Forces, Energy and Motion

1. Forces, Energy and Motion Robert Jesberg FETC Conference Orlando, FL January 28 – 31, 2014

2. Workshop Agenda • The Forces, Energy and Motion Set • Potential and Kinetic Energy Demonstration • Building Spring and Rubber Band Racers • Experimentation • Racing • Other Models in the Set

3. Forces, Energy and Motion Set • 442 K’NEX Pieces • Builds 11 models (4 at a time) • Supports 8-12 students working on four teams. • Includes gravity, rubber band, spring motor, battery motor, flywheel, and wind powered vehicles.

4. Key Concepts • Student Designed Experiments • Energy Transfer • Potential Energy • Kinetic Energy • Newton's Laws • Velocity and Acceleration • Graphing • Mechanical Systems • Motions and Forces • The Mathematics of Motion • Abilities of Technological Design • Design Challenges • Applied Simple Machine Technology • Systems, order, and organization

5. NSES Science Content Standards Alignment • Unifying Concepts and Processes • Systems - Evidence, models and explanation • Form and function - Change, constancy and measurement • Science as Inquiry • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry • Physical Science • Motions and forces • Transfer of energy • Science and Technology • Abilities of technological design • Understanding about science and technology

6. Next Generation Science Standards • Support an argument that the gravitational force exerted by Earth on objects is directed down.  • Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.  • Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.  • 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. • Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

7. ITEEA Standards Alignments • The characteristics and scope of technology • Inventions and innovations are the results of specific, goal directed research. • The core concepts of technology • Systems Thinking. • Different technologies involve different sets of processes. • The attributes of design • Design is a creative planning process that leads to useful products and systems. • Engineering Design • Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

8. NCTM Mathematics Standards • Algebra • Understand patterns, relations, and functions • Use mathematical models to represent and understand quantitative relationships • Analyze change in various contexts • represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules; • identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.

9. Common Core Math Standards • Ratios and Proportional Relationships • Analyze proportional relationships and use them to solve real-world and mathematical problems. • The Number System • Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. • Expressions and Equations • Use properties of operations to generate equivalent expressions. • Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

10. Energy Sources in the Set! • Gravity – Students will build cars to roll down ramps. • Rubber Bands – Students will build rubber band powered cars. • Springs – Students will build cars powered by spring motors. • Batteries – Students will build battery powered cars. • Flywheels – Students will power flywheels to move some cars • Wind Power – Students will use fans or the actual wind to power some cars.

11. Let’s Build! • Each pair will build a spring, rubber band or wind powered vehicle. • Follow the directions in the full-color Instruction Booklet. • When your model is complete, test it out on the floor.

12. Experimentation and Data Collection • Turn the wheels on your car to add one turn of potential energy and log how far the car moves when it is released. Now add two turns of energy, three turns, etc. • To assist in collecting data, there are strips of adding machine tape on the floor. • The tape has been marked with intervals of one meter to assist with your data collection.

13. Presenting Your Results • Design a technique to demonstrate your data and any trends that it suggests. • Implement the technique and prepare to present an explanation and graphic of what you discovered.

14. Experimental Summary • Time for exploration provided valuable information about the car and its limits. • The challenge provided direction to your brainstorming and experimentation. • Proof of success required sound experimental procedures and attention to detail. • Written results required organizational and presentational skills.

15. Let’s Get Ready to Race! • Take a few minutes to race your vehicle with one of the vehicles built by another group. • Did you win or lose? • How could you make your car more competitive? Brainstorm some ideas with your colleagues.

16. The Design Challenge • Your challenge is to describe a way to make your car more competitive. • Once you have decided how you can change your car, how will you know if it has performed better than the existing model?