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Notes for Teachers

Students can construct cars in groups of 4 or individually (additional supplies depending on ratio).

This project is designed to be used as a cumulative project after forms of energy, energy transfers, and energy transformations have been taught. If used as an exploration activity, prior to direct instruction some background information may need to be taught in order to identify types of energy within the system.

Create testable questions as a whole group after discussing student driven “I wonder” statements. Students may need direction at identifying what variables can be changed within the system in order to create a testable question to investigate. In addition to changing the structural design of the car components as the independent variable, students could measure the distance the car travels based on the amount of times they wind the rubber band shaft. This would allow them to make connections specific to the elastic energy going into the system and the kinetic energy. A testable question that directly relates to energy transfer versus engineering design may allow for better assessment of their understanding of the standard.

The investigation journal can be used for any investigation. For the purpose of this lab, instruct students on what they need to show understanding of in the model, conclusion and CER or edit the journal so this information is clear. For assessment purposes students should include explanations that involve types of energy in the system, energy flows and changes, and how structures are designed specifically to allow for energy transfer or transformation.

List of Materials:

Exit ticket
Student Investigation Journal
hole reamer tool or nail and lighter
box cutter
glue gun
supplies for 1 car:

2-16 oz bottles with caps
4 bottle caps
2 skewers
1 straw
5 rubber bands

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Standards

Physical Science:

8.P4U1.3

I can construct an explanation on how energy can be transferred from one store to another.

Science and Engineering Practices:

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

Core Ideas for Using Science:

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

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Objective(s):

I can construct a rubber band propelled car and explain the energy involved in the system through creating a model and written explanation.

I can plan and carry out an investigation in order to collect data for how variables are related in a rubber band propelled car.

I can construct an explanation on how energy can be transferred from one store to another using the CER method.

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Agenda (60 min x 2)

Day 1 - 60 minutes

Anticipatory Set 10 minutes
Car construction 45 minutes
Closure 5 minutes

Day 2 - 60 minutes

Anticipatory Set

10 minutes

Investigation Set up 15 minutes
Investigation

30 minutes

Closure

5 minutes

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Anticipatory Set & Driving Questions: Day 1

What do you know about different forms of energy?

Where do you think the energy comes from when an object is moving? Where do you think the energy goes when an object slows down?

What do you think of when you imagine a car powered by rubber bands? How do you think this could happen?

Demo Video 3.35 minutes

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Hands-on Activity Instructions

Complete in groups of no more than 4.
Overview:

Use the demo video and step-by-step instructions to construct your rubber band propelled car.
Plan an investigation.
Carry out the investigation.
Collect data and analyze it.
Construct an explanation using the CER method.

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Hands-on Activity Instructions

DAY 1

CAR BODY CONSTRUCTION

Use a blade to cut out a long section of the side of the water bottle.
Using 4 other bottle caps, place holes in the center of each using a hot nail or reamer tool.
Cut a skewer in half. These will be the axles.
Make two holes for each of the axles to slide through on both ends of the bottle.
Place the bottle caps on both ends of each axle. Secure in place with hot glue.

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Hands-on Activity Instructions

Propeller Construction

Using a hot nail, make a hole in the back side of the bottle and the bottle cap.
Tie rubber bands together to create an elastic rope. Tie one end to a skewer. Reinforce it with hot glue.
Run the skewer side through the hole on the end of the water bottle.
Place the end with the rubber bands outside the top of the bottle and secure the rubber band rope by screwing the lid of the bottle on the rope.
Take the second bottle and remove the top portion.
Cut slits along the plastic to create a propeller. Fold out the plastic.
Using the hot nail place a hole in the bottle cap.
Glue the skewer end of the propeller shaft into the bottle cap on the propeller.

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Hands-on Activity Instructions

Wind and Watch it GO!!

Spin the skewer in the center of the bottle in order to wind the rubber band tight.
Place on the ground and release to see the car go.

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Anticipatory Set & Driving Questions: Day 2

Scientific Method Video

What are the parts of planning and carrying out an investigation?

How do you distinguish between the three types of variables?

Why is it important to collect data and analyze it?

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Hands-on Activity Instructions

DAY 2

Plan and Carry Out an Investigation

Use the science journal to guide you through planning out your investigation.
Complete the investigation and collect data.
Analyze your data.
Construct an explanation.
Let a peer review your explanation.

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Assessment

Day 1: Use the exit ticket to evaluate student understanding of the energy transfers in the rubber band propelled car.

Day 2: Use the Claim, Evidence, Reasoning section to assess students’ understanding of the investigation and how the independent and dependent variable are related.

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Differentiation

Accommodations /Modifications

Print the step-by-step instructions and pictures for constructing the car so students can refer to them closely.
Provide a highlighter so steps can be highlighted as they are completed.
Supply students with modifications to the science journal including sentence starters, example questions and hypothesis to choose from.
Provide background information on energy transfer for the research section.
Label the x and y axis on the graph so the variables are correctly identified.

Remediation

Energy Kahoot Review

Remediation

Extension/Enrichment

Students will generate ideas for different designs for a rubber band propelled car.

They will research different designs, list materials needed and construct prototype models using drawings. They will give their recommendation of the design they think will be the most successful based on their own success criteria.