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Science & Technology Standards

Next Generation Science Standards

NGSS MS-PS2-2: Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
NGSS MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
NGSS MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

AZ Technology Standard

Knowledge Constructor

6-8.3.d. Students explore real world problems and issues and actively pursue solutions for them.

Students use digital tools and resources (e.g., online research, digital interviews, and simulations) to increase understanding, develop perspective, and create solutions.

ELA, Math, & Engineering Standards

ELA

CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Math

CCSS.MATH.CONTENT.6.RP.A.3.D: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Science & 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

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Objective(s):

Students will apply their understanding of basic physics principles to design and build a cup and ball game. They will explore concepts such as force, motion, and energy while actively engaging in hands-on activities to reinforce their learning.

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Agenda - 1 to 2 Class Periods

Opening Activity - 15 minutes

Prototype Development, Testing, & Reflection - 45-75 minutes

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Intro/Driving Question/Opening

Have you ever played with a bat and ball or a cup and ball style game?

What do these games have in common? Make a list of the similarities and differences between the two games.

These games work based on principles of physics like force, motion, energy, potential energy, and kinetic energy.

Use the link below to explore these principles with the Cup and Ball game:

How Many Levels Can You Unlock

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Vocabulary

Force:

Definition: A push or pull that can change the state of motion of an object.
Example: Pushing a door to open it, pulling a wagon, kicking a soccer ball.

Motion:

Definition: The act or process of changing position or place.
Example: A car moving down the street, a swinging pendulum, a running athlete.

Energy:

Definition: The ability to do work or cause a change.
Example: The energy from the sun that powers plants, the energy stored in food, the energy used to ride a bike.

Potential Energy:

Definition: Stored energy that an object possesses due to its position, condition, or state.
Example: A stretched rubber band, a ball at the top of a hill, a wound-up spring in a toy.

Kinetic Energy:

Definition: The energy an object possesses due to its motion.
Example: A rolling ball, a swinging pendulum, a moving car.

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Hands-on Activity Instructions

Introduction to Physics Principles for Cup and Ball Game (15 minutes):

Explain how force and motion play a crucial role in the cup and ball game. Discuss the forces acting on the ball when it is launched and how they affect its trajectory.
Emphasize potential and kinetic energy, explaining how potential energy is stored when the ball is held in the cup and converted to kinetic energy when released.

Guided Activity: Cup and Ball Prototyping (25 minutes):

Divide students into small groups and provide each group with plastic cups, wooden or plastic balls, and crafting materials if desired.
Instruct students to design a cup and ball game that incorporates physics principles learned.
Encourage creativity in designing both the cup and the ball launcher, considering how force and energy transfer will impact the game.

Testing and Iteration (15 minutes):

Allow each group to test their cup and ball game prototypes, observing and discussing the physics principles in action.
Discuss with students how variations in force, launch angle, and cup design influence the motion and success of the ball in the cup.

Reflection (5 minutes):

Have a class discussion on what worked well and what challenges they faced during the cup and ball prototyping and testing process.
Relate their experiences to the physics concepts learned, focusing on how they applied force, energy, and motion in their designs.

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Assessment

Sharing and Peer Feedback (10 minutes):

Each group briefly presents their cup and ball game to the class, explaining the physics principles incorporated.
Encourage classmates to provide constructive feedback on both the game design and the application of physics concepts.

Assessment:

Assess students based on their participation in discussions, the quality of their cup and ball game prototypes, and their ability to explain the physics principles incorporated in their game.

You can also use this rubric if you want to assess the use of the engineering design process. Engineering Design Process Rubric

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Differentiation

If students are unable to construct cup and ball game, they can write a paragraph detailing what happened on the most challenging level of the physics game and why they think they could not pass that level.
Provide key vocabulary with images.
Provide sentence stem or frames.
Pair ELL students with language buddies who can offer support.
Provide additional time for tasks and assignments.
Offer simplified instructions or break complex tasks into smaller steps.
Provide additional support or assign a peer mentor if necessary.

Remediation

Extension/Enrichment

Students can compete to see how many uninterrupted passess or completed ball-n-cup movements they can achieve and then diagram the movements that produce the most correct passes.

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