Re-purposing Technology Lesson Plan Template
TE 831: Teaching School Subject Matter with Technology
Summary BoxLesson title: Golf Ball Drop Challenge
Prepared by: Jared Gish
Subject area: Physics (Projectile Motion)
Technology integrated: Lab quests w/ photogates and Flipcams.
Length of lesson: 2-3 class periods (45 minute periods)
Suggested grade level: 11th grade GT
Lesson Abstract: This lesson will be a lab investigation at the end of a unit on projectile motion. The lesson will incorporate the use of flip cams, in place of a traditional lab report. The lab is presented as a challenge/competition to the several groups. Students will be shown a ramp set up (see attached w.s.) at their stations and told we will roll a golf ball down the ramps and allow them to roll off the edge of the table. The challenge is to collect data and solve how far from the table the golf ball will land. Each group gets a paper target and must place the target EXACTLY where the ball hits the ground. Whichever group is closest wins a prize (extra credit, candy, or anything else).
Flip cameras are a rather easy technology to use, created with the purpose of creating video which can be easily transferred to a computer. The flip cams will be used by students to document the investigation that they are performing. The video documentation will take the place of a written lab report. At the start of the lesson students will be given the option of documenting as they work, most likely taking all of 2 periods, or perform the lab on the first day, and create a video report on the second. The purpose of creating a video lab report is it gives students a chance to report immediately on what they find, while it is fresh in their heads. It also gives them a chance to create a report with a group, allowing them to (hopefully) correct any mistakes that may have been typed into a written report. By collaborating with peers, and reporting immediately on findings, students should better retain and understand the information learned during the investigation.
Lesson Objectives:
· Students will distinguish the independence of motion in the vertical and horizontal directions and mathematically analyze the motion of a simple object.
· Students will collaborate to create a process for solving the presented problem, incorporating lab equipment already used in previous lessons.
· Students will collaborate to create video documentation of their process and their findings.
Student NETS Standards Alignment:
· Student NETS 1a – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students apply existing knowledge to generate new ideas, products, and processes.
· Student NETS 2a - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
· Student NETS 4b - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students plan and manage activities to develop a solution or complete a project.
Materials:
Flip cams, stop watches, labquests, meter sticks, masking tape, golf balls, text books (for ramp supports, not for knowledge), paper target, and computers to save video on.
Detailed Lesson Procedure:
Beginning (Day 1)
· Daily warm up: Explain what you know about the vertical and horizontal components of an object in projectile motion.
· Discuss student responses to the warm up. Lead students (if they did not already get there) to the fact that horizontal motion and vertical motion are independent of each other. The only component they share is time.
· Show students one of the ramp set ups at the lab stations (see attached worksheet) and briefly explain that we will be rolling golf balls down the ramp and calculating the point on the floor where the balls land. Explain that it will be done as a competition to get them engaged.
· Hand out the accompanying lab sheets, and video lab report rubric.
· With the students go over the lab sheet and explain what is expected of them during the investigation, including information on the video lab report.
Middle (Day 1-2)
· Students break up into groups and begin brainstorming what materials and procedure they will use to calculate the landing position of their golf ball. This is recorded on the lab sheet.
· Students meet with teacher to go over their procedure before getting their golf ball and heading to their lab stations.
· Students begin to experiment and collect data. Data should also be included on the lab sheet.
· Once students have collected data and mathematically solved for where the golf ball lands they get to run an “official” trial. The teacher should oversee this trial and mark on their target where the golf ball actually landed.
· Students then need to calculate their percent error and discuss what may have lead to any error they had.
· For the video lab report students have an option.
o Option 1: Students should be around the start of the second period and can begin to create their video report of their investigation. This should take most if not all of the second day.
o Option 2: Students can be filming during the entire lab investigation rather than simply doing it at the end. If this is the case, investigating and filming will be spread out together during both days.
· Students should follow the provided rubric to make sure they have included all necessary parts for the video report.
End (Day 3)
· Daily warm up: What did you enjoy/dislike about using the cameras to create a report rather than typing it?
· Inform students that we will now be watching the video reports and provide the following questions to think about while the videos are playing.
1. Did each group use the exact same method to calculate where their golf ball will drop?
2. Which group had the smallest percent error? What do you think helped lead them to this small error?
3. Do you think that the videos are a good means of recording and presenting information (especially when compared to a traditional lab report)?
· Watch each groups report with the students.
· When the videos are done discuss student responses to the three questions above.
Name______Per.______Date______
Golf Ball Drop Challenge
Problem: How far (horizontally) from the edge of our lab tables will a golf ball move, after rolling down a ramp, and off the edge of a table?
Your Challenge: Your challenge is to develop a way answer this question with your group, and then perform you process to actually answer the question. You will then place a target on the ground EXACTLY where the golf ball will hit. The closer you are to the target the better!!!
The set up for the lab is shown below.
1.) Hypothesize how far the ball will hit the floor (yes this is mostly a guess at this point).
2.) With your group brainstorm how you will answer the question presented. Below create a list of MATERIALS you will use to answer the question.
3.) Write down the PROCEDURE your group plans to follow. (Bullet points are fine)
3.) Fill in the data table below with any DATA that you plan to collect while you investigate.
4.) Perform any CALCULATIONS you need below. Continue on another piece of paper if you run out of room.
Video Lab Report
Group Members:______
Your group will need to turn in the worksheet titled “Golf Ball Drop Challenge” once it is completed. Along with this sheet, your group will create a video documenting your investigation, and your results.
The video will take the place of a traditional lab report (HOORAY NO WRITING!). Because the video is acting as the lab report, it needs to somehow incorporate all of the information our lab reports typically include. (See below).
While you are creating your video you are allowed, and encouraged!, to be creative, as long as the required information is included. Please don’t just have one group member talk at the camera…this is boring. Film some of your trials, equipment, hypotheses, etc.
Rubric
To receive full credit on this assignment your video needs to incorporate the following.
______(1 point) Introduction of group members.
______(2 points) Hypothesis.
______(2 points) Materials, and lab set up.
______(5 points)Explanation of procedure, and why key points are important.
______(3 points) Discuss collected data, and how you might use it.
______(6 points) Analysis: Percent error. What may have caused this error (whether large or small), what might you change next time you do the lab, etc.
______(6 points)Conclusion: What is the answer to the question, was your hypothesis correct/close, what have you learned/can you take away from this activity.
______(25 points) TOTAL