OVERVIEW: RAT RACE!

AUTHOR(S):  Ms. Trista Hathaway and Mrs. Carolyn Jose

VITAL INFORMATION

Subjects:

Mathematics and Science

Grade/Level:

8

Time Required:

Unit can be completed using six- 45 minute classes, or three- 90 minute blocks

 

Objective(s):

The students will be able to:

  • Identify basic geometric solids within automotives
  • Identify simple machines and discuss their uses
  • Construct a mouse trap powered vehicle
  • Collect data involving time and distance
  • Calculate speed and acceleration
  • Graph speed and acceleration
  • Predict using graphs
  • Explain how geometry can be/is used in the automotive design process

 

Summary:

Students will be exposed to simple machines and geometric solids.  After discussion of simple machines, students will view a VRML model of a car and discuss machines found.  Students will also discuss geometric solids and properties and locate solids in the VRML model.  Students will then use geometric concepts and simple machines to build a mousetrap car.  Cars will then be raced and speed and acceleration will be computed and graphed.  Students will report on their findings and use the graphs to make predictions on winners using trends.

IMPLEMENTATION

 

Learning Activities:

Making Life Easier! :Science Lesson 1

And We’re Rolling! :Math Lesson 2

 

Resources and Unit Handouts:

 

DocFizzix.  MouseTrap Powered Vehicles.  2004-2008.  http://docfizzix.com/shop/vehicle-kits/k700df.shtml

 

ED Heads Activate your minds. Simple machines. 2000-2008.  http://www.edheads.org/activities/simple-machines/index.htm

 

Hasboro.  MouseTrap.  2008.  http://hasboro.com/default.cfm?page=browse&product_id=9461

 

ParallelGraphics, How Your Car Works. 2000-2008  http://www.parallelgraphics.com/products/cortona/carconstr/

Simple machines quiz. Date Unknown.  http://www.coe.uh.edu/archive/science/science_lessons/scienceles1/test.htm

The EdVenture Group.  2008.  http://www.MyNextHorizon.org social networking site

University of Michigan Virtual Reality Laboratory at the College of Engineering.  Virtual Prototyping of Automotive Interiors.  December 2002.  http://www-vrl.umich.edu/project/automotive/

Whetzel, David.  Math and Auto Racing- Mathematics is at the heart of Designing, Driving, and Drivers.  June 9, 2008.  http://homeschooling.suite101.com/article.cfm/math_and_auto_racing

Wong, Nicholas.  Geometry in Automotives.  Date Unknown. http://www.geocities.com/Factory6987/Geometry.html

Teacher References:

Simple Machines PowerPoint created by Mrs. Carolyn Jose

 

 

 

STANDARDS

WV CONTENT STANDARDS AND OBJECTIVES:

SCIENCE

http://wveis.k12.wv.us/nclb/Content/public/cso/popUp.cfm

    SC.O.8.2.23     graph and interpret the relationships of distance versus time, speed versus time, and
                                acceleration versus time.

    SC.O.8.2.25      illustrate and calculate the mechanical advantage of simple machines.

    SC.S.8.2 

·      demonstrate knowledge, understanding and applications of scientific facts, concepts, principles, theories and models as delineated in the objectives.

·      apply knowledge, understanding and skills of science subject matter/concepts to daily life experiences

MATH

http://wveis.k12.wv.us/nclb/Content/public/cso/popUp.cfm )

M.O.8.2.9

represent and solve real-world grade-appropriate problems using multiple strategies and justify solutions.

M.O.8.2.10

identify a real life problem involving change over time; make a hypothesis as to the outcome; develop, justify, and implement a method to collect, organize, and analyze data; generalize the results to make a conclusion; compare the hypothesis and the results of the investigation; present the project using words, graphs, drawings, models, or tables.

USA - 21ST CENTURY LEARNING SKILLS & ICT LITERACY

SCIENCE

21C.S.5-8.3
Standard 3: Personal and Workplace Skills  The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact prod

21C.O.5-8.3.LS. Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.

21C.O.5-8.3.LS.5 Student exhibits interpersonal and problem-solving skills when in the role of leader. He/she helps others stay focused on the goal, monitors progress of the group, and successfully moves the group toward the goal.

MATH

http://wveis.k12.wv.us/nclb/Content/public/21C/popUp21.cfm )

 

21C.S.5-8.3
Standard 3: Personal and Workplace Skills

The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.

 

21C.O.5-8.3.LS.1

Student manages emotions and behaviors, engages in collaborative work assignments requiring compromise, and demonstrates flexibility by assuming different roles and responsibilities within various team structures.

21C.S.5-8.2
Standard 2: Thinking and Reasoning Skills

The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools.

 

 

 

21C.O.5-8.2.LS.2

 

 

 

Student draws conclusions from a variety of data sources to analyze and interpret systems.

21C.O.5-8.2.LS.3

Student engages in a problem solving process that divides complex problems into simple parts in order to devise solutions.

NATIONAL STANDARDS

SCIENCE

NATIO http://www.nap.edu/readingroom/books/nses/html/6d.html#csa58NAL STANDARDS

TEACHING STANDARD B:
Teachers of science guide and facilitate learning. In doing this, teachers

·         Focus and support inquiries while interacting with students.

·         Orchestrate discourse among students about scientific ideas.

·         Challenge students to accept and share responsibility for their own learning.

·         Recognize and respond to student diversity and encourage all students to participate fully in science learning.

·         Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

Coordinating people, ideas, materials, and the science classroom environment are difficult, continual tasks. This standard focuses on the work that teachers do as they implement the plans of Standard A in the classroom.

MATH

http://www.education-world.com/standards/national/math/algebra/6_8.shtml )

NM-ALG.6-8.3

Use mathematical models to represent and understand quantitative relationships

  • model and solve contextualized problems using various representations, such as graphs, tables, and equations.

NM-ALG.6-8.4

Analyze change in various contexts

  • use graphs to analyze the nature of changes in quantities in linear relationships.