ReginaVermina's Car Test

Context: My partner, Jessie Snamon, and I created a vehicle out of poster board, CDs, hot glue, and staples that would best suit a theme park suited for worms. Our goal was to construct a vehicle that was safe as well as thrilling for the vermin. We recorded data as our vehicle rolled down a ramp at various heights and determined its distance as well as the time it took for it to stop. We measured from the heights: 0 cm, 20 cm, 40 cm, and 60 cm. We concluded that 40 cm was the best height since it was the height at which the vehicle traveled the furthest. We recorded our data as we tested each height three times. We recorded the distace, the time, and the velocity for each height. The purpose of this science experiment was for us, as students, to think critically and to construct a vehicle by using our prior knowledge to formulate the best vehicle for safety, distance, and time.

Impact: This assignment allows for students to ponder on their own the necessary factors that go into certain science processes. To understand how energy is transferred and the factors that assist in creating an object to move further along the ground in a timely manner are the main objectives. It is important for the student to relate their prior knowledge to this project in order for them to get the most out of it.

Alignment: The instructor wants to create a lesson that mingles the student's prior knowledge with new thoughts that will create a product with promising effects. It is not about simple facts, but the purpose is for the student to attempt to construct a scientific experience through trial and error and scientific assumptions that relate to the specific scientific process.

-Standard 2, Indicator 2: I have met this standard by creating  a car and measuring all sides and distances with a meter stick, using grams to measure weight, and calculating the volume of the car.

-Standard 2, Indicator 4: I have met this standard by constructing different graphs based on velocity, distance, and time.  The data was collected and put in three different tables.

-Standard 3, Indicator 2: I have met this standard by describing the different  forces that effected the motion of our car, including gravity, heat, and other types of energy.

-Standard 9, Indicator 4: I have met this standard by completing the job and integrating science with math.

-Standard 9, Indicator 5: I have met this standard by creating graphs that detail the differennces in the measurements I collected.

-Standard 15, Indicator 1: I have met this standard by using CDs, poster board, wooden dowels, hot glue, and paper clips to create a moving car. This assignment will allow for students to work on a hands-on  science project  relating  with force and motion. By working in small groups or pairs, all students will have an opportunity to be engaged in this

-NETS-T IIA: I have met this standard by using a site on the Internet that allows for users to create well formed graphs. The program used to create the graph is very user-friendly and learners will be able to utilize this technology tool.