Slow the Ball
Summary
Students will discuss and use knowledge of energy to solve a challenge of getting the longest roll time on a track.
CollapseLearning Goals
Have students use their problem solving skills and knowledge of energy (kinetic and potential) to solve the challenge of getting the longest roll time on their track.
Context for Use
This activity works best in a open space that allows student groups to have a good amount of space (12' long by 4' wide).
Description and Teaching Materials
1. Introduce lesson by asking students "What is and example of acceleration/deceleration?" and "What kind of things effect acceleration/deceleration?" Also introduce the vocabulary "kinetic and potential energy"
2. Demonstrate how students will use foam blocks to raise the hill in the track and how to measure the height of the hill.
3. Have students break up into their experimenting groups and set up their tracks.
4. Drop in on groups and check on groups and make sure they are conducting the experiment properly and ask divergent questions about the experiment to help students' comprehension.
5. For discussion ask students "How did increasing the size of the hill effect the time it took the ball to travel the distance of the track?" and "How did the placement of the hill along the track affect the ball's ability to make it over a taller hill?"
6. To review acceleration and deceleration run a ball on the demonstration track with a large hill. Have students identify the sections of the track that acceleration and deceleration occur.
2. Demonstrate how students will use foam blocks to raise the hill in the track and how to measure the height of the hill.
3. Have students break up into their experimenting groups and set up their tracks.
4. Drop in on groups and check on groups and make sure they are conducting the experiment properly and ask divergent questions about the experiment to help students' comprehension.
5. For discussion ask students "How did increasing the size of the hill effect the time it took the ball to travel the distance of the track?" and "How did the placement of the hill along the track affect the ball's ability to make it over a taller hill?"
6. To review acceleration and deceleration run a ball on the demonstration track with a large hill. Have students identify the sections of the track that acceleration and deceleration occur.
Teaching Notes and Tips
Make sure students have a student that will catch the ball at the end of the ramp.
Assessment
Have students draw a diagram of their track design and label the areas where, acceleration, deceleration, kinetic energy, potential energy are.
Standards
Science standard II D 2
"The student will demonstrate that the greater the force applied, the greater the change in motion."
"The student will demonstrate that the greater the force applied, the greater the change in motion."