will
talk with their table groups and then share out what they know. Answers
will be recorded on chart paper so that students can compare responses

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pre- and post-design. After a short discussion ask, "What kind of forces do
you think would either decrease or increase the speed of a zip line?"
This short activity will serve as general whole-class pre-assessment.
Outline or
Conceptual
Flow

Students will watch the Zip Line Racers which features elementary
students of various ages.
The Workshop for Young Engineers
https://www.youtube.com/watch?v=-jncwft6UwY

(may not
use all the
activities,
but a
majority
are needed
to
facilitate
higher
level
thinking
and critical
analysis
skills)

Debrief what students wonder and/or noticed.

Write on chart paper:
gravity, weight, mass, velocity (write in science journals - definition to
follow)
After they watch the clip, students will read informational text in reference
to Newton's Laws of Motion to either build upon or gain knowledge about
force, mass, motion, friction, acceleration, velocity, and inertia. It is
essential that they have the necessary background knowledge so they can
effectively analyze what is happening throughout their experiments. The
text we'll be using is Holt Physical Science textbooks that are shelved in
the classroom.
Complete leveled worksheets for: A Force of Gravity - work in groups
taking turns reading and summarize concepts as they go. Display picture of
the Apollo astronauts in space and walking on the moon.
Whole class discussion - what do you think would happen if there were no
gravity on earth? Record their responses in their science journals. Students
will use academic vocabulary when responding to the question.
Clarify the direction of gravity TE 371
Page 372, teacher demonstration of mass. (different sized objects)
Quiz - A Force of Attraction
Assess students understanding of: gravity, how the law of universal
gravitation explains how distance, mass, and gravitational force are
related; and how the weight of an object depends on gravity, but the mass
of the object does not.

MP 2 Reason
abstractly
MP 5 - Use
appropriate
tools

MP 5 - Use
appropriate

Reinforcement worksheet: A weighty problem (weighing differences

between a spring scale and balance scale) work in pairs to complete the
worksheet - realia.
Technology:
www.scilinks.org Topic - Matter and Gravity, Scilinks code: HY70922
Technology:
http://www.grc.nasa.gov/WWW/K-12
Search: Four Forces on an Airplane (briefly introduces Newton's Laws)
Fundamental Terms - worksheet

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tools

MP2 Reason
abstractly

6.EE.A.2 Letters stand

for numbers
7. EE.B.3 Multi step
problems
Use tools
appropriatel
y
7.EE.B.4 Use
variables to
represent
quantities
v = g x t

MP 3 Construct
viable
arguments

Student Product - outside activity. Students will examine two similar sized
objects, we'll discuss similar sizes and different masses. They will predict
which object will land first when both objects are released at the same
time. Students will make observations and write about what happens in
their science journals.
Complete leveled worksheets with information text - Gravity and Motion
work in pairs taking turns reading pages 376-383 (throughout the week).
Big ideas: gravity can be an unbalanced force, air resistance is a force that
opposes motion, projectile motion has two components, acceleration is a
rate at which velocity changes overtime and gravity provides the
centripetal force that keeps objects in orbit - solar system.
Make sure students are consistently using academic vocabulary make
flashcards if necessary
Video short clip of sky divers. students will notice various positions the
divers use to maneuver before they open their chutes. Discuss terminal
velocity and free fall.
Student Product - Quick lab. Parachutes and Air Resistance, Datasheet (A,
B, or C) (outside activity) one class period. Students will explore how air
resistance affects falling objects.
CFU Assessment: What forces are acting on an object when it is falling at
terminal velocity?
Lab: centripetal Force and Circling Marbles. This activity allows students to
explore and investigate how a centripetal force is needed to keep an object
such as a planet, moving in a circular path called an ellipse.
Assessment #2 - Section Review (individual short responses) show how
well students understood specific content (including extensive use of
vocabulary).
Begin Newton's Laws of Motion.
Opening question: If you are sitting still in your seat on a bus traveling
straight ahead on a highway or road at constant speed, are the forces
acting on your body balanced or unbalanced? Balanced, your body and the
bus are moving in a straight line at constant velocity.
If the driver suddenly brakes, are the forces on your body balanced, or
unbalanced? How do you know? Unbalanced, friction between you and the
seat is a force that causes your velocity to change along with the velocity
of the bus.
Write vocabulary words on the whiteboard: friction, inertia - students will
study and incorporate academic vocabulary in discussions.
Student groups work together to complete the leveled worksheets for
Newton's Laws.

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Display Newton's Law poster and keep up during this section of

informational reading.
Newton's First Law
Objects at Rest
Objects in Motion
Friction and Newton's 1stLaw
Inertia and Newton's 1st Law
Mass and Inertia
Give students ample time to read, summarize, and complete leveled
worksheets.
Discuss the illustration showing the bumper cars. (lead class discussion
about amusement park rides and collisions. Students will use this
information for their next quick lab)

6.NS.C.5 Understand
positive and
negative
numbers
6.EE.A.2
7.EE.B.3
7.EE.B.4

7.EE.B.4

Student Product - Quick Lab. First-Law Skateboard Datasheet (A, B or C)

(outside activity) one class period. In this activity students will explore the
affects of balanced forces and of unbalanced forces on the motion of an
object. Students will explore, observe, discuss, and write in their science
journals.
Prediction: have students read the state of Newton's Second Law - make a
prediction or try to explain what they think the law is (in their own words).
Start leveled worksheets for Newton's Second Law - Acceleration and Mass
and Acceleration and Force. After reading and whole class discussion,
students will choose between two different activities:
Student products - Quick Lab - Testing Newton's Second Law or
Internet Activity - Newton's Rap go.hrw.com HY7FORW
QUIZ - Newton's First and Second Law, 10 points .
Begin an Newton's Third Law. All forces act in pairs Use illustrations to
reinforce the idea of action-reaction pairs.
Group Product - each group will be given one of Newton's Laws. They will
try to explain the laws in their own words. Then, each group will create
activities or draw illustrations to demonstrate how their law works. Each
group will present their ideas to the class.
CFU Assessment - What are the action and reaction forces acting when a
gymnast does a single handstand on a bar?

MP 1 - Make
sense of
problems
MP 2, MP - 3,
MP 4, MP 5,
MP 6

Assessment #3 - Short response assessment that shows the student has

internalized and has a grasp on newly acquired knowledge of Newton's
Laws.
Video: Design Squad Nation - Zip Line
http://pbskids.org/designsquad/video/diy-zip-line/
FINAL GROUP PRODUCT - ZIP LINE challenge. Design and build an
apparatus that can carry a Pin-Pong ball from the top of a zip line string to

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the bottom in four seconds or less. Students will brainstorm, design, build,
test, evaluate and redesign (if necessary). Run the zip line between the
back of a chair and a stack of books. Making sure the high end is about two
feet above the low end. They will test the carrier by putting it on the line.
FINAL SUMMATIVE ASSESSMENT - to show they have mastered the
performance expectations: students who can demonstrate understanding
can: Apply Newton's Third Law to design a solution to a problem involving
the motion of two colliding objects. Plan an investigation to provide
evidence that the change in an object's motion depends on the sum of the
forces on the object and the mass of the object. Construct and present
arguments using evidence to support the claim that gravitational
interactions are attractive and depend on the masses of interacting
objects.
This will be accomplished by successfully creating, designing,
collaborating, evaluating, testing, analyzing, and publishing and
communicating the results of their experiments.

P21 Skills: Learning and Innovation Skills

1. Critical Thinking and Problem Solving
a. Use various types of reasoning as appropriate to the situation.
b. Effectively analyze and evaluate evidence, argument, claims and
beliefs.
c. Synthesize and make connections between information and
processes.
d. Identify and ask significant questions that clarify various points of
view and lead to
better solutions.
Students will reason effectively, use systems thinking and understand how
parts of a whole
interact with each other. They make judgments, decisions and solve
problems in both
conventional and innovative ways.
Groups will be observed and evaluated on a daily basis and given a group
problem solving rubric at the end of the experiment.
2. Creativity and Innovation
a. Use a wide range of idea creation techniques (such as
brainstorming).
b. Elaborate, refine, analyze and evaluate their own ideas in order to
improve and
maximize creative efforts.
c. Develop, implement and communicate new ideas to others
effectively.
d. Be open and responsive to new and diverse perspectives,
incorporate group input
and feedback into the group.
e. View failure as an opportunity to learn.
Students incorporate a wide range of ideas taken from the group to
maximize group efforts, demonstrate originality and inventiveness as an

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individual as well as with a group.

Students will do a self and group evaluation upon completion of their
experiment.
3. Communication and Collaboration
a. Articulate thoughts and ideas effectively using oral, written, and nonverbal
communication skills.
b. Listen effectively to decipher meaning, including knowledge, values,
attitudes and
intentions.
c. Exercise flexibility and willingness to be helpful in making necessary
compromises to
accomplish a common goal.
d. Communicate effectively in diverse environments.
e. Demonstrate ability to work effectively and respectfully with diverse
teams.
f. Assume shared responsibility for collaborative work.
g. Use communication for a range of purposes.
Students will self monitor to ensure all group members are being
respected, listen attentively to each other and speak with thoughtfulness.
Students and teacher will evaluate group members with the use of a
cooperative collaboration checklist.
Reading / Literacy
1. Cite the textual evidence to support analysis of science and technical
text, attending to the precise details of explanations or descriptions. (MSPS-2), (MS-PS-3)
2. Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks. (MS-PS2-1),(MS-PS22),(MS-PS2-5)
Students will read informational text in reference to Newton's Laws of
Motion to either build upon or gain knowledge about force, mass, motion,
friction, acceleration, velocity, and inertia.
Included in Assessment #2 - Section Review (individual short responses)
show how well students understood specific content including extensive
use of vocabulary.

Writing
1. Write arguments focused on discipline-specific content. (MS-PS2-4)
2. Conduct short research projects to answer a question , drawing on
several sources and generating additional related, focused questions that
allow for multiple avenues of exploration. (MS-PS2-1),(MS-PS2-2),(MS-PS2-5)
Students will continuously be writing about their observations, testing, and
responses. They will also write about the mini quick labs, demonstrations,
and videos they are performing or watching.
Assessment # 3 - Short response assessment that shows the student has

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internalized and has a grasp on newly acquired knowledge of Newton's

Laws.
FINAL SUMMATIVE ASSESSMENT - to show they have mastered the
performance students will construct and present arguments using evidence
to support the claim that gravitational interactions are attractive and
depend on the masses of interacting objects.
This will be accomplished by successfully creating, designing,
collaborating, evaluating, testing, analyzing, and publishing the results of
their experiments.

Assessmen
ts

Formative
Assessments
(during project)

Summative
Assessments
(end of the
project)

Resources
Needed

Reflection
Methods

Announced / Pop
Quizzes

Check for
Understanding

Self/ Peer Evaluations

Informational Review

Self / Peer Evaluations

Teacher
Observations

Short Answer Test

Oral Presentation

On-site
people /
facilities

Mrs. Hemphill to be lead facilitator, whole group

discussion, help with questioning, encourage students to
keep using academic language, keep experiments going
and to help with writing.

Equipment

Laptop, textbook (for informational reading), writing

journals

Materials

1 small paper cup, ping-pong ball, 4 plastic straws,

scissors, 4 feet fishing line, tape, 2 - 4" wooden dowels,
clay, flat steel washers (4 various sizes)

(Whole Class,
Small Group,
Individual)

Whole Class Discussion

Individual

Survey - what could

the teacher do next
time to make the
project better?

Small Group
Discussion
Summary of Project
Science Journals

PROJECT TEACHING AND LEARNING GUIDE

9 | Page

KNOWLEDGE AND SKILLS NEEDED BY STUDENTS

(to successfully complete culminating projects and to do well on summative
assessments)
Student needs to be able to: Ask
Student needs to be able to: Frame a
questions that can be investigated within
hypothesis based on observations.
the scope of the classroom.
Student needs to be able to: Plan and
Student needs to be able to: Brainstorm
carry out investigations to answer or test
ideas individually and within a small group.
solutions.
Student needs to be able to: Identify
Student needs to be able to: Use
independent and dependent variables and
appropriate tools (technology), collect data,
controls that affect their experiments.
revisit and/or redesign their engineering
design.
Student needs to be able to: Construct
Student needs to be able to: Plan an
and present arguments using evidence to
investigation to provide evidence that the
support the claim that gravitational
change in an object's motion depends on
interactions are attractive and depend on
the sum or the forces on the object and the
the masses of interacting objects.
mass of the object.
Student needs to be able to: Apply
Student needs to be able to: Construct
Newton's Third Law to design a solution to a and present oral and written arguments
problem involving the motion of two
supported by empirical evidence.
colliding objects.
Student needs to be able to: Reason
Student needs to be able to: Attend to
abstractly.
precision.
Student needs to be able to: Construct
Student needs to be able to: Obtain,
viable arguments and critique reasoning of
evaluate and communicate information.
others.
Student needs to be able to: Elaborate,
Student needs to be able to: Exercise
refine, analyze and evaluate their own ideas flexibility and willingness to make
in order to improve and maximize creative
compromises to accomplish a common
efforts.
goal.
Student needs to be able to: Work
Student needs to be able to: Be open
collaboratively with teams and be an active
and responsive to new and diverse
listener.
perspectives.
Student needs to be able to:
Student needs to be able to: View
Incorporate group input and give feedback
failure as an opportunity to learn.
to their team members.
Student needs to be able to:
Student needs to be able to: Assume
Demonstrate ability to work effectively and
shared responsibility for collaborative work.
respectfully with diverse teams.
Student needs to be able to: Cite
Student needs to be able to: Follow
specific textual evidence to support analysis precisely a multistep procedure when
of science and technical texts, attending to
carrying out experiments, taking
the precise details of explanations or
measurement, or performing technical
descriptions.
tasks.
Student needs to be able to:
Student needs to be able to: Write
Demonstrate independence in reading
arguments and orally communicate their
informational text.
findings.
QUESTIONS TO BE PROVIDED BY THE PROJECT TEACHER
(to successfully complete culminating products and to do well on summative
assessments)
Teacher asks questions to recall facts,
Teacher asks questions to analyze,

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make observations, or demonstrate

understanding:
What is the main idea of Newton's
First Law?
Can you state or interpret in your
own words, the meaning of Newton's
Second Law?
How would you summarize Newton's
Third Law?
What would you tell someone who
said that weight and mass are the
same thing?
How would you explain the
difference between velocity and
terminal velocity?
Why don't we float away into the
atmosphere like the astronauts do in
space?
Teacher ask questions to apply or
relate:
What examples can you find to
demonstrate Newton's Laws?
What approach would you use to
show your understanding of inertia?
Why are seat belts installed in
automobiles, airplanes, and most
amusement park rides?
What would happen if there were no
friction between a rolling ball and the
ground?
When you let go of your apparatus,
why did it start descending?
How did the informational text help
you during your observations?

organize, or evaluate:
What did your team do when
individuals did not agree on a
suggestion or revision to your plan?
Can you assess the value or
importance of working together as a
team?
What data was use to make your
team's conclusion?
What did your team do when or if
the ping pong ball did not stay in the
cup?
How did you decide who would
conduct the investigation or tests of
your design?

Teacher asks questions to predict,

design, or create:
Can you predict an outcome for your
experiment if the technology piece
was not included? Explain.
How do you know if your design was
successful?
What could be done to minimize or
maximize the drag on your
apparatus?
How would you have to change your
design if the ping pong ball was
larger?
What affect would having a larger
gauge fishing line have on your
experiment?
Were all of the materials necessary
for your design to work? Explain

TEACHER REFLECTION:
How did the unit flow? What worked well? What needs to be changed
for next time?
What did the students learn? What evidence do you have to support
student's learning?

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RESOURCE LIST:
The Workshop for Young Engineers
https://www.youtube.com/watch?v=-jncwft6UwY
Holt, Rinehart and Winston, Holt Physical Science, Chapter 13 Forces and Motion
Quick Lab Data worksheets B, Holt Physical Science
Technology:
www.scilinks.org Topic - Matter and Gravity, Scilinks code: HY70922
Technology:
http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html
Search: Four Forces on an Airplane (briefly introduces Newton's Laws)
Fundamental Terms - worksheet
Internet Activity - Newton's Rap
go.hrw.com
keyword: HY7FORW
Video: Design Squad Nation - Zip Line
http://pbskids.org/designsquad/video/diy-zip-line/

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