Arizona STEM

Acceleration Project

Crush that Can!

Crush That Can!

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A 11th grade STEM lesson

Chelsea Powers

7/12/2023

Notes for Teachers

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• Context: This lesson takes place in a classroom for one or more hours.
• Students may work in small groups of 2-4.
• Students will connect mass to acceptation and force to see the connection of Newton’s 2nd Law.
• This must be done in groups as there are too many moving parts and steps.
• Doing this outside prevents injury and broken tables.
• We are using acceleration more as “speed” m/s.
• Safety: Tell the kids to drop the rock from a bent position so they dont drop the rock on their feet.

List of Materials-Per group

• 1 Large Rock
• 2 soda cans
• 1 car
• Weights or smaller rocks
• Meter Stick
• Recording device with slow motion capability
• Scale
• 1 Medium Rock
• Whiteboard and markers
• Tape (for labeling)
• Notebooks or books (to make incline)
• Wood-for ramp

Arizona Science Standards

HS. P3U1.6: Collect, analyzed, and interpret data regarding the change in motion of an object or system in one dimension, to construct an explanation using Newton’s laws.

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HS.P3U2.7: Using mathematics and computational thinking to explain how Newton’s Laws are using in engineering and technologies to create products to serve human ends.

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Math Standard

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A2.A-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

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Mathematical Practices

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P.MP.4 Model with mathematics.

P.MP.5 Use appropriate tools strategically.

P.MP.6 Attend to precision.

Changing the movement of an object requires a net force to be acting on it

Objective(s):

Students will see the connection between mass, force, and acceleration using inquiry.

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Students will design a function and repeatable experiment to collect data.

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Agenda (about 60 minutes)

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Part 1:

Crush a can to explain how mass and force are connected.

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Part 2:

Drive cars with different masses to show how mass and acceleration are connected.

Design your experiment

Students will test different masses to see how this affects their force and acceleration. (speed)

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Question:

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Why does a larger rock crush a can while a smaller rock will not?

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Instructions-Part 1

In groups of 2-4, students will give a scientific explanation on how mass, acceleration, and force are connected.

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Note: I suggest peer reviews before they follow through with their experiment.

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Student example of experiment plan

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1. Students will take 2 different sized rocks.
2. The students will follow and modify their plan as they collect data.
3. They will choose what data to collect (number of dents, size of can, etc.) to show damage.
4. They will take the data to explain why one rock crunches a can and a small rock does not.
1. explanation can be a picture with labels or a written form
2. the connection between mass and force are seen here

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Instructions-Part 2

In groups of 2-4, students will give a scientific explanation on how mass, acceleration, and force are connected.

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1. Students will pick a toy car.
2. They will take the mass of the car initially and between each change.
3. The car will drive down a set distance off the top of a created inclined ramp.
4. The time will be collected.
5. Each round should have mass taped to the car (weight or small rock).
6. Student will fill out this form as they go.
7. They will calculate the force using F=M*A
8. Students will make a final explanation together as a group on a large whiteboard.
9. The students will present their whiteboards to the class.
10. Final assessment: Students will individually turn in an explanation of how force, mass and acceleration are connected (picture or written).

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Assessment

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Group and individual explanations (during experiment or afterwards) can be used for assessing learning and understanding.

• Students should see that as mass increased, acceleration will decrease and force will increase.

Note: Follow up questions can also be given throughout.

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Math Assessment: Solving for variables and basic math calculations.

Differentiation

A detailed and fill in form for the lab design can be provided for those struggling or needing more structure.

An example of a good lab design can be provided for the whole class to see what is expected, scientifically.

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Remediation

Extension/Enrichment

Students can change or modify their variables to get more data for a solid explanation.

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Students can make the connection to gravity and if this would be the same on other planets.

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How is acceleration and velocity different? Is this experiment and data fully accurate?