Week #3: Jet Toy/Force and Motion Questions
The math involved in the World in Motion Jet Toy curriculum is graphing distance traveled vs. weight carried. Is this activity appropriate for the level of student you have been researching? Describe exactly what you would have a class do? In other words, what mathematics are they learning or are you teaching?
The science concepts involved in the curriculum include Newton's Laws of Motion. What force and motion concepts would you want students in the grades 5-6 to know before exploring factors which can affect the distance traveled by the Jet Toy constructed in math methods? How did you decide this? (Hint: NSES). How would you adapt the learning episodes we explored in science methods to develop these force and motion concepts?
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The jet toy car is perfect for teaching a fifth grade science lesson plan. However, it also relates to mathematics. The most obvious math process standard that this activity relates to is connections. It emphasizes that students should learn the connection between math and the real world
Jet propulsion, friction, and air resistance are the concepts students would want to know before exploring the factors which can be affected by the distance traveled of the jet toy.
I would have the students write down what they think will happen to their car if they add more weight. Also ask them to write down what they need to keep constant (For example: the same amount of air in the balloon, maybe five pumps.) I would randomly select students to add different amounts of weight to their car and then as a class, we would test how far they traveled and record the outcome. We would then plot the points on a graph so that students could see if their hypothesis was incorrect or correct. With the knowledge that they have acquired from doing this activity, I would let them recreate their jet toy into various models that they think would go the fastest or farthest. At the end of the unit, we could have a fun day where we race the cars and see whose model had the best results. (The way the best car was built would hopefully fit into the graph consistently with what our graph results said!)
This activity would be a great way for students to express their ideas, test their hypotheses, and find their own conclusions based on the evidence they discovered. If I were to implement this into my classroom, I would teach the concept of distance traveled vs. weight carried over a two-week period.
The Jet Toy curriculum is appropriate for a student at the 5th and 6th grade level. I would have the class replicate much of what we’ve done and what we’re going to do, but augment that by asking the students how they would make a newer model of Jet Toy that was improved in some manner. It could be faster, carry more weight, go longer distances, or anything the kids feel could use improvement. Most of the mathematics involved would be using measurement to measure various elements of the Jet Toy’s performance, and then finding correlations between the separate measurements (speed vs. weight carried vs. distance traveled, etc.).
The concepts I think would be important are basically the same as Samantha’s. Friction, air resistance, and possibly jet propulsion all will be relevant to understand for this activity. I also think touching on the concept of “an object in motion will tend to stay in motion, an object at rest will tend to stay at rest” would be easily explored through this activity, but if it wouldn’t be introduced using the Jet Toys then I’d want my students to have already learned about the concept. I decided upon what factors I’d want the kids to know by thinking about what standards they would be expected to achieve at their grade level and what factors will be important to calculate the math involved in the activity.
I think the most powerful learning could be attained after the initial Jet Toy research had been done and we move on to the students modifying more effective Jet Toy designs. The students would have to use what data was collected to form hypothesis about how to improve upon one element of the Jet Toy, which means they’re actually applying the information they learned about force and motion. It also shifts from teacher taught to student inquiry as the students begin having to design new approaches to the force and motion issues they just learned about. Also, this material makes for a wonderful inquiry based learning experience in the field of engineering, which is an area of science that is normally lacking in U.S. schools.
The Jet Toy activity is appropriate for a fifth grade class. The concepts involved with distance vs. time meet aspects of NSES standards under Physical Science and Science and Technology for the fifth grade.
As Samantha suggested, I would also have students predict how the cars would travel with different amounts of weight added. Students would then test their predictions by recording the distance their car traveled with the different amounts of weight added to their car each run. After students have collected their data, they would graph their results.
From seeing their results, I would then have them explain what appeared to happen each time weight was added and why. Hopefully, students would be able to see and understand the effect of different forces acting upon the car, and the effects of friction.
I would want students to know the concepts of friction, force, and motion. By doing this experiment, these concepts would become clearer and more concrete. This lesson would meet the Physical Science standard under Motions and Forces, by addressing different forces acting on the car, and how friction causes objects to slow down. Hopefully students would see that moving objects with no friction acting upon it, would continue to move indefinitely. Finally, this lesson would also meet the NSES standard of Science and Technology, by having students go through the design process.
This activity is a great way to explore distance traveled vs. weight and the design process through and inquiry process.
I liked the Jet Toy Project. It’s a great project and very appropriate for 5-6 graders to measure the distance traveled v the weight. They could try making the car from different materials, and in a pre-discussion decide what materials they would want to use, and then predict how far the vehicle would travel.
I would want students to have prior knowledge of force and motion, and inertia. I would want them to know that it is “hard to change the motion of an object with lot’s of inertia and it’s easy to change the motion of an object with very little inertia” (NSTA Press, 2002, pg 7).
Day One: I would do an anticipatory lesson with a discussion and pre-assessment. I would also have students graph on a geo-board the design they would want to have, before making the car, transferring that design onto geo-graph paper. This allows the student to take it from the geo-board, to paper before beginning their project. I would ask the class to try making different designs and discuss the pros and cons of each design. In this way, they would learn geometric shapes and sizes. We could then decide on which designs to implement and which ones we do not think would work and why.
Day 2: I would have different stations pre-set with different materials, assigning different students to each table. They could then make their measurements, and predictions, then contrast and compare with each other’s cars. They would be learning metric measurement, weight v distance, and crossing this lesson over into science concepts.
I agree with Samantha, that this lesson needs to be done over time, making sure that students have Newton’s First Law concepts before they move on with trying to actually make their car.
The jet toy activity would be an awesome component of an integrated lesson plan involving force and motion, graphing and data collection and analysis, all of which are within the 5th and 6th grade national math and science standards. Within the unit, I would have the students build the jet toy according to the directions and then make predictions about how well it will perform, how far it will travel based on variations in weight carried. Then we would design experiements for the car appropriate for testing our predictions/questions. When conducting, the experiments, I would have the students record distance as they add and reduce weight on the jet toy and we would plot it together on a smartboard/overhead. I would then have students repeat experiments, each with different variations of weight an dwe would plot those together. We would also discuss how to label, name and read graphs so that students could see the relationship between distance traveled and weight carried on the graph we did as a class.
I also think that the concepts of air resistance and friction would be most most important to know before exploring this force and motion activity. In addition the idea that position can be determined by tracking distance over time is also important. I would possibly use the activity we did as a class with the tube to illustrate to student that objects at rest, obviously stay at rest and objects in motion stay in motion until acted on by outside forces. Although this could be explained and demonstrated using the jet toy as well. This might make the experience more meaningful for students and allow for discussion about what forces affect the motion of the car and in what direction.
I also really like Aaron's idea about discssing and designing new and improved jet toys based on results of experiements and student understanding. How students modified their jet toys would be a great way to assess what they learned from the unit.
I agree with all the previous blogs that this would be a great activity for students at the 5th-6th grade level. Expanding on what Aaron said I think you can have the students start graphing the measurements of distance, speed, weight carried. You could do this by having them a variable that they want to test, i.e. weight or surface (friction) its running on. And plot the distances against the weight for a scatter plot graph or A bar graph for distance vs. surface. I would allow them the oppurtunity to choose the variable they wanted to test, then hypothesize their expected result and then experiment, this way making the activity more inquiry based.
This project does align itself well with the physical science standard. I also loved Aaron's comment on inquiry into engineering as this is a topic of concern for the United States, I hadn't really thought of that aspect of the project until Aaron had brought it up.
As previously stated, the Jet Toy Car unit appears to be appropriate for fifth and sixth graders according to NSES standards.
I would first start my students with the task of building their jet toys, and then experimenting with them. Afterward I would bring my students together for a discussion about how their toys performed, and also what sort of effect the addition or subtraction of weight would have on the toys and ask my students to write down a hypothesis of their thoughts, and what sort of things they would want to test.
Then my students would collect various objects I would supply or they would find around the classroom that they would want to add to their jet toys to see the effects weight has on them. After a few tries with different objects I would once again bring my class together to discuss what we just observed. Once we have determined that the heavier the jet toy is the shorter distance it goes I would ask my students to re-experiment while measuring this time the exact weights and distances the toys went.
During these discussions I would also bring up the topics of air resistance, friction, and jet propulsion and ask my students how these subjects might effect their toys as well, and how they could redesign their toys to better perform.
Once my students have finished their experiments I would have them graph their data to see the relationship more clearly on paper. My students would already have prior graphing experience as well.
I enjoyed the jet toy activity and can understand its value for teaching science and/or math in a fifth or sixth grade classroom. The activity is appropriate for these grades as it fits into both the NSES and NCTM standards for content and inquiry-based learning. In the context of the NCTM standards, I found the jet toy activity fit with many 3-5 and 6-8 grade level benchmarks in Data Analysis and Probability, Measurement and even Algebra. In the 3-5 Data Analysis benchmark, students should be able to represent data using tables and graphs, collect data using observations and experiments, and design investigations to address mathematical questions. All of these are met with the jet toy activity as students collect data on the distance the car traveled and the weight traveled, graph the results and create further investigations to draw conclusions. In the 3-5 and 6-8 Measurement standards students should be able to understand such attributes as length and weight and select the appropriate tool for measuring each attribute, and solve simple problems involving rates and derived measurements for such attributes as velocity and density. The jet toy activity also meets these standards since students measure distance and weight with tools they select and could calculate velocity and speed for the toys. Finally, several 3-5 Algebra standards have the potential of being met with this activity. Expressing mathematical relationships using equations, modeling problem situations with objects and using representations such as graphs to draw conclusions could be done with this activity by graphing and comparing such factors as weight and distance.
The jet toy activity also crosses into the science area and addresses the NSES standards for grades 5-8. The NSES standards say that by having students "use simple objects (such as the jet toy) they can move from qualitative to quantitative descriptions of moving objects and begin to describe the forces acting on the objects." The jet toy activity perfectly addresses the NSES content standard of knowing that "the motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph."
There are many ways to use the activity and variations of the activity in the classroom. I liked Samantha's plan of implementation. First, to have the students test the cars with different amounts of weight and record the distance carried. Then, based on the graphing of the data, students could experiment with their car to be the fastest. The resulting experiment would confim or disprove their ideas as how to make the car go the farthest. I also got an idea from Aaron's post that after the inital two trials, you could have the students create a hypothesis based on other variables, such as balloon size, tube size, or wheel size/placement, create an investigation, conduct an experiment and collect data, and discover a conclusion. What a perfect inquiry-bases activity for the classroom!
The jet toy car would be appropriate for 5th grade.
First I would have my students make their cars, then test run their cars. I really liked the idea one of my classmates had about rolling out a giant piece of butcher paper to help measure the distance traveled.
After the test run, I would have students make predictions about what would happen if weight was added to their cart. I would then assign a weight put in their cars and then measure the distance traveled(grams if they were available, if not I would have them use coins...1 quarter, 2 quarters)
As a class we would make a graphs of our results, one of our test run, and one of our distance vs. weight.
We would then discuss the results, and what relationships the weight vs. distance graph showed.
I would discuss reasons for differences (more/less air in balloon, friction, air resistance, quality of construction, etc.) We would talk about constants.
I would have students predict what would happen if friction was absent. Students would then write a journal response explaining the relationship between the distance traveled and the weight in the car and why that relationship is.
The jet toy is a great way to teach science and math lessons in the fifth grade. I would us it to assist in lessons on measurement, by measuring the distance the car travels, and possibly converting the measurement to cm from inches. It is also a great way to explain force and motion, and friction. Students could make predictions about how far the car will travel when they add more weight, more air, etc. The possibilities are endless with this lesson.
Students can run with this activity, adding and taking away components, and improving the jet toy. I feel this is a perfect lesson for fifth graders because they will be able to grasp the concept and begin to understand what will really make the jet toy move faster and farther. I agree that this is a great lesson on distance traveled vs. weight.
I think the jet car would be a great activity for the older grades. It offers a lot of room for exploration because there are many things to look at and manipulate.
This car could be a part of an entire unit. They could adjust weight in the car and graph it. Then keep the weight constant and adjust amount of air in baloon, and/or the height of the ramp. We could go on to explore with friction and observe how the speed of the car will change on different surfaces. We could discuss why the car starts moving initialy and why it stops. As I am responding I keep thinking of the endless possibilities for how this car could be used in a lesson.
I agree with everyone that the car project is appropriate for 5th-6th graders, but I also think 4th graders could handle it and possibly 3rd graders (depending on the class.)
The science concepts involved: propulsion, friction, and air resistance meet the standards for this age group. I loved how Bryn went into depth with all the math standards that are met by taking the measurements and graphing them.
What I don't like about the lesson is the fact that the balloon, how it is filled and how it is released are nearly impossible to keep constant. In our trials we had mixed success with these factors. I think it introduces a large variable that could have an impact on the results. What I think would work better is using a ramp to get the cars started. This would be more consistant, so design modifications could be made and analyzed. This would introduce aerodynamics. Students could first start out with the standard kit, then choose to substitute different materials and test their designs.
Students could still add weights and measure distances, but the results may be different than expected since a heavier car would start out faster going down the ramp. This concept could also be explored.
I think I'd rather have the students explore the concepts before explaining them. I think they would understand it better by discovering the impact of concepts like friction before hearing the explanation.
Yes, I think that the jet toy/ force and motion activity could be adapted to suit any grade level (including grade 5 -6). For younger kids, they could experiment with basics such as predicting where the car will go, how far, etc. For older kids, you could have the graph the speed (accelerating and then declining perhaps?)and do calculus with the results.
For fifth grade, I might have give the kids the supplies and let them experiment with ways to put them together. After that, I could show the the way the 'book' or lesson plan showed how to put the car together and the kids could choose which method of assembly they think would make the car go farthest (least friction). For instance, only putting on two wheels would create a lot of friction and slow the car down. In this way, they might feel more ownership over their car.
The math component of graphing distance vs. weight would lead kids to the conclusion that more weight would result in less distance. You could begin a lesson, however, by asking the kids what they would like to find out about the car and distance (do a brainstorm). They might think of weight, or changing the car, or how many puffs of air (or size of balloon) result in how much distance. If you as a class chose to explore distance vs. weight, the kids could graph and then see if there are patterns. One pattern might be that when you add 100 grams of weight, the car goes 10 inches less far, for example. The kids could ask if the increase in weight results in a regular pattern of distance reduction or not. They could also learn about what a 'control' is in science and realize they need to keep some things constant (surface the car rolls on, amount of air in the balloon, etc.).
Math content standards that could be taught with this lesson include numbers and operations (collecting data), algebra (is there an equation that can be made, ie if x weight is added, the distance is reduced by y?), measurement (measuring the balloon size and distance traveled), and data analysis (interpreting the graph). The process standards that would be met with this include problem solving (how should we design the car, what increment of weight increases should we use), reasoning and proof (they could predict how far the car would go with x amount of weight based on their previous data collection and then see if they are right), communication (present to class, share with partner), and representation (graph).
As Samantha said, friction would be an important concept to teach kids before they begin making their cars. Different cars, depending on how they are designed and how much friction they generate might travel different distances. Also, as Aaron said, the concept of “an object in motion will tend to stay in motion, an object at rest will tend to stay at rest” should be taught with or before this lesson. Perhaps gravity is important to teach as well. I think inertia would be important to teach because of the the following that I found from grades 5 - 8 from NSES:
"Through experiences in which friction is reduced, students can begin to see that a moving object with no friction would continue to move indefinitely, but most students believe that the force is still acting if the object is moving or that it is "used up" if the motion stops. Students also think that friction, not inertia, is the principle reason objects remain at rest or require a force to move."
I also agree with Patti that it would be very hard to keep the balloon size constant.
The toy jet car is a very appropriate lesson to be taught in both science and math for the 5-6 grade band. If I were the 5th grade teacher, teaching one class all of the subjects, then I would make this lesson two periods long and use it as a math/science lesson. If I were a sixth grade middle school math teacher then I would collaborate with the science teacher to use the same cars on the same day. In other words, use the same materials for a joint lesson.
I would have my class get into groups 4 students per team. I would have the jet cars already pre-assembled with slight variations in the design such as distance of the wheels on the chasis, diameter of the tube connected to the balloon, and size of the balloon. Students would measure distance their chosen cars travel ten times and plot the the distance on a line chart, distance traveled on the vertical and test runs on the horizontal. Next, I would have the students compare the results of the other groups to analyze the design differences of the jet cars and make predictions based on the results. I would further have students test different weights in their cars and again measure their distances and plot their findings. Each group would have three different weights to rest in their cars. All the groups have the same set of weights. In the end, I would hope the students made predictions, analyzed data, make accurate measurements and had fun. Math content standard addressed include measurement and data analysis and probability.
As a science lesson I would let the children use their inquiry skills to increase the distance traveled with their jet cars. Would spraying the straw with PAM allow the axel of the wheels to move faster with less friction? Would a bigger set of wheels make a difference? I would also have the students run their jet cars into objects like a paper cup and a bowling ball. I would want the students to hypothesize and then test their theories. The end of the lesson would conclude with the emphasis on "objects in motion tend to stay in motion", friction, and inertia.
This student inquiry based lesson gets kids engaged and allows their creativity and ideas to be shared and tested. I think this is a great example for a lesson in either math or science.
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