Module 5: Sports

1. Module 5: Sports A special partnership between theGeorgia Department of Education and theEducational Technology Training Centers in support of the 8th Grade Physical Science Frameworks.

2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Sports General Task Friction is Fabulous; Inertia and Gravity are Grand

3. Standards Content S8P3. Students will investigate relationship between force, mass, and the motion of objects. b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction. Characteristics 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. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. b. Use appropriate tools and units for measuring objects and/or substances. c. Learn and use standard safety practices when conducting scientific investigations S8CS6. Students will communicate scientific ideas and activities clearly. . 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. 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. e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society.

4. Enduring Understanding: • Friction is the force that opposes motion when one object • comes in contact with another. • Essential Question: • How do you know if you are moving?

5. Sorting Shoes Work in groups to sort these shoes in order of least to greatest amount of friction they would create.

6. Rank each shoe; 1 = least friction and 7 = most friction

7. Rank each shoe; 1 = least inertia and 7 = most inertia

8. Click for Video

9. Take a look at these links How do you think friction is helpful in the following sports? Basketball: http://www.youtube.com/watch?v=p_CGxj3dHGA  Auto Racing: http://www.youtube.com/watch?v=3wKkeSDUoFc Ice Hockey: http://www.youtube.com/watch?v=CwOT9VVzzVA  Ocean Surfing: http://video.google.com/videoplay?docid=1041053573910778617 Air Surfing: http://www.metacafe.com/watch/258066/air_surfing/ Skateboarding: http://www.youtube.com/watch?v=3_1Y8UoLIu4

10. Friction Rub your hands together What do you notice?

11. Friction Lab part A • Using shoes that were collected by the teacher (ballet shoes, cleats, running shoes, wrestling shoes, track spikes, soccer shoes, bowling shoes, ice skates, roller blades) investigate the effect of surface type and shoe sole on friction. • Surface 1 – Carpet floor • Surface 2 – Tile floor • Surface 3- Wood floor • Attach the spring scale to each shoe with a string and gently pull each shoe a pre-determined distance using a spring scale calibrated in Newtons. If your spring scale is calibrated in grams you can convert by changing grams to Kg and multiply by 9.8 m/s/s. • Graph the results. • Which combination of surfaces (shoe type and surface type) produced the largest reading on the spring scale? • Which combination of surfaces produced the most friction? Explain. • What is your definition of friction? • Which combination of surfaces produced the least amount of friction? Why?

12. Friction Lab part B • Using shoes collected from your lab group, pull each shoe a pre-determined distance across the surfaces used in Part A using a spring scale calibrated in Newtons. If your spring scale is calibrated in grams you can convert by changing grams to Kg and multiply by 9.8 m/s/s. • Graph the results. • Now wet the bottom of the shoe with a paper towel. Repeat the experiment. Record your results. • 1. Which combination of surfaces (shoe type and surface type) produced the largest reading on the spring scale? • 2. Which combination of surfaces produced the most friction? Explain • 3. Which combination of surfaces produced the least amount of friction? Why? • 4. How do ‘wet’ soles affect friction?

13. Friction Lab part C Create a balloon jet/rocket What you need: Balloon, string, fishing line, wire, tape, drinking straw, measuring tape, and stop watch. • Thread the string through the straw • Tie the string tightly between two chairs • Blow up the balloon • Tape the balloon to the straw • Measure the diameter of the balloon • Release the balloon and have a student time how long it takes for it to travel the distance from one chair to the next. • Repeat the experiment using the fishing line and wire. Make sure to check the diameter to insure the balloon is the same size and has the same amount of air for each run, as well as keep the chairs the same distance. Repeat the experiment after changing the trajectory of the string to reflect an incline in the balloon’s path (tape one end of the string to the chair and the other end to an elevated point in the room).

14. Application Questions • Draw a diagram to represent the forces that produce the movement in scenario Part A, B, or C. Remember the movement will occur in the direction of the larger force. Remember to label your forces. When motion occurs, we have (balanced, unbalanced) forces. • Explain how forces help us walk.  • In what situations would someone want to decrease friction? • Name a situation where there are balanced forces. Draw a diagram (using arrows) to demonstrate the balanced forces. How does this happen on a soccer field or a football field? Explain.

15. Application Question #1 Draw a diagram to represent the forces that produce the movement in scenario Part A, B, or C. Remember the movement will occur in the direction of the larger force. Remember to label your forces. When motion occurs, we have (balanced, unbalanced) forces.

16. Application Question #4 4. Name a situation where there are balanced forces. Draw a diagram (using arrows) to demonstrate the balanced forces. How does this happen on a soccer field or a football field? Explain.

17. Teacher Reflection What were the “Big Concepts” in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students’ understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?