Pawtucket Red Sox and
Rhode Island College
600 Mt. Pleasant Avenue, Providence, RI 02908
tel: 401.456.8039 / fax: 401.456.9513
http://www.ric.edu
Science
Focused Lesson Plans and
Extended Ideas
Pawtucket Red Sox
Curriculum Guide
Lesson Plan 1
“The Greatest Distance is Sound”
Focus
A player can tell if the ball will go a long distance by the sound that the ball makes when the ball is hit
by the bat. Ted Williams used to say that he could tell how far the direction a ball was hit with his eyes
closed by just listening to the sound of the contact. Can you find that “sweet spot” (percussion spot)?
Materials
Hammer or piece of wood the size of a hammer
Baseball Bat (Aluminum and Wooden)
Masking tape
Ruler
Procedure
1. Crouch down and hold the wooden bat horizontally in front of you. Have a friend drop a ball on
the bat so it hits various points on the bat. Watch how the ball bounces each time. Mark with a
small piece of tape where the ball bounces the highest. Repeat the same procedures with an
aluminum bat.
a. Where on the bat does the ball bounce the highest?
b. When a moving ball hits a moving bat will the combined energy launch the ball as far as
possible into the park or will some of the energy be wasted? Explain where the ball needs
to be hit to maximize the energy and why.
2. To find one of the “sweet spot” on a wooden baseball bat, hold the bat, hanging down, loosely
between your thumb and index finger, jut below the knob on the bat’s handle. Have a friend tap
the bat gently with a hammer, starting at the fat end and moving toward the handle. (You can
also do it yourself, although it’s easier and more fun with a friend). Repeat the same procedure
with an aluminum bat accept you need to hold the aluminum bat 1/3 of the way from the top.
You should feel a vibration in your fingers whenever the bat is struck, except when the “node”
(sweet spot) is hit; then you’ll feel nothing. You may also notice a slightly different sound when
the node is struck.
a. What did you notice about the sound of the wooden bat each time you hit it?
b. Was there a difference in sound between the wooden and aluminum bats?
c. Where is the spot that makes the clearest, most solid sound? Was this the same for both
the wooden and aluminum bats? Why or why not?
d. Measure how far this spot is from the thick end of the bat (inches or cm, mark this with
masking tape). Was this the same spot from where the ball bounced the highest? Why or
why not?
e. Why do you think this spot is called the “center of percussion?” (Hint: Which band
instruments are called percussion instruments?)
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At the Game
1. Observe the sound that PawSox players’ bats make. Are these sounds different from the
sounds of your bat? Do ground balls sound different than fly balls?
2. Have various students close their eyes for one batter. Have these students attempt to determine
the distance that the ball traveled based on the sound of the bat and whether it was a ground
ball or a fly ball. Have your students track the differences between their “estimate” and the
actual distance of the ball.
Beyond the Game
1. Graph the difference between the estimate of how for the ball went and how far it actually
went.
2. Experiment with other sports equipment (e.g., tennis racket, racquetball racket, ping pong
paddle, hockey stick, whiffleballs ball bat, broomstick, golf club etc.) by dropping a ball onto
the piece of equipment as done above to find the “center of percussion.” Graph your findings.
Did each piece of equipment have a “sweet spot”? Why or why not?
3. Why do professional players use wooden bats whereas collegiate players down through little
league use aluminum bats? Note that collegiate baseball players are now slowly being required
to switch from aluminum bats to wooden bats. Why?
Standards Addressed
Rhode Island GSE’S
¾
¾
¾
¾
PS1(K-4)INQ-1
PS1(5-8)INQ+POC-2
PS3(5-8)INQ+POC-8
PS3(9-11)POC-9
23
Lesson Plan 2
“The Center of Gravity”
Focus
Baseball players use a variety of bats. Some players use heavy bats and other use lightweight bats. How
does the length and weight of a bat affect the center of gravity? Why is the center of gravity important
to baseball players (fielders as well as batters)? Center of gravity is the point where an object or
person’s upper weight equals its lower weight.
Materials
Variety of baseball bats
2 feet of string
Procedure
1. On every bat, there is a spot where the weight is concentrated. This spot is called the center of
gravity (COG). The students can find the spot by following the directions.
a. Instruct the students to predict where they think the COG may be located (use the same bats
as in Lesson Plan 1).
b. Take the string and tie it to the bat somewhere around the middle. Make the knot loose
because you may need to slide the knot up and down the bat.
c. Let the bat hang horizontally from the string so that the bat becomes balanced. This is the time
when the knot should be adjusted to enable the bat to hang balanced.
d. When the knot becomes balanced, measure the distance from the thick end of the bat to the
place at which the knot balances the bat. This spot is the COG for the bat (mark with masking
tape).
e. Have students study data and determine the relationship between the increase in the size of bat
and the distance the COG is from either end. Put into ratio form. Graph the relationship
between the bat’s COG and size of the bat.
f. Compare your own sweet spot measurement (from Lesson Plan 1) with the COG (from
Lesson Plan 2). Were they the same? Why or why not?
g. How far off were students from their predictions?
h. Explain why the COG is important to a batter?
2. Fielders and base runners can manipulate their COG to help them begin to move or to move
quicker. A player’s COG is the imaginary point where his upper body weight equals his lower body
weight (usually somewhere near the belly button). Stand in a very balanced position – COG is in
the middle of your base of support (BOS). Have a partner lightly push you so you lose your
balance.
a. What can you do to your COG and BOS to make sure you do not lose your balance?
b. Does an infielder ever take a similar position? When? Why?
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3. Find a way to position your body so that you can move in a certain direction quickly.
a. Describe how you manipulated your COG and BOS
b. When do baseball players manipulate their COG and BOS for the same result?
At the Game
1. Observe players’ baseball bats as they step up to home plate. Which players appear to have the
largest baseball bats? Does this players’ personal and baseball statistics justify him using this bat
size?
2. Observe outfielders and infielders, what position to they take to be able to move once the ball is
hit? Describe their COG and BOS.
3. Observe a baserunner, what position does he take to get to the next base quicker? Where is his
COG?
4. Describe the pitcher’s COG and BOS as he goes through his pitching motion.
5. Describe the baserunner’s COG and BOS as he takes a lead off a base.
6. Describe the catcher’s COG and BOS as he receives a pitch.
7. Describe the catcher’s COG and BOS as he prepares to tag a runner out at home.
8. Describe the batter’s COG and BOS as he awaits the pitch.
9. Describe the batter’s COG and BOS as he goes through his swing motion.
Beyond the Game
1.
2.
3.
4.
5.
6.
7.
What other careers require materials that are perfectly balanced? List those materials.
Discuss reasons why different players use different size bats. (Appendix 2.1)
When would you want to have a lower COG?
When would you want to have a higher COG?
When would you want to have your COG in the middle of your BOS?
When would you want your COG to be on the edge of your BOS?
Where is your COG when you are falling?
Standards Addressed
Rhode Island GSE’S
¾
¾
¾
¾
¾
PS1(5-8)INQ-1
PS1(5-8)INQ+POC-2
PS3(K-4)INQ+SAE-7
PS3(5-8)INQ+POC-8
PS3(9-11)POC-9
25
Appendix 2.1
BASEBALL BAT SIZES
Boys Batter’s Height
Weight in pounds
3’5” – 3’8”
3’9” – 4’
4’1” – 4’4”
4’5” – 4’8”
4’9” – 5’
5’1” – 5’4”
5’5” = 5’8”
5’9” – 6’
Under 60
61 – 70
71 – 80
81 – 90
91 – 100
101 – 110
111 – 120
121 – 130
131 – 140
141 – 150
151 – 160
Over 160
27”
27”
28”
28”
28”
29”
29”
29”
29”
28”
28”
28”
29”
29”
29”
29”
30”
30”
30”
30”
29”
29”
29”
29”
30”
30”
30”
30”
30”
30”
31”
31”
29:
29”
30”
30”
30”
30”
30”
30”
31”
31”
31”
31”
30”
30”
30”
31”
31”
31”
31”
31”
31”
32”
32”
31”
31”
31”
31”
31”
32”
32”
32”
32”
32”
32”
32”
32”
32”
32”
33”
33”
33”
33”
33”
34”
34”
34”
5’5” = 5’8”
5’9” – 6’
Girls Batter’s Height
Weight in pounds
3’5” – 3’8”
3’9” – 4’
4’1” – 4’4”
4’5” – 4’8”
4’9” – 5’
5’1” – 5’4”
Under 40
41 – 45
46 – 50
51 – 60
61 – 70
71 – 80
81 – 90
91 – 100
101 – 110
111 – 120
121 – 130
Over 130
26”
27”
27”
27”
28”
28”
29”
29”
27”
28”
28”
28”
29”
29”
30”
30”
30”
31”
31”
28”
29”
29”
29”
30”
30”
31”
31”
31”
32”
32”
32”
30”
30”
30”
31”
31”
32”
32”
32”
33”
33”
33”
31”
32”
32”
33”
33”
33”
34”
34”
34”
33”
34”
34”
34”
34”
34”
34”
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Lesson Plan 3
Why Do Curve Balls Curves?
Focus
Baseball pitchers use a variety of pitches to try to get the batter out. Why do some pitches break and
others spin?
Materials
Pencil
Beach ball
Baseball
Stopwatch
(Attention: attempting these throws with a regular ball is not recommended due to the possible side effects
the motion may cause a child).
Procedure
1. Hold the beach ball in outstretched hand. Bring the other hand up closest to the body, the way you
would if you were hitting a volleyball, but instead hitting the ball on the center of the ball, let the
flat part of your hand hit it on the left side as your hand passes it. It’s almost as if you were grazing
the side of the ball, but hard. Try this experiment 3 times inside and three times outside trying to
hit a target 12 feet away.
a. What pathway did the ball take once you hit the ball this way?
b. What was the biggest difference in the pathway the ball took between striking the ball inside
and outside?
c. Explain how the point of contact makes the ball travel in different pathways inside and outside.
2. Hold the ball the same way this time striking the ball as if you were hitting a volleyball in the middle
of the ball. What pathway did the ball take once you hit the ball this way? Try this experiment 3
times inside and three times outside trying to hit a target 12 feet away.
a.
b.
c.
d.
What pathway did the ball take once you hit the ball this way?
Was there a difference in the pathway the ball took between striking the ball inside and outside?
Graph your 6 hits and compare the differences between experiment A and B.
Relate to hitting or throwing a baseball.
3. Imagine yourself as a baseball with the numbers of a clock on the edges of the ball. Foam balls are
also good for trying out a few curves. Grip the ball with your thumb, index and middle finger (your
thumb should start at 3:00 o’clock). Throw the ball and just prior to the release turn your hand so
your thumb ends at 12:00 o’clock. Try this three times.
a. What pathway does the ball travel?
b. How did the ball bounce once in landed?
c. How does throwing a foam ball differ from throwing a baseball? Explain your results.
27
At the Game
1. Collect sample data from the following:
a. total number of off speed pitches the pitcher threw in every even inning.
b. total number of times a batter tried to hit an off speed pitch and missed in every odd inning
(the ball was coming into the plate straight and then curved at the last minute).
c. total number of times the batter hit an off speed pitch in every odd inning.
d. total number of times the ground ball “hopped” as the player was trying to field the ball.
e. total number of times the hop due to an off speed pitch the batter hit.
Beyond the Game
1. Graph all off speed pitches verses any other pitch the pitcher threw at the game (you can get the
total pitch count of the pitcher in the box scores in the daily paper).
2. What outside forces may have affected your findings (weather, where the batter was standing in the
batters box, where the fielder was standing, etc.)?
3. Did you notice a difference between how the ball bounced on the field verses how the ball
bounced in experiment C? Explain.
Standards Addressed
Rhode Island GSE’S
¾ PS3 (K-4)INQ+SAE-7
¾ PS3(5-8)INQ+POC-8
¾ PS3(9-11)POC-9
28
Lesson 4
“Newton’s Laws of Motion and Baseball”
Focus
Newton’s Laws of Motion:
1. An object which is at rest will remain at rest and an object in motion will stay in motion, at the
same speed and in a straight line, unless acted on by a force.
2. When a body is acted upon by a force it’s resulting acceleration (change of speed) is proportional to
the force and inversely proportional to the mass.
3. For every action there is always an equal force that acts in an opposite direction.
How far and how fast a ball is thrown depends on how much force is put on a ball with a certain mass.
Force = product of the mass of an object and speed with which it moves; Mass = the amount of body
matter which resists a change in motion; Acceleration = rate of change in velocity or speed; A = F/M
more force = more acceleration; less mass = more acceleration.
Materials
1 basketballs
baseball
2 wiffleballs
measuring tape
foam ball
Procedure
Place a basketball and wiffleball as targets, approximately 10-12 feet away from a starting line, so they are
about 3 feet apart from each other. Using the same amount of force (how hard you roll the ball), try to
move the target basketball by rolling the wiffleball, foam ball and baseball at each target ball from the
starting line. Measure the distance each target ball (wiffleball and basketball) moved when hit by the rolled
ball (wiffleball, foam ball, baseball).
Make bar graphs to show the distance each target ball (wiffleball and basketball) moved when hit by the
rolling balls.
Which target ball moved the greatest distance? Why? Which rolled ball moved the target balls the greatest
distance? Why?
Choose one ball (wiffleball, foam ball or baseball) and try to move the basketball by rolling it on the ground.
Other than getting closer, what can you do (using Newton’s Laws of Motion) to move the basketball the
greatest distance? List three predictions then try it.
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At the game
Watch the outfielders when they catch a fly ball. What do they do to throw the ball farther? Harder?
Watch the pitcher. What does he do to throw the ball harder?
Beyond the game
Can you identify several other sporting activities which demonstrate one or more of Newton’s three laws of
motion?
Can you identify several everyday actions, motions, etc., which would be good examples of one or more of
Newton’s Laws of Motion?
Standards Addressed
Rhode Island GSE’S
¾
¾
¾
¾
¾
PS3(9-11)POC-9
PS3(9-11)POC+INQ-8
PS3(5-8)INQ+POC-8
PS3(K-4)INQ+SAE-7
PS1(K-4)INQ-1
30
Extended Ideas
EXAMINING SCIENTIFIC RELATIONSHIPS
Using a baseball or a softball, have students determine the relationships between time, velocity,
distance, and height.
a) Use your visit to McCoy Stadium to determine the speed, velocity or distance of a fly ball.
b) During your visit, determine the speed or velocity of a throw across the infield.
RELATIONSHIP BETWEEN DISTANCE AND ANGLE
In baseball, the angle of the swing has a dramatic effect on the angle of the baseball, and therefore, the
ball’s distance. Experiments can be staged to emphasize the effect of the swing angle.
a) Have students swing a baseball bat off a batting tee using different angles. Determine which angle
allowed the greatest distance. Which angle produced the worst results in terms of distance? What
factors do your students feel affected your results (either positively or negatively):
b) Using videotape, examine the swing of home run champion Barry Bonds versus the swing of one
of your students or of a baseball “singles” hitter. Take into consideration the angle and placement
of the pitch. (high ball, lox ball) What factors have caused Barry Bonds to be so successful?
c) Use the following web site to illustrate this concept (powerful computer likely needed to run these
intense graphics) http://www.exploratorium.edu/baseball.
DETERMINING THE EFFECTS OF WEATHER AND AIR DENSITY ON A BASEBALL
In class, discuss the differences during a baseball game between games played in ideal weather conditions
versus games played in rain, cold, humidity, precipitation. Also discuss the effect that air density has on the
distance that a ball will travel (e.g. in cities such as Denver).
USING LEVERS
A baseball bat is a third-class lever. The load is at one end (ball), the fulcrum is at one end of the bat and
extends to the batters shoulders, and the effort is in your hands a short distance from the end of the bat.
Using a baseball bat as an example, have students determine the fulcrum, the force, and the load. What are
other examples of other first, second or third-class levers?
BERNOULLI’S PRINCIPLE
Test the effects of lift, drag and thrust on ball movement. How does the pitcher’s grip on a baseball or
delivery motion affect ball movement?
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ANGLE OF THE SUN
Using what students know about the sun and the layout of McCoy Stadium, what sea would be the best if it
were going to be a sunny, hot day? Which direction would you normally expect the wind to blow?
MACHINERY & BASEBALL
In what way has the development of machinery improved/hurt the cultural experience of the game of
baseball? How was the game played before machines such as hot dog warmers, pitching machines,
loudspeakers, and scoreboards were invented?
LIFE CYCLES
Ask students to spend one inning recording all observable life. Create diagrams of the cycle that was
observed.
BASEBALL INVENTIONS
Have students state which invention had the largest impact on professional baseball. Discuss. Research and
list a number of inventions that have improved the game of baseball over the years. Ask them to create a
new invention that would improve baseball.
SWINGING THE BASEBALL BAT
Determine the appropriate bat length and weight for each PawSox player as well as each student in class.
Discuss why some players use larger or smaller bats than what is prescribed. Conduct experiments outside
the classroom using a variety of baseball bat weights and lengths.
Reference:
Ontario Science Centre (1989). Sportworks: More than 50 fun activities that explore the science of sport.
Reading, MA: Addison-Wesley.
Merrell, J. (1994). Hands on minds on: Force and Motion. Huntington Beach, CA: Teacher Created Materials Inc.
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