May The Fastest Toy Win

TITLE OF LEARNING EXPERIENCE: May the Fastest Toy Win!

1. LEARNING CONTEXT

• The NYS Learning Standards being addressed are:

MST #1 Intermediate

• Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

MST # 2 Intermediate

• Collect data from probes to measure events and phenomena.

MST #3 Intermediate

• Apply concepts of ratio and proportion to solve problems.

MST #4 Commencement

• Explain and predict different patterns of motion of objects (e.g., linear and angular motion, velocity and acceleration, momentum and inertia).
• This learning experience best fits into the intermediate level physical science course. This generally occurs during seventh or eighth grade.
• Students need to know the expressions for calculating speed and acceleration. Specifically, v=d/t and a=v/t. They also need to know how to complete these calculations. In addition, students have previously been taught how to use the computer interfaced motion sensor and the accompanying software.

1. PROCEDURE

• The students are challenged with a question. A number of wind-up and self-propelled toys are provided. The students must determine which toy is the fastest. However, they can NOT race the toys. They must find another way. On the first day of the activity, the students work in pairs or small groups to develop and write a plan. (In an effort to insure accountability, each student will submit a written plan). This plan must be perused and accepted by the teacher. It is up to the teacher to guide the students into discovering the following necessary portions of their plan. First, they must list the materials they will need. They must know that they need to time the motion of a toy from a starting point to an ending point. They must also include that they will measure the distance the toy traveled. They must describe the calculations that need to be made. Finally, they must remember the basic fact that all of the results from each individual toy must be compared to determine which is the fastest. On the second day of the activity, the students complete their plans. In order to save time, each pair or group of students will collect, record and analyze data from one toy. Then the class will share the results. On the third day of the activity, the students will use a motion detector interfaced to the computer (PASCO Equipment). They will repeat their plans, only this time the computer will generate a graph of distance vs. time. They will calculate the slope of the graph and make the connection between the slope and the velocity of the toy. They will modify the y-axis to show velocity instead of distance. Again they will calculate slope (for the first part of the graph) and the connection will be made to the acceleration of the toy. On the fourth day, the students will begin work on a written report as to the results of the experiment (see attached scoring guide for requirements). The teacher will provide guidance. This will be completed as homework.
• The students are asked to calculate the velocity "the old fashioned way" as well as using PASCO technology. In this way, they realize exactly what it is that the computer is doing for them. After this activity, students do not necessarily need to use the manual method of measuring for other projects.
• Students can save the results of their experiments. This is useful for future class sessions. However, even more useful, is the ability to insert this data in documents they create when they write their reports describing their results.

1. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

• No instructional modifications need to be made. However, extended time may be offered to students in Special Education.
• There are several physical modifications that need to be made in the classroom. First, each pair or group of students needs a space. Frequently, a hallway is a useful location. Further, the motion detectors must be positioned in such a way that motion from one group does not affect the results of another group. This is best accomplished if the motion detectors are placed in the center of the room, facing the periphery.

1. TIME REQUIRED

• The time required for planning should be minimal (about thirty to forty-five minutes) if the teacher uses materials from this document. Scoring guides will need to be copied, toys collected, tools gathered (stopwatches, metersticks), and computers set up.
• This experience will consume 4-5 class periods that are approximately 40 minutes in length.
• Assessing student work will take approximately 30-45 minutes per class section per experiment.

1. RESOURCES

• The students will need access to computers interfaced to motion detectors and graphing software. Students for whom this experience is designed use PASCO Equipment and software although other suppliers are available.
• There are no particularly extraordinary or unique resources necessary for the teacher in implementing this experience.

1. ASSESSMENT PLAN

• The teacher is in constant motion during the planning portion of this experience. It is the teacher’s position to pose pointed questions to each group in an effort to guide them into discovering the correct measurements and calculations. Each group will be successful with the planning. As the students complete the experimentation, they will discover that the calculations they planned on cannot be completed if they don’t make the correct measurements.
• Simple observation of student activity will provide the means by which to determine whether students are reaching the performance indicator MST #2 as described in part one of this document. Scoring guides are used to assess performance indicators MST #’s 1, 3, and 4 as described in part one of this document.
• The written plan and the final report are both assessed using scoring guides. The first is not disclosed to the students prior to their work. The second is given to the students before they complete their reports. The two guides are depicted below:

MAY THE FASTEST TOY WIN!

Student ___________________________

Scoring Guide for Question: How do you determine which toy is the fastest if you can’t race them?

Further, which toy picks up speed the fastest?

Calculations: 2 points

_____ Speed must be calculated using v=d/t. This is stated verbally or symbolically.

(1 pt)

_____ Acceleration must be calculated using a=v/t. This is stated verbally or symbolically. (1 pt)

Measurements: 2 points

_____ The distance that the toy travels must be measured. (1 pt)

_____ The toy must be timed as it moves through the distance that is measured. (1 pt)

Materials: 3 points

_____ Toys are needed. (1 pt)

_____ A stopwatch is needed. (1 pt)

_____ A meterstick is needed. (1 pt)

Analysis: 2 points

_____ The toy with the greatest value for v is the fastest. (1 pt)

_____ The toy with the greatest value for a has the greatest acceleration. (1 pt)

TOTAL

_____=_____%

9

MAY THE FASTEST TOY WIN!

Student ___________________________

Scoring Guide for Report of Results

Experiment #1 – Manual Method – 13 points

_____ A short paragraph is included describing what measurements you made (1 pt).

_____ The calculations you made are described in detail, including the equations that you used (2 pts). This is done in the three step process that we use in class (6 pts – 1 pt for each step). Units are included (1 pt).

_____ A three column chart is included showing the speed and acceleration of each toy. This must be compiled from the your results and the results from your classmates (3 pts – 1 pt for each column).

_____ Your conclusions are stated as to which toy is the fastest and which toy accelerates the fastest based on manual calculations (2 pts).

Experiment #2 – Computer Interfaced Method – 17 points

_____ A short paragraph is included describing what the computer does for you (1 pt).

_____ The calculations you made are described in detail with regard to the graphs the computer generated for you (2 pts). A copy of each graph (for only the toy you used) is included (2 pts). You have shown on the graphs where you obtained the data to make these measurements (2 pts). Units are included (1 pt).

_____ You have discussed what the slope of a graph showing distance vs. time is equal to (1 pt).

_____ You have discussed what the slope of a graph showing velocity vs. time is equal to (1 pt).

_____ A three column chart is included showing the speed and acceleration of each toy. This must be compiled from the your results and the results from your classmates (3 pts – 1 pt for each column).

_____ Your conclusions are stated as to which toy is the fastest and which toy accelerates the fastest based on computer calculations (2 pts).

_____ You have drawn a conclusion as to how your manual results compare with the computer interfaced results (1 pt).

_____ You have attempted an explanation as to what could have caused the difference between your manual results and the computer interfaced results (1 pt).

TOTAL

_____=_____%

30

1. STUDENT WORK

• No student work is available at this time. Samples will be forwarded when completed.

1. REFLECTION

• This lesson was developed for the performance indicators listed in part one of this document because, too frequently, students are taught computations and scientific concepts assuming that they know how and where the measurements used in the computations originate. At the intermediate level this is a dangerous assumption.
• This lesson has not been completely implemented. However, the manual calculation portion has been completed. It was learned that the students can write a plan, but they can’t always follow their own plans at this age. They need guidance when they are creating a sequence to be completed. However, they also need guidance when they complete the sequence.
• This lesson was informally reviewed by peers. It was determined that the scoring guides are very important in understanding exactly what is required of the students so that the teacher can properly present the experience.