Sixth Gear – Racing to the Checkered Flag
Indiana Academic Standards:
English/Language Arts
4.W.1
Write routinely over a variety of time frames and for a range of disciplinespecific tasks, purposes, and audiences; apply reading standards to
support reflection and response to literature and nonfiction texts.
4.W.3.2
Write informative compositions on a variety of topics that
 Provide an introductory paragraph with a clear main idea.
 Provide supporting paragraphs with topic and summary sentences.
 Provide facts, specific details, and examples from various sources and
texts to support ideas and extend explanations.
 Connect ideas using words and phrases.
 Include text features (e.g. formatting, pictures, graphics) and
multimedia when useful to aid comprehension.
 Use language and vocabulary appropriate for audience and topic.
 Provide a concluding statement or section.
4.W.3.3
Write narrative compositions in a variety of forms that
 Establish an introduction, with a context to allow the reader to imagine
the world of the event or experience.
 Organize events that unfold naturally, using meaningful paragraphing
and transitional words and phrases.
 Use dialogue and descriptive details to develop events and reveal
characters’ personalities, feelings, and responses to situations.
 Employ vocabulary with sufficient sensory (sight, sound, smell, touch,
taste) details to give clear pictures of ideas and events.
 Provide an ending that follows the narrated experiences or events.
Mathematics
4.NS.1
Read and write whole numbers up to 1,000,000. Use words, models,
standard form and expanded form to represent and show equivalent forms
of whole numbers up to 1,000,000.
4.C.1
Add and subtract multi-digit whole numbers fluently using a standard
algorithmic approach.
Science
Science and Engineering Process Standards (SEPS)
SEPS.1
Posing questions (for science) and defining problems (for
engineering)
SEPS.2
Developing and using models and tools
SEPS.3
Constructing and performing investigations
SEPS.4
Analyzing and interpreting data
SEPS.5
Using mathematics and computational thinking
SEPS.6
Constructing explanations (for science) and designing solutions (
engineering)
SEPS.7
SEPS.8
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
4.PS.1
Investigate transportation systems and devices that operate on or in land,
water, air and space and recognize the forces (lift, drag, friction, thrust and
gravity) that affect their motion.
Investigate the relationship of the speed of an object to the energy of that
object.
Identify a simple problem with the design of an object that reflects a need
or a want. Include criteria for success and constraints on materials, time,
or cost.
Construct and compare multiple plausible solutions to a problem based on
how well each is likely to meet the criteria and constraints of the problem.
Construct and perform fair investigations in which variables are controlled
and failure points are considered to identify aspects of a model or
prototype that can be improved.
4.PS.2
3-5.E.1
3-5.E.2
3-5.E.3
Social Studies
4.4.8
Define profit and describe how profit is an incentive for entrepreneurs.
Visual Arts
4.6.1
Create artwork that communicates personal ideas, experiences, or
emotions.
Green to Checkered Activity
Materials
 Verizon IndyCar Series Flag Chart (found on the Student Informational Text)
 Copies of the Verizon IndyCar Series Flag Design Sheet
Discuss with the students the purpose of flags. Explain some flags are designed to be
symbolic such as the United States of America flag or the Indiana flag. Other flags are
used as a form of communication.
Instruct students to locate the Verizon IndyCar Series flag chart found in the
Informational Text. Discuss each flag and its meaning. Although the drivers have radio
communication with their teams and the Verizon IndyCar Series officials, it is not
uncommon for the communication equipment to encounter problems. For the safety of
all drivers, the flags serve as a crucial form of communication.
In addition, the flags help the fans to understand the events of the race. The flagman
and his assistant stand on a specially designed elevated platform next to the track on
the front straight-away. The flagman is one of the busiest officials on race day as he
must communicate with all 33 cars using the series of flags.
After discussing the flags, ask students to think of other flags that may be necessary for
communication with the drivers. Brainstorm a list of ideas.
Explain to students the official flags are often pictured and described in the rulebook,
the race program, the media guide, the local newspaper among many other information
sources. Ask each student to design a new flag for the flagman to use in the race. Use
the Verizon IndyCar Series Flag Design sheet or give students construction paper to
design the flag. Since many people including drivers, officials, and fans must
understand the meaning of the flag, students should include in writing the purpose of
the flag.
Video Activity: Racing Careers & Jobs
Explain to students the racing industry offers many career opportunities. View the
Racing Careers & Jobs video.
Let’s Go Racing Activity
Materials
 Budget sheet for each student
 Make a transparency copy of the budget sheet
 1 copy of Team Sponsor Cards sheet (Cut apart cards.)
 1 copy of Event Cards sheet (Cut apart cards.)
 Notebook paper
 1 dice
 Calculator (optional)
Students will work in teams as business partners to make budgetary decisions related
to a race team. The goal is to direct the race team without going in debt. Ultimate
success is attained if the team makes a profit.
Prior to the activity, review the following economics related vocabulary:
Balance – after adding or subtracting, the amount of money you have.
Budget – a plan for the money you have to spend.
Credit – the amount of money you receive.
Debit – the amount of money you pay.
Entrepreneur – a person who takes a risk to start a business.
Profit – revenues from selling a good or service minus the costs of producing the good
or service.
1.
Divide the students into six teams. (Teams do not have to have an equal number
of members.) Explain to the teams that they are entrepreneurs who own a race
team. They work together to make financial decisions with a goal to qualify a car
for the Indianapolis 500.
2.
Give each team member a copy of the budget sheet. Each team member
calculates debits and credits on his sheet. Team members compare their
answers for accuracy.
3. Assign each team a car number 1-6. Teams record the car number on the sheet.
4. Explain to students teams must secure sponsors to help with the cost of running
a race team. Sponsors want to participate because it is a way to advertise their
product or service. Sponsors pay money to the teams for the team’s racing
budget. Invite each team to pick a sponsor card. The card lists the name of the
company and the amount of money the company commits to the team. Each
team records its sponsor name on the budget sheet.
5. Display the budget sheet transparency. Explain debit, credit, and balance to the
teams. Direct students to record the sponsor money under credit. Record the
balance.
6. The race team has bills to pay. Every team needs the following:
Engine = $10,000
Wheels and tires = $4,000 (set of 4)
Model using the budget sheet to calculate the expenses of the engine and
wheels and tires. Students may use notebook paper to calculate. Also, students
may use calculators to check their work.
7. As a team, they must make a decision about the chassis. They can either buy a
new chassis for $25,000 or a used chassis for $20,000. Every member of the
team must agree. Discuss the advantages and disadvantages. Record the
amount on the budget sheet.
8. As a team, the entrepreneurs must decide to hire a veteran driver for $25,000 or
a rookie driver for $20,000. Record the amount on the budget sheet and
determine the balance.
9. In business, events affect budgets. Teams learn events affect their budgets.
The
10. Teacher rolls the dice. The number that appears on the dice indicates the team
that must select an event card from the stack. (For example, a six is rolled. The
team with car number six picks an event card.) One student reads the card, and
the team (or teams) must follow the directions on the card. For the activity
column, the key words to record are italicized to guide the students. After each
team makes its calculations, the teacher rolls the dice again. Continue with this
format until all of the cards are selected.
**Variation for a shorter activity: Let each team pick two cards and follow the
directions on the cards if they apply.
11. To end the activity, announce the checkered flag is waving. If a team went
bankrupt, they are not eligible for the final prize money as they were not able to
make the race. For finishing the race, every team receives $10,000. Roll the dice
one more time. The winning car number is the Indianapolis 500 Champion and
receives $50,000!
12. Discuss with students the financial decisions they made throughout the game.
Ask them to share what financial decisions they would change.
Video Activity: Evolution of an Indy car
Through the years, race cars have evolved. Not only are cars faster, but they are safer.
Show the video. Discuss reasons for designing new cars.
Alike or Different? Activity
Materials
 Copies of the Alike or Different worksheet
Distribute a copy of the Venn diagram to each student. Compare and contrast a race
car from 1911 to today’s race car. After completing the chart, explain to the students
that the Indianapolis Motor Speedway Museum needs some help. Many tour groups
are scheduled to visit the museum in May. The first display the tourists will see is a
1911 race car and a race car for this year’s Indianapolis 500. Tourists are always
asking how cars are similar and different. Use the Venn diagram to write an informative
essay to compare and contrast cars of yesterday to cars of today for the display in the
museum.
Science of Racing –Newton’s 1st Law Activity
Materials
 Toy car
 Clay (small ball)
 Masking tape
 6-8 wind-up toys
 6-8 stopwatches
 6-8 metric rulers
 Calculators
Newton’s 1st Law – The Law of Inertia
An object at rest stays at rest and an object in motion stays in motion unless acted on
by a force.
Force causes an object’s motion to change. The amount of force on an object
determines the change in speed or direction of the object. A race car driver pushes the
pedal to accelerate or increase the speed of the car. The race car driver turns the
steering wheel and that changes the direction of the car.
The race car will continue at the same speed and same direction as long as balanced
forces are applied. The car will not change speed or change direction until the driver
applies more force. However, if the moving car collides with another object the car will
slow down or stop. The contact force from the collision transfers energy and changes
the car’s motion.
Demonstration:
1. Place the car on the table. Ask the students what they observe? (The car is not
moving.)
2. Gently push the car. Ask the students what they observe. (The car moves
forward. We observe motion.) Explain that objects do not move unless they are
pushed, are going downhill, or dropped. When a race car driver starts the engine
and pushes the accelerator pedal, the motor produces the force to move the car.
Motion is the change in the position of an object.
3. Place the ball of clay on the roof of the car. Hit the car with a sharp force. Ask
the students what they observe. (The clay fell off and the car moved.) Objects
tend to remain in place unless they are pushed, going downhill, or dropped. For
one object resting on another, the bottom object is pushed forward and the top
object falls down and slightly back. When a race car driver accelerates, the driver
feels as though he or she is thrown backward. Actually, the race car moves
forward and the driver remains in the same place. The driver feels that sensation
when the car seat hits him or her in the back.
Activity:
1. Divide the students into groups of four.
2. Give each group a wind-up toy, stopwatch, two long pieces of masking tape, and
a metric ruler.
3. Instruct each group to create a track with the tape. Label one piece start and one
piece finish. Be sure the tape is adheres smoothly to the surface to make sure
the toy will not get caught on an edge.
4. Measure 20 centimeters from the start to the finish.
5. Team roles:
#1 Winds the toy (Be careful. Do not overwind.)
#2 Times the movement from start to finish.
#3 Calls “go” and “stop.”
#4 Records the time on the team chart.
Trial Number
Time
Distance ÷ Time = Speed
20 ÷ 4 = 5 cm per second
1
2
3
4
Average
6.
7.
8.
9.
10.
Complete four trials. Rotate roles.
Average the times.
As a class, record each team’s average time.
Discuss the results.
Explain to students they can calculate the speed of the wind-up toy.
Distance traveled ÷ Time = Speed
11. Instruct teams to calculate the speed for each time trial.
Science of Racing – Newton’s 2nd Law Activity
Materials
 Rubber band
 Golf ball
 Ping Pong ball
 Tape measure
Newton’s 2nd Law
Force equals mass times acceleration. An unbalanced force will cause an acceleration,
and the greater is the force, the greater will the acceleration; conversely, the greater the
mass, the less the acceleration.
The larger the race car, the slower the car will accelerate. Race engineers must find a
balance to produce a fast car. Engine size and car size are regulated.
Demonstration
1. Ask students which is easier to move a paper clip or a table? (The paper clip is
easier to move because it has less mass.)
2. Place the golf ball and the ping pong ball on the floor.
3. Explain to the students they will observe you as you apply force to each ball.
4. Pose the question, “Which ball accelerates faster and moves a further distance?”
5. Hold a rubber band between your fingers and pull it back to a measured amount.
Release the rubber band and allow it to strike the golf ball.
6. Measure the distance the golf ball rolls after force is applied.
7. Repeat the process using the same rubber band distance to apply force to the
ping pong ball.
8. Ask the students to share their observations.
9. Exert the same force on two objects of different mass, you will get different
acceleration. Thus, race car engineers work to ensure the engine is as powerful
as the rules allow and the race car is as light as the rules allow.
Science of Racing – Newton’s 3rd Law Activity
Materials
 Ball
Newton’s 3rd Law
For every action, there is an equal and opposite reaction.
Demonstration
1. Ask a student to stand at the end of a table and the teacher stands at the other
end of the table.
2. The teacher pushes the ball to the other end of the table.
3. When the ball reaches the student, he or she pushes the ball back to the teacher.
4. Ask the students, “What happened to the ball?” (The ball started moving in the
opposite direction because an opposite reaction was applied.)
Video Activity: Testing & Safety
View the video, Testing & Safety. Discuss the video. Ask the students to share their
observations about preparing a race car. List on the board what the crew members did
in the video to prepare the car for race day. Discuss that crew members are constantly
using scientific principles and mathematics to make adjustments to the car.
Explain in science it is important to focus on one variable at a time. In a science
experiment, scientists study one variable at a time to determine its impact on the
experiment. If too many changes are made at once, the cause and effect cannot be
determined. Thus, it is important to make one change at a time and test that variable
several times. Explain to students they will have the opportunity to prepare a “race can”
for race day.
The Indy “Can” Race Activity
Materials
 Ramps - Create ramps prior to the activity. Use a half sheet of poster board
attached to two yard sticks. Set the ramp against five student math books. A ramp
for each team works best for conducting can tests.
 Race Data Chart - Prepare the chart prior to the activity. Create a chart on bulletin
board paper for students to record “race can” information for the entire class to view.
The Can Race Results
Team
Name







Can
Height
Can
Circumference
Can
Weight
Race 1
Time
Race 2
Time
Race 3
Time
Average
Time
Average
Speed
A metal can per team (Soup cans to industrial size cans may be used. Provide the
same size can for each team. Also, check for sharp edges. Caution students about
carefully working with the opening in the can.)
Materials for each team to place in the cans (nails, bolts, paper, cotton, marbles,
rocks, etc.) Each team should receive the same materials and identical number of
items.
A roll of masking tape per team
A measuring tape per team
A stopwatch per ramp
1 or 2 sets of balance scale and weights
Calculators (optional)
Divide the class into teams of three or four. Students will have 40 minutes to prepare a
race can for the big race. The task is to design a race can with the fastest speed when
timed on the track ramp. They should experiment with the “parts” (nails, bolts, cotton,
etc.) that are available to add to their race can. They will conduct practice runs on their
ramps. The team will document the “parts” or variables they use in order to decide what
“parts” to use for the class can race.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Determine a team name.
Distribute a copy of the Race Can Data sheet to each team.
Measure 4 feet from the end of the ramp. Mark 4 feet with a strip of masking
tape to indicate the finish line. (If space or materials are limited, two teams may
share a race ramp.)
Select a can chassis. (The chassis is the body of the race car. Once a can
chassis is selected, teams may not switch. IndyCar Series rules require specific
measurements for the size of the car.)
Define the problem. Add one “part” to the team’s Indy can to create the fastest
can for the race.
Teams should use information they learned from the Science of Racing,
Newton’s 1st, 2nd, and 3rd Laws lessons to brainstorm possible combinations.
Each team develops and creates a prototype.
Teams will test, evaluate and redesign. Teams will try various “parts” to add to
the race car. A part should be added and tested on the ramp three times. Each
part represents a variable in a science experiment. Teams should change one
part or variable at a time. A team times the race can from the top of the ramp to
the finish line. The can should be released gently to roll from the top of the ramp
– not pushed down the ramp. Record the variable (part) and the three times.
Give a 10-minute warning until race time.
Sound a predetermined signal to indicate that the track is closed for practice.
(Each day the cars run at the Speedway, the track closes at 6 p.m. unless
weather is a factor.)
Select one ramp for the official race.
Conduct technical inspection. (Prior to the race, each IndyCar must pass
technical inspection. The racing officials inspect various components of the car
and measure various parts such as the height of the car, length of the car, and
weight of the car.) Each team measures the height, circumference, and weight of
each race can. Record the information on the class chart.
Discuss the chart information. Give students an opportunity to predict which race
can will be the fastest on the ramp track. Students should record their
predictions and their reason for their predictions based on the evidence.
Announce the start of the race. Each team has the opportunity to race its can on
the track ramp three times. Each time is recorded on the chart. Then, determine
the average time and record it on the chart.
Calculate the speed for each Race Can.
Measure the distance from the start to the finish line.
Speed = Distance Traveled ÷ Time
15. Discuss the winning can. Refer to the predictions. Students infer reasons why
the winning can had the fastest time.
16. Round each of the average speeds to the nearest whole number.
17. Instruct students to study the chart. Ask them to identify patterns they observe
from the recorded data.
Extension Activities
If time permits, try some of the following ideas:
 Use a variety of can sizes or other items rather than cans.
 Cover the cans or racing surface in various substances such as foil, wax paper,
rubber bands, sand paper, etc.)
 Vary the height or length of the ramp.
 Calculate the total time for all three runs.
 Determine the speed of the race can Speed = Distance.
Time
In the Driver’s Seat Activity
Materials
 Copies of In the Driver’s Seat writing prompt
Brainstorm a list of words to describe what a driver would feel, hear, see, and smell as
he or she drives around the Indianapolis Motor Speedway at 220 miles per hour.
Give each student a copy of the writing prompt, In the Driver’s Seat. Students write a
narrative about being a Verizon IndyCar Series driver.