Balloon Racer Project
Summary
This project will motivate students to process and apply Newton's laws of motion to make their vehicle travel as far as possible (5 meters for full credit).
CollapseLearning Goals
1. Students will learn and understand Newton's 3 laws of motion.
2. Students will have a basic understanding of different types of friction and how friction affects motion.
3. Students will apply newton's concepts of motion to create a car that run's by balloon power.
2. Students will have a basic understanding of different types of friction and how friction affects motion.
3. Students will apply newton's concepts of motion to create a car that run's by balloon power.
Context for Use
This project is used in a 9th grade physics class with 28-34 students. The Balloon racecar project should be introduced at the beginning of 'Newton's laws of motion' units... this way students can process information as it relates to their car throughout the unit. The teacher should provide 1 straw per student and 2 balloons. Students can gather whatever materials they want to use during the (usually) 2-3 week unit. Students SHOULD NOT purchase any materials for this project. It is a great project for students of all levels. The only differences between high and low ability students are the distance the car must travel to receive full credit. I typically give the students a day or two in class to construct their car, make test runs, and iron out any bugs their car might have at the end of the unit. I also provide materials such as hot glue, tape, and various pieces of garbage (that can be used as car parts...pop cans, bottles, cardboard). It is necessary to have a straight hard surfaced area to race the cars (at least 20ft long).
Description and Teaching Materials
Introduce this project on the first day of the Newton's laws of motion unit. I show students examples of cars (some are good and some are bad...this way students can't just copy a car and have it be successful). I initially hand out 2 sheets to the students (Balloon Racecar Introduction, Baloon Racecar Planning guide).
I think it is very important to introduce this project day 1 because it proves to be useful to refer to it as you discuss forces, motion, friction, etc...
The planning guide is usually due a week or so before the cars are due because it pushed kids to think about their cars and gather materials.
The day before construction day I check materials for points to motivate students to have materials to school BEFORE construction day.
Race day- I set the raceway up by marking each meter with tape. This makes measuring much easier. To make the day more entertaining I set up a race bracket (this can be optional) and have students compete against each other for distance. As they race I record distances and points. THIS IS A FUN ACTIVITY FOR STUDENTS!! Balloon Raccar Planning Guide (Microsoft Word 24kB Sep9 09) Examples of Balloon Racecars (Microsoft Word 18.9MB Sep9 09) Introduction to Balloon Racecar (Microsoft Word 29kB Sep9 09)
I think it is very important to introduce this project day 1 because it proves to be useful to refer to it as you discuss forces, motion, friction, etc...
The planning guide is usually due a week or so before the cars are due because it pushed kids to think about their cars and gather materials.
The day before construction day I check materials for points to motivate students to have materials to school BEFORE construction day.
Race day- I set the raceway up by marking each meter with tape. This makes measuring much easier. To make the day more entertaining I set up a race bracket (this can be optional) and have students compete against each other for distance. As they race I record distances and points. THIS IS A FUN ACTIVITY FOR STUDENTS!! Balloon Raccar Planning Guide (Microsoft Word 24kB Sep9 09) Examples of Balloon Racecars (Microsoft Word 18.9MB Sep9 09) Introduction to Balloon Racecar (Microsoft Word 29kB Sep9 09)
Teaching Notes and Tips
Be sure to tell students that even a car that does not move can receive a "C" if they complete all the other parts to this project (planning guide turned in on time, materials brought to class on time, car completed on time). I find that this reduces any anxiety students might have about building a functional car.
Be sure to set ground rules before construction. Students love to find "loopholes" in the rules. An example is students like to use the balloon differently than the rules dictate. Rather than blow the balloon up and stick it on the car(as the rules suggest) they might try to use the balloon as a sling shot or wind the balloon up around the axles.
Also be sure to make students aware of school policies if they are bringing materials from home to use. You certainly don't want a student expelled for bring a razor blade to use in the construction process.
Most importantly HAVE FUN!
Be sure to set ground rules before construction. Students love to find "loopholes" in the rules. An example is students like to use the balloon differently than the rules dictate. Rather than blow the balloon up and stick it on the car(as the rules suggest) they might try to use the balloon as a sling shot or wind the balloon up around the axles.
Also be sure to make students aware of school policies if they are bringing materials from home to use. You certainly don't want a student expelled for bring a razor blade to use in the construction process.
Most importantly HAVE FUN!
Assessment
Assessment occurs throughout the project. The planning guide will show is a student is on the right track in terms of applying concepts to their car. It is useful to identify areas that should be retaught prior to race day.
During the building phase be sure to walk around the class and question kids why they are doing what they are doing.
The majority of the assessment will occur on race day when their cars will be tested. Students who understand and apply newton's concepts have successful cars. Grading and points are located on attachments.
During the building phase be sure to walk around the class and question kids why they are doing what they are doing.
The majority of the assessment will occur on race day when their cars will be tested. Students who understand and apply newton's concepts have successful cars. Grading and points are located on attachments.
Standards
2.2.2.2.1-Describe how push and pull forces can make objects move.
5.2.2.1.2-Identify the force that starts something moving or changes its speed or direction of motion.
5.2.2.1.3-Demonstrate that a greater force on an object can produce a greater change in motion.
6.2.2.2.1-Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object.
5.2.2.1.2-Identify the force that starts something moving or changes its speed or direction of motion.
5.2.2.1.3-Demonstrate that a greater force on an object can produce a greater change in motion.
6.2.2.2.1-Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object.