Download Balloon Racer Unit Overview Unit Title: Force and Motion Lesson

Balloon Racer
Unit Overview
Unit Title: Force and Motion
Lesson Summary: Participants will be able to explain the relationship between force, motion,
and acceleration through the exploration of Newton's Second Law using balloons.
The acceleration of an object is dependent upon the unbalanced force acting on the object and
the mass of the object. (F = ma)
Subject Area(s) and Grade Levels: Click box(es) of the subject(s) and grade(s) that your Unit targets.
Life Science
Physical Science
Earth Science
5th
7th
Biology
Arkansas Framework: http://www.arkansased.org/teachers/word/science_k-8_011006.doc
SLE – Student Learning Expectation Details
NS.1.7.1 Interpret evidence based on observation.
NS.1.7.5 Communicate results and conclusions from scientific inquiry.
PS.6.7.1 Compare and contrast Newton's three laws of motion.
PS.6.7.3 Demonstrate Newton's 2nd Law.
PS.6.7.5 Explain how Newton's three laws apply to real world situations.
M.13.7.2 Draw and measure distance to the nearest 1/16inch accuracy.
DAP.14.7.3 Construct and interpret circle graphs, box and whisker plots, histograms,
scatter plots & double line graphs.
OV.1.7.8 Use a variety of speaking activities, including oral interpretations.
IR. 12.7.6 Use information presented in graphic sources to draw conclusions.
National Standards: http://www.education-world.com/standards/national/index.shtml
National Standards Details:
Science as Inquiry
Abilities Necessary to Do Scientific Inquiry:
• Use appropriate tools and techniques to gather, analyze, and interpret data
• Develop descriptions, explanations, predictions, and models using evidence
• Think critically and logically to make the relationships between evidence and
explanations
• Communicate scientific procedures and explanations
Physical Science
• Motions and forces
• Transfer of energy
Science and Technology
• Abilities of Technological Design
• Implement a proposed design
• Evaluate completed technological designs or products
Student Objectives and Procedures: (All 7-E’s may not be present in a single lesson)
Objective:
The student will be able to demonstrate and explain that when a force is
applied to an object, changing the force strength or the object's mass
changes how rapidly the object's speed increases or decreases.
Focus Question: Mary drives a sports car and Chris drives a mini van. The mini van has 3 times
the mass of the sports car. If both cars start from rest and the force is
identical on both cars, who will reach a speed of 65 first?
Prerequisites / Background Information:
 Introduction and Newton's 1st Law Activities
 Ensure student knows how speed relates to acceleration.
Timeline:
Preparation:
Elicit/Engage:
Explore:
Explain:
Cleanup:
1 Class Period
Teacher Preparation:
 Remember: F=ma, if F goes up then "a" goes up, if "m" goes up "a" goes down. In
this activity the effects of friction (drag) and air resistance are ignored.
 Work with a colleague to test this investigation in advance, so you can judge
difficulties that may arise. Management of classroom space, materials, and
students are critical to completing this lab in one class period.
 Preview video: Balloon Racer Demo to see what this looks like.
Materials:
For pair of students:
 8 Meters of String
 Two straws (only one now, both used in competition phase)
 Two balloons (only one used now, both used in competition phase)
 1 Stop Watch
 1-4 10 g washers
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Measuring Tape
Masking Tape
Scale or balance
Balloon pump (optional)
The longer the string the easier the student will have to use the timer accurately.
May depend on room you have available.
First activity will use only one balloon system. The two balloon system will be used
later if time allows.
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Computer(s)
Projection System
Television
Video Camera
Internet Connection
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Multimedia
Word Processing
Internet Web Browser
Digital Camera
VCR
Other: Flip Cam, Motion
Probe
Other: LoggerLite
Software
Internet Resources: List Resources Here or at End.
Procedures:
Teacher’s Notes:
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Eye Protection – Goggles
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Lay a balloon on the table.
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How is Newton’s 1st law
demonstrated by this balloon?
(inertia)
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We are going to use this balloon and
apply Newton’s 2nd Law of Motion,
F=ma.
Before we can understand acceleration
we must find something else.
Let’s see if we can find the affect that
mass and force have on the balloon!
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Does anyone know what that
means?(Force = mass x acceleration)
What do you think that is? (Speed
which is distance you go divided by
the time it takes to get there. Can be
called velocity if there is a direction
associated with it).
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Single Balloon Race (Finding mass, velocity
and discuss acceleration and how these
affect force)
 This activity will be done three times
with different masses.
 Give each team a set of materials.
 Tape the string tightly where you are
cutting it (8 meter mark) and cut
through the tape.
 Thread one end of the string through
one straw.
 Tightly stretch each end of the string to
the back of identical chairs and tie it off.
 Blow up Balloon until it is 70 cm around
the middle for each trial and hold (DO
NOT TIE BALLOON).
 Have partner tape balloon to straw (tape
X across straw).
 Have other partner ready with the timer
and tape measure.
 Release the balloon and start the timer.
Stop the timer when the balloon stops.
 Measure the distance the balloon
traveled and record all results on data
sheet
 Repeat release procedure with 2
washers taped to the bottom of the
balloon. Record results Repeat
procedure with 4 washers and record
results.
 Repeat again but blowing balloon only
30 cm full. Record results
 Make trial table and chart class results
on graph
 Now go take the mass (weight) in grams
of the straw, balloon and tape alone and
then add the washers by 2 and 4.
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Have students predict what will
happen with the non-massed
balloon vs. the massed balloons.
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Graph the distance vs. time for each
balloon run with the class.
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What happened when you increased
Discuss what the students determined in
the activity.
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Let’s see how technology can help us
find acceleration. The formula for
acceleration is: a=υ/t. It is the velocity
divided by the time. Acceleration is the
speeding up or the slowing down of an
object (pressing the accelerator in your
car or pressing the brakes).
Let’s see how much force was applied to
your balloon. State the 2nd Law of
motion: Force = mass x acceleration and
show the formula: F=ma. Take the mass
of your balloon system and multiply it
times the acceleration (change in
velocity over time) and you will get the
force used by your balloon.
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the mass of the balloon?
What happened when you reduced
the air (force) in the balloon?
What 2 things affect the
acceleration of the balloon?
What would happen to the speed of
your balloon if your string had been
40 meters long? (Nothing, length of
string does not matter?)
Is there a change in speed over
time?(Yes, friction causes negative
acceleration “slowing”) What if your
string was tilted downward? (Go
faster, why? Gravity)
For an analysis of the motion of the
balloon, see video: Balloon Racer
Explained.
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What other factors do you think
might have affected today's results?
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Show slow motion part of the
acceleration video clip Balloon Racer
Demo SlowMo
*(use the Motion detector to find
acceleration) Must tape flat object to
balloon between detector and balloon.
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Use 8 meters of your string and a
balloon/straw setup for each student.
Let students go head to head on their
string (no timers needed).
Tell the students you have supplied
weights (10g washers) and may use
them if they want.
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What are the factors that influenced
your balloons force? (how blown up,
how level…)
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Allow students to use what they
have learned to have a competition
(The winner is the one that pushes
the other backward).
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Students may change strategies only two
times but must record what they did.
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A pitcher pitches a baseball and a
softball with the same amount of force.
The baseball has a mass of 0.15kg and
the softball has a mass of 0.20kg. Which
ball has the greater acceleration? Why?
Use the questions at the right for
formative assessment of student
understanding of Newton's Second Law
at this point in the learning cycle.
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If time allows let the winners compete
head-to-head with others until there is
an overall winner.
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Cross-Curricular
Literacy:
• Have students construct a Foldable with
definitions and examples of the three
components of Newton's Second Law.
•Have students record their data,
observations, and reflections in the science
notebook.
State Newton’s second Law.
How does this activity support
Newton’s second law? Explain how
mass is related to this activity.
 How is force related?
 How can we get maximum
acceleration?
 How can you use what you learned
about force in your everyday life?
Have participants explain what
factors accounted for the outcome.
Foldable:
Math:
•Have participants construct a graph of their  If you know the acceleration and the
mass of the system, can you determine
data table.
the amount of force being applied at
that moment? How?
 How does this balloon racer help
you understand Newton's Third
Law?
Technology:
 Use Go Motion probe to find
acceleration of balloon.
Notes:
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Go Motion Probe Activities:
Motion Probe Basics
Motion Probe Match Graph Activity
Extension 1
Extension 2