CCS 4TH QUARTER ACTIVITIES – CHOICE BOARD
Design
Roller
Squad
Coasters
Challenges
Boats
Roller Coasters
Dissections
Genetic
Disorders
Rockets
Research
Project
This activity is meant to be an inquiry-based activity where students are given certain
parameters to build their rollercoasters. Students will be expected to discuss the features
that make their roller coaster successful or unsuccessful.
Materials: Foam Insulation Tubes (cut in half lengthwise to make two u-shaped channels),
masking tape, marbles, index cards
Students will build a roller coaster attached to the wall or coming out of the wall. The roller
coaster must have two hills, one loop, and must slow to a stop. Students must label on index
cards where the marble had its Greatest Potential Energy, Least Potential Energy, Greatest
Kinetic Energy, and Least Kinetic Energy. Students must also explain how friction plays a part
in their roller coaster design.
Adapted from http://www.sciencebuddies.org/science-fairprojects/project_ideas/Phys_p036.shtml
http://www.sciencebuddies.org
Design Squad – Design Challenges
http://pbskids.org/designsquad/
http://pbskids.org/designsquad/parentseducators/
The Design Squad Program is part of PBS Kids. This program is completely based around the
design process to help get kids excited about engineering.
The educational philosophy of Design Squad Nation is to:
Increase students’ knowledge of engineering and the design process
Improve the public image of engineering
Encourage further exploration
There are design challenges for many different concepts.
Electricity
Force/Energy
Sound/Music
Space/Transportation
Sports/Games
Structures
Technology/Materials
Students will enjoy practicing the Design Cycle, while constructing a product. There are
videos, demos, and reality TV episodes that go along with each activity.
Dissections
Dissections are a great way to reinforce information about body systems to students. They
are able to take place in a hands-on learning opportunity and enjoy seeing first hand what
the inside of various animals look like.
You can purchase the preserved specimens from Frey Scientific. Frey is considered to be a
CCS super vendor.
The following are labs that will aid in dissection.
Virtual Earthworm Dissection
Earthworm Dissection Lab
Squid Dissection
Crayfish Dissection
Grasshopper Dissection
Perch Dissection
Frog Dissection
Cow Eye Dissection
For more information on Dissections visit www.middleschoolscience.com/life.htm
www.adoptapond.info
Boats Afloat Design Challenge
Lesson Summary:
Students will study the affects of unbalanced and balanced forces on the motion of boats. Students will build
sailboat prototypes, using knowledge about motion, forces, aerodynamics, and speed. Students will race their
boats in gutters using wind power (box fan) to propel the boats forward.
Suggested Time Frame:
5 class periods +
Vocabulary:
Forces
Gravity
Buoyancy
Air Resistance
Water Resistance
Average Speed
Reference Points
Materials:
 Metal Gutters (capped and sealed on ends)
 Box Fan
 Stopwatches
 Tape measures or Meter sticks
 Styrofoam cut into 4 in. x 6 in. x 2 in. blocks
 Wood skewers/toothpicks
 Sandpaper
 Plastic Bags
 Paper
 Glue/Tape
 Water
 String
Optional:
 Any other boat building materials
Teacher Background
The force of GRAVITY is an attractive force between two objects. Here on Earth, gravity pulls objects downward
towards the center of the Earth.
The surface force counteracts the force of gravity by pushing up on objects. In water the upward surface force
is called the buoyant force.
Air resistance is the pushing force of air on objects. This force can push on a sail causing a sailboat to propel
itself forward, or air resistance can also slow a boat down by pushing against the sail, thereby opposing the
motion of the boat.
Water resistance is a form of friction in the water. Water resistance can be used to propel a boat forward (use of
oars) or water resistance can slow a boat down by pushing against the boat, opposing the motion of the boat.
For a boat to float, the downward force of gravity must balance the upward buoyant force.
An unbalanced force (wind, motor, oars) can cause a change in a boats speed or direction.
Speed is defined as the amount of distance traveled in a certain amount of time. Therefore Average Speed =
total distance/total time.
Teacher Notes
This activity is student centered and is recommended that each student build his or her own boat.
Engage (Warm-up)
1. Ask students to give descriptions of different types of boats.
2. Discuss the main components of a sailboat: Mast, Hull, Sail.
Explore and Explain (Instructional Strategies)
Day 1:
1. Show the united streaming video: Buoyancy and the Titanic [08:35]. Answer the two video questions on the
Physics of Boats worksheet.
2. Complete the force diagram on the Physics of Boats worksheet by drawing and labeling force arrows.
3. Introduce the project goals, limitations, and prototype design elements.
4. Students should begin to design and sketch their prototype design on the worksheet. (Provide books about
boats/internet access for students to use as resources.)
Days 2 and 3:
5. Provide the following materials for building: 4 in. x 4 in. x 2 in. styrofoam blocks, wood skewers, toothpicks,
popsicle sticks, paper, plastic bags, cutting tools, sandpaper, glue, tape, and anything else that would be
appropriate.
6. Students should build their boats no larger than 8 cm x 15 cm in order to fit into the gutter.
7. Students should keep the design elements/limitations as they build:
Limitations:
• Building Time = 2 class periods; Testing = 1 class period
• Size = no bigger than 8 cm across and 15 centimeters long
• Materials – Styrofoam, wood skewers, toothpicks, popsicle sticks, paper,
plastic bags, cutting tools, sandpaper, glue, tape.
Prototype Design Elements:
Boat Shape
Sail Placement
Sail size/shape/#
Total Mass
Ability to move in a straight line – Rudder
Forces - helping forces vs resistant forces
Weight dispersion/balance
Amount of Wind Energy (box fan)
Day 4:
8. Prepare the gutter(s) ahead of time. Place on a flat counter or tables, where the students have easy
access. Have several towels on hand.
Place measuring tape or meter sticks along the side of the gutters. Gutters are approximately 3 meters long.
Place reference points at the starting point (0 cm), 100 cm, 200 cm, and finish line (300 cm).
Reference
Point 1
(Starting Line)
0 cm
Reference
Point 2
100 cm
Reference
Point 3
200 cm
Reference
Point 4
(Finish Line)
300 cm
9. Students will work in partners to race their boats. One student will race his/her boat and hold the hand-held
fan, while the other student records the individual data on the Boats Afloat Race Labsheet. The teacher will
be the timer, so that there are no discrepancies. Each student needs individual data which includes the
time that the boat reaches each reference point.
10. Boats should be raced one at a time while the class watches and records the class data on the Boats
Afloat Race Labsheet. The class data includes the total distance and total time for each boat. Students will
calculate the average speed of each boat to see which boat had the greatest speed and rank them
according to which boat was the fastest.
Day 5:
11. Students will calculate their boat’s average speed at each reference point and create a graph showing
their boat’s change in speed over time based on their individual data.
12. Students will answer the post-lab questions on the Boats Afloat Data Analysis
sheet.
Extension/Expansion/Elaboration/Interdisciplinary Connections
1. As an extension, relate the change in speed over time to acceleration.
2. As an extension, discuss how this activity relates to Newton’s Laws of Motion
3. As an extension, allow students to remake/change their boat design and re- race, to see how the changes
affected the motion/speed of the boat.
4. Interdisciplinary connection: Math – Data Analysis
Essential Questions
1. What causes objects to sink or float?
2. What forces affect the motion and speed of a boat traveling through water?
Reteach Ideas
1. Use the Density Cubes from the CPO Textbook Toolkit. All cubes have the same volume (1g/cm3). Predict
and measure the masses of each density cube to show that objects/substances with equal volumes may
have different masses.
2. Place various objects in the water. Predict if they will sink or float.
Evaluation/Closure (Lesson Assessment)
1. Discuss post-lab questions.
2. If time, allow each student to show their boat design to the class and orally defend their boat design
choices.
3. Share other classes’ results and boat designs.
Extensions/Additional Resources
Technology:
UnitedStreaming: Forces and Vectors [01:44]
Buoyancy and the Titanic [08:35]
Website: http://www.pbs.org/wgbh/nova/lasalle/buoybasics.html
http://www.bbc.co.uk/schools/digger/5_7entry/8.shtml
SmartBoard: Notebook File: Displacement
Literature:
Force & Motion by Peter Lafferty, 1992
Forces and Energy by Alan Ward, 1992
Boat by Eric Kentley ; [special photography, James Stevenson and Tina
Chambers], 2000
Name_____________________________Date_____________________Period______________
BOATS AFLOAT CHALLENGE
Goals: Create a floating boat that utilizes wind energy (fan) and goes as fast as possible.
Be able to explain how unbalanced forces affect the speed and direction of a boat.
Be able to calculate the average speed of a boat.
Be able to determine the movement of the boat using reference points.
Question: _______________________________________________________________
_______________________________________________________________
Collected Information: PHYSICS OF BOATS
United Streaming Video Clip: Buoyancy and the Titanic
1. Identify the forces that need to be balanced in order for a boat to float?
__________________________ and ____________________________
2. Why did the Titanic sink?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
FORCE DIAGRAM:
1. Draw and label force arrows
Hypothesis:
Prototype Design Elements:
Hypotheses:
What do you think would be the best designs for
making the boat go FAST?
Boat Shape
Sail placement
Sail size/shape/#
Total Mass
Building Materials
Other factors that may affect your boats speed:
Weight Dispersion/Balance
Forces – helping forces vs. resistant forces
Amount of wind energy
Steering/Ability to move in a straight line
Creating/Conducting an Experiment:
Directions:
1. Build a scale model of a sailboat using materials and design elements that will allow
that boat to travel at the fastest possible speed.
2. Using your model boat, measure how long it takes for your boat to travel the length of a gutter.
3. Record data at various points and calculate speed.
4. Create a graph of your data.
5. Analyze results and make conclusions.
Limitations:
Building Time
Size = no bigger than 8 cm across and 20 centimeters long
Materials…
Possible Building Materials:
Styrofoam, wood skewers, straws, toothpicks, popsicle sticks, paper, plastic bags, cutting tools,
sandpaper, glue, tape.
What other materials are needed to complete this experiment?
_____________________
______________________
__________________
_____________________
______________________
__________________
Name________________________________Date______________________Period_____________
BOATS AFLOAT RACE
Individual Data:
Reference
Point 1
(Starting Line)
Reference
Point 2
Reference
Point 3
Reference
Point 4
(Finish Line)
Distance (cm)
0 cm
100cm
200cm
300cm
Time (s)
0s
Average
Speed at each
reference point
Class Data:
DATA TABLE: Boat Races
Boat Name
Student
Total Distance
(cm)
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
Total Time
(s)
Average Speed
(cm/s)
Ranking
Name___________________________Date_____________________________Period_________
BOATS AFLOAT - Data Analysis
On graph paper - Create a graph showing your boat’s change in speed over
the duration of the race. Use your speed and time data from the race.
Name___________________________Date_____________________________Period_________
BOATS AFLOAT - Conclusions
Use your data and graph to explain your results…How did your boat’s speed change throughout
the race?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Conclusion: Restate and answer your original question.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
If we made a second set of prototype boats, knowing what you know now, what would you change or
add?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Name_____________________________Date_____________________Period______________
PHYSICS OF BOATS – Answer Key
United Streaming Video Clip: Buoyancy and the Titanic
1. Describe the forces that need to be balanced in order for a boat to float?
The downward force of gravity needs to be balanced by the upward force of the
_________________________________________________________________________
buoyant force in order for a boat to float.
_________________________________________________________________________
2. Why did the Titanic sink?
The Titanic hit a large iceberg causing a hole in its side. Water entered the
_______________________________________________________________________
lower chamber of the ship replacing the air. Water is more dense than air, causing
_________________________________________________________________________
the ship to become more dense. The downward force of gravity was stronger than
_________________________________________________________________________
the upward buoyant force on the ship. Thus, the Titanic sank.
_________________________________________________________________________
_________________________________________________________________________
FORCE DIAGRAM:
1. Draw force arrows
2. Label the force arrows
Buoyant Force
Air Resistance
(friction)
and
Water
Resistance
(friction)
Wind (Air)
Resistance
Gravity
Name______________________________________Date________________________Period_____
BOATS AFLOAT CHALLENGE
Goals: Create a floating boat that utilizes wind energy (fan) and goes as fast as possible.
Be able to explain how unbalanced forces affect the speed and direction of a boat.
Be able to calculate the average speed of a boat.
Be able to determine the movement of the boat using reference points.
Limitations:
Building Time = 2 class periods; Testing = 1 class period
Size = no bigger than 8 cm across and 15 centimeters long
Materials – Styrofoam, wood skewers, toothpicks, popsicle sticks, paper, plastic bags, cutting
tools, sandpaper, glue, tape.
Prototype Design Elements: Things to think about when designing your prototype:
Boat Shape
Sail placement
Sail size/shape/#
Total Mass
Ability to move in a straight line
Forces – helping forces vs. resistant
forces
Weight Dispersion/Balance
Amount of wind energy
Steering (Rudder)
Sketch a rough draft of your boat below:
Prototypes Will Vary
BOATS AFLOAT RACE – Answer Key
Class Data:
DATA TABLE: Boat Races
Boat Names
Students
Total Distance
(cm)
Total Time
(s)
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
300 cm
Average Speed
(cm/s)
Data Will Vary
Individual Data:
Reference
Point 1
(Starting Line)
Reference
Point 2
Reference
Point 3
Reference
Point 4
(Finish Line)
Distance (cm)
0 cm
100cm
200cm
300cm
Time (s)
0s
Data Will Vary
Average
Speed at each
reference point
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Ranking
Name___________________________Date_____________________________Period_________
BOATS AFLOAT - Data Analysis Answer Key
1. On graph paper - Create a graph showing your boat’s change in speed over
the duration of the race. Use your speed and time data from the race.
2. Use your data and graph to explain your results…How did your boat’s speed change throughout
the race?
Answers Will Vary
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Describe and Defend your boat design choices. What design choices did you make and why?
Boat Shape:
Answers Will Vary
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Boat Size: (length, width, height)
Answers Will Vary
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Sail: (number of sails/material for sail/shape of sail)
Answers Will Vary
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Graphs Will Vary
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Genetic Disorders Research Project
Students will research a Genetic Disorder and make a Brochure or Pamphlet about the
disorder they chose. As an alternate assessment, students can post to a discussion board on
Blackboard instead of making a brochure. **See Instructions Below**
Teacher instructions for creating a Discussion Board on Blackboard.
1. Log onto blackboard
2. Click on the “My Courses” tab located on your Blackboard homepage.
3. In each of your science sections located in the “My Courses” tab you will need to do the
following.
4. Click On Discussions Tab located on the left sidebar.
5. Click on Create a Forum
Forums are made up of individual discussion threads that can be organized around a
particular subject. Create Forums to organize discussions.
Forum Information
1. Enter a Name for the Forum. This is a required field. The Name becomes the link that
users click to access the Forum to read and post Threads.
2. Enter a Description of the Forum in the text box. The description can contain formatted
text, links, images, and attachments. Use the Description to provide information about
the Forum and any instructions for posting. This information is optional, but can help
users understand expectations and any associated goals and tasks.
Forum Availability
3. Select No to hide a Forum from users. This will make the Forum unavailable.
Date and Time Restrictions
4. Forums can be set to be available on a specific date and time and to stop being
available on a specific date and time
Name: _________________
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Period: __________
Name: _______________________________Date____________________________Period: __________
Genetic Disorder Notes
What body parts does the disorder affect? (Location of the gene)
How do you know if someone has the disease? What are all of the symptoms?
What are some precautions you will have to take if you have this disorder?
What is the treatment(s) for this disease? Explain the treatments and the effectiveness.
What new research has come about in the last 5 years?
What is the probability that offspring will have this disease?
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
List of some genetic disorders/cancers
and websites
Genetic Disorders
Achondroplasia
Autism
Breast Cancer
Cri du Chat
Cystic Fibrosis
Down Syndrome
Duchenne Muscular Dystrophy
Hemophilia
Huntington’s Disease
Parkinson’s Disease
Sickle Cell Anemia
Skin Cancer
Tay-Sachs Disease
Websites:
Http://www.genome.gov
http://www.childrenshospital.org
http://www.medicinenet.com/genetic_disease/
http://www.webmd.com
http://www.livestrong.com
http://www.austism.com
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Rockets
Students will use science, mathematics, and critical thinking skills to design, build, and test a
model thrust structure for a spacecraft. Click HERE for full PDF of teacher directions.
National Aeronautics and Space Administration
NASA Engineering Design Challenges
Spacecraft Structures
Columbus City Schools
Curriculum Leadership and Development
Science Department 2014
Educational Product
Educators
Grades 6–9
EP-2008-09-121-MSFC