Example of a Lesson Plan:
Science and engineering of the Olympic Winter Games: Engineering faster and safer bobsleds
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.
Ask students to watch the following website: (http://www.olympic.org/bobsleigh-equipment-and-history)
For homework, have the students identify four ways a bobsled could be modified to increase the velocity of the sled without violating any of the rules and requirements.
The rules for Olympic bobsledding can be found at http://sports.yahoo.com/news/rules-requirements-olympic-bobsledding-200200099.html).
Connect to Science
Science concepts described in this video include force, mass, acceleration, friction, velocity, surface area, drag, and gravity. The use of models and modeling is made explicit within the design process of the bobsled and the bobsled track. The video emphasizes design considerations related to weight distribution, the materials used to build the bobsled, and the bobsled’s contact with the track with the intent of building the fastest possible bobsled.
Connect to Technology
The video highlights technology used to model both the bobsled design and the design of the track, which allows the scientist to predict outcomes without investing time and money in building a bobsled or bobsled track or putting a bobsled and track testers at risk. Additionally, technology is used to build the precise computer models generated through the design process and aid in the actual construction of the bobsled.
Integrate Video in Instruction
As Part of the Day
Bellringer Play the video, muted, as students are getting settled on a day when the Related Science Concepts noted earlier are a focus. Ask them to reflect on what they think are important characteristics for a competition bobsled and how the bobsled’s design features are involved.
Compare and Contrast Replay the video segment from 3:42 to 4:04, which shows designers using computer models to develop and test the bobsled design. Have the students evaluate the computer modeling design process from a cost/benefit perspective.
Explain Show the video in its entirety. Introduce the idea of models and modeling as a practice of science and engineering.
The above lesson came from the following site:
http://www.nsf.gov/news/special_reports/winterolympics/bobsleds.jsp
Science and engineering of the Olympic Winter Games: Engineering faster and safer bobsleds
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.
Ask students to watch the following website: (http://www.olympic.org/bobsleigh-equipment-and-history)
For homework, have the students identify four ways a bobsled could be modified to increase the velocity of the sled without violating any of the rules and requirements.
The rules for Olympic bobsledding can be found at http://sports.yahoo.com/news/rules-requirements-olympic-bobsledding-200200099.html).
Connect to Science
Science concepts described in this video include force, mass, acceleration, friction, velocity, surface area, drag, and gravity. The use of models and modeling is made explicit within the design process of the bobsled and the bobsled track. The video emphasizes design considerations related to weight distribution, the materials used to build the bobsled, and the bobsled’s contact with the track with the intent of building the fastest possible bobsled.
Connect to Technology
The video highlights technology used to model both the bobsled design and the design of the track, which allows the scientist to predict outcomes without investing time and money in building a bobsled or bobsled track or putting a bobsled and track testers at risk. Additionally, technology is used to build the precise computer models generated through the design process and aid in the actual construction of the bobsled.
Integrate Video in Instruction
As Part of the Day
Bellringer Play the video, muted, as students are getting settled on a day when the Related Science Concepts noted earlier are a focus. Ask them to reflect on what they think are important characteristics for a competition bobsled and how the bobsled’s design features are involved.
Compare and Contrast Replay the video segment from 3:42 to 4:04, which shows designers using computer models to develop and test the bobsled design. Have the students evaluate the computer modeling design process from a cost/benefit perspective.
Explain Show the video in its entirety. Introduce the idea of models and modeling as a practice of science and engineering.
The above lesson came from the following site:
http://www.nsf.gov/news/special_reports/winterolympics/bobsleds.jsp
Texas common core standards associated with lesson plan
http://www.tea.state.tx.us/index2.aspx?id=6148
Chapter 112. Texas Essential Knowledge and Skills for Science
Subchapter B. Middle School
§112.18. Science, Grade 6, Beginning with School Year 2010-2011.
(C) Force, motion, and energy. Energy occurs in two types, potential and kinetic, and can take several forms. Thermal energy can be transferred by conduction, convection, or radiation. It can also be changed from one form to another. Students will investigate the relationship between force and motion using a variety of means, including calculations and measurements.
(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:
(A) compare and contrast potential and kinetic energy;
(B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;
(C) calculate average speed using distance and time measurements;
(D) measure and graph changes in motion; and
(E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object.
http://www.tea.state.tx.us/index2.aspx?id=6148
Chapter 112. Texas Essential Knowledge and Skills for Science
Subchapter B. Middle School
§112.18. Science, Grade 6, Beginning with School Year 2010-2011.
(C) Force, motion, and energy. Energy occurs in two types, potential and kinetic, and can take several forms. Thermal energy can be transferred by conduction, convection, or radiation. It can also be changed from one form to another. Students will investigate the relationship between force and motion using a variety of means, including calculations and measurements.
(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:
(A) compare and contrast potential and kinetic energy;
(B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;
(C) calculate average speed using distance and time measurements;
(D) measure and graph changes in motion; and
(E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object.