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Regina Vermina Cars

Context: This design technology physical science project was created for science education GS 4401 under the advisement of Jeff Goodman during Block II in the fall of 2007.

Impact: This project could be used in a classroom as part of a unit on motion and energy. This is especially conducive to 5th grade science curriculum in which they study forces and motion and its relation to technological design. This project would not only spark a lot of interest and enthusiasm in the subject of forces and motion, but would also give students hands-on experience with the material they were learning about.

Alignment:
Standard 2, Indicator 2-This standard was met because geometry, and especially measurement were pertinent to the designing and building of the vehicles. Measurement was also especially important in timing the cars as they were released from the ramp and measuring the distance traveled by the car as well as measuring things such as the height of the ramp.

Standard 2, Indicator 4-This standard was met because data on both the construction and velocity of the vehicles was systematically collected and analyzed. The data collected was organized and communicated through a series of diagrams, charts, and graphs.

Standard 3, Indicator 2-This standard was met because a basic knowledge of physical science was needed to construct the vehicles and test the time and distance they traveled when released from a ramp at varying heights. Through this project, the basic principles of the forces of energy were taught.

Standard 9, Indicator 4-This standard was met because the mathematical concepts of measurement and graphing were applied to the subject of science in a relevant way. Through this project, a connection between science, the forces of energy, and math, measurement and the mathematical presentation of data, were connected.

Standard 9, Indicator 5-This standard was met because graphic representations were used to organize, model and interpret the data collected on the vehicles.

Standard 15, Indicator 1-This standard was met because it encouraged underrepresented groups, such as girls or those people who are less academically inclined but more hands-on, to engage in both math and science through the engaging and educational activity of creating vehicles and testing them according to the forces of motion.

NETS-T Standard IIA-This standard was met because this project is easily modified to meet the needs of diverse learners. It deals mostly with numbers and does not require a high proficiency in English so it meets the needs of ELL students. For students who are younger or at a lower learning level, the vehicle can be modified so its assembly is easier and the testing of the vehicle can be modified to be more structured and controlled by the teacher.