Rationale for Regina Vermina Cars

DPI Standards:

Standard 2, Indicators 2 and 4

Standard 3, Indicator 2

Standard 9, Indicator 4 and 5

Standard 15, Indicator 1

NET-S Standards

Standard IIA

Context

            At the beginning of this project, my partner and I drafted our idea by drawing it on paper.  Then, we cut the vehicle’s main frame out of cardstock.  We made sure to make the measurements that would be logical for the size.  Then, we cut the wooden dowels to fit the car and also hold up the wheels.  The wheels were hot glued on to the dowels, so they would be able to make the vehicle roll.  Once the car was done, we weighed it out to see how heavy it was.  Then, we tested them out on ramps.  There were three ramp heights that we tested out, 0, 30, and 60 degrees.  We tested the car three times at each height.  We timed from when the car hit the floor, from the ramp, to when it stopped completely.  Then we measured the distance that it traveled.  After all the tests were done, we made a table showing the distance traveled and the time of travel.  With this information, we then made graphs to show the difference in the height of ramps.  

Impact

            This lesson will help me in the future if I teach an upper elementary class.  It allows the class to incorporate physical science and math into the same lesson.  It also allows the students to have the chance to build their own structure and then test it out.  I feel that this is important to let children do this.  It gives all students the chance to excel.  Some students work well with their hands and not with books and vise versa.  So if students are paired up, they will be able to have the best of both.

Alignment

            During this project, many standards were met.  Standard 2, Indicator 2 was met by measuring out the dimensions of the car, while we were constructing it.  While we were testing them out, we also measured and timed the distance traveled with a meter stick.  Indicator 4 was met by recording the data during the test runs in a chart and then making graphs out of the information that we collected.  DPI Standard 3, Indicator 2 was met by doing the whole project.  We were able to show our physical science knowledge by understanding the forces of motion and the sources, forms, and conservation of energy.  The systems of measurement, analysis, and interpretation of data are also parts of physical science and we used them when we were writing up our report.  We had to use all of the physical science information while doing the report because we had to understand how the car went the speed that it did depending on the height of the ramp.  Standard 9, Indicator 4 was met by involving math into this science lesson.  We saw how math has to do with everything around us.  We were able to relate it to other areas, like science.  Indicator 5 was met by using the charts and graphs to present our data in a math and science way.  Standard 15, Indicator 1 by doing a lesson that incorporates math and science with the resources around the classroom.