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Science: Motion & Design Lesson 6 Evaluating Design: Looking at RUBBER BAND ENERGY

Science: Motion & Design Lesson 6 Evaluating Design: Looking at RUBBER BAND ENERGY. Ms. Grable & Ms. Steinke’s Science Lab. Photo by John Whiles. Website?. You can go to the classroom Science webpage to see your group challenge vehicles, you can share at home if you have internet access.

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Science: Motion & Design Lesson 6 Evaluating Design: Looking at RUBBER BAND ENERGY

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  1. Science: Motion & Design Lesson 6 Evaluating Design: Looking at RUBBER BAND ENERGY Ms. Grable & Ms. Steinke’s Science Lab Photo by John Whiles

  2. Website? • You can go to the classroom Science webpage to see your group challenge vehicles, you can share at home if you have internet access. • Look at past and future lessons (to mentally prepare, review, and learn) • Find links to neat Science websites • Find GAMES and links to VIDEOS • Science webpage

  3. Purpose • Student Learning Targets: “I can understand what energy is” “I can evaluate rubber band energy”

  4. Vocabulary Defined • Energythe capacity for doing work. The sun’s energy allows plants to grow and make sugars and convert light energy into usable chemical energy. Wind energy can move a sailboat. • Potential Energyis stored energy, ready to be released. An example would be a ball at the top of a hill, it would have potential energy, as the ball is pushed or released down the hill, that energy changes to kinetic energy. • Kinetic Energyis the energy of motion, can be mechanical energy.

  5. More about Energy TYPES OF ENERGY CHANGE OF ENERGY CHANGE OF ENERGY IN A GENERATOR

  6. Schedule • Today we are going to; • 1: Meet in LETTER groups • 2: Experiment in the hall or lunch room with rubber band energy to self propel the vehicles • 3: Observe the prescribed way to use the rubber bands. • 4: Follow instructions of how to use the rubber band to propel the vehicles • 5: Answer Questions in your journal and clean up

  7. Journals • In Lesson 6, please be sure to include headings: • TITLE: Rubber band energy • Record any predictions and observations, these help me to assess and evaluate your knowledge and thinking process. • Answer Questions 1-3 .

  8. SAFETY • As always, be careful of moving parts, keep your hair tied back • MOST IMPORTANT, is the use of the rubber bands. If you misuse a rubber band, your will automatically owe me 15 minutes and a paragraph about safety. • NO snapping or shooting rubber bands, be especially careful of your eyes. • Please be mindful of other groups and be as quiet as possible while experimenting.

  9. Groups Teams: • A meet at table group 1 • B meet at table group 2 • C meet at table group 3 • D meet at table group 4 • E meet at table group 5 • F meet at table group 6 • G combine desk # & # near the computers • H meet at the back tables • I (use clipboards) and meet in the reading corner • Each group will need 1 bucket, their vehicle, 2 rubber bands, your worksheet, your journals, and pencils. You may request a measuring tape and stopwatch.

  10. I am a Scientist Today! • I am engaged in the lesson to gain knowledge • I want to become an expert in motion and design • I make predictions • I conduct experiments • I observe and record • I take responsibility for my learning by seeking more information and researching new ideas and questions.

  11. Video

  12. Questions to Answer in Your Journal (Lesson 6): • 1.) When you wound the rubber band in opposite directions (over then under the axle) what did you observe? • 2.) A) Describe when your rubber band had potential energy. B) Describe when your rubber band had kinetic energy (energy of motion). • 3.) Did you time your vehicle or measure a change in distance? How far or fast did your vehicle go? (Please be sure to include what trial or method you used, i.e. winding rubber band over the fixed axle)

  13. “Exit Ticket” • Lesson materials are cleaned up and put away • Questions are completed

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