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Industry Cluster:
Sensors
Title of PBL/Inquiry Unit: Egg-Stravaganza
Vehicle
Grade Level:
Academic Content Area(s):
Topic(s):
8th or 9th
Science & Math
Force, Motion, Engineering Design
Process, Measurement, Build a
product with 2 constraints, Data
Collecting and Interpreting
MAIN PROBLEM/ESSENTIAL QUESTION:
Design a vehicle to protect an occupant (raw egg) as it accelerates down a
ramp, travels along a horizontal surface, and impacts with a rigid wall.
BIG IDEA(S):
An object at rest or moving with uniform motion on a horizontal surface either has no
horizontal forces acting on it or has balanced horizontal forces acting on it. Vertically
the object has balanced forces: the force of gravity pulling it downward and the force
of the surface it is resting on pushing it upward with the same magnitude.
An object on an inclined ramp now has horizontal forces acting on it. The force of
gravity is broken down into components, one acting perpendicular to the inclined
ramp and one acting parallel to the inclined ramp.
The component of the force of gravity that is parallel to the inclined ramp causes the
object (vehicle in this case) to move down the ramp, if that component is greater than
the force of friction between the object and the surface of the ramp.
If the object does not move down the ramp, then the component of the force of gravity
that is parallel to the inclined ramp is balanced by the force of friction between the
object and the surface of the ramp.
Speed represents the rate at which distance is covered. Uniform motion is very rare in
the real world. Most motion involves some form of acceleration because everything
must start and stop.
Velocity is different from speed in that it includes direction but it also is calculated using
displacement instead of distance. Displacement is how far your ending point is from
your point of origin.
Acceleration is defined as a change in velocity, not just a change in speed. The most
common conceptualization of acceleration is speeding up. A decrease in speed is
negative acceleration (lay people will call this deceleration).
The most uncommon form of acceleration is a change in direction only (i.e. centripetal
acceleration). If acceleration is defined as a change in velocity and velocity includes
direction, then a change in direction is a change in velocity and therefore is
acceleration.
Momentum is a moving inertia and can be defined as the objects mass multiplied by its
velocity.
Newton's First Law states that an object will remain at rest or in uniform motion in a
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straight line unless acted upon by an external force. Any change in motion involves
acceleration, and then Newton's Second Law applies; in fact, the First Law is just a
special case of the Second Law for which the net external force is zero.
Newton’s Second Law states than when a non-zero net external force acts on an object,
the motion of the object will change. Stated in equation form, Fnet = ma.
Newton's third law: All forces in the universe occur in equal but oppositely directed
pairs.
FOCUS QUESTIONS: 8th Grade
1. Describe the forces acting on the occupant(s) when the vehicle is at rest on a
horizontal surface, while it is traveling at a uniform speed along the horizontal
surface (neglecting friction), and when the vehicle comes to rest after the crash.
Draw diagrams to explain each situation. When the vehicle is at rest on a
horizontal surface, there are
F of seat
two forces acting on the
Diagram 1
on occupant
occupants: gravitational force
acting downward and an equal
and opposite force acting
upward from the seat of the
Occupant
vehicle (refer to Diagram 1).
When the vehicle is moving
at a uniform speed along the
horizontal surface, there are
two additional forces acting on
the occupants, one acting in the
F of gravity
direction of motion and the
on occupant
other in the opposite direction
of motion which is friction
between the occupant and the seat (refer to Diagram 2). When the vehicle
comes to rest after the crash, the same forces are acting on it as before it began
to move: the gravitational force and the upward (normal) force (refer back to
Diagram 1).
2. Describe the force that causes a vehicle on a steep hill to begin to roll down the hill.
Use diagrams in your explanation. The force that causes the vehicle to roll down the
hill is a component of the force of gravity acting on the vehicle. The full force of
gravity (perpendicular to the Earth) acting on the vehicle is separated into two
components, one perpendicular to the hill, the other parallel to the hill. In Diagram
2 it is labeled as the Force “of gravity pulling vehicle down hill”.
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2
F of hill
on vehicle
F of hill
Diagram 2
on vehicle
(perpendicular)
F of friction
on vehicle
HILL
Vehicle
F of gravity pulling
vehicle down hill
F of gravity
on vehicle
(perpendicular)
F of gravity
on vehicle
θ
3. Explain why the force you described in Question #2 is able to set the vehicle in
motion down the hill. The force pulling the vehicle down the hill is greater than the
force of friction holding the vehicle in place on the hill. Therefore the forces are
unbalanced and the vehicle is able to move in the direction of the larger force.
4. How do the speed, acceleration, velocity, and momentum affect an occupant before,
during, and after a car crash (car is traveling at a constant speed in a straight line
and then impacts with a stationary object)? Since speed, velocity, acceleration,
and momentum are all related to the motion of an object, they all affect the
occupant of a vehicle before during and after a crash. The speed and velocity of the
occupant before the crash are the same as that of the vehicle, both are constant
and numerically equal to each other. Also, both the vehicle and the occupant have
zero acceleration before the crash because the vehicle has a constant speed in
straight line motion (ignoring friction). The occupant has a specific momentum
based on his/her mass and velocity. During the crash, the speed and velocity of
the occupant are rapidly decreasing due to a large negative acceleration (refer to
second motion diagram in Question # 10). The momentum of the occupant is the
reason (s)he has the tendency to continue on the original path of motion. The
outside force of the stationary object (wall) changed the momentum of the vehicle,
causing it to accelerate negatively and stop, but there needs to be an outside force
acting on the occupant to change his/her momentum. This outside force could be a
seat belt, a windshield, or the pavement. This is why we wear seat belts, it is the
wisest choice! After the crash, the speed and velocity of the occupant have been
reduced to zero by the negative acceleration that resulted from the seat belt. The
acceleration is also zero because the occupant is at rest. Since the occupant now
has zero velocity, his/her momentum is also zero.
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5. If the same force is applied to 2 objects with different masses, how will the objects
accelerate? The object with the smaller mass will have a larger acceleration than the
object with the greater mass if the same force is applied to both. We know this from
experience: if you try to pull or push a wagon or wheelbarrow that is empty vs. one
that is fully loaded, you know that it requires more force from you to move the one
that is fully loaded.
6. According to the following data table, which vehicle has more momentum? Explain
your answer.
Object
mass
velocity
Car
1500 kg
-20 m/s (west)
Truck
2500kg
+2 m/s (east)
SUV
1900 kg
+8.5 m/s (north)
Car = (1500kg)(-20m/s) = -30,000kgm/s (west)
Truck = (2500kg)(+2m/s) = +5,000kgm/s (east)
SUV = (1900kg)(+8.5m/s) = +16,150kgm/s (north)
The car has the largest momentum because it’s mass and velocity combined yield
the greatest numeric value. The direction (positive or negative) does not indicate
a larger or smaller value, just the direction of travel.
7. Use a Venn diagram to compare and contrast speed with velocity.
SPEED
VELOCITY
uses
distance
uses
displacement
elapsed
time
scalar
quantity
includes
direction
vector
quantity
8. Draw a motion diagram of you standing in the aisle of the school bus that is
a
accelerating forward.
v
v
v
v
v
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4
Then draw a motion diagram of you on the same bus when the bus driver slams on
a
the brakes.
v
v
v
v
v
9. Explain how the Engineering Design Process is similar to the scientific method. The
EDP is a cyclic process that usually includes the following steps: identify a need or
problem; research the need or problem; develop possible solutions; select the best
possible solution; construct a prototype; test/evaluate; communicate results;
redesign to improve. The scientific method is a more rigid linear process that
includes the following steps: ask a question; do background research; form a
hypothesis; test the hypothesis, analyze data; draw conclusions; communicate
results. The main difference between the two processes is the opportunity to
improve or redesign your product (or process). Engineers value failure as part of the
learning process whereas scientists sometimes hide their failures and move to a new
project.
FOCUS QUESTIONS: 9th Grade
1. Describe the forces acting on the occupant(s) before the vehicle starts moving, while
it is traveling down the ramp, and when the vehicle comes to rest after the crash.
Draw force diagrams to explain each situation. Before the vehicle starts
moving, there are two forces acting on the occupants: gravitational force is acting
downward and an equal and opposite force is acting upward from the seat of the
vehicle (refer to Diagram 1). Once the vehicle begins to move down the ramp,
there are two additional forces acting on the occupants, both parallel to the ramp,
one acting in the same direction of motion which is a component of the weight of the
occupant that is parallel to the ramp, and the other in the opposite direction of
motion which is friction between the occupant and the seat (refer to Diagram 2).
When the vehicle comes to rest after the crash, the same forces are acting on
it as before it began to move: the gravitational force
F of vehicle
and the upward (normal) force (refer back to Diagram 1).
on occupant
Diagram 1
It is important to note that the two forces
act perpendicular to the ground, not
RAMP
to the occupant. Gravitational force
always acts perpendicular to the Earth.
The two forces can be separated into their
x- and y-components on an axis that
aligns with the ramp. This will allow
you to determine the forces that are
perpendicular to the occupant, if
necessary.
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θ
Occupant
θ
F of gravity
on occupant
θ
5
F of seat
on occupant
of friction
on occupant
F
Diagram12
Diagram
θ F ofonseat
occupant
RAMP
(perpendicular)
Occupant
F of gravity
θ
on occupant
(perpendicular)
F of gravity pulling
occupant down
ramp
F of gravity
on occupant
Note that the two forces acting
parallel to the ramp can be
translated such that they originate
from the center of the occupant.
This makes it easier for the
students to see how one makes
the occupant move down the ramp
and the other resists that motion.
Once the red vector is separated into
its x- and y-components, it can be
removed from the diagram (refer
to Diagram 3).
θ
F of seat
Diagram 3
F of friction
on occupant
(perpendicular)
on occupant
RAMP
Occupant
F of gravity pulling
occupant down
ramp
F of gravity
on occupant
(perpendicular)
θ
2. How do the speed, acceleration, velocity, and momentum affect an occupant before,
during, and after a car crash (car is traveling at a constant speed in a straight line
and then impacts with a stationary object)? Since speed, velocity, acceleration,
and momentum are all related to the motion of an object, they all affect the
occupant of a vehicle before during and after a crash. The speed and velocity of the
occupant before the crash are the same as that of the vehicle, both are constant
and numerically equal to each other. Also, both the vehicle and the occupant have
zero acceleration before the crash because the vehicle has a constant speed in
straight line motion (ignoring friction). The occupant has a specific momentum
based on his/her mass and velocity. During the crash, the speed and velocity of
the occupant are rapidly decreasing due to a large negative acceleration (refer to
second motion diagram in Question # 10). The momentum of the occupant is the
reason (s)he has the tendency to continue on the original path of motion. The
outside force of the stationary object (wall) changed the momentum of the vehicle,
causing it to accelerate negatively and stop, but there needs to be an outside force
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acting on the occupant to change his/her momentum. This outside force could be a
seat belt, a windshield, or the pavement. This is why we wear seat belts, it is the
wisest choice! After the crash, the speed and velocity of the occupant have been
reduced to zero by the negative acceleration that resulted from the seat belt. The
acceleration is also zero because the occupant is at rest. Since the occupant now
has zero velocity, his/her momentum is also zero.
3. If the same force is applied to 2 objects with different masses, how will the objects
accelerate? The object with the smaller mass will have a larger acceleration than the
object with the greater mass if the same force is applied to both. We know this from
experience as well as from Newton’s 2nd Law:
a
m
= F =
a
m
From experience, if you try to pull or push a wagon or wheelbarrow that is empty vs.
one that is fully loaded, you know that it requires more force from you to move the
one that is fully loaded.
4. Draw an example of Newton’s First Law you see in the classroom and explain.
Answers will vary. Example: Student sitting in a desk – a body at rest will remain at
rest until an outside force acts on it to set it in motion.
5. Write an example of Newton’s Second Law and explain. Answers will vary.
Example: When I kick the soccer ball, it accelerates in the same direction of the force
I exert on it. If I were to kick a bowling ball (greater mass than soccer ball) with the
same force (ouch!), it would have a smaller acceleration.
6. Give an example of Newton’s third Law that you experienced today. Answers will
vary. Example: When I sat on the seat I exerted a downward force on it and it
exerted an upward force on my butt so I did not crash through the seat and fall to
the floor.
7. According to the following data table, which object has more momentum? Explain
your answer.
Object
mass
velocity
Car
1500 kg
-20 m/s (west)
Truck
2500kg
+2 m/s (east)
SUV
1900 kg
+8.5 m/s (north)
Car = (1500kg)(-20m/s) = -30,000kgm/s (west)
Truck = (2500kg)(+2m/s) = +5,000kgm/s (east)
SUV = (1900kg)(+8.5m/s) = +16,150kgm/s (north)
The car has the largest momentum because it’s mass and velocity combined yield
the greatest numeric value. The direction (positive or negative) does not indicate
a larger or smaller value, just the direction of travel.
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8. Draw a speed vs. time graph of a car accelerating down a hill, then moving on level
ground, and finally coming to a stop.
v
t
9. Imagine you are on a planet that has no gravity and you throw a softball. Use
Newton’s First Law of Motion to describe what would happen. Because there is no
gravity, the softball would move in the direction I threw it and I would move in the
opposite direction. Our momenta would be equal, but the softball would have a
greater velocity because it has a smaller mass than I do.
10. Use a Venn diagram to compare and contrast speed with velocity.
SPEED
VELOCITY
uses
distance
uses
displacement
elapsed
time
scalar
quantity
includes
direction
vector
quantity
11. Draw a motion diagram of you standing in the aisle of the school bus that is
a
accelerating forward.
v
v
v
v
v
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8
Then draw a motion diagram of you on the same bus when the bus driver slams on
a
the brakes.
v
v
v
v
v
12. Explain how the Engineering Design Process is similar to the scientific method. The
EDP is a cyclic process that usually includes the following steps: identify a need or
problem; research the need or problem; develop possible solutions; select the best
possible solution; construct a prototype; test/evaluate; communicate results;
redesign to improve. The scientific method is a more rigid linear process that
includes the following steps: ask a question; do background research; form a
hypothesis; test the hypothesis, analyze data; draw conclusions; communicate
results. The main difference between the two processes is the opportunity to
improve or redesign your product (or process). Engineers value failure as part of the
learning process whereas scientists sometimes hide their failures and move to a new
project.
PREREQUISITE KNOWLEDGE:
1.
How to conduct a laboratory experiment and collect data.
2.
How to read a meter stick with the correct precision.
3.
How to use a stopwatch.
4.
How to using timing sensors (photo gates) if available.
5.
6.
7.
8.
Understand the basics about speed, velocity, and acceleration, only if activity is
being used as an assessment tool.
How to do a motion drawing, only if activity is being used as an assessment tool.
What a force is and how it acts on an object, only if activity is being used as an
assessment tool.
How to draw a force diagram, only if activity is being used as an assessment tool.
STANDARDS CONNECTIONS:
Content Area:
Science
Physical Sciences Benchmark – Grades 6-8
B. In simple cases, describe the motion of objects and conceptually describe the effects
of forces on an object.
1. Describe how the change in the position (motion) of an object is always
judged and described in comparison to a reference point.
2. Explain that motion describes the change in the position of an object as time
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changes.
3. Explain that unbalanced force acting on an object changes that object’s
speed and direction.
Science & Technology Inquiry Benchmark – Grades 6-8
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B. Design a solution or product taking into account needs and constraints (e.g., cost,
time, trade-offs, properties of materials, safety and aesthetics).
3. Design and build a product or create a solution to a problem given more than
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two constraints.
4. Evaluate the overall effectiveness of a product design or solution
Scientific Inquiry Benchmark – Grades 6-8
A. Explain that there are differing sets of procedures for guiding scientific investigations
and procedures are determined by the nature of the investigation, safety
considerations and appropriate tools.
1. Choose the appropriate tools or instruments and use relevant safety
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procedures to complete scientific investigations.
Scientific Inquiry Benchmark – Grades 6-8
B. Analyze and interpret data from scientific investigations using appropriate
mathematical skills in order to draw valid conclusions.
3. Read, construct and interpret data in various forms produced by self and
others in both written and oral forms.
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4. Apply appropriate math skills to interpret quantitative data (e.g., mean,
median and mode).
Scientific Ways of Knowing Benchmark – Grades 6-8
A. Use skills of scientific inquiry processes (e.g., hypothesis, record keeping, description
and explanation).
1. Identify the difference between description (e.g., observation and summary)
8
and explanation (e.g., inference, prediction, significance and importance).
Physical Sciences Benchmark – Grades 9-10
D. Explain the movement of objects by applying Newton's three laws of motion.
21. Demonstrate that motion is a measurable quantity that depends on the
observer's frame of reference and describe the object's motion in terms of
position, velocity, acceleration and time.
22. Demonstrate that any object does not accelerate (remains at rest or
maintains a constant speed and direction of motion) unless an unbalanced
(net) force acts on it.
23. Explain the change in motion (acceleration) of an object. Demonstrate that
the acceleration is proportional to the net force acting on the object and
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inversely proportional to the mass of the object. (Fnet = ma. Note that weight
is the gravitational force on a mass.)
24. Demonstrate that whenever one object exerts a force on another, an equal
amount of force is exerted back on the first object.
25. Demonstrate the ways in which frictional forces constrain the motion of
objects (e.g., a car traveling around a curve, a block on an inclined plane, a
person running, an airplane in flight).
Science & Technology Benchmark – Grades 9-10
B. Explain that science and technology are interdependent; each drives the other.
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10
2. Identify a problem or need, propose designs and choose among alternative
solutions for the problem.
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3. Explain why a design should be continually assessed and the ideas of the
design should be tested, adapted and refined.
Scientific Inquiry Benchmark – Grades 9-10
A. Participate in and apply the processes of scientific investigation to create models and
to design, conduct, evaluate and communicate the results of these investigations.
2. Research and apply appropriate safety precautions when designing and
conducting scientific investigations (e.g., OSHA, Material Safety Data Sheets
[MSDS], eyewash, goggles and ventilation).
3. Construct, interpret and apply physical and conceptual models that represent
or explain systems, objects, events or concepts.
4. Decide what degree of precision based on the data is adequate and round
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off the results of calculator operations to the proper number of significant
figures to reasonably reflect those of the inputs.
5. Develop oral and written presentations using clear language, accurate data,
appropriate graphs, tables, maps and available technology.
6. Draw logical conclusions based on scientific knowledge and evidence from
investigations.
Scientific Ways of Knowing Benchmark – Grades 9-10
A. Explain that scientific knowledge must be based on evidence, be predictive, logical,
subject to modification and limited to the natural world.
3. Demonstrate that reliable scientific evidence improves the ability of scientists
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to offer accurate predictions.
Scientific Ways of Knowing Benchmark – Grades 9-10
D. Recognize that scientific literacy is part of being a knowledgeable citizen.
9. Investigate how the knowledge, skills and interests learned in science classes
9
apply to the careers students plan to pursue.
Content Area:
Mathematics
Measurement Standard
Students estimate and measure to a required degree of accuracy and precision by
selecting and using appropriate units, tools and technologies.
6. Solve and determine the reasonableness of the results for problems involving
rates and derived measurements, such as velocity and density, using
8
formulas, models and graphs.
7. Apply proportional reasoning to solve problems involving indirect
measurements or rates.
Patterns, Functions and Algebra Standard
Students use patterns, relations and functions to model, represent and analyze problem
situations that involve variable quantities. Students analyze, model and solve problems
using various representations such as tables, graphs and equations.
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11
1. Relate the various representations of a relationship; i.e., relate a table to
graph, description and symbolic form.
3. Identify functions as linear or nonlinear based on information given in a
table, graph or equation.
6. Describe the relationship between the graph of a line and its equation,
8
including being able to explain the meaning of slope as a constant rate of
change and y-intercept in real-world problems.
7. Use symbolic algebra (equations and inequalities), graphs and tables to
represent situations and solve problems.
8. Write, simplify and evaluate algebraic expressions (including formulas) to
generalize situations and solve problems.
Data Analysis and Probability Standard
Students pose questions and collect, organize, represent, interpret and analyze data to
answer those questions. Students develop and evaluate inferences, predictions and
arguments that are based on data.
2. Use unit analysis to check computations involving measurement.
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5. Solve problems involving unit conversion for situations involving distances,
areas, volumes and rates within the same measurement system.
Measurement Standard
Students estimate and measure to a required degree of accuracy and precision by
selecting and using appropriate units, tools and technologies.
2. Use unit analysis to check computations involving measurement.
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5. Solve problems involving unit conversion for situations involving distances,
areas, volumes and rates within the same measurement system.
Patterns, Functions and Algebra Standard
Students use patterns, relations and functions to model, represent and analyze problem
situations that involve variable quantities. Students analyze, model and solve problems
using various representations such as tables, graphs and equations.
3. Describe problem situations (linear, quadratic and exponential) by using
tabular, graphical and symbolic representations.
14. Describe the relationship between slope and the graph of a direct variation
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and inverse variation.
15. Describe how a change in the value of a constant in a linear or quadratic
equation affects the related graphs.
8-10 Mathematical Processes
A. Formulate a problem or mathematical model in response to a specific need or
situation, determine information required to solve the problem, choose method for
obtaining this information, and set limits for acceptable solution.
B. Apply mathematical knowledge and skills routinely in other content areas and practical
situations.
Summary:
This activity gives the students an opportunity to use the Engineering Design Process to
make their own cars and explore how speed, velocity, acceleration, momentum, and
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12
forces relate to a car’s occupant(s).
This activity can be an end of the unit activity/lab assessment that provides students the
opportunity to demonstrate their knowledge and comprehension of the properties of
motion and a basic understanding of Newton’s Laws of Motion.
This activity could also be used to introduce students to the concepts of forces, speed,
velocity, acceleration, momentum, and Newton’s Laws of Motion.
One specific aspect of this activity is to explore photo-gate sensor versus stopwatches in
measuring motion.
TECHNOLOGY CONNECTION
Technology will involve using sensor motion timers and photo gates vs. stopwatches. A
radar gun may be used to identify speed vs. mathematically calculating speed.
Students will then compare the higher technology to lower technology data collecting
methods to see which gives them better data to analyze.
Guest Speakers could bePolice to demonstrate and talk about a radar gun that determines speed.
Engineers to talk about the engineering design process.
An automotive engineer to talk about how a car is designed.
A safety engineer to talk about the use of crash dummies and computer sensors
to test car safety.
Integration Model
Application Description
A Technology that supports students and
Computer can be used to read
teachers in adjusting, adapting, or
textbook section to student.
augmenting teaching and learning to
meet the needs of individual learners or
groups of learners
D Technology that supports students and
Motion photo gates will be set up on a
teachers in dealing effectively with
track to measure the car’s time
data, including data management,
down the ramp. This data will be
manipulation, and display
used to do calculations and graphs
later in the lab.
Stopwatches will also be used as a
comparison for which device is more
accurate at measuring.
I Technology that supports students and
Research can be done on how car
teachers in conducting inquiry, including
companies safety test their cars and
the effective use of Internet research
also no statistic of teenage drivers
methods
and car crashes.
S Technology that supports students and
Engineering design process to build car
teachers in simulating real world
designs.
phenomena including the modeling of
Car ramps and photo gate hook ups
physical, social, economic, and
simulate car safety testing.
mathematical relationships
Graphing will be done on a
spreadsheet computer program and
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C
will show relationship between
distance and time, mass of car and
speed.
Graphing will be done on a
spreadsheet computer program.
PowerPoint Presentation of lab report
and results
Technology that supports students and
teachers in communicating and
collaborating including the effective use
of multimedia tools and online
collaboration
Interdisciplinary Connection:
Computer skills will be used during graphing and research.
Language Arts skills will be used when interpreting and reporting data, as well as when
answering questions.
Home Connection:
Assign ‘Parent Check Points’ along the way – parents must check over students work,
write a comment, and sign work.
Differentiated Instruction:
The questions at the end of the lab are written using different levels of Blooms
Taxonomy – not all questions have to be graded. Pick questions to grade that are at
different students levels.
Overview:
Student teams will design and construct the safest yet fastest vehicle possible given
specific criteria/constraints:
Student teams will collect qualitative and quantitative data as they explore how speed,
velocity, acceleration, mass, inertia, momentum, and Newton’s three laws of motion
are factors engineers must use to design safe vehicles. Teams will evaluate their
original design and make modification(s) to improve the vehicle. Students will
communicate, (written, mathematically and verbally) their understanding of motion
and how this activity relates to the real world, their lives, and the principles of force &
motion.
Preparation for activity:
Lab Set Up1. Set up ramp, photo gates, and rigid wall at bottom of the ramp. Cinder blocks work
well as the wall. It is a good idea to tape plastic garbage bags under ramp to avoid a
messy floor and for easier clean up in the end.
2. Copies of all handouts need to be made.
3. Materials for car bodies and wheels & axles need to be purchased. You can purchase
car bodies with or with out wheels OR you can use Styrofoam meat trays for car body
(must all be same size), old/used CDs work well as wheels and dowel rods work good
as axles. Precut dowel rods.
4. Other supplies that teacher may or may not want to supply; hot glue guns, masking
tape, egg cartons, car body building materials.
Students can supply car building material if you give them advanced warning.
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14
Critical Vocabulary:
Engineering Design Process – a cyclic process that usually includes the following
steps: identify a need or problem; research the need or problem; develop possible
solutions; select the best possible solution; construct a prototype; test/evaluate;
communicate results; redesign to improve.
Force - any influence which tends to change the motion of an object; a push or a pull
Motion Diagram - represents the motion of an object by displaying its location at
various equally spaced times on the same diagram. Motion diagrams are a
pictorial description of an object in motion. They show an object's position and
velocity at the start, end, and several spots in the middle, along with acceleration
(if any).
Speed - defined as the total distance traveled divided by the time elapsed while
traveling that distance
Velocity - defined as the total displacement divided by the time elapsed during travel
Acceleration - defined as the change in velocity and this can mean three different
possibilities: increasing speed, decreasing speed, or changing direction. The most
common perception of acceleration is increasing speed. Acceleration is caused by
unbalanced forces.
Momentum - defined as the object’s mass multiplied by its velocity
Newton’s Laws of Motion – describe the effects of forces on objects
Gravity – one of the four fundamental forces of nature. The term gravity should never
be used alone; it should always be used with either force or acceleration.
Gravitational force is the force the Earth exerts on any object with mass.
Gravitational acceleration is the result of that gravitational force if it is unbalanced.
Timeframe: Based on 43 minute periods
Day
Time Allotment Activities
1
1 period
Introduce Project – handout – Egg-Stravaganza Vehicle &
Grade Sheet. Show Students the track and timers.
2
1 period
Introduce Engineering Design Process
3
1 period
Put students into teams & fill out paper work. Students
start design.
4-7
1 period
Students work on Car #1 design, testing, and collecting
data.
8-10
1 period
Students modify Car #1 design to make Car #2 design.
Testing and collecting data.
11-12
1 period
Student does data analysis, answer questions, and
organizing lab report.
Materials & Equipment:
Students will record all information in their Science Lab Notebook.
Car bases- (preassembled bases or parts to make base can be found at Kelvin.com
or you can use CD wheels and Styrofoam trays as the car bodies)
Crash ramp - (can make your own or can be found at Kelvin.com)
Motion timers or Stop watches
Draft - 1/26/2009
15
Impact brick wall - 2 cinder blocks work well.
Eggs, plastic bags, egg cartons, and practice clay eggs.
Other building materials - Cardboard, Styrofoam, bubble wrap, plastic, and any
building materials students can bring in. (For safety reasons do not allow metal,
glass, liquids, or any material that may hurt the students or track.) NOTE: Given
advanced warning students can provide these materials.
Building Tools - Tape, hot glue gun, masking tape, electrical tape, craft knife, and
other items to build with.
Triple beam balance
Safety & Disposal:
If you want, eggs can be put into zip lock bags to be tested – that way if the egg breaks
you toss out the bag with the mess contained. (I have found it better to not use bags
and have students responsible for their own egg clean up, this tends to keep them
highly focused because they do not want to clean up a raw egg mess).
Eggs can be thrown out in the trash and egg cars can be dismantled if on Kelvin bases or
if students use Styrofoam trays they can take them home.
Floor can be come slippery with cracked eggs and then water for clean up.
Pre-Test:
Grade Level: 8th
1. Describe the forces acting on the occupant(s) when the vehicle is at rest on a
horizontal surface, while it is traveling at a uniform speed along the horizontal
surface (neglecting friction), and when the vehicle comes to rest after the crash.
Draw diagrams to explain each situation. When the vehicle is at rest on a
horizontal surface, there are
two forces acting on the
Diagram 1
on occupant
occupants: gravitational force
acting downward and an equal
and opposite force acting
upward from the seat of the
Occupant
vehicle (refer to Diagram 1).
When the vehicle is moving
at a uniform speed along the
horizontal surface, there are
two additional forces acting on
the occupants, one acting in the
F of gravity
direction of motion and the
on occupant
other in the opposite direction
of motion which is friction
between the occupant and the seat (refer to Diagram 2). When the vehicle
comes to rest after the crash, the same forces are acting on it as before it began
to move: the gravitational force and the upward (normal) force (refer back to
Diagram 1).
F of seat
Draft - 1/26/2009
16
2. Describe the force that causes a vehicle on a steep hill to begin to roll down the hill.
Use diagrams in your explanation. The force that causes the vehicle to roll down the
hill is a component of the force of gravity acting on the vehicle. The full force of
gravity (perpendicular to the Earth) acting on the vehicle is separated into two
components, one perpendicular to the hill, the other parallel to the hill. In Diagram
2 it is labeled as the Force “of gravity pulling vehicle down hill”.
F of hill
on vehicle
F of hill
Diagram 2
on vehicle
(perpendicular)
F of friction
on vehicle
HILL
Vehicle
F of gravity pulling
vehicle down hill
F of gravity
on vehicle
(perpendicular)
F of gravity
on vehicle
θ
3. Explain why the force you described in Question #2 is able to set the vehicle in
motion down the hill. The force pulling the vehicle down the hill is greater than the
force of friction holding the vehicle in place on the hill. Therefore the forces are
unbalanced and the vehicle is able to move in the direction of the larger force.
4. How do the speed, acceleration, velocity, and momentum affect an occupant before,
during, and after a car crash (car is traveling at a constant speed in a straight line
and then impacts with a stationary object)? Since speed, velocity, acceleration,
and momentum are all related to the motion of an object, they all affect the
occupant of a vehicle before during and after a crash. The speed and velocity of the
occupant before the crash are the same as that of the vehicle, both are constant
and numerically equal to each other. Also, both the vehicle and the occupant have
zero acceleration before the crash because the vehicle has a constant speed in
straight line motion (ignoring friction). The occupant has a specific momentum
based on his/her mass and velocity. During the crash, the speed and velocity of
the occupant are rapidly decreasing due to a large negative acceleration (refer to
second motion diagram in Question # 10). The momentum of the occupant is the
reason (s)he has the tendency to continue on the original path of motion. The
outside force of the stationary object (wall) changed the momentum of the vehicle,
causing it to accelerate negatively and stop, but there needs to be an outside force
acting on the occupant to change his/her momentum. This outside force could be a
Draft - 1/26/2009
17
seat belt, a windshield, or the pavement. This is why we wear seat belts, it is the
wisest choice! After the crash, the speed and velocity of the occupant have been
reduced to zero by the negative acceleration that resulted from the seat belt. The
acceleration is also zero because the occupant is at rest. Since the occupant now
has zero velocity, his/her momentum is also zero.
5. If the same force is applied to 2 objects with different masses, how will the objects
accelerate? The object with the smaller mass will have a larger acceleration than the
object with the greater mass if the same force is applied to both. We know this from
experience: if you try to pull or push a wagon or wheelbarrow that is empty vs. one
that is fully loaded, you know that it requires more force from you to move the one
that is fully loaded.
6. According to the following data table, which vehicle has more momentum? Explain
your answer.
Object
mass
velocity
Car
1500 kg
-20 m/s (west)
Truck
2500kg
+2 m/s (east)
SUV
1900 kg
+8.5 m/s (north)
Car = (1500kg)(-20m/s) = -30,000kgm/s (west)
Truck = (2500kg)(+2m/s) = +5,000kgm/s (east)
SUV = (1900kg)(+8.5m/s) = +16,150kgm/s (north)
The car has the largest momentum because it’s mass and velocity combined yield
the greatest numeric value. The direction (positive or negative) does not indicate
a larger or smaller value, just the direction of travel.
7. Use a Venn diagram to compare and contrast speed with velocity.
SPEED
VELOCITY
uses
distance
uses
displacement
elapsed
time
scalar
quantity
Draft - 1/26/2009
includes
direction
vector
quantity
18
8. Draw a motion diagram of you standing in the aisle of the school bus that is
a
accelerating forward.
v
v
v
v
v
Then draw a motion diagram of you on the same bus when the bus driver slams on
a
the brakes.
v
v
v
v
v
9. Explain how the Engineering Design Process is similar to the scientific method. The
EDP is a cyclic process that usually includes the following steps: identify a need or
problem; research the need or problem; develop possible solutions; select the best
possible solution; construct a prototype; test/evaluate; communicate results;
redesign to improve. The scientific method is a more rigid linear process that
includes the following steps: ask a question; do background research; form a
hypothesis; test the hypothesis, analyze data; draw conclusions; communicate
results. The main difference between the two processes is the opportunity to
improve or redesign your product (or process). Engineers value failure as part of the
learning process whereas scientists sometimes hide their failures and move to a new
project.
Grade Level: 9th
1. Describe the forces acting on the occupant(s) before the vehicle starts moving, while
it is traveling down the ramp, and when the vehicle comes to rest after the crash.
Draw force diagrams to explain each situation. Before the vehicle starts
moving, there are two forces acting on the occupants: gravitational force is acting
downward and an equal and opposite force is acting upward from the seat of the
vehicle (refer to Diagram 1). Once the vehicle begins to move down the ramp,
there are two additional forces acting on the occupants, both parallel to the ramp,
one acting in the same direction of motion which is a component of the weight of the
occupant that is parallel to the ramp, and the other in the opposite direction of
motion which is friction between the occupant and the seat (refer to Diagram 2).
When the vehicle comes to rest after the crash, the same forces are acting on
it as before it began to move: the gravitational force
and the upward (normal) force (refer back to Diagram 1).
Draft - 1/26/2009
19
F of vehicle
on occupant
Diagram 1
It is important to note that the two forces
act perpendicular to the ground, not
to the occupant. Gravitational force
RAMP
always acts perpendicular to the Earth.
The two forces can be separated into their
x- and y-components on an axis that
aligns with the ramp. This will allow
you to determine the forces that are
perpendicular to the occupant, if
necessary.
θ
Occupant
θ
F of gravity
on occupant
θ
F of seat
on occupant
of friction
on occupant
F
Diagram12
Diagram
θ F ofonseat
occupant
RAMP
(perpendicular)
Occupant
F of gravity
θ
on occupant
(perpendicular)
F of gravity pulling
occupant down
ramp
F of gravity
on occupant
θ
Note that the two forces acting
parallel to the ramp can be
translated such that they originate
from the center of the occupant.
This makes it easier for the
students to see how one makes
the occupant move down the ramp
and the other resists that motion.
Once the red vector is separated into
its x- and y-components, it can be
removed from the diagram (refer
to Diagram 3).
F of seat
Diagram 3
F of friction
on occupant
(perpendicular)
on occupant
RAMP
Occupant
F of gravity pulling
occupant down
ramp
F of gravity
on occupant
(perpendicular)
θ
Draft - 1/26/2009
20
2. How do the speed, acceleration, velocity, and momentum affect an occupant before,
during, and after a car crash (car is traveling at a constant speed in a straight line
and then impacts with a stationary object)? Since speed, velocity, acceleration,
and momentum are all related to the motion of an object, they all affect the
occupant of a vehicle before during and after a crash. The speed and velocity of the
occupant before the crash are the same as that of the vehicle, both are constant
and numerically equal to each other. Also, both the vehicle and the occupant have
zero acceleration before the crash because the vehicle has a constant speed in
straight line motion (ignoring friction). The occupant has a specific momentum
based on his/her mass and velocity. During the crash, the speed and velocity of
the occupant are rapidly decreasing due to a large negative acceleration (refer to
second motion diagram in Question # 10). The momentum of the occupant is the
reason (s)he has the tendency to continue on the original path of motion. The
outside force of the stationary object (wall) changed the momentum of the vehicle,
causing it to accelerate negatively and stop, but there needs to be an outside force
acting on the occupant to change his/her momentum. This outside force could be a
seat belt, a windshield, or the pavement. This is why we wear seat belts, it is the
wisest choice! After the crash, the speed and velocity of the occupant have been
reduced to zero by the negative acceleration that resulted from the seat belt. The
acceleration is also zero because the occupant is at rest. Since the occupant now
has zero velocity, his/her momentum is also zero.
3. If the same force is applied to 2 objects with different masses, how will the objects
accelerate? The object with the smaller mass will have a larger acceleration than the
object with the greater mass if the same force is applied to both. We know this from
experience as well as from Newton’s 2nd Law:
a
m
= F =
a
m
From experience, if you try to pull or push a wagon or wheelbarrow that is empty vs.
one that is fully loaded, you know that it requires more force from you to move the
one that is fully loaded.
4. Draw an example of Newton’s First Law you see in the classroom and explain.
Answers will vary. Example: Student sitting in a desk – a body at rest will remain at
rest until an outside force acts on it to set it in motion.
5. Write an example of Newton’s Second Law and explain. Answers will vary.
Example: When I kick the soccer ball, it accelerates in the same direction of the force
I exert on it. If I were to kick a bowling ball (greater mass than soccer ball) with the
same force (ouch!), it would have a smaller acceleration.
6. Give an example of Newton’s third Law that you experienced today. Answers will
vary. Example: When I sat on the seat I exerted a downward force on it and it
Draft - 1/26/2009
21
exerted an upward force on my butt so I did not crash through the seat and fall to
the floor.
7. According to the following data table, which object has more momentum? Explain
your answer.
Object
mass
velocity
Car
1500 kg
-20 m/s (west)
Truck
2500kg
+2 m/s (east)
SUV
1900 kg
+8.5 m/s (north)
Car = (1500kg)(-20m/s) = -30,000kgm/s (west)
Truck = (2500kg)(+2m/s) = +5,000kgm/s (east)
SUV = (1900kg)(+8.5m/s) = +16,150kgm/s (north)
The car has the largest momentum because it’s mass and velocity combined yield
the greatest numeric value. The direction (positive or negative) does not indicate
a larger or smaller value, just the direction of travel.
8. Draw a speed vs. time graph of a car accelerating down a hill, then moving on level
ground, and finally coming to a stop.
v
t
9. Imagine you are on a planet that has no gravity and you throw a softball. Use
Newton’s First Law of Motion to describe what would happen. Because there is no
gravity, the softball would move in the direction I threw it and I would move in the
opposite direction. Our momenta would be equal, but the softball would have a
greater velocity because it has a smaller mass than I do.
Draft - 1/26/2009
22
10. Use a Venn diagram to compare and contrast speed with velocity.
SPEED
VELOCITY
uses
distance
uses
displacement
elapsed
time
scalar
quantity
includes
direction
vector
quantity
11. Draw a motion diagram of you standing in the aisle of the school bus that is
a
accelerating forward.
v
v
v
v
v
Then draw a motion diagram of you on the same bus when the bus driver slams on
a
the brakes.
v
v
v
v
v
12. Explain how the Engineering Design Process is similar to the scientific method. The
EDP is a cyclic process that usually includes the following steps: identify a need or
problem; research the need or problem; develop possible solutions; select the best
possible solution; construct a prototype; test/evaluate; communicate results;
redesign to improve. The scientific method is a more rigid linear process that
includes the following steps: ask a question; do background research; form a
hypothesis; test the hypothesis, analyze data; draw conclusions; communicate
results. The main difference between the two processes is the opportunity to
improve or redesign your product (or process). Engineers value failure as part of the
learning process whereas scientists sometimes hide their failures and move to a new
project.
Pre-Test Rubric: 8th Grade
QUESTION
1. Describe the
forces acting
on the
Draft - 1/26/2009
4
Explanation
indicates a
clear and
3
Explanation
indicates an
understanding
2
Explanation
indicates an
understanding
1
Explanation
indicates an
understanding
0
Explanation
indicates no
understanding
23
occupant(s)
when the
vehicle is at
rest on a
horizontal
surface, while
it is traveling
at a uniform
speed along
the horizontal
surface
(neglecting
friction), and
when the
vehicle comes
to rest after
the crash.
Draw diagrams
to explain each
situation.
2. Describe the
force that
causes a
vehicle on a
steep hill to
begin to roll
down the hill.
Use diagrams
in your
explanation.
Draft - 1/26/2009
accurate
understanding
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
all of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
Response
includes an
explanation
that indicates a
clear and
accurate
understanding
that the force
that causes the
vehicle to roll
down the hill is
a component
of the force of
gravity acting
on the vehicle.
Response also
includes a
diagram
showing the
force parallel
to the hill.
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
three of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
two of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
one of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
of gravitational
force acting
downward and
an equal and
opposite force
acting upward.
Response
includes an
explanation
that indicates
an
understanding
that the force
that causes the
vehicle to roll
down the hill is
a component
of the force of
gravity acting
on the vehicle.
Response also
includes a
diagram
showing the
force parallel
to the hill.
Response
indicates the
force that
causes the
vehicle to roll
down the hill is
a force that
acts parallel to
the hill and
points towards
the bottom of
the hill or
response only
refers to the
force as
"gravity".
Response also
includes a
diagram.
Response
indicates the
force that
causes the
vehicle to roll
down the hill is
a force that
acts parallel to
the hill and
points towards
the bottom of
the hill; or
response only
refers to the
force as
"gravity"; or
response only
uses a
diagram.
Response
indicates no
understanding
that the force
that causes the
vehicle to roll
down the hill is
a component
of the force of
gravity acting
on the vehicle.
No diagram is
present.
24
3. Explain why
the force you
described in
Question #2 is
able to set the
vehicle in
motion down
the hill.
Explanation
indicates a
clear and
accurate
understanding
which includes
all of the
following: (1)
the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
indicates an
understanding
which includes
all of the
following: (1)
the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
includes two of
the following:
(1) the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
includes one of
the following:
(1) the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
indicates no
understanding
that the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill and the
forces are
unbalanced
which causes
the vehicle is
able to move
in the direction
of the larger
force.
4. How do the
speed,
acceleration,
velocity, and
momentum
affect an
occupant
before, during,
and after a car
crash (car is
traveling at a
constant speed
in a straight
line and then
impacts with a
stationary
object)?
Explanation
indicates a
clear and
accurate
understanding
that speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant
and includes at
least 8 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
Explanation
indicates an
understanding
that speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant
and includes at
least 6 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
Explanation
indicates that
speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant
and includes at
least 4 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
Explanation
includes at
least 2 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
Explanation
indicates no
understanding
that speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant.
Draft - 1/26/2009
25
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
Draft - 1/26/2009
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
26
5. If the same
force is applied
to 2 objects
with different
masses, how
will the objects
accelerate?
Draft - 1/26/2009
Response
states in a
clear and
accurate
manner that
the object with
the smaller
mass will have
a larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience.
Response
includes an
example: if
you try to pull
a wagon or
push a
wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience.
Response
includes an
example: if
you try to pull
a wagon or
push a
wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both but does
not state how
we know this.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
smaller
acceleration
than the object
with the larger
mass if the
same force is
applied to both
OR the object
with the larger
mass will have
a larger
acceleration
than the object
with the
smaller mass if
the same force
is applied to
both.
27
6. According to
the data table,
which object
has more
momentum?
Explain your
answer.
7. Use a Venn
diagram to
compare and
contrast speed
with velocity.
8. Draw a
motion
diagram of you
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
Response
shows a clear
and accurate
2-circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality
as "elapsed
time".
Differences
should include
2 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Diagram
Includes all of
the following:
Explanation
indicates an
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
Explanation
indicates that
the car has the
largest
momentum
because it’s
mass and
velocity (or
speed)
combined yield
the greatest
numeric value.
Explanation
indicates that
the vehicle
with the
largest mass
OR the largest
velocity (or
speed) has the
largest
momentum
because
momentum is
determined by
mass and
velocity.
Explanation
indicates no
understanding
that the largest
momentum
involves the
mass and
velocity
combined.
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality
as "elapsed
time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
identifies the
commonality
as "time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle
with only 1 of
the following:
the overlap
identifying the
commonality
as "time";
differences
including:
distance vs.
displacement;
scalar vs.
vector; or
(velocity)
includes
direction.
Response does
not include a
2-circle Venn
diagram.
Diagram
Includes 4 of
the following:
Diagram
Includes 2 of
the following:
Diagram
Includes 1 of
the following:
No attempt at
a motion
diagram.
28
standing in the
aisle of the
school bus that
is accelerating
forward. Then
draw a motion
diagram of you
on the same
bus when the
bus driver
slams on the
brakes.
Draft - 1/26/2009
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases;
and (6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases;
and (6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases;
and (6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases;
and (6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
29
9. Explain how
the
Engineering
Design Process
is similar to the
scientific
method.
Response
states 4 of the
following in a
clear and
accurate
manner: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
(4) identifies
all the steps;
and (5) the
main
difference is
the opportunity
to improve or
redesign your
product (or
process).
Response
states 3 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
(4) identifies
all the steps;
and (5) the
main
difference is
the opportunity
to improve or
redesign your
product (or
process).
Response
states 2 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
states 1 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
shows no
understanding
of OR states
there are no
similarities
between the
EDP and the
scientific
method.
Pre-Test Rubric: 9th Grade
QUESTION
Draft - 1/26/2009
4
3
2
1
0
30
1. Describe the
forces acting
on the
occupant(s)
before the
vehicle starts
moving, while
it is traveling
down the
ramp, and
when the
vehicle comes
to rest after
the crash.
Draw force
diagrams to
explain each
situation.
2. How do the
speed,
acceleration,
velocity, and
momentum
affect an
occupant
before, during,
and after a car
crash (car is
traveling at a
constant
speed in a
straight line
and then
impacts with a
stationary
object)?
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
an equal and
opposite force
acting upward
at all times.
These forces
can be
separated into
components,
giving the two
forces acting
parallel to the
ramp, one in
the direction
of motion
which is a
component of
the weight of
the occupant,
and the other
in the opposite
direction of
motion which
is friction.
Explanation
indicates a
clear and
accurate
understanding
that speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant and
includes at
least 8 of the
following:
Before the
crash (1)
Explanation
indicates an
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
an equal and
opposite force
acting upward
at all times.
These forces
can be
separated into
components,
giving the two
forces acting
parallel to the
ramp, one in
the direction
of motion
which is a
component of
the weight of
the occupant,
and the other
in the opposite
direction of
motion which
is friction.
Explanation
indicates an
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
an equal and
opposite force
acting upward
at all times.
The
explanation
mentions
separating
these forces
into
components,
but only
mentions one
force parallel
to the ramp.
Explanation
indicates an
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
separating this
force into
components.
Explanation
indicates no
understanding
of gravitational
force acting
downward or
its component
acting parallel
to the ramp.
Explanation
indicates an
understanding
that speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant and
includes at
least 6 of the
following:
Before the
crash (1)
speed &
velocity are
Explanation
indicates that
speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant and
includes at
least 4 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
Explanation
includes at
least 2 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
Explanation
indicates no
understanding
that speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant.
31
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing;
(5) large
negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
Draft - 1/26/2009
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing;
(5) large
negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing;
(5) large
negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
During the
crash (4)
speed &
velocity are
rapidly
decreasing;
(5) large
negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
32
3. If the same
force is
applied to 2
objects with
different
masses, how
will the objects
accelerate?
4. Draw an
example of
Newton’s First
Law you see in
the classroom
and explain.
Draft - 1/26/2009
Response
states in a
clear and
accurate
manner that
the object with
the smaller
mass will have
a larger
acceleration
than the
object with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience as
well as from
Newton’s 2nd
Law.
Response
includes
Newton's 2nd
Law (F=ma)
and an
example: if
you try to pull
a wagon or
push a
wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Drawing is
clean and neat
and
explanation
indicates a
clear and
accurate
understanding
that an object
at rest will
remain at rest
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the
object with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience as
well as from
Newton’s 2nd
Law.
Response
includes
Newton's 2nd
Law (F=ma)
and an
example: if
you try to pull
a wagon or
push a
wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the
object with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience as
well as from
Newton’s 2nd
Law.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the
object with the
greater mass if
the same force
is applied to
both but does
not state how
we know this.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
smaller
acceleration
than the
object with the
larger mass if
the same force
is applied to
both OR the
object with the
larger mass
will have a
larger
acceleration
than the
object with the
smaller mass if
the same force
is applied to
both.
Drawing is
clean and neat
and
explanation
indicates an
understanding
that an object
at rest will
remain at rest
or an object in
motion will
Drawing is
clean and neat
and
explanation
indicates
either an
object at rest
will remain at
rest OR an
object in
motion will
Only a
drawing, no
explanation of
Newton's First
Law.
No drawing
and either no
explanation or
explanation
indicates no
understanding
of Newton's
First Law.
33
5. Write an
example of
Newton’s
Second Law
and explain.
Draft - 1/26/2009
or an object in
motion will
remain in
motion until an
unbalanced
force causes a
change in its
motion.
Example is
clearly written
and correctly
describes
Newton's
Second Law
(i.e. kicking a
soccer ball and
a bowling ball
with the same
force will yield
different
accelerations).
Explanation
indicates a
clear and
accurate
understanding
of Newton's
Second Law or
F=ma.
remain in
motion until an
unbalanced
force causes a
change in its
motion.
remain in
motion until an
unbalanced
force causes a
change in its
motion.
Example
correctly
describes
Newton's
Second Law
(i.e. kicking a
soccer ball and
a bowling ball
with the same
force will yield
different
accelerations).
Explanation
indicates an
understanding
of Newton's
Second Law or
F=ma.
Example
weakly
describes
Newton's
Second Law
(i.e. kicking a
soccer ball and
it moves it
accelerates).
Explanation
indicates some
understanding
of Newton's
Second Law or
F=ma.
Either an
example or
explanation of
Newton's
Second Law,
not both.
Example
and/or
explanation
indicates no
understanding
of Newton's
Second Law.
34
6. Give an
example of
Newton’s third
Law that you
experienced
today.
7. According to
the data table,
which object
has more
momentum?
Explain your
answer.
8. Draw a
Draft - 1/26/2009
Example is
realistic,
clearly written,
and correctly
describes
Newton's Third
Law (i.e.
kicking a
bowling ball
applies a force
to the ball to
move it but
the ball also
applies a force
to my foot
because it
hurts).
Explanation
indicates a
clear and
accurate
understanding
of Newton's
Third Law or
for every force
there is an
equal and
opposite force.
Explanation
indicates a
clear and
accurate
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
The graph is
Example is
realistic and
correctly
describes
Newton's Third
Law (i.e.
kicking a
bowling ball
applies a force
to the ball to
move it but
the ball also
applies a force
to my foot
because it
hurts).
Explanation
indicates an
understanding
of Newton's
Third Law or
for every force
there is an
equal and
opposite force.
Example
correctly
describes
Newton's Third
Law (i.e.
kicking a
bowling ball
applies a force
to the ball to
move it but
the ball also
applies a force
to my foot
because it
hurts).
Explanation
indicates some
understanding
of Newton's
Third Law or
for every force
there is an
equal and
opposite force.
Example
weakly
describes
Newton's Third
Law.
Example
incorrectly
describes
Newton's Third
Law.
Explanation
indicates an
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
Explanation
indicates that
the car has the
largest
momentum
because it’s
mass and
velocity (or
speed)
combined yield
the greatest
numeric value.
Explanation
indicates that
the vehicle
with the
largest mass
OR the largest
velocity (or
speed) has the
largest
momentum
because
momentum is
determined by
mass and
velocity.
Explanation
indicates no
understanding
that the
largest
momentum
involves the
mass and
velocity
combined.
The graph has
The graph has
The graph has
No graph is
35
speed vs. time
graph of a car
accelerating
down a hill,
then moving
on level
ground, and
finally coming
to a stop.
Draft - 1/26/2009
clean and neat
with both axes
labeled; it has
all of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
all of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
2 of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
1 of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
provided or
the wrong
type of graph
(i.e. a distance
vs. time) is
provided.
36
9. Imagine
you are on a
planet that has
no gravity and
you throw a
softball. Use
Newton’s First
Law of Motion
to describe
what would
happen.
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
of Newton's
First Law that
includes all of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3)
indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
indicates an
understanding
of Newton's
First Law that
includes 3 of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3)
indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
includes 2 of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3)
indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
includes 1 of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3)
indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
indicates no
understanding
of Newton's
First Law.
37
10. Use a
Venn diagram
to compare
and contrast
speed with
velocity.
11. Draw a
motion
diagram of you
standing in the
aisle of the
school bus
that is
accelerating
forward. Then
draw a motion
diagram of you
on the same
bus when the
bus driver
slams on the
brakes.
Draft - 1/26/2009
Response
shows a clear
and accurate
2-circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality
as "elapsed
time".
Differences
should include
2 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Diagram
Includes all of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality
as "elapsed
time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
identifies the
commonality
as "time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle
with only 1 of
the following:
the overlap
identifying the
commonality
as "time";
differences
including:
distance vs.
displacement;
scalar vs.
vector; or
(velocity)
includes
direction.
Response does
not include a
2-circle Venn
diagram.
Diagram
Includes 4 of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
Diagram
Includes 2 of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
Diagram
Includes 1 of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
No attempt at
a motion
diagram.
38
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
Draft - 1/26/2009
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
39
12. Explain
how the
Engineering
Design Process
is similar to
the scientific
method.
Response
states 4 of the
following in a
clear and
accurate
manner: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
(4) identifies
all the steps;
and (5) the
main
difference is
the
opportunity to
improve or
redesign your
product (or
process).
Response
states 3 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
(4) identifies
all the steps;
and (5) the
main
difference is
the
opportunity to
improve or
redesign your
product (or
process).
Response
states 2 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
states 1 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
shows no
understanding
of OR states
there are no
similarities
between the
EDP and the
scientific
method.
Pre-Activity Discussion:
Pre-Activity Discussion #1Teacher should provide a demonstration on how to use the lab equipment and how the
car materials work.
If this activity is being used as an end of the unit activity/lab assessment, the teacher
should review Newton’s Laws of Motion, as well as speed, velocity, acceleration,
momentum; Law of Conservation of Momentum, force, how to do a motion drawing,
and other topics related to motion.
Pre-Activity Discussion #2 -
Discuss the Engineering Design Process Steps
To develop a new product, such as a car, Engineers use a process, much like scientists
use the scientific method. Students are to use the following process to DESIGN their
cars.
STEP 1: Identify the Problem
STEP 2: Identify Criteria & Constraints
STEP 3: Explore the Possibilities
STEP 4: Select an Approach
STEP 5: Construct the Chosen Design
STEP 6: Test and Evaluate
STEP 7: Communicate the Results
STEP 8: Refine the Design
Draft - 1/26/2009
40
Pre-Activity Discussion #3 - If this activity is used to teach motion.
Provide lessons on speed, velocity, acceleration, motion diagrams, force, Newton’s Laws
of Motion, and momentum.
Students will assume different roles:
Member Role Name
Brief Description
1
Manager
Responsible for organizing team and keeping team on task to
2
Tester
3
Safety
Officer
Technical
Writer
4
meet goals and deadlines. Will also serve as team
spokesperson, if one is required.
Responsible for performing experimental tests and
manipulating equipment properly.
Responsible for making sure team observes all safety measures
during experimentation.
Responsible for recording data during experimentation and
overseeing the writing of results and conclusions.
Activity:
Teacher instructions:
1. Begin by telling the students the problem they need to solve.
THE PROBLEM:
Your team is to design & build a vehicle with a safety restraint system that will
protect a “raw egg” occupant. The vehicle needs to have the greatest speed,
velocity, and momentum possible. The vehicle will be tested by crashing it into a
rigid wall and your egg occupant must “survive” without any cracks.
2. Now you can present the students with the criteria/constraints:
DESIGN OF THE VEHICLE:
1. The Styrofoam tray provided will be the frame of your vehicle.
2. Your vehicle must have at least 3 wheels.
3. You must use the wheels provided.
4. Any building material can be deemed unacceptable by the teacher (ask first!).
5. No Connects, Lego’s, or other building toys maybe used.
6. No metal, glass, or liquids maybe used.
7. Raw egg occupant must be in the front half of the vehicle.
8. Egg occupant cannot be wrapped in any material; it cannot be glued or taped
down; it cannot be put into a “box” type container.
3. Inform students of their obligation to keep accurate records of their work:
VEHICLE REPORT
Cover Page - Car name, your name(s), and period
This Page - Use boxes to check off completed items for your report
Part 1 - State the problem, materials used, who was in charge of what; be
specific.
Part 2 - Drawing and data table (one for each car design & modifications)
Part 3 - Graph of data from data table on previous page
Part 4 - Question answers (each team member answers his/her own questions)
Part 5 - Reflection - (each team member does his/her own reflection)
Draft - 1/26/2009
41
4. Tell the student teams it is time for them to begin the EDP (Engineering
Design Process) that was discussed in the Pre-Activity.
STEP 1: Identify the Problem - Students should re-state the problem in their
own words on their own papers.
STEP 2: Identify Criteria & Constraints - Students should list the specific
requirements (criteria) & things they cannot do (constraints) for their design.
This list has been provided but needs to be re-written in their lab report.
STEP 3: Explore the Possibilities - Separately, each student on the design
team should sketch their own solution(s) for the problem. This way every
student has the opportunity to contribute his/her idea(s). Allow enough time
for everyone to sketch at least one design. Drawings should be quick and
brief; a more formal design drawing may be done later. Could possibly be a
homework assignment.
THEN have students share their solution(s) with their design team members
and as a group they should list the limitations of each design due to available
resources and the classroom environment. Next, each design team should
develop 2-3 of their ideas. They should create more detailed accurate (ruler
should be used) drawings, with multiple views. All parts should be labeled and
in proportion with each other. (At this step you could work with the math
teacher to do a scale drawing of design teams cars.) The design team should
discuss the pros & cons of each design and write these directly on each
drawing.
STEP 4: Select an Approach - as a team, students should identify the design
that appears to solve the given problem. Students should write a statement on
why they chose that design, which includes references to the criteria and
constraints.
STEP 5: Construct the Chosen Design - Students will construct their design
only with materials provided.
STEP 6: Test and Evaluate the Vehicle – Students will collect data on the
speed, distance and crash durability of their vehicle (see sample data table in
“Instructional Tips” section). It is important that students test the speed
of their vehicle on a flat horizontal surface, not on the ramp (refer to
“Instructional Tips” section). Students will examine their data and evaluate
their design based on the vehicle performance to meet the criteria and
constraints.
STEP 7: Communicate the Results – Students will share the results of their
design in a written format with data presented in tabular and graphical form.
STEP 8: Refine the Design - At this point students should identify any problems
with their design and propose solutions or potential improvements.
Egg-Stravaganza Vehicle Questions
DIRECTIONS - Answer all questions on your own paper, number all questions. All
Draft - 1/26/2009
42
answers must be in complete & detailed sentences.
1. Identify the force that set the vehicle in motion down the ramp. The force that set
the vehicle in motion down the ramp is a component of the weight of the vehicle.
The weight of the vehicle is the same as the force of gravity or the force the Earth
exerts on the vehicle. This force, when on the inclined ramp, can be separated into
two components, one perpendicular to the ramp and one parallel to the ramp. The
component parallel to the ramp is the force that sets the vehicle in motion down the
ramp. Where did this force originally come from? This force originally came from
the Earth, it is due to gravity. Did this force change (get larger or smaller) during
the vehicle’s trip down the ramp? This force did NOT change during the vehicle’s trip
down the ramp. Gravitational force is determined by the mass of an object and
since the mass of the vehicle did not change during the trip down the ramp, the
force did not change either. Explain your answer. One of the easiest
misconceptions is with “gravity” and “constant”. Many people will say gravity is
constant and that is only partially true. Gravitational acceleration, or “g” is constant,
regardless of the mass of the object. Everything falls with the same acceleration, IF
we neglect air resistance. Gravitational force, on the other hand, is not constant. It
is different for every object because it is actually the weight of an object. If we look
at Newton’s 2nd Law, F = ma, let the “F” represent the gravitational force and the”a”
represent the gravitational acceleration so the equation can now be Fw = mg.
2. Explain what happened to the vehicle’s momentum when it hit the wall. The net
external force acting on an object can be evaluated as the rate of change of
momentum. This turns out to be a more fundamental way of stating the force than
the use of Newton's second law. The average force on a constant mass system is
seen to be equal to the rate of change of momentum:
∆v
F = ma = m ( /∆t) =
(m∆
∆v)
/ ∆t = ∆p/∆t
3. How does your vehicle’s momentum, mass & velocity relate to each other?
Momentum is equal to the mass multiplied by the velocity.
4. Was the Engineering Design Process a good tool for figuring out your vehicle design?
Justify your answer with 3 reasons for or against. Answers will vary but must
include the option to redesign or improve as a reason for the EDP.
5. How do all 3 of Newton’s laws of motion relate to this activity? (9th Grade Only)
Newton’s 1st Law relates to this activity in two ways: first in that the component of
the force of gravity provides the unbalanced force to set the vehicle in motion from
rest down the ramp; and second in that the wall provides the external unbalanced
force to change the motion of the vehicle and stop it. Newton’s 2nd Law relates to
this activity in many ways, from the force of weight of the vehicle Fw = mg, to the
∆v
(m∆
∆v)
momentum F = ma = m ( /∆t) =
/ ∆t = ∆p/∆t . Newton’s 3rd Law relates to this
Draft - 1/26/2009
43
activity in that every force we exert on something, we feel the same force being
exerted back on us. When we hit a tree, it hurts us because the tree hits us back.
6. Explain how this activity relates to your real life. This activity relates to real life in
that it shows how important it is to wear seat belts when driving or riding in a motor
vehicle. Using the raw egg makes the point that much more dramatic.
7. Explain what you have learned about motion and forces relating to this activity.
Answers will vary… Forces cause a change in motion.
Student instructions:
THE PROBLEM:
Your team is to design & build a vehicle with a safety restraint system that will protect a
“raw egg” occupant. The vehicle needs to have the greatest speed, velocity, and
momentum possible. The vehicle will be tested by crashing it into a rigid wall and your
egg occupant must “survive” without any cracks.
DESIGN OF THE VEHICLE:
1. The Styrofoam tray provided will be the frame of your vehicle.
2. Your vehicle must have at least 3 wheels.
3. You must use the wheels provided.
4. Any building material can be deemed unacceptable by the teacher (ask first!).
5. No Connects, Lego’s, or other building toys maybe used.
6. No metal, glass, or liquids maybe used.
7. Raw egg occupant must be in the front half of the vehicle.
8. Egg occupant cannot be wrapped in any material; it cannot be glued or taped down;
it cannot be put into a “box” type container.
VEHICLE REPORT
Cover Page - Car name, your name(s), and period
This Page - Use boxes to check off completed items for your report
Part 1 - State the problem, materials used, who was in charge of what; be
specific.
Part 2 - Drawing and data table (one for each car design & modifications)
Part 3 - Graph of data from data table on previous page
Part 4 - Question answers (each team member answers his/her own questions)
Part 5 - Reflection - (each team member does his/her own reflection)
Egg-Stravaganza Vehicle Information, Data, & Calculations
1. Re-state the problem in your own words on your own paper.
2. List the criteria & constraints for your vehicle. This list has been provided but needs
Draft - 1/26/2009
44
to be re-written to be close to the problem and solution.
3. Individually, sketch one or more quick and brief vehicle designs. A more formal
design drawing will be done later.
4. Share your vehicle design(s) with your team members and as a group list the
limitations of each design due to available resources and the classroom environment.
5. Select and develop 2 of the vehicle designs from the team. Create a more detailed
and accurate (ruler should be used) drawing with multiple views for each design. All
parts should be labeled and in proportion with each other.
6. The team should discuss the pros & cons of each design and write these directly on
each drawing. Select one vehicle design and do a scale drawing of it. Students
should write a statement on why they chose that design, which includes references
to the criteria and constraints.
7. The vehicle design must be approved by the teacher prior to the beginning of
construction. After approval, the team will construct their design, but only with the
materials provided.
8. Identify your vehicle with your team number. Measure and record the mass of your
vehicle. Draw and label the vehicle.
9. Design an experiment to test your vehicle on speed, distance and crash durability.
Your experimental design must be approved by your teacher prior to
implementation.
10. Create a data table to record the data collected on the speed, distance and crash
durability of your vehicle.
11. Calculate any necessary quantities, showing your work in a complete and clear
format.
12. Create a Distance vs. Time Graph. Examine the data and evaluate your design
based on the vehicle performance to meet the criteria and constraints.
13. Discuss the survival of your egg occupant with your team. Summarize your
discussion in your science notebook. Identify any problems with your design and
propose solutions or potential improvements.
14. Discuss the modification(s) your team plans to make to the vehicle. Summarize your
discussion in your science notebook.
15. Redesign or improve your vehicle and retest it.
16. Write a complete summary about the results of your vehicle design with data
presented in tabular and graphical form.
Egg-Stravaganza Vehicle Questions
Draft - 1/26/2009
45
DIRECTIONS - Answer all questions on your own paper, number all questions. All
answers must be in complete & detailed sentences.
1. Identify the force that set the vehicle in motion down the ramp. Where did this force
originally come from? Did this force change (get larger or smaller) during the
vehicle’s trip down the ramp? Explain your answer.
2. Explain what happened to the vehicle’s momentum when it hit the wall.
3. How does your vehicle’s momentum, mass & velocity relate to each other?
4. Was the Engineering Design Process a good tool for figuring out your vehicle design?
Justify your answer with 3 reasons for or against.
5. How do all 3 of Newton’s laws of motion relate to this activity? (9th Grade Only)
6. Explain how this activity relates to your real life.
7. Explain what you have learned about motion and forces relating to this activity.
Egg-Stravaganza Vehicle Reflections
DIRECTIONS - Answer all questions on your own paper, number all questions. All
answers must be in complete & detailed sentences.
POINTS
1. What was the most difficult thing about this activity for you? Explain your answer.
0 1 2
2. What was the easiest thing about this activity for you? Explain your answer.
0 1 2
3. Did you or didn't you like this activity? Justify your answer with 2 reasons.
0 1 2
4. Summarize what you have learned about motion and forces from this activity.
0 1 2
Draft - 1/26/2009
3
3
3
3
46
Instructional Tips & Background Information:
Ask local super market to donate meat trays. X-Acto knifes and hole punches work on
meat trays. Reinforce axle holes with tape.
About two months before ask students and staff to bring in unwanted CDs and when
they go to department stores to pick up a hand full from the “AOL” displays at the
front of the store.
Kelvin.com has these little red “rims” that fit into the center of CDs to allow the CD wheel
to fit onto a 1/4-inch dowel rod.
Students should determine the speed of their vehicle by measuring the time it
takes the vehicle to cover the distance from the bottom of the ramp (beginning of the
horizontal surface) to some pre-determined point (i.e. 2-meters). Do not measure the
time it takes to cover the distance on the ramp as this is non-uniform motion and the
equation v= d/t is not valid for that situation. Allowing students to use this equation in
this situation will give them acceptable data but will begin a major misconception that
will be very difficult to remedy in later grades.
SAMPLE DATA TABLE: Vehicle’s Trip
mass ( kg ) distance ( m )
Trial
1
2
3
displacement ( m )
time ( s )
avg
Steps for making a motion diagram:
1. Draw a box or a dot representing the object at the start and end of the time of
interest.
2. Draw a box or a dot representing the object at two or three equally spaced
intermediate times. If the object is traveling at a constant rate, these will be
equally spaced. If it is speeding up, they will get progressively further apart. If it
is slowing down, they will get progressively closer together.
3. Draw a vector (arrow) over each box representing the velocity at that point. The
vector will point in the direction of motion and its length will represent the relative
speed of the object at that point. Label these vectors "V."
4. If the object is speeding up or slowing down, draw another vector above them
representing the acceleration. The acceleration will be proportional to the
difference between a velocity vector and the one previous to it in time; it will point
in the same direction as the V vectors if the object is speeding up and the
opposite direction if it is slowing down.
5. If the object turns around and comes back, you may want to make two motion
Draft - 1/26/2009
47
diagrams for clarity; one from the start until the point that the object turns
around, and the other from the point it turns around to the end.
An object at rest on a horizontal surface has no horizontal forces acting on it.
Vertically it has the force of gravity pulling it downward and the force of the surface it
is resting on pushing it upward with the same magnitude, thus keeping it at rest due
to balanced forces in the vertical direction.
An object at rest on an inclined ramp now has horizontal forces acting on it. The
force of gravity is now broken down into components, one acting perpendicular
to the inclined ramp and one acting parallel to the inclined ramp.
The component of the force of gravity that is parallel to the inclined ramp causes the
object (vehicle in this case) to move down the ramp, if that component is greater than
the force of friction between the object and the surface of the ramp.
Speed, velocity, acceleration, and momentum are all related to the motion of an object.
The speed of an object can be defined as the rate at which distance is covered. In
other words, the total distance traveled is divided by the time elapsed while traveling
that distance (a rate is some quantity divided by time). The velocity of an object is
only slightly different in that it includes a direction and can be calculated as the total
displacement divided by the time elapsed during travel. Displacement is how far, in
a straight line, your ending point is from your point of origin. If you went from home
to school and back home again, your ending point and your point of origin are the
same, therefore your displacement would be zero. This would give you a velocity of
zero because displacement divided by any elapsed time would still be zero velocity.
Displacement is a vector quantity, so if the object travels 10 meters north and then
backtracks 8 meters south, the total displacement is 2 meters north with north being
the direction and could be represented with a positive or negative sign. Speed and
velocity can be the same IF and ONLY IF the object travels in straight line
motion in one direction. If you are looking for an average speed from school to
home, you would add the two speeds together and divide by 2. But when you add
the two velocities together, along with their directions which are represented in terms
of the velocity going to school being positive and velocity coming back home being
negative, you would see how they could cancel each other out and you could have an
average velocity of zero. Uniform motion is very rare in the real world, however since
it is easy to begin with speed in a straight line motion in one direction, students
easily confuse speed and velocity. It is critical that you make certain students
understand the limitations of the calculations of distance divided by elapsed time.
Most motion involves some form of acceleration.
Acceleration is defined as the change in velocity, not just a change in speed. This
causes most people to think of acceleration only as an increase in speed, but that is
not true. A decrease in speed is also acceleration, referred to as a negative
acceleration because the acceleration vector points in the direction opposite the
velocity vector (lay people will call this deceleration). The most uncommon form of
acceleration is a change in direction only. An object can be moving at a constant
Draft - 1/26/2009
48
speed but be changing its direction and that is an acceleration (referred to as
centripetal acceleration). If acceleration is defined as a change in velocity and velocity
includes direction, then a change in direction is a change in velocity and therefore is
acceleration. This means there are three different possibilities for acceleration:
increasing speed, decreasing speed, or changing direction (because velocity
includes direction).
Momentum is a moving inertia and can be defined as the objects mass multiplied by its
velocity. So a more massive object has more momentum than a less massive object
when they are both moving at the same velocity. If two objects have the same mass
but one is moving at a greater velocity, that one has the greater momentum.
Newton's First Law states that an object will remain at rest or in uniform motion in a
straight line unless acted upon by an external force. It may be seen as a statement
about inertia, that objects will remain in their state of motion unless a force acts to
change the motion. Any change in motion involves acceleration, and then Newton's
Second Law applies; in fact, the First Law is just a special case of the Second
Law for which the net external force is zero.
Newton’s Second Law states than when a non-zero net external force acts on an
object, the motion of the object will change. Stated in equation form, Fnet = ma.
This net force should be defined as the rate of change of momentum, or momentum
(mv)
divided by time. Stated in equation form:
/t = ma. (Notice when the mass cancels
v
out on both sides we have the basic equation for acceleration: a = /t .)
Newton's third law: All forces in the universe occur in equal but oppositely directed
pairs. There are no isolated forces; for every external force that acts on an object
there is a force of equal magnitude but opposite direction which acts back on the
object which exerted that external force. In the case of internal forces, a force on one
part of a system will be countered by a reaction force on another part of the system
so that an isolated system cannot by any means exert a net force on the system as a
whole. A system cannot "bootstrap" itself into motion with purely internal forces - to
achieve a net force and acceleration, it must interact with an object external to itself.
Force on Driver in Example Car Crash
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html
For a car crash scenario where a car stops in 1 foot from a speed of 30 mi/hr, what is the force on
the driver? Assume a 160 lb (mass = 5 slugs) driver.
If firmly held in non-stretching seatbelt harness: stopping distance = 1 ft.
•
•
Deceleration = 967 ft/s2 = 294 m/s2 = 30 g's
Non-stretching seatbelt
Force = 4813 lb = 21412 N = 2.4 tons
If not wearing a seatbelt, stopping distance determined by nature of collision with windshield,
Draft - 1/26/2009
49
steering column, etc.: stopping distance = 0.2 ft.
•
•
Deceleration = 4836 ft/s2 = 1474 m/s2 = 150 g's
No seatbelt!
Force = 24068 lb = 107059 N = 12 tons!!
If seat belt harness stretches, increasing stopping distance by 50%: 1.5 ft.
•
•
Deceleration = 645ft/s2 = 197 m/s2 = 20 g's
Stretching seatbelt
Force = 3209 lb = 14274 N = 1.6 tons
These calculated numbers assume constant deceleration (aka negative acceleration), and are
therefore an estimate of the average force of impact.
Formative Assessment Rubrics:
Graphing Rubric
Category
Labeling of
X axis
Labeling of
Y axis
Draft - 1/26/2009
4
3
The X axis has
a clear, neat
label for the
independent
variable "Time"
that includes
the units
"seconds".
The Y axis has
a clear, neat
label for the
dependent
variable
"Distance" that
includes the
units "meters".
2
The X axis has
a clear label for
the
independent
variable "Time"
that includes
the units
"seconds".
The Y axis has
a clear label for
the dependent
variable
"Distance" that
includes the
units "meters".
1
The X axis has
a label for the
independent
variable "Time".
0
The X axis is
not labeled.
The Y axis has
a label for the
dependent
variable
"Distance".
The Y axis is
not labeled.
50
Title
Title is creative
and clearly
relates to the
problem being
graphed
(includes
dependent and
independent
variable). It is
printed at the
top of the
graph.
Title clearly
relates to the
problem being
graphed
(includes
dependent and
independent
variable) and is
printed at the
top of the
graph.
A title is
present at the
top of the
graph.
A title is not
present.
Accuracy
of Plot
All points are
plotted
correctly and
are easy to
see. A ruler is
used to neatly
connect the
points or make
the bars, if not
using a
computerized
graphing
program.
All points are
plotted
correctly and
are easy to
see.
All points are
plotted
correctly.
Points are not
plotted
correctly OR
extra points
were included.
Points are not
plotted.
Type of
Graph
Chosen
Graph fits the
data well and
makes it easy
to interpret.
Graph is
adequate and
does not distort
the data, but
interpretation of
the data is
somewhat
difficult.
Graph distorts
the data
somewhat and
interpretation of
the data is
somewhat
difficult.
Graph
seriously
distorts the
data making
interpretation
almost
impossible.
No graph was
selected, only
data points are
shown.
Exceptionally
well designed:
1) neat, 2)
done in pencil,
3) used a ruler,
and 4) on
graph paper (or
graphing
computer
program).
Well designed
with 3 of the
following: 1)
neat, 2) done in
pencil, 3) used
a ruler, and 4)
on graph
paper.
Well designed
with 2 of the
following: 1)
neat, 2) done in
pencil, 3) used
a ruler, and 4)
on graph
paper.
Well designed
with 1 of the
following: 1)
neat, 2) done in
pencil, 3) used
a ruler, and 4)
on graph
paper.
Neatness
Draft - 1/26/2009
51
Interval
Selection
All four of the
following
criteria are
present: 1)
Intervals are
spread out
appropriately;
2) Intervals are
equal in size;
3) Intervals are
labeled
correctly; 4)
Intervals begin
with zero.
Three of the
following
criteria are
present: 1)
Intervals are
spread out
appropriately;
2) Intervals are
equal in size;
3) Intervals are
labeled
correctly; 4)
Intervals begin
with zero.
Two of the
following
criteria are
present: 1)
Intervals are
spread out
appropriately;
2) Intervals are
equal in size;
3) Intervals are
labeled
correctly; 4)
Intervals begin
with zero.
Only one of the
following
criteria is
present: 1)
Intervals are
spread out
appropriately;
2) Intervals are
equal in size;
3) Intervals are
labeled
correctly; 4)
Intervals begin
with zero.
LAB REPORT RUBRIC
Category
Cover Page
Problem
Statement
and
Materials
Vehicle
Drawing
Data Table
4
Includes all of
the following:
1) Identifies
vehicle; 2)
Identifies
author of lab
report; 3)
class time; 4)
date.
Problem is
restated. All
materials
used in the
experiment
are clearly
and
accurately
listed.
3
Includes 3 of
the following:
1) Identifies
vehicle; 2)
Identifies
author of lab
report; 3) class
time; 4) date.
2
Includes 2 of
the following:
1) Identifies
vehicle; 2)
Identifies
author of lab
report; 3) class
time; 4) date.
1
Includes 1 of
the following:
1) Identifies
vehicle, 2)
Identifies
author of lab
report; 3) class
time; 4) date.
0
No cover page
provided.
Problem is
restated.
Almost all
materials used
in the
experiment are
clearly listed.
Problem is
restated. Most
of the materials
used in the
experiment are
listed.
Problem is not
restated. Many
materials are
listed
inaccurately
Problem is not
restated.
Materials are
not described
at all.
Well designed
with all of the
following: 1)
neat, 2) done
in pencil, 3)
used a ruler,
and 4) has
labels.
Well designed
with 3 of the
following: 1)
neat, 2) done in
pencil, 3) used
a ruler, and 4)
has labels.
Well designed
with 2 of the
following: 1)
neat, 2) done in
pencil, 3) used
a ruler, and 4)
has labels.
Well designed
with 1 of the
following: 1)
neat, 2) done in
pencil, 3) used
a ruler, and 4)
has labels.
No drawing
submitted.
Data in the
table is
complete,
accurate, well
organized, and
easy to read.
Data in the table
is complete,
accurate, and
organized.
Data in the table
is complete and
organized.
Data in the table
is organized.
A data table is
not present.
Draft - 1/26/2009
52
Calculations
Includes all of
the following:
1) equation; 2)
unknowns; 3)
correct
numerical
answer; 4)
correct units.
Includes 3 of
the following:
1) equation; 2)
unknowns; 3)
correct
numerical
answer; 4)
correct units.
Includes 2 of
the following:
1) equation; 2)
unknowns; 3)
correct
numerical
answer; 4)
correct units.
Includes 1 of
the following:
1) equation; 2)
unknowns; 3)
correct
numerical
answer; 4)
correct units.
No calculations
are shown.
Scientific
Concepts
Report
illustrates an
accurate and
thorough
understanding
of motion,
forces, and
momentum.
Report
illustrates an
accurate
understanding
of motion,
forces, and
momentum.
Report
illustrates a
limited
understanding
of motion,
forces, and
momentum.
Report
illustrates a
limited
understanding
of motion and
forces but not
momentum.
Report
illustrates
inaccurate
understanding
of motion,
forces, and
momentum.
Summary
Summary
describes the
skills learned,
the
information
learned and
some
personal
applications to
real life
situations.
One or no
errors in
spelling,
punctuation
and grammar
in the report.
Summary
describes the
skills learned,
the information
learned and
some possible
applications to
real life
situations.
Summary
describes the
information
learned and
one possible
application to a
real life
situation.
Summary
describes the
information
learned but not
real life
applications.
No summary is
written.
Two errors in
spelling,
punctuation
and grammar
in the report.
Three errors in
spelling,
punctuation
and grammar
in the report.
Four errors in
spelling,
punctuation
and grammar
in the report.
More than 4
errors in
spelling,
punctuation
and grammar
in the report.
Spelling,
Punctuation
and
Grammar
Students will turn in a lab report with data analysis and conclusion questions
completed.
Students could also do a class presentation of their vehicle design performance.
Post-Activity Discussion:
Go over lab questions as class after students have worked on questions. Check for
student understanding.
Ask students if they could do the lab over - what would they do differently and why?
Ask students how might the lab relate to them in 2-3 years?
Post-Test: 8th
Draft - 1/26/2009
53
1. Describe the forces acting on the occupant(s) when the vehicle is at rest on a
horizontal surface, while it is traveling at a uniform speed along the horizontal
surface (neglecting friction), and when the vehicle comes to rest after the crash.
Draw diagrams to explain each situation. When the vehicle is at rest on a
horizontal surface, there are
two forces acting on the
Diagram 1
on occupant
occupants: gravitational force
acting downward and an equal
and opposite force acting
upward from the seat of the
Occupant
vehicle (refer to Diagram 1).
When the vehicle is moving
at a uniform speed along the
horizontal surface, there are
two additional forces acting on
the occupants, one acting in the
F of gravity
direction of motion and the
on occupant
other in the opposite direction
of motion which is friction
between the occupant and the seat (refer to Diagram 2). When the vehicle
comes to rest after the crash, the same forces are acting on it as before it began
to move: the gravitational force and the upward (normal) force (refer back to
Diagram 1).
F of seat
2. Describe the force that causes a vehicle on a steep hill to begin to roll down the hill.
Use diagrams in your explanation. The force that causes the vehicle to roll down the
hill is a component of the force of gravity acting on the vehicle. The full force of
gravity (perpendicular to the Earth) acting on the vehicle is separated into two
components, one perpendicular to the hill, the other parallel to the hill. In Diagram
2 it is labeled as the Force “of gravity pulling vehicle down hill”.
Draft - 1/26/2009
54
F of hill
on vehicle
F of hill
Diagram 2
on vehicle
(perpendicular)
F of friction
on vehicle
HILL
Vehicle
F of gravity pulling
vehicle down hill
F of gravity
on vehicle
(perpendicular)
F of gravity
on vehicle
θ
3. Explain why the force you described in Question #2 is able to set the vehicle in
motion down the hill. The force pulling the vehicle down the hill is greater than the
force of friction holding the vehicle in place on the hill. Therefore the forces are
unbalanced and the vehicle is able to move in the direction of the larger force.
4. How do the speed, acceleration, velocity, and momentum affect an occupant before,
during, and after a car crash (car is traveling at a constant speed in a straight line
and then impacts with a stationary object)? Since speed, velocity, acceleration,
and momentum are all related to the motion of an object, they all affect the
occupant of a vehicle before during and after a crash. The speed and velocity of the
occupant before the crash are the same as that of the vehicle, both are constant
and numerically equal to each other. Also, both the vehicle and the occupant have
zero acceleration before the crash because the vehicle has a constant speed in
straight line motion (ignoring friction). The occupant has a specific momentum
based on his/her mass and velocity. During the crash, the speed and velocity of
the occupant are rapidly decreasing due to a large negative acceleration (refer to
second motion diagram in Question # 10). The momentum of the occupant is the
reason (s)he has the tendency to continue on the original path of motion. The
outside force of the stationary object (wall) changed the momentum of the vehicle,
causing it to accelerate negatively and stop, but there needs to be an outside force
acting on the occupant to change his/her momentum. This outside force could be a
seat belt, a windshield, or the pavement. This is why we wear seat belts, it is the
wisest choice! After the crash, the speed and velocity of the occupant have been
reduced to zero by the negative acceleration that resulted from the seat belt. The
acceleration is also zero because the occupant is at rest. Since the occupant now
has zero velocity, his/her momentum is also zero.
Draft - 1/26/2009
55
5. If the same force is applied to 2 objects with different masses, how will the objects
accelerate? The object with the smaller mass will have a larger acceleration than the
object with the greater mass if the same force is applied to both. We know this from
experience: if you try to pull or push a wagon or wheelbarrow that is empty vs. one
that is fully loaded, you know that it requires more force from you to move the one
that is fully loaded.
6. According to the following data table, which vehicle has more momentum? Explain
your answer.
Object
mass
velocity
Car
1500 kg
-20 m/s (west)
Truck
2500kg
+2 m/s (east)
SUV
1900 kg
+8.5 m/s (north)
Car = (1500kg)(-20m/s) = -30,000kgm/s (west)
Truck = (2500kg)(+2m/s) = +5,000kgm/s (east)
SUV = (1900kg)(+8.5m/s) = +16,150kgm/s (north)
The car has the largest momentum because it’s mass and velocity combined yield
the greatest numeric value. The direction (positive or negative) does not indicate
a larger or smaller value, just the direction of travel.
7. Use a Venn diagram to compare and contrast speed with velocity.
SPEED
VELOCITY
uses
distance
uses
displacement
elapsed
time
scalar
quantity
includes
direction
vector
quantity
8. Draw a motion diagram of you standing in the aisle of the school bus that is
a
accelerating forward.
v
v
v
v
v
Draft - 1/26/2009
56
Then draw a motion diagram of you on the same bus when the bus driver slams on
a
the brakes.
v
v
v
v
v
9. Explain how the Engineering Design Process is similar to the scientific method. The
EDP is a cyclic process that usually includes the following steps: identify a need or
problem; research the need or problem; develop possible solutions; select the best
possible solution; construct a prototype; test/evaluate; communicate results;
redesign to improve. The scientific method is a more rigid linear process that
includes the following steps: ask a question; do background research; form a
hypothesis; test the hypothesis, analyze data; draw conclusions; communicate
results. The main difference between the two processes is the opportunity to
improve or redesign your product (or process). Engineers value failure as part of the
learning process whereas scientists sometimes hide their failures and move to a new
project.
Post-Test: 9th
1. Describe the forces acting on the occupant(s) before the vehicle starts moving, while
it is traveling down the ramp, and when the vehicle comes to rest after the crash.
Draw force diagrams to explain each situation. Before the vehicle starts
moving, there are two forces acting on the occupants: gravitational force is acting
downward and an equal and opposite force is acting upward from the seat of the
vehicle (refer to Diagram 1). Once the vehicle begins to move down the ramp,
there are two additional forces acting on the occupants, both parallel to the ramp,
one acting in the same direction of motion which is a component of the weight of the
occupant that is parallel to the ramp, and the other in the opposite direction of
motion which is friction between the occupant and the seat (refer to Diagram 2).
When the vehicle comes to rest after the crash, the same forces are acting on
it as before it began to move: the gravitational force
F of vehicle
on occupant
and the upward (normal) force (refer back to Diagram 1).
Diagram 1
It is important to note that the two forces
act perpendicular to the ground, not
RAMP
to the occupant. Gravitational force
always acts perpendicular to the Earth.
The two forces can be separated into their
x- and y-components on an axis that
aligns with the ramp. This will allow
you to determine the forces that are
perpendicular to the occupant, if
necessary.
Draft - 1/26/2009
θ
Occupant
θ
F of gravity
on occupant
θ
57
F of seat
on occupant
of friction
on occupant
F
Diagram12
Diagram
θ F ofonseat
occupant
RAMP
(perpendicular)
Occupant
F of gravity
θ
on occupant
(perpendicular)
F of gravity pulling
occupant down
ramp
F of gravity
on occupant
Note that the two forces acting
parallel to the ramp can be
translated such that they originate
from the center of the occupant.
This makes it easier for the
students to see how one makes
the occupant move down the ramp
and the other resists that motion.
Once the red vector is separated into
its x- and y-components, it can be
removed from the diagram (refer
to Diagram 3).
θ
F of seat
Diagram 3
F of friction
on occupant
(perpendicular)
on occupant
RAMP
Occupant
F of gravity pulling
occupant down
ramp
F of gravity
on occupant
(perpendicular)
θ
2. How do the speed, acceleration, velocity, and momentum affect an occupant before,
during, and after a car crash (car is traveling at a constant speed in a straight line
and then impacts with a stationary object)? Since speed, velocity, acceleration,
and momentum are all related to the motion of an object, they all affect the
occupant of a vehicle before during and after a crash. The speed and velocity of the
occupant before the crash are the same as that of the vehicle, both are constant
and numerically equal to each other. Also, both the vehicle and the occupant have
zero acceleration before the crash because the vehicle has a constant speed in
straight line motion (ignoring friction). The occupant has a specific momentum
based on his/her mass and velocity. During the crash, the speed and velocity of
the occupant are rapidly decreasing due to a large negative acceleration (refer to
second motion diagram in Question # 10). The momentum of the occupant is the
reason (s)he has the tendency to continue on the original path of motion. The
outside force of the stationary object (wall) changed the momentum of the vehicle,
causing it to accelerate negatively and stop, but there needs to be an outside force
Draft - 1/26/2009
58
acting on the occupant to change his/her momentum. This outside force could be a
seat belt, a windshield, or the pavement. This is why we wear seat belts, it is the
wisest choice! After the crash, the speed and velocity of the occupant have been
reduced to zero by the negative acceleration that resulted from the seat belt. The
acceleration is also zero because the occupant is at rest. Since the occupant now
has zero velocity, his/her momentum is also zero.
3. If the same force is applied to 2 objects with different masses, how will the objects
accelerate? The object with the smaller mass will have a larger acceleration than the
object with the greater mass if the same force is applied to both. We know this from
experience as well as from Newton’s 2nd Law:
a
m
= F =
a
m
From experience, if you try to pull or push a wagon or wheelbarrow that is empty vs.
one that is fully loaded, you know that it requires more force from you to move the
one that is fully loaded.
4. Draw an example of Newton’s First Law you see in the classroom and explain.
Answers will vary. Example: Student sitting in a desk – a body at rest will remain at
rest until an outside force acts on it to set it in motion.
5. Write an example of Newton’s Second Law and explain. Answers will vary.
Example: When I kick the soccer ball, it accelerates in the same direction of the force
I exert on it. If I were to kick a bowling ball (greater mass than soccer ball) with the
same force (ouch!), it would have a smaller acceleration.
6. Give an example of Newton’s third Law that you experienced today. Answers will
vary. Example: When I sat on the seat I exerted a downward force on it and it
exerted an upward force on my butt so I did not crash through the seat and fall to
the floor.
7. According to the following data table, which object has more momentum? Explain
your answer.
Object
mass
velocity
Car
1500 kg
-20 m/s (west)
Truck
2500kg
+2 m/s (east)
SUV
1900 kg
+8.5 m/s (north)
Car = (1500kg)(-20m/s) = -30,000kgm/s (west)
Truck = (2500kg)(+2m/s) = +5,000kgm/s (east)
SUV = (1900kg)(+8.5m/s) = +16,150kgm/s (north)
The car has the largest momentum because it’s mass and velocity combined yield
the greatest numeric value. The direction (positive or negative) does not indicate
a larger or smaller value, just the direction of travel.
Draft - 1/26/2009
59
8. Draw a speed vs. time graph of a car accelerating down a hill, then moving on level
ground, and finally coming to a stop.
v
t
9. Imagine you are on a planet that has no gravity and you throw a softball. Use
Newton’s First Law of Motion to describe what would happen. Because there is no
gravity, the softball would move in the direction I threw it and I would move in the
opposite direction. Our momenta would be equal, but the softball would have a
greater velocity because it has a smaller mass than I do.
10. Use a Venn diagram to compare and contrast speed with velocity.
SPEED
VELOCITY
uses
distance
uses
displacement
elapsed
time
scalar
quantity
includes
direction
vector
quantity
11. Draw a motion diagram of you standing in the aisle of the school bus that is
a
accelerating forward.
v
v
v
v
v
Draft - 1/26/2009
60
Then draw a motion diagram of you on the same bus when the bus driver slams on
a
the brakes.
v
v
v
v
v
12. Explain how the Engineering Design Process is similar to the scientific method. The
EDP is a cyclic process that usually includes the following steps: identify a need or
problem; research the need or problem; develop possible solutions; select the best
possible solution; construct a prototype; test/evaluate; communicate results;
redesign to improve. The scientific method is a more rigid linear process that
includes the following steps: ask a question; do background research; form a
hypothesis; test the hypothesis, analyze data; draw conclusions; communicate
results. The main difference between the two processes is the opportunity to
improve or redesign your product (or process). Engineers value failure as part of the
learning process whereas scientists sometimes hide their failures and move to a new
project.
Post-Test Rubric: 8th Grade
QUESTION
1. Describe the
forces acting
on the
occupant(s)
when the
vehicle is at
rest on a
horizontal
surface, while
it is traveling at
a uniform
speed along
the horizontal
surface
(neglecting
friction), and
when the
vehicle comes
to rest after
the crash.
Draw diagrams
to explain each
situation.
Draft - 1/26/2009
4
Explanation
indicates a
clear and
accurate
understanding
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
all of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
3
Explanation
indicates an
understanding
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
three of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
2
Explanation
indicates an
understanding
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
two of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
1
Explanation
indicates an
understanding
of gravitational
force acting
downward and
an equal and
opposite force
acting upward
which includes
one of the
following: (1)
when the
vehicle is at
rest on a
horizontal
surface; (2)
when the
vehicle is
moving at a
uniform speed
along the
horizontal
surface; (3)
when the
vehicle comes
to rest after
the crash; and
(4) a diagram.
0
Explanation
indicates no
understanding
of gravitational
force acting
downward and
an equal and
opposite force
acting upward.
61
(4) a diagram.
2. Describe the
force that
causes a
vehicle on a
steep hill to
begin to roll
down the hill.
Use diagrams
in your
explanation.
3. Explain why
the force you
described in
Question #2 is
able to set the
vehicle in
motion down
the hill.
Draft - 1/26/2009
Response
includes an
explanation
that indicates a
clear and
accurate
understanding
that the force
that causes the
vehicle to roll
down the hill is
a component
of the force of
gravity acting
on the vehicle.
Response also
includes a
diagram
showing the
force parallel to
the hill.
Explanation
indicates a
clear and
accurate
understanding
which includes
all of the
following: (1)
the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Response
includes an
explanation
that indicates
an
understanding
that the force
that causes the
vehicle to roll
down the hill is
a component
of the force of
gravity acting
on the vehicle.
Response also
includes a
diagram
showing the
force parallel to
the hill.
Response
indicates the
force that
causes the
vehicle to roll
down the hill is
a force that
acts parallel to
the hill and
points towards
the bottom of
the hill or
response only
refers to the
force as
"gravity".
Response also
includes a
diagram.
Response
indicates the
force that
causes the
vehicle to roll
down the hill is
a force that
acts parallel to
the hill and
points towards
the bottom of
the hill; or
response only
refers to the
force as
"gravity"; or
response only
uses a
diagram.
Response
indicates no
understanding
that the force
that causes the
vehicle to roll
down the hill is
a component
of the force of
gravity acting
on the vehicle.
No diagram is
present.
Explanation
indicates an
understanding
which includes
all of the
following: (1)
the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
includes two of
the following:
(1) the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
includes one of
the following:
(1) the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill; (2) the
forces are
unbalanced;
and (3) the
vehicle is able
to move in the
direction of the
larger force.
Explanation
indicates no
understanding
that the force
pulling the
vehicle down
the hill is
greater than
the force of
friction holding
the vehicle in
place on the
hill and the
forces are
unbalanced
which causes
the vehicle is
able to move in
the direction of
the larger
force.
62
4. How do the
speed,
acceleration,
velocity, and
momentum
affect an
occupant
before, during,
and after a car
crash (car is
traveling at a
constant speed
in a straight
line and then
impacts with a
stationary
object)?
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
that speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant
and includes at
least 8 of the
following:
Before the
crash (1) speed
& velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4) speed
& velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of motion;
(7) need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
Explanation
indicates an
understanding
that speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant
and includes at
least 6 of the
following:
Before the
crash (1) speed
& velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4) speed
& velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of motion;
(7) need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
Explanation
indicates that
speed, velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant
and includes at
least 4 of the
following:
Before the
crash (1) speed
& velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4) speed
& velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of motion;
(7) need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
Explanation
includes at
least 2 of the
following:
Before the
crash (1) speed
& velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4) speed
& velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of motion;
(7) need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
Explanation
indicates no
understanding
that speed,
velocity,
acceleration,
and
momentum are
all related to
the motion of
the occupant.
63
5. If the same
force is applied
to 2 objects
with different
masses, how
will the objects
accelerate?
Draft - 1/26/2009
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
zero; (10)
momentum is
zero.
zero.
Response
states in a
clear and
accurate
manner that
the object with
the smaller
mass will have
a larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience.
Response
includes an
example: if you
try to pull a
wagon or push
a wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience.
Response
includes an
example: if you
try to pull a
wagon or push
a wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both but does
not state how
we know this.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
smaller
acceleration
than the object
with the larger
mass if the
same force is
applied to both
OR the object
with the larger
mass will have
a larger
acceleration
than the object
with the
smaller mass if
the same force
is applied to
both.
64
6. According to
the data table,
which object
has more
momentum?
Explain your
answer.
7. Use a Venn
diagram to
compare and
contrast speed
with velocity.
8. Draw a
motion
diagram of you
standing in the
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
Response
shows a clear
and accurate
2-circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality as
"elapsed time".
Differences
should include
2 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Diagram
Includes all of
the following:
Bus
accelerating
Explanation
indicates an
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
Explanation
indicates that
the car has the
largest
momentum
because it’s
mass and
velocity (or
speed)
combined yield
the greatest
numeric value.
Explanation
indicates that
the vehicle
with the largest
mass OR the
largest velocity
(or speed) has
the largest
momentum
because
momentum is
determined by
mass and
velocity.
Explanation
indicates no
understanding
that the largest
momentum
involves the
mass and
velocity
combined.
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality as
"elapsed time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
identifies the
commonality as
"time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle with
only 1 of the
following: the
overlap
identifying the
commonality as
"time";
differences
including:
distance vs.
displacement;
scalar vs.
vector; or
(velocity)
includes
direction.
Response does
not include a
2-circle Venn
diagram.
Diagram
Includes 4 of
the following:
Bus
accelerating
Diagram
Includes 2 of
the following:
Bus
accelerating
Diagram
Includes 1 of
the following:
Bus
accelerating
No attempt at
a motion
diagram.
65
aisle of the
school bus that
is accelerating
forward. Then
draw a motion
diagram of you
on the same
bus when the
bus driver
slams on the
brakes.
Draft - 1/26/2009
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far apart
and get closer
as time
elapses; (5)
shows
decreasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far apart
and get closer
as time
elapses; (5)
shows
decreasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far apart
and get closer
as time
elapses; (5)
shows
decreasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far apart
and get closer
as time
elapses; (5)
shows
decreasing
length of
velocity vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as the
velocity
vectors.
66
9. Explain how
the
Engineering
Design Process
is similar to the
scientific
method.
Response
states 4 of the
following in a
clear and
accurate
manner: (1)
the EDP is a
cyclic process;
(2) identifies all
the EDP steps;
(3) the
scientific
method is a
linear process;
(4) identifies all
the steps; and
(5) the main
difference is
the opportunity
to improve or
redesign your
product (or
process).
Response
states 3 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies all
the EDP steps;
(3) the
scientific
method is a
linear process;
(4) identifies all
the steps; and
(5) the main
difference is
the opportunity
to improve or
redesign your
product (or
process).
Response
states 2 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies all
the EDP steps;
(3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
states 1 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies all
the EDP steps;
(3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
shows no
understanding
of OR states
there are no
similarities
between the
EDP and the
scientific
method.
Pre-Test Rubric: 9th Grade
QUESTION
Draft - 1/26/2009
4
3
2
1
0
67
1. Describe the
forces acting
on the
occupant(s)
before the
vehicle starts
moving, while
it is traveling
down the
ramp, and
when the
vehicle comes
to rest after
the crash.
Draw force
diagrams to
explain each
situation.
2. How do the
speed,
acceleration,
velocity, and
momentum
affect an
occupant
before, during,
and after a car
crash (car is
traveling at a
constant speed
in a straight
line and then
impacts with a
stationary
object)?
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
an equal and
opposite force
acting upward
at all times.
These forces
can be
separated into
components,
giving the two
forces acting
parallel to the
ramp, one in
the direction of
motion which
is a component
of the weight
of the
occupant, and
the other in
the opposite
direction of
motion which
is friction.
Explanation
indicates a
clear and
accurate
understanding
that speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant and
includes at
least 8 of the
following:
Before the
crash (1)
Explanation
indicates an
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
an equal and
opposite force
acting upward
at all times.
These forces
can be
separated into
components,
giving the two
forces acting
parallel to the
ramp, one in
the direction of
motion which
is a component
of the weight
of the
occupant, and
the other in
the opposite
direction of
motion which
is friction.
Explanation
indicates an
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
an equal and
opposite force
acting upward
at all times.
The
explanation
mentions
separating
these forces
into
components,
but only
mentions one
force parallel
to the ramp.
Explanation
indicates an
understanding
of gravitational
force acting
downward
(perpendicular
to Earth) and
separating this
force into
components.
Explanation
indicates no
understanding
of gravitational
force acting
downward or
its component
acting parallel
to the ramp.
Explanation
indicates an
understanding
that speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant and
includes at
least 6 of the
following:
Before the
crash (1)
speed &
velocity are
Explanation
indicates that
speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant and
includes at
least 4 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
Explanation
includes at
least 2 of the
following:
Before the
crash (1)
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
Explanation
indicates no
understanding
that speed,
velocity,
acceleration,
and
momentum
are all related
to the motion
of the
occupant.
68
speed &
velocity are
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
Draft - 1/26/2009
constant and
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
numerically
equal to each
other; (2)
acceleration is
zero; and (3)
momentum is
based on
occupant's
mass and
velocity.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
During the
crash (4)
speed &
velocity are
rapidly
decreasing; (5)
large negative
acceleration;
(6) momentum
of occupant
provides the
tendency to
continue on
the original
path of
motion; (7)
need an
outside force
on occupant to
change his/her
momentum.
After the crash
(8) speed &
velocity are
zero; (9)
acceleration is
zero; (10)
momentum is
zero.
69
3. If the same
force is applied
to 2 objects
with different
masses, how
will the objects
accelerate?
4. Draw an
example of
Newton’s First
Law you see in
the classroom
and explain.
Draft - 1/26/2009
Response
states in a
clear and
accurate
manner that
the object with
the smaller
mass will have
a larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience as
well as from
Newton’s 2nd
Law.
Response
includes
Newton's 2nd
Law (F=ma)
and an
example: if
you try to pull
a wagon or
push a
wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Drawing is
clean and neat
and
explanation
indicates a
clear and
accurate
understanding
that an object
at rest will
remain at rest
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience as
well as from
Newton’s 2nd
Law.
Response
includes
Newton's 2nd
Law (F=ma)
and an
example: if
you try to pull
a wagon or
push a
wheelbarrow
that is empty
vs. one that is
fully loaded,
you know that
it requires
more force to
move the one
that is fully
loaded.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both and that
we know this
from
experience as
well as from
Newton’s 2nd
Law.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
larger
acceleration
than the object
with the
greater mass if
the same force
is applied to
both but does
not state how
we know this.
Response does
not include an
example.
Response
states that the
object with the
smaller mass
will have a
smaller
acceleration
than the object
with the larger
mass if the
same force is
applied to both
OR the object
with the larger
mass will have
a larger
acceleration
than the object
with the
smaller mass if
the same force
is applied to
both.
Drawing is
clean and neat
and
explanation
indicates an
understanding
that an object
at rest will
remain at rest
or an object in
motion will
Drawing is
clean and neat
and
explanation
indicates either
an object at
rest will
remain at rest
OR an object
in motion will
remain in
Only a
drawing, no
explanation of
Newton's First
Law.
No drawing
and either no
explanation or
explanation
indicates no
understanding
of Newton's
First Law.
70
5. Write an
example of
Newton’s
Second Law
and explain.
Draft - 1/26/2009
or an object in
motion will
remain in
motion until an
unbalanced
force causes a
change in its
motion.
Example is
clearly written
and correctly
describes
Newton's
Second Law
(i.e. kicking a
soccer ball and
a bowling ball
with the same
force will yield
different
accelerations).
Explanation
indicates a
clear and
accurate
understanding
of Newton's
Second Law or
F=ma.
remain in
motion until an
unbalanced
force causes a
change in its
motion.
motion until an
unbalanced
force causes a
change in its
motion.
Example
correctly
describes
Newton's
Second Law
(i.e. kicking a
soccer ball and
a bowling ball
with the same
force will yield
different
accelerations).
Explanation
indicates an
understanding
of Newton's
Second Law or
F=ma.
Example
weakly
describes
Newton's
Second Law
(i.e. kicking a
soccer ball and
it moves it
accelerates).
Explanation
indicates some
understanding
of Newton's
Second Law or
F=ma.
Either an
example or
explanation of
Newton's
Second Law,
not both.
Example
and/or
explanation
indicates no
understanding
of Newton's
Second Law.
71
6. Give an
example of
Newton’s third
Law that you
experienced
today.
7. According to
the data table,
which object
has more
momentum?
Explain your
answer.
8. Draw a
Draft - 1/26/2009
Example is
realistic,
clearly written,
and correctly
describes
Newton's Third
Law (i.e.
kicking a
bowling ball
applies a force
to the ball to
move it but
the ball also
applies a force
to my foot
because it
hurts).
Explanation
indicates a
clear and
accurate
understanding
of Newton's
Third Law or
for every force
there is an
equal and
opposite force.
Explanation
indicates a
clear and
accurate
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
The graph is
Example is
realistic and
correctly
describes
Newton's Third
Law (i.e.
kicking a
bowling ball
applies a force
to the ball to
move it but
the ball also
applies a force
to my foot
because it
hurts).
Explanation
indicates an
understanding
of Newton's
Third Law or
for every force
there is an
equal and
opposite force.
Example
correctly
describes
Newton's Third
Law (i.e.
kicking a
bowling ball
applies a force
to the ball to
move it but
the ball also
applies a force
to my foot
because it
hurts).
Explanation
indicates some
understanding
of Newton's
Third Law or
for every force
there is an
equal and
opposite force.
Example
weakly
describes
Newton's Third
Law.
Example
incorrectly
describes
Newton's Third
Law.
Explanation
indicates an
understanding
that the car
has the largest
momentum
because it’s
mass and
velocity
combined yield
the greatest
numeric value.
The direction
(positive or
negative) does
not indicate a
larger or
smaller value,
just the
direction of
travel.
Explanation
indicates that
the car has the
largest
momentum
because it’s
mass and
velocity (or
speed)
combined yield
the greatest
numeric value.
Explanation
indicates that
the vehicle
with the
largest mass
OR the largest
velocity (or
speed) has the
largest
momentum
because
momentum is
determined by
mass and
velocity.
Explanation
indicates no
understanding
that the
largest
momentum
involves the
mass and
velocity
combined.
The graph has
The graph has
The graph has
No graph is
72
speed vs. time
graph of a car
accelerating
down a hill,
then moving
on level
ground, and
finally coming
to a stop.
Draft - 1/26/2009
clean and neat
with both axes
labeled; it has
all of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
all of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
2 of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
1 of the
following
correct: (1)
the line begins
with a positive
slope, either at
zero speed or
some initial
speed, and
increases for
some elapsed
time; (2) then
the slope is
zero for an
elapsed time
while the car is
moving on
level ground;
and finally (3)
the slope is
negative to
indicate a
negative
acceleration,
slowing down,
or decreasing
the speed to
zero.
provided or
the wrong type
of graph (i.e. a
distance vs.
time) is
provided.
73
9. Imagine you
are on a planet
that has no
gravity and
you throw a
softball. Use
Newton’s First
Law of Motion
to describe
what would
happen.
Draft - 1/26/2009
Explanation
indicates a
clear and
accurate
understanding
of Newton's
First Law that
includes all of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3) indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
indicates an
understanding
of Newton's
First Law that
includes 3 of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3) indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
includes 2 of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3) indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
includes 1 of
the following:
the softball
would (1)
continue to
move in a
straight line
(2) at the
same speed
with which it
left your hand
(3) indefinitely,
unless it
collides with
some object
that will
provide an
unbalanced
force to
change its
motion. With
no gravity (4)
there is no
unbalanced
force to bring
the softball
down to the
surface of the
planet.
Explanation
indicates no
understanding
of Newton's
First Law.
74
10. Use a Venn
diagram to
compare and
contrast speed
with velocity.
11. Draw a
motion
diagram of you
standing in the
aisle of the
school bus that
is accelerating
forward. Then
draw a motion
diagram of you
on the same
bus when the
bus driver
slams on the
brakes.
Draft - 1/26/2009
Response
shows a clear
and accurate
2-circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality
as "elapsed
time".
Differences
should include
2 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Diagram
Includes all of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
must identify
the
commonality
as "elapsed
time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle.
The overlap
identifies the
commonality
as "time".
Differences
should include
1 of the
following: (1)
distance vs.
displacement;
(2) scalar vs.
vector; (3)
includes
direction
(velocity).
Response
shows a 2circle Venn
diagram with
"Speed" and
"Velocity"
identifying
each circle
with only 1 of
the following:
the overlap
identifying the
commonality
as "time";
differences
including:
distance vs.
displacement;
scalar vs.
vector; or
(velocity)
includes
direction.
Response does
not include a
2-circle Venn
diagram.
Diagram
Includes 4 of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
Diagram
Includes 2 of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
Diagram
Includes 1 of
the following:
Bus
accelerating
forward (1)
begins with
blocks close
together and
spreading
apart as time
elapses; (2)
shows
increasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
increases; and
(3) one
acceleration
No attempt at
a motion
diagram.
75
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
Draft - 1/26/2009
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
vector (arrow)
pointing in the
same direction
as the velocity
vectors. Bus
slamming on
brakes (4)
begins with
blocks far
apart and get
closer as time
elapses; (5)
shows
decreasing
length of
velocity
vectors
(arrows)
pointing in the
same direction
that the
separation of
the blocks
decreases; and
(6) one
acceleration
vector (arrow)
pointing in the
OPPOSITE
direction as
the velocity
vectors.
76
12. Explain
how the
Engineering
Design Process
is similar to
the scientific
method.
Response
states 4 of the
following in a
clear and
accurate
manner: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
(4) identifies
all the steps;
and (5) the
main
difference is
the
opportunity to
improve or
redesign your
product (or
process).
Response
states 3 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
(4) identifies
all the steps;
and (5) the
main
difference is
the
opportunity to
improve or
redesign your
product (or
process).
Response
states 2 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
states 1 of the
following: (1)
the EDP is a
cyclic process;
(2) identifies
all the EDP
steps; (3) the
scientific
method is a
linear process;
and (4)
identifies all
the steps.
Response
shows no
understanding
of OR states
there are no
similarities
between the
EDP and the
scientific
method.
Extension:
Ask students to check the position of seat head rests in their family car. Should the
headrest be in the up or down position? Justify your answer using examples from the
lab.
Have students research which cars are the safest and why. How does the safest car
compare to their car design?
Students can do more than one modification design.
Around lab day four - students are told each member is from a different country and no
one speaks the same language. Therefore students cannot verbally communicate.
Career Connection:
Car Designer
Safety Engineer
Product Testing Engineer
Mechanical Engineer
Technical Writer
Research & Development
Trucker
Additional Resources:
Purpose and Application
www.kelvin.com
Material supplier
teachertech.rice.edu/Participants/louviere/N Explains Newton’s Laws of Motion
ewton/
www.teachertube.com/view_video.php?view Video clips you can show students that
Draft - 1/26/2009
77
key=f5b8c02c0e46513b98f9
explain Newton’s laws.
Teacher Reflections:
Were students focused and on task throughout the lesson?
If not, what improvements could be made the next time this lesson is used?
Were the students led too much in the lesson or did they need more guidance?
How did students demonstrate that they were actively learning?
Did you find it necessary to make any adjustments during the lesson?
What were they?
Did the materials that the students were using affect classroom behavior or
management?
What were some of the problems students encountered when using the …?
Are there better items that can be used next time?
Which ones worked particularly well?
Additional Comments:
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78
Draft - 1/26/2009
79