Day 1: Investigate
What can affect the speed and distance of a rolling vehicle? We brainstormed and came up with a list of variables...
What is a variable? "Something that causes change in our experiment or activity"
Then we tried out some simulations in order to test different variables:
We discussed impact of forces and motion on our model cars:
Then we played with another simulation online with our small groups and wprked through the below talking points as we played....
What is the difference between speed and velocity?
Define acceleration. What does it mean besides an increase in speed?
What if the graph showed acceleration rather than speed? Where would the line be when the car was continuing at a constant speed of 40 mph in the same direction? Where would the line be if the speed were continually increasing? Decreasing?
An object, such as a planet, circling another object, such as the Sun, at a constant speed is said to be accelerating. Explain why this motion is an example of acceleration.
Day 2: Investigate/IMAGINE
We tested toy cars and built ramps for them to roll on. We asked ourselves:
What ways can you test your toy car- how can you change variables?
How can you get a toy car to go down a ramp them up a hill?
We also explored our materials. Which included; pipe cleaners, bbq skewers, toothpicks, craft sticks, egg cartons, small cups, cardboard boxes, tissue rolls, hard and gummy lifesavors, CDs, paper clips, masking tape rulers, scissors, tape measures
We asked ourselves several questions:
What parts does a model car need? We decided our cars need a body, weight, wheels, axle in order to work.
What can you use to hold the wheels on the car?pipecleaner, tape, bbq skewers
How can you make sure the wheels will turn? need to put it on straw or skewer of some sort
Do you have any questions about the challenge. We had lots of questions about our ramp, and the materials, we also wondered how to get the wheels to turn without breaking
- Speed- faster cars score higher
- distance- cars that travel farther score higher
- Appearance- better-looking cars score higher
- must use only the materials provided
- must complete each stage in time allotted
- model car must be tested three times on the course provided
Day 3: BRAINSTORM/PLAN
What items will you use for wheels? How will they be attached?
What are you using for the axles? Why?
How can you get the car to go fast?
When you build what part will you each work on?
Are you stuck on anything? Ask questions if you need to!
Make a list of materials that you will be using present to Mrs. Shim
Day 4: Build 45 minutes
If there are changes to original design you must present them to Mrs. Shim!
Is everyone working?
Are the materials working out?
What are you doing right now? How is that helping?
Are you building on multiple parts at a time or one at a time? Is that the best use of your time?
Have you tested your car? Do you need to make changes?
How did you come up with your idea?
What properties does the material have?
What is your favorite part of your car?
Did you have any surprises along the way?
- speaker answers the 5 questions about the groups work
- timekeeper measures the time from when the car starts
- materials manager places car at the top of the ramp and lets it go or pushes it
- recorder completes the test results sheet with help from the rest of the group
Team 2 went the farthest
We are still testing to see which is the fastest... will update soon!
Day 6: We reflected on our challenge and
Watched gravity powered bikes