Transcript NSE Day 4 Year 2 ppt - Region 11 Math and Science Teacher

Connecting Science, and
Engineering
Day 4: NSE 3-6
MSTA Region 11 Teacher Center
Todays Trainers:
Connecting Scientific Inquiry,
Nature of Science, and Engineering
Goals
1.
2.
3.
4.
Teachers will use Motion detector to
explore Velocity
Teachers will integrate engineering design
with concepts of motion
Teachers will consider modeling and
representations in connection with force
and motion
Teachers will integrate literature, science,
and engineering through simple machines
Force and Motion
5.1.3.4.1
Use appropriate tools and techniques in gathering,
analyzing and interpreting data.
For example: Spring scale, metric measurements,
tables, mean/median/range, spreadsheets, and
appropriate graphs.
1. The motion of 6.2.2.1.1
an object can be
described in
6.2.2.1.2
terms of
position,
direction and
speed.
Measure and calculate the speed of an
object that is traveling in a straight line.
Graph an object's position as a function
of time and an object's speed as a
function of time for an object traveling
in a straight line and use the graphs to
describe the object's motion.
Physics of Motion: Words
What words/concepts do we use when
describing the motion of an object?
 Distance/displacement
 Speed/velocity
 Acceleration
 Force
Using a LabQuest
LabQuest
LabQuest can be used in many ways
 As a stand alone data collection and
analysis device, controlled by the color
touch screen and the keys on the front
panel
 As a data collection inter face connected
to a computer, using LoggerPro or
LoggerLite software
 To run tools such as the Periodic Table or
Stop watch applications

Here’s how to quickly collect some data with
LabQuest
Using a LabQuest
Physics of Motion: Graphs
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Position-time graphs
In small groups, complete Preliminary
Questions and Part I of the Experiment 1:
Graphing Your Motion
Describe the motion of the object in the
two graphs below.
Now, complete Part II of the Experiment I.
Physics of Motion: Graphs
Predict the velocity-time graph from the
given position-time graph
In small groups complete Part III of the
Experiment I.
Physics of Motion: Graphs

Lesh Translation Model
Lesh & Doerr (2003)
Measuring velocity of a rubber-band car
using motion detectors: Experiment II

Set up a ramp as shown in the figure below. The high end of the
ramp should be 45 cm above the floor.

Place a meter stick down the center of the ramp. The 0 cm mark
on the meter stick should be at the very bottom of the ramp. Tape
the meter stick to the ramp in two places.
The index card taped to the back of your car acts as a reflective
surface for the motion detector.

Data collection
1.Place your car on the ramp with its front wheels at the
40 cm line.
2. Start data collection. You will notice a clicking sound
from the Motion Detector. Wait about a second and
then release the car.
3. Repeat Step 2 two more times.
4. Repeat Steps 2 and 3 at positions of 70 cm and 100 cm.
Data Table
Velocity (m/s)
Release
Point
Trial 1
40 cm
70 cm
100cm
Make a graph of your data!
Trial 2
Trial 3
Average
Discussion
What happens to the velocity of the car
as you release it from higher points?
 How do you change your ramp to make
your car roll faster?
 How could you improve your car to make
it roll faster?

Extensions
Repeat the experiment with ramps of
different heights.
 Design, build, and test a different car.

Extensions

But what if we didn’t have a ramp?
Give it a push!
Newton’s first law states that an object will
remain at rest (or in uniform motion) unless
acted on by an external force. Physicists call this
inertia!
Extensions
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If an additional external force is applied, the
velocity will change because of the force.
The amount of the change in velocity is
determined by Newton's second law of
motion.
Force = Mass x Acceleration
Rubber band Cars

You used the rubber band car provided for
you. What are some variables that influence
the distance travelled by the car?
Rubber band Cars
Redesign your rubber band car to
maximize the distance travelled.
 Race day!
 Share your designs and what variables you
explored.

Connecting to the Standards
1. An object's
motion is
affected by
forces and
can be
described by
the object's
speed and the
direction it is
moving.
5.2.2.1.1
5.2.2.1.2
5.2.2.1.3
Give examples of simple
machines and demonstrate
how they change the input and
output of forces and motion.
Identify the force that starts
something moving or changes
its speed or direction of
motion.
For example: Friction slows
down a moving skateboard.
Demonstrate that a greater
force on an object can
produce a greater change in
motion.
Characteristics of Good Engineering
Curricula
Context
 Science/Math Content

◦ (even better if there are other content too)

Scientific Inquiry
◦ Could include design of experiments

Engineering Design
◦ Design cycles
◦ Redesign
How this idea developed
Context – Common Story Book
 Science/Math Content – Simple machines
 Scientific Inquiry – make hands on
 Engineering Design – develop complex
machine from simple machines
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Used ideas from:
◦
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EiE – Marvelous Machines
Teaching Science to Children
Foss
The New Way Things Work
Simple Machines

A machine is defined as something that
makes a job easier by changing one or
more of the following:
◦ the direction of force
◦ the speed or distance of force
◦ the amount or size of force needed

Simple machines do this without
additional energy other than the muscle
force of man.
Simple Machines

There are six types of simple machines:
◦
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Lever
Wheel and axle
Pulley
Inclined plane
Screw
Wedge
Compound machines are those in which
multiple simple machines are combined in
order to make work easier.
Mrs. Frisby and the Rats of NIMH
Read the overview of the book for Mrs. Frisby
and the Rats of NIMH.
Look for:
 Instances where the Rats may have used
simple machines
 Instances where the Rats may have used
compound machines
 Instances where the Rats may have moved
beyond simple/compound machines to use
electricity and other power sources to
develop complex machinery.
The Plow

The plow is a simple machine that is
dragged through the ground either by a
tractor or a draft animal.
◦ What kind of simple machine is it?
A Wedge!
The Plow
Moving Mrs. Frisby’s House
Chapter 13- A Powder for Dragon:
Nicodemus states,
“Mrs. Frisby’s house is beside the rock, and
will get plowed up – and probably crushed,
as the owl said. But if we can move it a few
feet – so that it lies buried behind the rock
– in the lee – the she and her children can
stay as long as they need to.”

The Elevator
Engineering Design Challenge
On their trip to the valley, some of the rats
fell into hole in the middle of a dry riverbed
with a cliff on the other side. Three rats did
not fall in. However, they are young rats and
don’t know how to get their fellow rats and
their load out.
They have come to you for help. They
are asking your engineering team to help
them design a system to get the rats out of
the hole and up the ledge of the river.
Industrial Engineering

Industrial engineers
◦ Improve systems used to manufacture
products or get things done. They make the
systems faster, safer, or easier to use.

Ergonomics:
◦ scientific discipline concerned with the
understanding of interactions among humans
and other elements of a system in order to
optimize human well-being and overall system
performance.
Stations
You will examine and run tests at each of
the stations around the room.
 Lever Station
 Inclined Plane Station
 Pulley Station
 Wheel and Axle Station
Reflection on Simple Machines
What happened when you used the
simple machine?
 Did the amount of force needed to move
the load change? Why or why not?
 What type of motion did you have to do
in order to move the load?
 Did you find the simple machine
comfortable or uncomfortable to use?
Why?

Lever
What is the relationship between the
position of the lever arm and the amount
of force needed to lift the load? Which
position felt easier?
 The longer the effort arm (distance
between where you apply the force), the
less force required to move the load.

Incline Plane
What is the relationship between the
length of the incline plane and the amount
of force needed to lift the load?
 The longer the inclined plane, the less
force that is required to move the load to
the top of it, however, you have to move
the load a longer distance.

Pulley
Compare how many Newtons of force were
needed to lift the load using the single pulley and
the double pulley. Now, think about how much
rope you had to pull to lift the load the same
distance using each pulley. What is the trade-off?
 The single pulley does not change the amount of
force required to lift the load. It does change the
direction.
 The double pulley reduces the amount of force
required to lift the load. However, you must pull a
lot more rope.
 Both pulleys allow you to pull downward to lift
the load, which is an ergonomic advantage.

Wheel and Axle
Which cart felt easier to pull, the one
with wheels and axles or the one
without? What do you think the
advantage is of using the wheel and axle?
 The cart with wheels and axles is easier
to pull than the one without. The
advantage to the wheels and axles are
that the reduce the force of friction which
makes it easier to pull the cart and move
the load.

Engineering Design Challenge
On their trip to the valley, some of the rats
fell into hole in the middle of a dry riverbed
with a cliff on the other side. Three rats did
not fall in. However, they are young rats and
don’t know how to get their fellow rats and
their load out.
They have come to you for help. They
are asking your engineering team to help
them design a system to get the rats out of
the hole and up the ledge of the river.
Scoring
Force Score: The force score will add all of
the scores from the readings of the spring
scales on each step of your system. You will
compare this to the force of doing all of this
by hand.
The ergonomic score is comprised of
penalties or bonuses for having to:
 Bend over (penalty +2)
 Pull upward (penalty +2)
 Push the load (penalty +2)
 Pull downward (bonus -2)

An Engineering Design Process
Imagine
What simple machines do you have to
use?
 What other simple machines can you use?
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Individually draw or write as many ideas
as you can think of to move the load
Plan
In your teams, plan the design your system
to get the rats and their load out of the
hole and up the cliff on the side of the river
bed. Consider the scoring as you plan.
 Draw a diagram of your system to get the
rats and the load out of the hole and up
the cliff.
 1. List the simple machines you will use in
your system design.
 2. List the other materials you will need
to build your system design.
Create
Build your system then test. Fill out the following as
you test.
Force score + Ergonomic score = Total score
1. The total score for moving the load by hand
2. The total score for your designed system
3. What happened when you tested your system
design?
4. What parts of your system worked well? Why?
5. What parts of your system did not work well?
Why not?
Improve
Imagine again
 Plan again
 Create again – including the test
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Send your report to the Rats

Fill out the letter to the young rats of
NIMH.
Characteristics of Good Engineering
Curricula
Context
 Science/Math Content

◦ (even better if there are other content too)

Scientific Inquiry
◦ Could include design of experiments

Engineering Design
◦ Design cycles
◦ Redesign
Day 5
2-3 person per poster
 Pick up poster board
 If you are not planning on displaying the
board, please attach things in a manner
that allows us to reuse the board
 Sign up you and your partner(s) on the
sheet provided.

Exit Slip

On an index card:
◦ How are you feeling about implementing
engineering design in your classroom?
◦ Scientific inquiry?
◦ What questions do you still have about these?

Hand your exit slip to one of the
facilitators as you leave the session.