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Notes for Teachers

Context: This lesson will take place in the classroom and it will take approximately 4 hours to complete.

-On the 1st day, students will be given instructions and assigned a force (spring, magnetic, applied, friction, or air resistance), placed in groups, write their question and hypothesis, and build their vehicle. Once they build their car, they need to place group names with masking tape and you keep to use for the next day.

- On the 2nd day, students will test their assigned force and write the procedures, as well as gather data. Data will be measured. Students will gather data with force and without force to see if there are any differences in data. Students will be asked to make a video using one of the student’s phone, so they can show the rest of the class when they present.

-On the 3rd day, students will graph and write a conclusion as well as groups will begin presenting their findings to the class.

-On the 4th day, groups will finish presenting their findings (discuss procedure, data, graph, conclusion and show video) to the class.

*Students can work in groups of 3-4.

*The aim of this lab is for students to see how different types of forces (spring, magnetic, applied, friction, air resistance) affect movement/distance.

*Students are encouraged to design their vehicle for maximum endurance and performance.

List of Materials

Duplo LEGOs (for building vehicle)
8 Duplo LEGO Chassis (one is needed per group of 4 so this will depend how many students you have)
One 1 inch Spring
Timer
2 Magnet blocks
Newton's scale
Sandpaper
Paper Clip
Small Pulley
String (approx 24 cm long)
4 large Washers (Amount will depend on how many Newtons students want to use. One Newton equals to 3-4 washers)
Measuring tape (measure distance)
Masking tape (to write group names)
7 containers (need one per group,

flipped to be used with white boards)

7 small white boards (need one per group, to be used as ramp)

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Arizona State Standards

Physical Science:

7.P2U1.2 Develop and use a model to predict how forces act on objects at a distance.

Science and Engineering Practices:

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Ed Technology:

Computational Thinker

6-8.5.b. Students find and organize data and use technology to analyze and represent it to solve problems and make decisions.

Ed Technology Continued:

Creative Communicator

6-8.6.a. Students select appropriate platforms and tools to create, share, and communicate their work effectively.

ELA:

Writing:

7.W.1-Provide a concluding statement or section that follows from and supports the argument presented.

Speaking and Listening:

7.SL.1-Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Objective(s):

I can write a testable question about my assigned force.

I can write a hypothesis about my assigned force.

I can construct a Duplo Lego Vehicle that will be able to test my assigned force.

I can write the procedures for testing my assigned force.

I can create a graph on Excel about the data obtained when testing my assigned force.

I can record how the Duplo Lego Vehicle is performing with the assigned force.

I can write a conclusion about my assigned force.

I can verbally explain our group’s procedures, data, and conclusion to the class.

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Agenda (4 class periods)

Day 1

Students will be given instructions and assigned a force (spring, magnetic, applied, friction, air resistance), placed in groups, write their question and hypothesis, and build their vehicle. Once they build their vehicle, students need to place their group names with masking tape on vehicle (remove chassis to be used for the next period) and keep Duplo Lego with group’s name to be used for the next day.

Day 2

Students will test their assigned force and write the procedures, as well as gather data. Students will gather data with and without the force to compare results. Students will be asked to make video using student’s phone so they can show the rest of the class when they present.

Day 3

Students will graph and write a conclusion. Groups will begin to present their findings to the class today.

Day 4

Groups will finish presenting their findings (discuss procedure, data, graph, conclusion and show video) to the class.

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How can forces affect movement?

How will different forces affect motion of the vehicle?

You will be placed in groups and be given one force to test. The possible forces are springs, magnets, applied force, friction, and air resistance. You will test how these forces help or resist motion of the vehicle. Data will be collected with and without the force to see how motion is affected.

You will design your Duplo LEGO Vehicle (with your force in mind) and develop a procedure to test you assigned force.

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Hands-on Activity Instructions

Students will build the Duplo LEGO Vehicle specific to test their assigned force.
The possible forces are springs, magnets, applied force, friction, and air resistance. Students will test WITH and WITHOUT the force to compare.

This vehicle has the spring. Students will measure the bounce of the vehicle has once it hits the Lego wall. Students will then test the same without the spring to compare results.

This vehicle contains a bag that will test air resistance. Students will then test the same without the bag to compare results.

This is the document students

were given to fill out. I placed this

on TEAMS so students can

type answers.

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Hands-on Activity Instructions

This vehicle has a magnet and the wall as the other magnet. Here students will time how fast the vehicle is attracted by the wall magnet. Students can also do it with the same poles and see how the magnets repel each other. Students will then test the same without the magnet to compare results.

This is an example of the container, ramp, and measuring tape. Every group will have one of these (ramp and container) except for the applied force group.

This is the applied force vehicle. A wall is made for the string to go through. The washers are attached to the string. When the string is let go, the washers will pull the vehicle. Student will time the how fast the vehicle travels. Students can test the speed with different amount of Newtons. Students will then test the same without the washers to compare results. No washers, no movement of vehicle. The paper clip is held to the table and the wall is manually held so it doesn’t fall.

This vehicle

is testing friction with the sandpaper. Students will then test the same without the sandpaper to compare results.

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Student Design & Completed Work

Magnetic Force being tested

(video has

no audio).

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Assessment

Students will be assessed on their data collection, procedures, and explanations. Each group will explain their findings, so it is important that all students understand what each other did since they did not all work on the same force.

Students will be asked if the vehicle performed the task it was intended to do and how they know it did.

Students will discuss challenges when presenting and hopefully the audience will come up with possible ways the vehicle can run work better and be more accurate next time.

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Differentiation

Students will be grouped with varied abilities so students can interact and learn from each other this way.
Teacher will walk around the room and see if students are having difficulties.
Teacher will give students suggestions/thinking ideas if they are struggling.
Provide a word wall with key vocabulary and images.
Provide additional resources from videos to books.

Remediation

Extension/Enrichment

Students can be asked to think of other possible ways besides air resistance, springs, magnets, friction, and applied force can the motion of their Duplo Lego Vehicle.
Students can test out their new ideas if they finish early.