TABLE OF CONTENTS
Introduction ................................................................................................................................4
Standard Alignments ...............................................................................................................16
Lessons:
SPLASH DOWN RESCUE................................................................................... 20
Model: K’NEX Rocket Launcher
Main Concepts: UÊ-Vˆi˜ViÊq Projectile Motion, Newton’s First Law of Motion
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Engineering Design Process & Systems
UÊ>̅i“>̈VÃÊq Algebra, Measurement, Data Analysis & Probability
Lesson 2
NEWTON’S DRAGSTER..................................................................................... 34
Model: K’NEX Rubber Band Powered Dragster
Main Concepts: UÊ-Vˆi˜ViÊq Newton’s Second Law of Motion
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Engineering Design Process
UÊ>̅i“>̈VÃÊq Measurement, Data Collection, & Probability
Lesson 3
GOIN’ FLAT OUT ................................................................................................ 49
Model: K’NEX Balloon Racers
Main Concepts: UÊ-Vˆi˜ViÊq Newton’s Third Law of Motion
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Using the Engineering Design Process
UÊ>̅i“>̈VÃÊq Measurement, Data Collection & Probability
Lesson 4
DESCENDING TO MARS ................................................................................... 63
Model: K’NEX Parachutists
Main Concepts: UÊ-Vˆi˜ViÊq Gravity, Air Friction (Atmospheric Drag)
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Engineering Design Process
UÊ>̅i“>̈VÃÊq Geometry & Measurement
Lesson 5
MY FLYING MACHINE ....................................................................................... 78
Model: K’NEX Airplane Models
Main Concepts: UÊ-Vˆi˜ViÊq Bernoulli’s Principle, Forces of Flight & Motion of an Aircraft
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Transportation Systems
UÊ>̅i“>̈VÃÊq Data Collection
Lesson 6
GOING FOR A SPIN............................................................................................ 91
Model: K’NEX Centrifuge Model
Main Concepts: UÊ-Vˆi˜ViÊq Centripetal Forces
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Systems & Engineering Design Process
UÊ>̅i“>̈VÃÊq Data Analysis, Probability & Measurement
Lesson 7
VISUAL DISORIENTATION STATION .............................................................. 105
Model: K’NEX Spinning Stroboscope
Main Concepts: UÊ-Vˆi˜ViÊq Motion Aftereffect & Color Illusions
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Mechanical Systems
UÊ>̅i“>̈VÃÊq Measurement
Lesson 8
FLIPPING OUT .................................................................................................. 117
œ`i\ʽ 8Ê/…>Փ>ÌÀœ«iʜ`i
Main Concepts: UÊ-Vˆi˜ViÊq Vision, Persistence of Vision & Retinal Retention
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Engineering Design & Construction
UÊ>̅i“>̈VÃÊq Measurement
Lesson 9
SPINNING YARNS ............................................................................................ 131
Model: K’NEX Phenakistoscope
Main Concepts: UÊ-Vˆi˜ViÊq Stroboscopic Effect & Visual Perception
UÊ/iV…˜œœ}ÞÊEʘ}ˆ˜iiÀˆ˜}Êq Engineering Design
UÊ>̅i“>̈VÃÊq Measurement & Scale
œÃÃ>ÀÞʜvÊ/iÀ“à ...................................................................................................................148
888-ABC-KNEX
3
TABLE OF CONTENTS
Lesson 1
Process
Engagement
1. Review Newton’s three Laws of Motion with the students using their textbooks or other available
resources.
Exploration
1. Students will develop an understanding of Newton’s Second Law of Motion through research and
experiments using the K’NEX Rubber Band Powered Dragster model.
a. Students will complete the Understanding Newton’s Second Law of Motion Student Response
Sheet to demonstrate an understanding of the information and vocabulary presented in the
Engagement section of this lesson and their own research.
b. Students will construct the K’NEX Rubber Band Powered Dragster using the building instructions
provided. They will use the model to explore the impact of various design changes on the
performance of their vehicle and report their findings on the Vehicle Performance Evaluation
Student Response Sheet. This activity will require that each team be given fresh sets of
previously un-stretched rubber bands for experimentation.
c. Have the students discuss their findings as a group prior to leading a class discussion of the
findings. Encourage students to use the vocabulary they have learned during this lesson during
the class discussion.
TEACHER’S NOTES:
Ê UÊÊ-ÌÕ`i˜ÌÃÊ܈ÊLiÊÀiµÕˆÀi`Ê̜ʓ>ŽiÊëiVˆwi`Ê>ÌiÀ>̈œ˜ÃÊ̜Ê̅iˆÀʽ 8ÊÀ>}ÃÌiÀÊ>ÃÊ̅iÞÊVœ“«iÌiÊ
the Vehicle Performance Evaluation Student Response Sheets (i.e., number of rubber bands and
changes in mass). Some students may suggest other changes they feel will improve performance;
however they should be instructed to only make those changes outlined on the Vehicle Performance
Evaluations Student Response Sheet.
Ê UÊÊ-ÌÕ`i˜ÌÃÊŜՏ`ÊÜi>ÀÊ«ÀœÌiV̈ÛiÊiÞiÜi>ÀÊ`ÕÀˆ˜}Ê̅ˆÃÊ>V̈ۈÌÞÊ>ÃÊÀÕLLiÀÊL>˜`Ãʅ>ÛiÊ«œÌi˜Ìˆ>ÊvœÀÊ
breakage.
Ê UÊÊ"ÛiÀ‡Üˆ˜`ˆ˜}ʜvÊ̅iÊÀÕLLiÀÊL>˜`ÃÊ܈Êi>`Ê̜ÊLÀi>Ž>}iÊ>˜`Ê՘Ã>viÊVœ˜`ˆÌˆœ˜Ã°Ê˜ÃÌÀÕVÌÊÃÌÕ`i˜ÌÃÊ
of the hazards of over-winding the rubber bands.
Ê UÊÊ/…iʜ«Ìˆ“Õ“ÊÌi>“ÊÈâiÊvœÀÊ̅ˆÃÊ>V̈ۈÌÞʈÃÊÓÊ̜Ê{ÊÃÌÕ`i˜Ìð
2. Students will complete a Newton’s Dragster Challenge Design Brief. Discuss the Design Brief and the
criteria for the challenge with students.
a. Introduce the Student Response Sheet entitled Newton’s Dragster Challenge Design Brief. Review
the Design Brief in detail with the students.
b. Introduce the Design Process Guide to students. Explain that they will use the Design Process
Guide to direct their activities while working on the Newton’s Dragster Challenge.
c. Students will demonstrate their understanding of the Newton’s Dragster Challenge by completing
the first page of the Design Process Guide. Review each team’s responses to ensure they clearly
understand the challenge and the criteria before allowing the team to continue.
d. Have students complete a Daily Research and Design Log sheet
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NEWTON’S DRAGSTER
2. Introduce and demonstrate Newton’s Second Law of Motion using the K’NEX Rubber Band Powered
Dragster.
TEACHER’S NOTES:
Ê UÊÊ-ÌÕ`i˜ÌÃÊŜՏ`ÊLiÊ>œÜi`Ê̜ʓ>ŽiÊV…>˜}iÃÊ̜Ê̅iʓ>ÃÃʅœ`iÀʜ˜Ê̅iˆÀʓœ`iÃÊ̜Êi˜ÃÕÀiʓ>ÃÃiÃÊ
stay in place (i.e., line the holder with paper or foil). Students can also choose to use either one or
two rubber bands for the challenge. If students find that the wheels on their K’NEX Dragster spin
at the start line, encourage them to find ways to increase the traction of the tires. For example,
students may stretch small rubber bands around the tread on the rear tires.
Ê UÊÊ-ÌÕ`i˜ÌÃÊV>˜ÊÕÃiÊiˆÌ…iÀÊ}À>«…Ê«>«iÀʜÀÊ>ÊVœ“«ÕÌiÀˆâi`ÊëÀi>`ÅiiÌÊ«Àœ}À>“Ê̜ÊVÀi>ÌiÊ̅iˆÀÊ`>Ì>Ê
charts and graphs.
Explanation
Have students complete the appropriate Student Response Sheets, data charts, graphs, and the steps
outlined on the Design Process Guide as an explanation of their findings.
Student Reflection
Students will self-evaluate their challenge solutions based on the criteria provided in the rubric for this
activity. Additionally, students will complete a Teamwork and Self-Assessment Form to assess their
individual and team’s efforts on the challenge activities.
TEACHER’S NOTES:
Ê UÊÊ*ÀœÛˆ`iÊ̅iÊÃÌÕ`i˜ÌÃÊ܈̅Ê>ÊVœ«ÞʜvÊ̅iÊ iÜ̜˜½ÃÊÀ>}ÃÌiÀÊÃÃiÃÓi˜ÌÊ,ÕLÀˆVÊ̜ÊÜÊ̅iÞÊV>˜ÊVœ“«iÌiÊ
a self-evaluation of their work. The rubric score and your evaluation will make up a portion of the
assessment data for this lesson.
Ê UÊÊ*ÀœÛˆ`iÊÃÌÕ`i˜ÌÃÊ܈̅Ê>Ê/i>“ÜœÀŽÊ>˜`Ê-iv‡ÃÃiÃÓi˜ÌʜÀ“Ê>˜`ÊÀiۈiÜÊ̅iÊvœÀ“Ê܈̅ÊÃÌÕ`i˜ÌÃÊ
before they fill them out.
Evaluation
You may use some or all of the following to evaluate student’s performance:
Ê UÊ iÜ̜˜½ÃÊÀ>}ÃÌiÀÊÃÃiÃÓi˜ÌÊ,ÕLÀˆV
Ê UÊ*ÀiÃi˜Ì>̈œ˜ÊœvÊ̅iÊ
…>i˜}iÊ-œṎœ˜
Ê UÊ>ˆÞÊ,iÃi>ÀV…Ê>˜`ÊiÈ}˜Êœ}ÃÊ
Ê UÊ-ÌÕ`i˜ÌÊ,i뜘ÃiÊ-…iiÌÃ
Ê UÊÀ>«…Ã]Ê
…>ÀÌÃ]Ê>˜`ʜÀ“Ã
Ê UÊiÈ}˜ÊœÕÀ˜>
Extensions
1. Instruct students to research how Newton’s Second Law of Motion applies to ejection seats, ejection seat
simulators and other crash safety systems such as airbags.
2. Have students apply what they have learned to modify the K’NEX Rubber Band Powered Dragster to
operate without a rubber band, to create a Gravity Racer, similar in nature to pine box derby racers. This
will require that you create a ramp in the classroom.
Encourage students to design of their vehicles to achieve two or more of the following:
Ê UÊ/…iÊv>ÃÌiÃÌÊ̈“iʭëii`®ÊœÛiÀÊ>ÊÃiÌÊ`ˆÃÌ>˜Vi°
Ê UÊ/…iʏœ˜}iÃÌÊ`ˆÃÌ>˜ViÊÌÀ>Ûii`°
Ê UÊ/…iÊ>LˆˆÌÞÊ̜ÊÃ̜«Ê>ÌÊ>ÊÃiÌÊ`ˆÃÌ>˜Vi°Ê
ÎÈ
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Understanding Newton’s Second Law of Motion
iÃVÀˆLiÊ iÜ̜˜½ÃÊ-iVœ˜`Ê>Üʜvʜ̈œ˜Êˆ˜ÊޜÕÀʜܘÊܜÀ`ð
iw˜iÊ̅iÊÌiÀ“ÃʏˆÃÌi`ÊLiœÜ°ÊiÊÃÕÀiÊ̜ÊÜÀˆÌiÊ̅iÊ`iw˜ˆÌˆœ˜Ãʈ˜ÊޜÕÀʜܘÊܜÀ`ð
Acceleration -
6iœVˆÌÞʇÊ
˜ˆÌˆ>Ê6iœVˆÌÞʇ
œÀViʇÊ
Newtons -
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NEWTON’S DRAGSTER
7…>ÌʈÃÊ iÜ̜˜½ÃÊ-iVœ˜`Ê>Üʜvʜ̈œ˜Ê>ÃœÊŽ˜œÜ˜Ê>ö
Conduct a simple experiment with your K’NEX Rubber Band Powered Dragster.
Step 1: Attach the rubber band to the rear axle of your racer and turn the axle two full rotations.
Ê
-Ìi«ÊÓ\ Place your racer on the floor and measure the distance that the vehicle travels. Record the
distance.
Ê
-Ìi«ÊÎ\ Add a 100g mass to the mass holder on the vehicle, and repeat the previous two steps.
Step 4: Which vehicle traveled the greatest distance?
In the space provided below, describe how Newton’s second law relates to the results you found.
Distance traveled with no added mass.
___________meters
Distance traveled with 100g of added mass.
___________meters
În
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Vehicle Performance Evaluations
Directions:
For each of the four activities below you will collect and record the following data in the charts provided:
Ê
UÊ/…iʓ>ÃÃʜvÊ̅iÊÛi…ˆVi°
Ê
UÊ/…iÊ`ˆÃÌ>˜ViÊ̅iÊÛi…ˆViÊÌÀ>ÛiÃ°
Ê
UÊ/…iÊ̈“iʈÌÊÌ>ŽiÃÊ̜ÊÌÀ>ÛiÊ̅>ÌÊ`ˆÃÌ>˜Vi°
Once you have this information, calculate the velocity (final) and acceleration of the vehicle using the
formulas below.
6iœVˆÌÞ\
Distance (m)
Velocity Final (m/sec) =
Time (sec)
Acceleration:
Acceleration (m/sec/sec) =
Velocity Final (m/s) - Velocity Initial (m/s)
Time Final (sec) - Time Initial (sec)
Given that the car is not moving at the start line, the Initial Velocity and the Initial Time are both zero (0).
By placing two zeros in the formula above for those values, the formula is simplified to:
Velocity Final (m/s)
Acceleration (m/sec/sec) =
Time Final (sec)
Ê-ˆ˜}iÊ,ÕLLiÀÊ>˜`ÊEÊݏiÊ,œÌ>̈œ˜Ê/iÃÌÃ
Ê UÊÊ1ÃiÊ>ÊvÀiÅ]Ê՘‡ÃÌÀiÌV…i`ÊÀÕLLiÀÊL>˜`ÊvœÀÊ̅iÃiÊÌܜÊ>V̈ۈ̈iðÊ
Ê UÊʈ˜`Ê̅iʓ>ÃÃʜvÊޜÕÀÊ`À>}ÃÌiÀÊ>˜`Êi˜ÌiÀÊ̅iʓ>ÃÃʈ˜Ê̅iÊ`>Ì>ÊÌ>Li°
Ê UÊÊ*>ViÊ>ʓ>Έ˜}ÊÌ>«iÊÃÌ>À̈˜}ʏˆ˜iʜ˜Ê̅iÊyœœÀ°Ê7ˆ˜`Ê̅iÊÀÕLLiÀÊL>˜`Ê̅iÊëiVˆwi`ʘՓLiÀʜvÊÀœÌ>̈œ˜Ã]Ê
and then place your dragster at the starting line.
Ê UÊÊiÌÊ}œÊ>˜`Ê̈“iÊ̅iÊ`À>}ÃÌiÀÊ>˜`ʓi>ÃÕÀiÊ̅iÊ`ˆÃÌ>˜ViʈÌÊÌÀ>ÛiÃ°Ê
Ê UÊÊ,iVœÀ`ÊޜÕÀÊÀiÃՏÌÃʈ˜Ê̅iÊ`>Ì>ÊÌ>Li°Ê
Ê UÊÊ
œ“«ÕÌiÊ̅iÊÛiœVˆÌÞÊ>˜`Ê>VViiÀ>̈œ˜ÊvœÀÊi>V…ÊÌÀˆ>°
888-ABC-KNEX
Ι
NEWTON’S DRAGSTER
Test your K’NEX Rubber Band Powered Dragster as you alter the independent variables (number of rubber
bands, axle rotations, and mass) as directed. DO NOT wind your vehicle’s rubber band in excess of the
specified rotations as breakage and unsafe conditions can occur.
6i…ˆViÊ>ÃÃ\ÊÊÚÚÚÚÚÚÚʎ}
# of Rotations
Distance
(m)
/ˆ“iʈ˜>
(Seconds)
6iœVˆÌÞʈ˜>
­“ÉÃiV®
Acceleration
­“ÉÃiVÉÃiV®
1
2
3
4
x
Add a 100g mass to your K’NEX Dragster and repeat the previous activity. Remember to replace your
rubber band. Record your results below.
6i…ˆViÊ>ÃÃ\ÊÚÚÚÚÚÚÚʎ}
# of Rotations
Distance
(m)
/ˆ“iʈ˜>
(Seconds)
6iœVˆÌÞʈ˜>
­“ÉÃiV®
Acceleration
­“ÉÃiVÉÃiV®
1
Ó
Î
4
x
ˆ`Ê̅iÊÛi…ˆViÊ«iÀvœÀ“Ê`ˆvviÀi˜ÌÞÊ܈̅Ê̅iÊ>``i`ʓ>ÃöÊÝ«>ˆ˜Ê܅ްÊ
Ê*>ˆÀi`Ê,ÕLLiÀÊ>˜`ÃÊEÊݏiÊ,œÌ>̈œ˜Ê/iÃÌÃ
Ê UÊ,i“œÛiÊ̅iÊÀÕLLiÀÊL>˜`ÊvÀœ“ÊޜÕÀÊ`À>}ÃÌiÀÊ>˜`ÊÀi«>ViʈÌÊ܈̅ÊÌܜÊvÀiÅ]Ê՘‡ÃÌÀiÌV…i`ÊÀÕLLiÀÊL>˜`Ã]Ê
Ê UʜœÜÊ̅iÊÃ>“iÊ`ˆÀiV̈œ˜ÃÊ>ÃÊޜÕÊ`ˆ`ÊvœÀÊ̅iÊ«ÀiۈœÕÃÊÌܜÊ>V̈ۈ̈iðÊ
Ê UÊ,iVœÀ`ÊޜÕÀÊ`>Ì>ʈ˜Ê̅iÊÌ>LiÃÊLiœÜ°Ê
6i…ˆViÊ>ÃÃ\ÊÊÚÚÚÚÚÚÚʎ}
# of Rotations
Distance
(m)
/ˆ“iʈ˜>
(Seconds)
6iœVˆÌÞʈ˜>
­“ÉÃiV®
Acceleration
­“ÉÃiVÉÃiV®
1
2
3
4
x
40
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Add a 100g mass to your dragster and repeat the activity. Remember to replace your rubber bands.
6i…ˆViÊ>ÃÃ\ÊÚÚÚÚÚÚÚʎ}
# of Rotations
Distance
(m)
/ˆ“iʈ˜>
(Seconds)
6iœVˆÌÞʈ˜>
­“ÉÃiV®
Acceleration
­“ÉÃiVÉÃiV®
Ó
Î
4
x
ˆ`Ê̅iÊ`À>}ÃÌiÀÊ«iÀvœÀ“Ê`ˆvviÀi˜ÌÞÊ܈̅Ê>˜Ê>``ˆÌˆœ˜>ÊÀÕLLiÀÊL>˜`¶ÊÝ«>ˆ˜Ê܅ް
œÊޜÕÊ̅ˆ˜ŽÊ̅iÊ>``ˆÌˆœ˜ÊœvÊ>Ê̅ˆÀ`ÊÀÕLLiÀÊL>˜`ÊܜՏ`ÊÀiÃՏÌʈ˜Ê>˜Êˆ˜VÀi>ÃiʜÀÊ`iVÀi>ÃiÊ
ˆ˜Ê«iÀvœÀ“>˜Vi¶ÊÝ«>ˆ˜Ê܅ް
Ê
>VՏ>̈˜}ÊEÊÀ>«…ˆ˜}ʜÀViÃ
Using the data collected during the activities and the formula below, calculate the force being exerted by
the rear axle to power your dragster. Remember to convert your mass measurements to kilograms before
completing your computations.
œÀViÊ­ ®ÊrÊ>ÃÃÊ­Ž}®ÊÝÊVViiÀ>̈œ˜Ê­“ÉÃiVÉÃiV®
Ê-ˆ˜}iÊ,ÕLLiÀÊ>˜`ʜÀViÊ,iÃՏÌÃ
Ê
UÊÊ
>VՏ>ÌiÊ̅iÊvœÀViÃÊvœÀÊ>ÊÌi˜ÊœvÊ̅iÊÌÀˆ>ÃÊ̅>ÌÊÕÃi`Ê>ÊȘ}iÊÀÕLLiÀÊL>˜`ʈ˜ÊޜÕÀÊiÈ}˜ÊœÕÀ˜>°Ê
Ê
UÊÊ"À}>˜ˆâiÊ̅iÊ`>Ì>ʈ˜Ê>Ê`>Ì>ÊÌ>LiʜvÊޜÕÀʜܘÊ`iÈ}˜°Ê
Ê
UÊÊ/>ŽiÊ>ÊÅiiÌʜvÊ}À>«…Ê«>«iÀÊ>˜`Ê«>ViÊ̅iʘՓLiÀʜvÊÀœÌ>̈œ˜Ãʜ˜Ê̅iÊ8‡>݈ÃÊ>˜`Ê̅iÊvœÀViʈ˜Ê iÜ̜˜ÃÊ
(N) on the Y-axis.
Ê
UÊÊÀ>«…Ê̅iÊ«œˆ˜ÌÃÊvœÀÊ̅iÊÌܜÊÃiÌÃʜvÊ`>Ì>ʜ˜Ê̅iÊÃ>“iÊ}À>«…°Ê­1ÃiÊÀi`Ê`>Ì>Ê«œˆ˜ÌÃÊvœÀÊ̅iÊi“«ÌÞÊ
dragster and blue for the trials with added mass.)
Ê
UÊÊ1ÃiÊ>ÊÀi`ʏˆ˜iÊvœÀÊ̅iÊ}À>«…ÊœvÊ̅iÊi“«ÌÞÊ`À>}ÃÌiÀÊ`>Ì>Ê>˜`Ê>ÊLÕiʏˆ˜iÊvœÀÊ̅iÊ}À>«…ÊœvÊ̅iÊ`>Ì>ÊvÀœ“Ê
the dragster with added mass.
Ê
UÊÊÀ>ÜÊ>ÊӜœÌ…ÊVÕÀÛiÊ̅ÀœÕ}…Ê̅iÊ«œˆ˜ÌÃÊvœÀÊi>V…ÊÃiÌʜvÊ`>Ì>ÊÕȘ}Ê̅iÊ«Àœ«iÀÊVœœÀÊVÕÀÛi°Ê
Ê
UÊÊ>LiÊ>˜`Ê̈̏iÊ̅iÊ}À>«…°
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41
NEWTON’S DRAGSTER
1
Compare the red and blue curves on the graph; describe how the force changed when the mass of the
vehicle was increased.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
ʜÕLiÊ,ÕLLiÀÊ>˜`ʜÀViÊ,iÃՏÌÃ
Ê
UÊʜœÜÊ̅iÊÃ>“iÊ`ˆÀiV̈œ˜ÃÊ>ÃÊ̅iÊȘ}iÊÀÕLLiÀÊL>˜`ÊvœÀViÊÀiÃՏÌÃÊvœÀÊ̅ˆÃÊ`œÕLiÊÀÕLLiÀÊL>˜`Ê>V̈ۈÌÞ°Ê
Use green points and lines for the empty dragster data and black points and lines for the dragster with
added mass to make your graph.
Review the red, blue, green and black lines on your graphs. Explain any patterns, similarities and/or
differences you observe based on your understanding of Newton’s Second Law of Motion?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Can you predict your dragster’s acceleration if you to increase or decrease the mass of your dragster by
xä}¶ÊvÊÜ]ÊiÝ«>ˆ˜Ê…œÜÊޜÕÊܜՏ`Ê>VVœ“«ˆÃ…Ê̅ˆÃ°ÊvʘœÌ]Ê܅ÞʘœÌ¶
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
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Newton’s Dragster Challenge
Design Brief
/…iÊ
…>i˜}i
9œÕÀÊ/>Î
Ê UÊÊ9œÕÀÊÌ>ÎʈÃÊ̜ÊÀiw˜iÊ iÜ̜˜½ÃÊ`À>}ÃÌiÀÊ>˜`ʈ̽Ãʓ>ÃÃÊÜÊ̅>ÌʈÌÊ܈ÊÌÀ>ÛiÊ>VÀœÃÃÊ{ʓiÌiÀÃÊ̅iÊv>ÃÌiÃÌÊ
while still being able to stop before traveling another 3 meters and leaving the drag strip. (Simulate
the end of the drag strip with a masking tape line.)
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œ˜ÃÌÀ>ˆ˜ÌÃʜvÊ̅iÊ
…>i˜}i
Ê UÊÊ9œÕʓ>ÞʘœÌÊV…>˜}iÊ̅iÊvÀ>“iʜvÊ̅iÊ`À>}ÃÌiÀÊLÕÌÊޜÕÊV>˜ÊV…>˜}iÊ̅iÊ܅iiÃ]Ê>``ʓ>ÃÃ]Ê>˜`ÊÕÃiÊ
either one or two rubber bands for power. You may only use materials provided by your teacher for
this challenge.
Ê UÊÊ9œÕʓ>ÞÊ>``Ê>Ê«>«iÀʜÀÊvœˆÊˆ˜iÀÊ̜Ê̅iʓ>ÃÃʅœ`iÀÊ̜Êi˜ÃÕÀiÊޜÕÀʓ>ÃÃiÃÊÃÌ>Þʈ˜Ê̅iÊÛi…ˆVi°
Ê UÊÊ9œÕÀÊÌi>“Ê܈ÊVœ“«iÌiÊ>}>ˆ˜ÃÌÊ̅iʜ̅iÀÊÌi>“Ãʈ˜Ê̅iÊV>ÃÃÀœœ“Ê>˜`Êi>V…ÊÌi>“Ê܈ÊLiÊ>œÜi`ÊÌܜÊ
trials at race time.
Ê UÊÊ/…iÊV>ÀÊ̅>ÌʈÃÊv>ÃÌiÃÌÊ̜Ê̅iÊw˜ˆÃ…ʏˆ˜iÊ­{ʓiÌiÀîÊ>˜`Ê>LiÊ̜ÊÃ̜«ÊLivœÀiʈÌʏi>ÛiÃÊ̅iÊ`À>}ÊÃÌÀˆ«Ê
(an additional 3 meters) will be declared the winner.
/…iÊ*ÀœViÃÃ
This activity will include the following phases:
Ê UÊÊ*…>ÃiÊ£ÊqÊ
>ÃÃÊÝ«œÀ>̈œ˜
– Understanding Newton’s Second Law of Motion
– Construction of the K’NEX Rubber Band Powered Dragster model
– Vehicle Performance Evaluations Newton’s Dragster Challenge Design Brief Introduction
By Your Teacher
(Follow the steps on the Design Process Guide to direct your team through the remainder of the
challenge.)
Ê UÊÊ*…>ÃiÊÓÊqʘ`i«i˜`i˜ÌÊÝ«œÀ>̈œ˜Ê
– Understanding the Problem
– Design Process Guide Student Response Sheet
– Brainstorming & Ideation
Ê UÊÊ*…>ÃiÊÎÊqÊ/i>“ÊÝ«œÀ>̈œ˜Ê
– Explore Possibilities and Develop a Plan
– Pro and Con Chart
– Implement Your Plan
– Testing and Refining the Plan
Ê UÊÊ*…>ÃiÊ{ÊqÊ
>ÃÃÀœœ“Ê
œ“«ï̈œ˜
– Taking the Challenge
Ê UÊÊ*…>ÃiÊxÊqÊ7À>««ˆ˜}ÊÌÊ1«
– Reflection/Evaluation
– Newton’s Dragster Assessment Rubric
– Teamwork and Self Assessment Student Response Sheet
Note: Complete a Daily Research and Design Log each day during this challenge.
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NEWTON’S DRAGSTER
Your team has been hired as the pit crew for famous drag racer Ike Newton. He and his sponsors would
like your team to fine-tune his dragster. The dragster must be fast on the track and have the ability to
stop before it leaves the drag strip.
Design Process Guide
Understanding the Problem
To demonstrate your understanding of the challenge, complete the following.
/…iÊ
…>i˜}i\Ê
Restate the challenge, in your own words.
Criteria:
Describe what your vehicle must accomplish and any specific performance levels that it needs to meet,
in your own words.
Constraints:
Describe the limitations you have been given for this challenge.
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Brainstorming and Ideation
Brainstorm possible solutions to the challenge. List your individual ideas and show rough sketches in the
box below and in more detail on your Daily Research and Design Log.
Ideas and Sketches
NEWTON’S DRAGSTER
Develop an experiment that will allow you to test your solution. The experiment should enable your team
to verify that any changes you have made to the dragster will allow it to travel four meters the fastest and
stop before it leaves the drag strip
Exploring Possibilities and Developing a Plan
Fill out the Pro and Con Chart provided by your teacher. Describe each of the team members’ ideas and
list advantages and disadvantages of their devices or techniques and their experimental plans. This
information should be used to develop your team’s final plan.
Once evaluation of team members’ ideas is complete, develop one final plan. This plan can be based on
one team member’s idea or a combination of elements from each of the ideas your team members offered.
Put a detailed explanation of the final plan in your Design Journal along with detailed, labeled, scale
drawings of the solution. Include the plan for your team’s experiment and details of how your team will
collect, organize and report experimental data.
Implement Your Plan
With your teacher’s approval, put your team’s plan into action.
Testing and Refining the Design
When the vehicle is ready, begin testing its performance and collecting data. Use masking tape to place a
start line, a finish line and a line to represent the end of the drag strip on the floor.
As you experiment, continue to refine your model to improve it’s performance.
Keep testing and experimenting as long as time allows. Record each of the refinements you make and the
results of testing.
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Taking the Challenge!
The time has come! You and your team will now complete a series of tests to see how well you did refining
the operation of your vehicle. While some vehicles may outperform others, ultimately if you followed the
design process you will all be winners!
The Fastest Dragster
Dragsters will be evaluated based on their times to the finish line. After all dragsters have been timed,
scores will be assigned as follows: Each team may race their dragster twice and keep the results of their
best race.
Ê
UÊ/œ«ÊÀ>}ÃÌiÀÊ
>ÃÃÊ– Fastest 1/3 of the K’NEX Dragsters
Ê
UÊ-Õ«iÀÊ-̜VŽÊ
>Ãà – Second fastest 1/3 of the K’NEX Dragsters
Ê
UÊ-̜VŽÊ
>Ãà – Slowest 1/3 of the K’NEX Dragsters
Ê
Uʓ«œÕ˜`i` – Disqualified vehicles (Did not reach the finish line.)
Safe Stops
Dragsters will be evaluated on their ability to stop before leaving the drag strip.
Ê
UÊ-̜««i`ʘÊ/ˆ“i
Ê
UÊ
À>Åi` - Left the drag strip
The Winner
Ê
UʈÀÃÌÊ*>Vi – Fastest dragster that stays on the drag strip.
Ê
UÊ-iVœ˜`Ê*>Vi – Second fastest dragster that stays on the drag strip.
Ê
UÊ/…ˆÀ`Ê*>Vi – Third fastest dragster that stays on the drag strip.
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Complete the Newton’s Dragster Assessment Rubric to provide your teacher with your impression of how
you did with this lesson.
Newton’s Dragster
Learning
œÕÀ˜>ÊEÊ
7œÀŽÃ…iiÌÃ
Excellent
Good
Student Response Sheets
and Design Journals
completed in their entirety
with no spelling or grammar
errors. All answers on
student response sheets are
accurate.
Student Response Sheets
and Daily Journals
completed in their entirety
with a few (2-4) spelling
and grammar errors.
Most answers on student
response sheets are
accurate.
n
iÈ}˜ÊEÊ
Construction
È
Your Dragster is very neatly
constructed with crisp edges
and meets the materials
criteria listed in the design
brief.
x
/i>“ÜœÀŽÉ
7œÀŽÊ̅ˆV
Acceptable
Student Response
Sheets and Daily
Journals completed in
their entirely with many
­xʜÀʓœÀi®Êëiˆ˜}ʜÀÊ
grammar errors. Fewer
answers on student
response sheets are
accurate.
4
Your Dragster is neatly
constructed and meets the
materials criteria listed in
the design brief.
4
Your Dragster is not
neatly constructed, but
does meet the materials
criteria listed in the
design brief.
3
You worked well with your
teammates and interacted
well with others. You
demonstrated excellent
reliability and initiative when
working on this challenge.
You worked well with your
teammates and interacted
well with others. You were
reliable and demonstrated
initiative when working on
this challenge.
3
2
You usually worked well
with your teammates
and others. You were
generally reliable and
usually demonstrated
initiative when working
on this challenge.
1
Circle Results for each:
6i…ˆViÊ
Challenge
Results
/œÌ>Ê-VœÀi
Fastest
Top Dragster (3)
Super Stock (2)
Safe Stop
Stopped in time (3)
Crashed (1)
Winner
Fist Place (3)
Second Place (2)
Stock (1)
Third Place (1)
ÚÚÚÚÚÚÚÚÉÓx
Teacher Comments: _________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
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{Ç
NEWTON’S DRAGSTER
Circle the scores
that best represent
your work.
Assessment Rubric
National Science Education Standards (Grades 5 - 8)
Students will develop an understanding of:
Unifying Concepts and Processes
• Systems, order, and organization
• Evidence, models, and explanation
• Measurement
• Form and function
science as inquiry
• Abilities necessary to do scientific inquiry
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NSES Content Standards Alignments
• Understanding about scientific inquiry
PHYSICAL SCIENCE
• Motions and Forces
• Transfer of Energy
SCIENCE AND TECHNOLOGY
• Abilities of technological design
• Understanding about science and technology
HISTORY AND NATURE OF SCIENCE
• Understanding of science as a human endeavor
• Understanding the Nature of Science
Reprinted with permission from 1996 National Science Education Standards by the National Academy of Sciences,
Courtesy of the National Academies Press, Washington, D.C.
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Standards for Technological Literacy: Content for the Study of Technology (Grades 5-9)
Students will develop an understanding of:
The Characteristics and Scope of Technology
• New products and systems can be developed to solve problems or to help do things that
could not be done without the help of technology.
• Technology is closely linked to creativity which has resulted in innovation.
• Inventions and innovations are the results of specific, goal directed research.
(Grade 9 -12 Standard)
The Core Concepts of Technology
• Systems thinking involves considering how every part relates to others.
• Technological systems can be connected to one another.
• Requirements are the parameters placed on the development of a product or system.
• Different technologies involve different sets of processes.
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Standards for Technological Literacy:
Content for the Study of Technology
• Requirements involve the identification of the criteria and constraints of a product or system and
the determination of how they affect the final design and development.
Relationships Among Technologies and the Connections Between Technology and
Other Fields of Study
• Knowledge gained from other fields of study has a direct effect on the development of
technological products and systems.
The Cultural, Social, Economic, and Political Effects of Technology
• Making decisions about the use of technology involves weighing the trade-offs between the
positive and negative effects.
The Attributes of Design
• Design is a creative planning process that leads to useful products and systems.
• There is no perfect design.
• Requirements for design are made up of criteria and constraints.
Engineering Design
• Design involves a set of steps, which can be performed in different sequences and repeated
as needed.
• Brainstorming is a group problem-solving design process in which each person in the group
presents his or her ideas in an open forum.
• Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.
• Engineering design is influenced by personal characteristics, such as creativity, resourcefulness,
and the ability to visualize and think abstractly. (Grade 9-12 Standard)
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• Apply a design process to solve problems in and beyond the laboratory-classroom.
• Specify criteria and constraints for the design.
• Make two-dimensional and three-dimensional representations of the designed solution.
• Test and evaluate the design in relation to pre-established requirements, such as criteria and
constraints, and refine as needed.
• Make a product or system and document the solution.
• Develop and produce a product or system using a design process. (Grade 9-12 Standard)
• Use computers and calculators in various applications.
• Interpret and evaluate the accuracy of the information obtained and determine if it is useful.
Selection and Use of Energy and Power Technologies
• Energy is the capacity to do work.
• Energy can be used to do work, using many processes.
• Power systems are used to drive and provide propulsion to other technological products
and systems.
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The Abilities to Apply the Design Process
Selection and Use of Transportation Technologies
• Transportation vehicles are made up of subsystems, such as structural propulsion, suspension,
guidance, control, and support that must function together for a system to work effectively.
Used with permission of the ITEEA (www.iteea.org)
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National Council of Teachers of Mathematics Education
Standards and Expectations for Grades 5 - 8
NUMBER AND OPERATIONS
• U
nderstand numbers, ways of representing numbers, relationships among numbers,
and number systems.
• Understand meanings of operations and how they relate to one another.
• Compute fluently and make reasonable estimates.
ALGEBRA
• Understand patterns, relations, and functions.
• Represent and analyze mathematical situations and structures using algebraic symbols.
• Use mathematical models to represent and understand quantitative relationships.
• Analyze change in various contexts.
GEOMETRY
• Use visualization, spatial reasoning, and geometric modeling to solve problems.
MEASUREMENT
•Understand measurable attributes of objects and the units, systems, and processes of
measurement.
• Apply appropriate techniques.
DATA ANALYSIS AND PROBABILITY
•Formulate questions that can be addressed with data and collect, organize, and display relevant
data to answer them.
• Select and use appropriate statistical methods to analyze data.
• Develop and evaluate inferences and predictions that are based on data.
• Understand and apply basic concepts of probability.
PROCESS
• Communication
• Connections
• Representation
Standards are reprinted with permission from Principles and Standards for School Mathematics, copyright 2000 by the
National Council of Teachers of Mathematics (NCTM). All rights reserved. NCTM does not endorse the content or validity of
these alignments.
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NCTM Standards Alignments
Common Core State Standards for Mathematics in Grades 5 - 9
MATHEMATICAL PRACTICES - ASSOCIATED WITH MATHEMATICS AT ALL GRADE LEVELS
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
grade 5
Operations and Algebraic Thinking
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Common Core Standards Alignments
• Write and interpret numerical expressions.
• Analyze patterns and relationships.
Number and Operations in Base Ten
• Perform operations with multi-digit whole numbers and with decimals to hundredths.
Measurement and Data
• Convert like measurement units within a given measurement system.
• Represent and interpret data.
Geometry
• Graph points on the coordinate plane to solve real-world and mathematical problems.
Mathematics Grade 6
In Grade 6, instructional time should focus on four critical areas:
• C
onnecting ratio and rate to whole number multiplication and division and using concepts of
ratio and rate to solve problems.
• Writing, interpreting, and using expressions and equations.
• Developing understanding of statistical thinking.
grade 6
Ratios and Proportional Relationships
• Understand ratio concepts and use ratio reasoning to solve problems.
The Number System
• Compute fluently with multi-digit numbers and find common factors and multiples.
Expressions and Equations
• Apply and extend previous understandings of arithmetic to algebraic expressions.
• Reason about and solve one-variable equations
• Represent and analyze quantitative relationships between dependent and independent variables.
Statistics and Probability
• Develop understanding of statistical variability.
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In Grade 7, instructional time should focus on four critical areas:
• Developing understanding of and applying proportional relationships
• D
eveloping understanding of operations with rational numbers and working with expressions
and linear equations
• Drawing inferences about populations based on samples.
GRADE 7
Ratios and Proportional Relationships
• Analyze proportional relationships and use them to solve real-world and mathematical problems.
The Number System
• Apply and extend previous understandings of operations with fractions to add, subtract, multiply,
and divide rational numbers.
Expressions and Equations
• Use properties of operations to generate equivalent expressions.
• Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
MATHEMATICS GRADE 8
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Mathematics Grade 7
In Grade 8, instructional time should focus on three critical areas:
• Grasping the concept of a function and using functions to describe quantitative relationships.
GRADE 8
Expressions and Equations
• Analyze and solve linear equations.
Functions
• Define, evaluate, and compare functions.
• Use functions to model relationships between quantities.
Statistics and Probability
• Investigate patterns of association in bivariate data.
Common Core State Standards for Mathematics in High School
NUMBER AND QUANTITY
The Real Number System
• Use properties of rational and irrational numbers.
Quantities
• Reason quantitatively and use units solve problems.
The Complex Number System
• Perform arithmetic operations with complex numbers.
ALGEBRA
Seeing Structure in Expressions
• Write expressions in equivalent forms to solve problems.
Creating Equations
• Create equations that describe numbers or relationships.
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• Understand solving equations as a process of reasoning and explain the reasoning.
• Solve equations and inequalities in one variable.
• Solve systems of equations.
• Represent and solve equations graphically.
FUNCTIONS
Linear, Quadratic, and Exponential Models
• Interpret expressions for functions in terms of the situation they model.
MODELING
• M
odeling links classroom mathematics and statistics to everyday life, work, and decision-making.
Modeling is the process of choosing and using appropriate mathematics and statistics to analyze
empirical situations, to understand the better, and to improve decisions. Quantities and their
relationships in physical, economic, public policy, social, and everyday situations can be modeled
using mathematical and statistical methods. When making mathematical models, technology is
valuable for varying assumptions, exploring consequences, and comparing predictions with data.
• A
model can be very simple, such as writing total cost as a product unit price and number bought,
or using a geometric shape to describe a physical object like a coin. Even such simple models
involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or
whether a two-dimensional disk works well enough for our purposes. Other situations- modeling
a delivery route, a production schedule, or a comparison of loan amortizations- need more
elaborate models that use other tools from the mathematical sciences. Real-world situations are
not organized and labeled for analysis; formulating tractable models, representing such models,
and analyzing them is appropriately a creative process.
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Reasoning with Equations and Inequalities
STATISTICS AND PROBABILITY
Interpreting Categorical and Quantitative Data
• Summarize, represent, and interpret data on a single count or measurement variable.
• Interpret linear models.
Making Inferences and Justifying Conclusions
• M
ake inferences and justify conclusions from sample surveys, experiments and observational
studies.
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers; Title: Common Core
State Standards (insert specific content area if you are using only one); Publisher: National Governors Association Center for
Best Practices, Council of Chief State School Officers, Washington D.C.; Copyright Date: 2010
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