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Names: Nathan Tary Date: 27/9/11 Planning Research question: (How does changing X affect Y?

) How does changing the size of the wheel affect the distance of the car? Independent variable (X): (the one you change) The size of the wheels (small, Medium, Big) Dependent variable (Y): (the one you measure) the distance (CM) Fixed variables: (the ones you keep the same to make the test fair We will start at the same point and the same person blows the balloon. Hypothesis: It is predicted that the medium size wheel will go furthest Think this because the medium size wheel is not to heavy or not to light. Also it is not the smallest one because the small wheel wont have lots of friction and can start moving faster and if we use the biggest wheel there will be too heavy and have lots of friction List of materials: Diagram of apparatus: (and amounts) (Carefully labeled diagram drawn using a ruler and sharp pencil and clearly showing independent variable) Tape Measure Lego 1 Balloon Small Lego Balloon wheels Medium Lego wheels Big Lego wheels Tape Big Wheel Lego Block The small wheels Medium Wheel.

Procedure: (Give instructions about how and when to control variables, take measurements, repeat tests and make calculations. Instructions should be numbered and begin with an imperative verb like add, stir or measure.) 1. Make the car 2. Test the first wheel 3. Measure our independent variable. 4. Record measurements in the results table. 5. Change the independent variable. 6. Test the Second wheel 7. Measure your independent variable. 8. Record measurements in the results table. 9. Change the independent variable. 10. Measure the third wheel. 11. Measure your independent variable.

Results: Quantitative data: (design a table to record the measurements you have taken and calculations you have made)

The Balloon Powered Car With Many Wheels


The distance test 1 The distance test 2 The distance test 3 Small size 8 cm 12 cm 19 cm Medium size 51 cm 52 cm 50 cm Big Size 0 cm 0 cm 0 cm The Total Amount 59 cm 74 cm 69 cm

Qualitative data: (Note down anything that might have affected or might explain your results.)
I think that the wheels effect how far the experiment works. Also the biggest wheel had tires when the others wheel didnt. Also the tape might not have been as sticky as the other times making the balloon not as powerful.

Conclusion: (What is the answer to the research question in this experiment? What specific information from your results shows this?) It was found that the medium wheel was the wheel that went furthest but the biggest was the only wheel that had tires. Scientific explanation: (How can you explain your conclusion scientifically? You may have to research to find the answer to this, either in text books or in the library. Make sure you include scientific language in your writing)
(The big wheel had tires) The medium wheel went furthest because the medium wheel had just enough friction so it could stay attached to the ground and with the right amount of frictio the medium wheel did not lose much of its acceleration. When the smallest wheel did not have enough friction making it not move because it had too much acceleration. The big ones had too much friction because it had tires and was heavy making not much acceleration.

Evaluation: (What inaccuracies might have occurred due to the equipment or procedure used during the experiment? How could the equipment or procedure be changed to make the experiment more accurate next time?)
We could have had a big sized wheel without tires next time to make it fair.

Further work: (What other similar or related research questions could be tested next?)
We could next time change the independent variable to mass of the car instead of the wheels.

MYP Glider Lab Report Assessment Teachers Rubric The assignment asks you to investigate the factors which help a glider travel the most distance. You will be assessed on Criteria D (Scientific Inquiry) and Criteria E (Processing Data) which require you to use the questioning and table drawing skills previously developed as well as your own independent thinking and explaining skills. The chart below will be used by your teacher to mark your work.
Areas for assessment Research question (Aim) Level 6 - 5 Aim clearly states independent and dependent variables and is written as Level 4 - 3 Aim is clearly stated but may be inappropriately worded (e.g. as a closed Level 2 - 1 Aim is attempted Level 0 No relevant aim is given

(D) Variables (D) Suitable Variables (D) Hypothesis (D) Data (quantitative) (E) Data Units (E) Conclusion (E) Explanation (E) Observation (D) Evaluation (D) Further work (D)

an open statement or question. (e.g. how will ___ affect ___?). Identifies all relevant variables Independent variable impacts no other factors. Hypothesis is clear, testable and relevant to the research question. Reasoning is linked to sound scientific knowledge. Data is relevant to the objective and is carefully organised and presented in an appropriate format. Correct units in the correct format Draws a valid conclusion that correctly interprets the data and observations Clearly and accurately explains conclusions using scientific knowledge and understanding. Relevant observations made including those that might affect the test. Comments appropriately on the reliability and validity if the procedure and makes sensible suggestions for improvement Range of interesting, relevant and valid suggestions for further enquiry

question will ___affect ___?) or variables may be unclear Identifies the main variables involved Independent variable impacts some other variables An attempt is made to formulate a relevant hypothesis. Some attempt at reasoning from previous knowledge is made Data is relevant to the objective but the organisation could be improved. E.g. incorrect / poorly labelled. Correct units given where necessary. Draws a conclusion that is consistent with the data

Identifies some variables involved No clear single independent variables Hypothesis is largely irrelevant to stated research question. Little/no reasoning is given. Data is incomplete, unrelated to stated aim, or poorly organised or presented Some units provided. Draws an obvious quantitative or qualitative conclusion from the data Explanation is unscientific or vague Irrelevant observations made. Superficial evaluation of procedural weaknesses or solutions Recommendations for further work need more thought

No variables identified No independent variable indentified. No relevant hypothesis is stated.

No quantitative data is given. No units provided. No reference to the stated objective is given. No explanation of conclusion is given No observations made. No relevant evaluation given No recommendations for further work given

Good attempt to explain conclusions using scientific knowledge. Observations are made. Some procedural weaknesses identified and solutions given Some valid suggestions for further work are suggested

D:

Level ______5________

E:

Level: __6___________