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Georgia Performance Standards Framework for Physical Science – GRADE 8
Unit: Sports Sternberg Task Bouncy Balls of Energy Subject Area: Physical Science Grade: 8 Standards (Content and Characteristics): S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. b. Explain the relationship between potential and kinetic energy. S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. d. Decide what degree of precision is adequate, and round off appropriately. Gifted: c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e. centimeters to meters). e. Address the relationship between accuracy and precision. S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 1 of 10 Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for Physical Science – GRADE 8
S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. Enduring Understandings: • Energy can exist in two forms: stored, called potential energy, or when it is associated with motion, called kinetic energy. • Energy is neither created nor destroyed, but it can be transformed from one form to another. Essential Question: • What is the role of energy in our in our daily life? Pre-Assessment: Concept Attainment Technique Concept attainment is a process that allows students to arrive at a concept without the teacher telling students what the concept is. After students have determined the concept, then the teacher can put a name to the concept. It involves have a data set of yes examples of the concept and no examples of the concept. At the end, students are given “testers” to place in the yes or no examples data set then must defend why they put them into the selected category. The teacher begins the exercise by announcing the focus of the concept then allowing students to explore common characteristics of the examples until they have arrived at the correct concept. Focus: These are examples of types of energy. Yes examples Blood flowing through the body A car moving down the street A bug crawling along a sidewalk A basketball on its way to the rim A guitar string vibrating Water in a waterfall
No examples An apple in a tree A car at a stop sign An airplane sitting on the runway A baseball in a pitcher’s glove A boxer with her arm drawn back A cat ready to pounce on its prey
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 2 of 10 Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for Physical Science – GRADE 8
ANALYTICAL
PRACTICAL
CREATIVE
Outcome/ Performance Expectations
Students will demonstrate an understanding of the material by performing experiments and discussing the results of their experiments. These results will include diagrams as well as explanations of the groups’ findings and observations in a formal lab report format.
Students will demonstrate an understanding of the material by performing experiments and applying their information to real life experiences today. The group must develop a scenario and relate the concepts discussed to the concepts of a hot air balloon ride.
Students will demonstrate an understanding of the material by creating a comic book for elementary students explaining the concepts learned in this unit. Colorful pictures must accompany the explanations for clarification purposes. Students can be very creative and artistic.
Performance Task: (Detailed Description)
See attached document See attached document See attached document at the end of this task, at the end of this task, at the end of this task, Bouncy Balls of Energy. Bouncy Balls of Energy. Bouncy Balls of Energy.
Teacher role?
Facilitator
Facilitator
Facilitator
Student role?
Students are involved learners doing the experiments and discovering the concepts and the relationships as they proceed through the laboratory activities.
Students are involved learners doing the experiments and discovering the concepts and the relationships as they proceed through the laboratory activities.
Students are involved learners doing the experiments and discovering the concepts and the relationships as they proceed through the laboratory activities.
Resources
The instructor may wish to make use of video vignettes from Unitedstreaming via the Georgia Public Broadcasting site at http://gpb.unitedstreami ng.com/
The instructor may wish to make use of video vignettes from Unitedstreaming via the Georgia Public Broadcasting site at http://gpb.unitedstreami ng.com/
The instructor may wish to make use of video vignettes from Unitedstreaming via the Georgia Public Broadcasting site at http://gpb.unitedstreami ng.com/
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 3 of 10 Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for Physical Science – GRADE 8
Homework/ Extension
The United Streaming resources available from GPB are free of charge for teachers residing in Georgia. Segments: Show Sports: Potential and Kinetic Energy 6:21 Niagara Falls and Energy Transformation 2:33 Skiing and Energy Transformation 3:47
The United Streaming resources available from GPB are free of charge for teachers residing in Georgia. Segments: Show Sports: Potential and Kinetic Energy 6:21 Niagara Falls and Energy Transformation 2:33 Skiing and Energy Transformation 3:47
The United Streaming resources available from GPB are free of charge for teachers residing in Georgia. Segments: Show Sports: Potential and Kinetic Energy 6:21 Niagara Falls and Energy Transformation 2:33 Skiing and Energy Transformation 3:47
PE and KE of a skier: http://www.physicsclas sroom.com/mmedia/ene rgy/se.html
PE and KE of a skier: http://www.physicsclas sroom.com/mmedia/ene rgy/se.html
PE and KE of a skier: http://www.physicsclas sroom.com/mmedia/ene rgy/se.html
Explain how the law of conservation of energy is utilized in different sports that use balls such as baseball, golf, basketball tennis, and bowling.
Write a paragraph explaining how the law of conservation holds in sports with balls such as baseball, golf, basketball, tennis, and bowling.
Draw a diagram explaining how the law of conservation is shown in different sports that use balls such as baseball, golf, basketball, tennis, and bowling.
Instructional Tasks Accommodations for ELL Students
ELL students may need a handout with brief descriptions of concepts involved with these activities. Include all required vocabulary words in a word bank with basic definitions as needed. ELL students may need help organizing tables for data collection. This can be done by giving students tables that are set up for them for the entire lab or just for the first one or two of the activities to get them started. Set limitations on the amount of time allowed on each activity and the amount of times an activity can be repeated. Require students to record data and write observations for each activity completed before moving on to the next section with teacher signature to check comprehension and accuracy.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 4 of 10 Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for Physical Science – GRADE 8
Instructional Tasks Accommodations for Students with Disabilities
Students with organizational deficits need help organizing tables for data collection. This can be done by giving students tables that are set up for them for the entire lab or just for the first one or two of the activities to get them started. Students with attention deficits or behavioral issues may be distracted with the kinesthetics of the activity by turning activities into races and/or competitions. Have stations set up in advance with the needed materials in a separate, quieter section of the room. Pair students carefully to avoid possible competitions. Set limitations on the amount of time allowed on each activity and the amount of times an activity can be repeated. Require students to record data and write observations for each activity completed before moving on to the next section.
Instructional Tasks Accommodations for Gifted Students
Gifted students may calculate the potential energy and kinetic energy of the balls and show the law of conservation of energy to be true. Allow students to design an experiment to prove the law of conservation of energy. To guide them, they can drop the balls. PE at the top = mgh. They could time the ball and get the instantaneous speed of the ball when it strikes the ground using v = gt. Comparing the PE at the top with KE = 1/2 mv2, they can compare the 2 numbers. Timing would be extremely important since it is the only data collected. Suggest collecting numerous times and taking the average of the times to use for calculations. Students should be aware of the difference between accuracy and precision, and using the correct number of significant digits. A formal lab report should be written to communicate their findings.
Safety Accommodations: Balls should not be thrown. They should only be used for data collection and observation. Students should stay in their lab groups. No running in the science room, and walk carefully during the lab experiments as balls may be in places where someone could easily step on them.
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 5 of 10 Copyright 2007 © All Rights Reserved
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Georgia Performance Standards Framework for Physical Science – GRADE 8
Bouncy Balls of Energy Different balls are created for different purposes in sports activities. Read the following article to discover why we study the ‘bounciness’ of balls in sports. (Document is attached – That’s the Way the Ball Bounces) http://www.exploratorium.edu/sports/ball_bounces/index.html
Performance Task (Detailed Description)
Analytical
Practical
Creative
Part A – Properties Exploration: Examine the balls. Observe how they behave and how they interact with each other when they collide. 1. Compare and Contrast the different types of balls. A scale is available to record the mass, and a caliper can be used to measure the diameter if you would like. Create a table to record the characteristics. 2. Create some collisions. What happens when the balls collide? Again, record your findings in a table
Part A – Properties Exploration: Examine the balls. Observe how they behave and how they interact with each other when they collide. 1. Make a list of the different types of balls being used today for our lab activity. 2. Write a paragraph about how the balls interact when they collide. Make sure you include in your paragraph your observations of what happens when each type of ball collides.
Part A – Properties Exploration: Examine the balls. Observe how they behave and how they interact with each other when they collide. Begin writing your comic book and developing your characters. Make sure you include scientific explanations as to why the interactions are happening. Record the physical characteristics of the different kinds of balls in this experiment, and how they behave when you make them collide.
*Note the speed and masses of the balls before and after the collisions. What patterns do you see?
*Note the speed and masses of the balls before and after the collisions. What patterns do you see?
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 6 of 10 Copyright 2007 © All Rights Reserved
*Note the speed and masses of the balls before and after the collisions. What patterns do you see?
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Georgia Performance Standards Framework for Physical Science – GRADE 8
Part B – Potential Energy An object can store energy as the result of its position. For example, the heavy ball of a demolition machine is storing energy when it is elevated (above ground). This stored energy of position is referred to as potential energy. Similarly, a drawn bow is able to store energy as the result of its position. 1. Drop the balls from 1 meter high. Compare how the different balls behave. What type of energy do they have at the 1 meter height? 2. Now drop the same ball from 1 meter and from 2 meter. Compare the behavior. Which height has more potential energy? Explain. 3. Is energy conserved when you drop the balls? What happens to the energy? What types of energy do you observe? Hint: Notice all your senses.
Part B – Potential Energy An object can store energy as the result of its position. For example, the heavy ball of a demolition machine is storing energy when it is elevated (above ground). This stored energy of position is referred to as potential energy. Similarly, a drawn bow is able to store energy as the result of its position. 1. Drop the balls from the height where you would be holding the ball. Be consistent and drop all the balls from that height. Describe the differences among the behavior of the different balls. 2. Now drop the same ball from 1 meter and from 2 meter. Compare the behavior. Which height has more potential energy? Explain. 3. Is energy conserved when you drop the balls? What happens to the energy? What types of energy do you observe? Hint: Notice all your senses
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 7 of 10 Copyright 2007 © All Rights Reserved
Part B – Potential Energy An object can store energy as the result of its position. For example, the heavy ball of a demolition machine is storing energy when it is elevated (above ground). This stored energy of position is referred to as potential energy. Similarly, a drawn bow is able to store energy as the result of its position. 1. Drop the balls from a set height. Write about your observations in your book. What happens? How do the different balls behave? 2. Now drop the same ball from 1 meter and from 2 meter. Compare the behavior. Which height has more potential energy? Explain. 3. Is energy conserved when you drop the balls? What happens to the energy? What types of energy do you observe? Hint: Notice all your senses
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Georgia Performance Standards Framework for Physical Science – GRADE 8
Part C - Kinetic Energy: An object has kinetic energy when it is in motion. The purpose of this activity is to explore what can increase an object’s kinetic energy. This can be achieved by colliding the balls together and into another object. Roll each of the different balls toward an object (for examplethe wall) and observe their effect on the object. The further the object moves the more kinetic energy the ball had when it hit the object. 1. What happens if you keep the speed the same when you roll each of the balls? 2. When you keep the speed the same, which ball has the most kinetic energy? Why? 3. How can you get a ball with a smaller amount of mass to have the same effect on the object as a ball of larger mass?
Part C - Kinetic Energy: An object has kinetic energy when it is in motion. The purpose of this activity is to explore what can increase an object’s kinetic energy. This can be achieved by colliding the balls together and into another object. Roll each of the different balls toward an object (for examplethe wall) and observe their effect on the object. The further the object moves the more kinetic energy the ball had when it hit the object. Suppose you go bowling with a friend. Bowling balls have different masses. 1. What would happen if you and your friends, though your balls would have different masses, rolled them with the same speed? 2. And when you kept the same speed, which ball would have the most kinetic energy? Why? 3. How can you get a bowling ball with a smaller mass to have the same effect on the object as a ball of larger mass?
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 8 of 10 Copyright 2007 © All Rights Reserved
Part C - Kinetic Energy: An object has kinetic energy when it is in motion. The purpose of this activity is to explore what can increase an object’s kinetic energy. This can be achieved by colliding the balls together and into another object. Roll each of the different balls toward an object (for examplethe wall) and observe their effect on the object. The further the object moves the more kinetic energy the ball had when it hit the object. Draw diagrams in your book of each ball striking the wall. Are children playing a game of some kind in your book? And are they learning physics? 1. Record what happens when you roll each ball with the same speed. 2. Keeping the speed the same, which ball has the most kinetic energy and why? 3. How can you get a ball with the smaller amount of mass to have the same effect on the object as a ball of larger mass?
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
Outcome/ Performance Expectations
Formal Lab Report: Title Purpose Procedure Data/Observations Results/Conclusions (The results and conclusions should incorporate their understanding of potential energy, kinetic energy, and the law of conservation of energy). Sources or Error
Write an essay to explain the concepts of energy during a hot air balloon ride. Do not forget that we have already learned about atoms, and when atoms are heated they have energy of motion too! They are the reason that hot air balloons rise. So include all the topics of potential energy, kinetic energy, and the law of conservation of energy in your essay. Bouncy balls help up understand atoms!
Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 9 of 10 Copyright 2007 © All Rights Reserved
Students should produce a neat and organized book showing all the procedures, data, and explanations to all observations and questions for this lab. The last page should be a summary page - the equivalent to the results and conclusions of a lab report.
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
School was out for the day and we were ready to play ball. Only one problem--we had bats and gloves, but no one had remembered to bring a baseball. All we could turn up was a tennis ball. We decided to play anyway. I took the long jog out to right field as Eddie positioned himself next to home plate, which was a cardboard dinner plate. The first pitch came in high. Andrew, the pitcher, had to get used to the light ball. The next pitch came right down the middle. Eddie swung and the ball vanished into the sky. It was headed in my direction. I ran to make the catch but misjudged the ball's trajectory--the tennis ball lost speed faster than a baseball. I positioned myself to play the ball on the bounce. Boy, did it bounce! High over my head and into the woods. I had just learned that balls are specifically designed for a particular sport. Using a ball designed for tennis in a baseball game produced strange results. To understand what happened to me back in my grade school days I suggest that you take a tennis ball and a baseball, hold them side by side at waist level, and drop them onto a hard, bare floor. The baseball will bounce back only about a third as high as its starting height, well below knee level. But the tennis ball will bounce higher, rising to half its initial height. Balls are suited to the games that we play with them. A change in the bounciness of a ball can drastically affect a game--as the history of baseball demonstrates. When baseball was invented, there were no polymer chemists around to brew up a rubber with the appropriate bounciness. As the game and the ball evolved, the game's character and dimensions changed. Prior to 1911, the baseball was a lifeless version of its modern counterpart. During this "dead ball" era, long base hits were rare, and "hitting it where they aren’t" was the strategy of the day. In 1911, the use of a cork centered, springier, "lively ball" made the home run king, and paved the way for Babe Ruth, Hank Aaron, and generations of fence-busters. http://www.exploratorium.edu/sports/ball_bounces/index.html Georgia Department of Education Kathy Cox, State Superintendent of Schools Physical Science y GRADE 8 y Sports 7-30-07 y Page 10 of 10 Copyright 2007 © All Rights Reserved
