Context:This assignment was completed for GS 4401 under the instruction of Dr. Jeff Goodman in the fall of 2007. The technology used to complete this assignment was Microsoft Word and an online graphing program.

Impact: This project was used to show and explain the science behind velocity. Through graphs and diagrams students were able to visualize how the velocity changes when the car is released at different heights on the ramp. Students were also able to describe the mathematical concepts for calculating velocity and how these mathematical relate to science.

Alignment:

I met Standard 2 indicator 2 by using geometry and measurement to determine the correlation between the height of the ramp and the distance the car traveled.

I met Standard 2 indicator 4 by collecting data from the Ragina Vermena cars and graphing this data to show the relationship between height and distance. I also estimated data using the graph to determine different velocities.

I met Standard 3 indicator 2 by gaining a basic knowledge and understand of forces of motion through experimenting with the cars using a ramp and measuring the distance the car traveled at different heights. I was also able to visualize this information through graphs.

I met Standard 9 indicator 4 by integrating mathematics into science through velocity. I used mathematical equations and graphs to calculate velocity.

I met standard 9 indicator 5 by using graphs to calculate and indicate velocity as it relates to height and distance traveled.

I met Standard 15 indicator 1 by using everyday materials to make cars and by catering to the kenisthetic learner through actually testing the cars on ramps at different heights. Students were able to move around and experiment hands on.

I met NETS-T Standard II A by using Microsoft Word and other graphing programs to explain and show velocity.