GK-12 Sensors!
Portable Module

Title: Egg Paratrooper

Author: Wade Pinkham

Disciplines: Physical Science, Grades 5-8 Mathematics, Grades 5-8 Science

Introduction

This module is designed to re-enforce the concept of acceleration to the students. It will give them a hands-on experience with a lab, as well as give them an overview of the entire scientific process. In the classroom students are asked what they remember about acceleration (velocity and acceleration should already be covered– see Introduction to Velocity and Introduction to Acceleration modules by Wade Pinkham). Units of acceleration and appropriate use of units is discussed. A parachute made from a garbage bag is demonstrated in class. The students are asked to reason what would happen if the parachute was larger/smaller. Students pair up and make a parachute, one of three different sizes. The students are attempting to slow the acceleration due to gravity to save an egg that will be attached to their parachutes. The students had to time the drop at a minimum of three points on the way down. They were then asked to calculate the acceleration of the egg at the 3 different points. Finally, the students were asked to analyze the data and graph their results. This module will allow students to draw a graphical relationship between the acceleration of the egg and the size of the parachute.

Associated Maine Learning Results

SCIENCE AND TECHNOLOGY

I. MOTION
Students will understand the motion of objects and how forces can change that motion. All objects are in motion, at least at an atomic/subatomic level. By understanding how forces (e.g., gravity, friction, and magnetism) act on objects, they can predict their effects on the motion of the object.

J. INQUIRY AND PROBLEM SOLVING
Students will apply inquiry and problem-solving approaches in science and technology. Scientific inquiry, problem solving, and the technological method provide insight into and comprehension of the world around us. A variety of tools, including emerging technologies assist, the inquiry processes. Models are used to understand the world.

K. SCIENTIFIC REASONING
Students will learn to formulate and justify ideas and to make informed decisions. This involves framing and supporting arguments, recognizing patterns and relationships, identifying bias and stereotypes, brainstorming alternative explanations and solutions, judging accuracy, analyzing situations, and revising studies to improve their validity.

L. COMMUNICATION
Students will communicate effectively in the applications of science and technology. Clear and accurate communication employs appropriate symbols and terminology, models, and a variety of media and presentation styles. Communication includes constructing knowledge through reflection, evaluation, refocusing, and critically analyzing information from a variety of sources. Individuals and collaborative groups must communicate effectively.

MATHEMATICS

A. NUMBERS AND NUMBER SENSE
Students will understand and demonstrate a sense of what numbers mean and how they are used. Numbers are used to describe and interpret phenomena. Building a sense of number relationships is essential for developing the ability to deal with any set of numbers. Number sense involves understanding the meaning of numbers, relationships among numbers, relative number magnitudes, and the effects of operations on numbers. Skilled estimation is also an important component of number sense.

B. COMPUTATION
Students will understand and demonstrate computation skills. Understanding the fundamental operations of addition, subtraction, multiplication, and division is central to knowing mathematics. Proficiency in computational skills is essential to problem-solving and other mathematical activities. Estimating, evaluating reasonableness of answers, and obtaining accuracy in calculations are included in this proficiency. Understanding relationships in operations allows students greater facility with mental computation. Computational skill promotes efficient and confident learners.

C. DATA ANALYSIS AND STATISTICS
Students will understand and apply concepts of data analysis. We are faced with massive quantities of information which must be selected, sorted, and analyzed to reach conclusions. Sound decision making requires the ability to collect data effectively, organize data, discover patterns, summarize trends, make inferences, draw conclusions, and make predictions. The ethical use of statistics is a paramount concern in the Information Age.

F. MEASUREMENT
Students will understand and demonstrate measurement skills. Measurement is valuable as an integrating skill throughout the curriculum and in everyday life. The use of estimation is vital in determining the reasonableness of measurement. Measurement attributes (e.g., length, volume, minutes), units, and tools enhance the ability to describe and understand the world.

G. PATTERNS, RELATIONS, FUNCTIONS
Students will understand that mathematics is the science of patterns, relationships, and functions. Relationships are central to mathematical understanding. A study of patterns often reveals regularity, indicating the presence of a mathematical relationship. Studying relationships allows students to make generalizations and predictions about phenomena and occurrences.

Required Equipment

Procedure

The following steps should be followed for the students to complete the module. The number of classes the lab will take varies depending on period length in the different schools. The module is broken up into sections rather than days. Groups of 3 are recommended.

Intoduction to Acceleration:

1. Start by telling the students that they will be doing another fun project with acceleration. Ask what they remember about acceleration. Try to use examples from the previous lab if they don’t remember.
2. Review units of acceleration.
3. Review velocity if necessary
4. Write the equations a= V₂-V₁ / t₂-t₁ and V=d/t on the board.
5. Put an object in a parachute (make one yourself before the class) and drop it.
6. Ask the students how we might find the acceleration of the object at different points as it drops. It will not be obvious to them so walk them through this with questions like, “how do we find velocity” and “how do we find acceleration” how many velocity measurements do we need to get acceleration”.
7. Discuss how the size of the parachute may affect how fast the object falls.
8. 8. Explain that the students will be dropping an egg parachute and taking the time at 3 different points on it’s way to the ground so they can calculate it’s acceleration at the 3 different points. They will repeat the experiment 3 times for accurate results.

Making the Parachutes:

1. Demonstrate how the students should cut the trash bag (some have a seam that will rip very easily and only have to be cut on one side).
2. Assign each group of 2 a 30, 60, or 90 square centimeter parachute to make (this may change depending on dimensions of the trash bag).
3. Ask the students to measure out and cut the dimensions.
4. Each group should put a pencil hole through each of the 4 corners and re-enforce it with 2 paper life savers.
5. The string should be cut into 4 equal lengths and tied to each of the 4 corners.
6. Another pencil hole should be put through the corner of the sandwich bag. Re-enforce it with paper life-savers and tie the strings through the hole making sure they are equal length (it helps to tie the strings off at equal length before tying the sandwich bag on).
7. The parachute should be neatly folded and put away for the next class.

Experiment:

1. Quickly review acceleration and velocity.
2. Explain the entire activity to the students (to be explained below).
3. Give each group one egg a couple meter sticks and a roll of tape.
4. Assign the students to join 2 other groups so there is one parachute of each size in each group.
5. With the help of the instructor measure and mark off meters 0 to 4 on the dropping apparatus so timers can tell when to stop their watches.
6. Depending on liability issues the instructor should drop the egg parachutes.
7. Have 3 different students in the group start their watches as the instructor drops the egg parachute. Timer 1 should stop their watch after traveling 1 meter, Timer 2 after 2 meters, etc. so there are 4 times. This should be repeated 3 times for each parachute. Other students should record the data.
8. Have 3 different students in the group start their watches as the instructor drops the egg parachute. Timer 1 should stop their watch after traveling 1 meter, Timer 2 after 2 meters, etc. so there are 4 times. This should be repeated 3 times for each parachute. Other students should record the data.
9. If time permits an egg should be dropped without a parachute and timed for comparison (as well as fun!).

Lab Reports:

1. Give the students a proper lab report format and have them write up the introduction, theory, materials used, and procedures section. (This should actually be done before the experiment is completed).
2. Have the students graph the appropriate data. Proper graphing techniques should be discussed.
3. Have the students finish the lab report with a discussion of results and a conclusion.
4. Once everyone is finished give some good examples from the students’ lab reports to enforce what you were looking for in the lab report.

Expected Results

Students should gain full understanding of acceleration and velocity as well as the scientific process. The module should increase students’ interest in math, science and engineering. The students should also develop following instructions skills, calculation skills, experimentation skills, reporting skills, and presentation skills.

Some groups will finish faster than others. It is important to keep the progress as close as possible. Make sure all groups are staying on task or the module will take much longer. Because the parachute needs time to “catch air” and open the first time may be skewed, make sure the students understand this. Make sure the students aren’t using outlying data from times they recorded in the experiment. Times will vary some from trial to trial, but there should not be a large difference. If there is a large discrepancy in the graphs make sure they look at their data and figure out what may have gone wrong and explain what they can do about it. Don’t let students get out of hand with eggs in their hands.

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