# Fully Developed and Vetted Lessons

Amuse park physics. Velocity and Variable Relationships Lessons. Lift Chair Challenge NGSS. Prerequisites In previous lessons, students should have familiarity with the concepts of “force” and “mass”.

Lesson note: This task focuses on a specific current event surrounding a natural hazard event in Nepal. Alternatively, this task could be done around a local natural hazard. What are some natural hazards they might encounter in their own local environment? Examples will vary depending on where students are, but may include severe weather, flooding, tornadoes, hurricanes, etc. Ask students to consider if there would be communities in their own area that may become isolated when natural hazards hit? Driving Question: What components and materials can be used to create a model chair lift, designed to carry a set of aid materials? Alternative driving question: How can we carry supplies to a remote village that is cut off because of the impacts of a natural hazard?

Investigation 1: Introduction to the Challenge Materials Instructional Sequence Defining the problem: Earthquake relief. Concord Consortium. In the fall of 2011, SmartGraphs conducted a randomized experimental trial in 29 Pennsylvania schools.

In 14 schools, 17 experimental teachers used SmartGraphs activities with 49 8th and 9th grade Physical Science classes studying the motion of objects (such as position-time and velocity-time graphs). In the other 15 schools, 18 control teachers taught the same topic using the same textbooks, with 42 Physical Science classes. This study sought to answer two research questions. A summary of findings is provided below. In October 2013 the Journal of Science Education and Technology published an article about our research on its website; for additional information besides the summary, see the accepted manuscript, Helping Students Make Sense of Graphs: An Experimental Trial of SmartGraphs Software.

Gain Scores from Pre to Post Test Answers to both research questions were positive, which is encouraging. Unit On Theories Of Force, Motion And Engineering Design. In this module students explore energy, motion, and engineering design as they work to create a bolt catcher — a device used to absorb energy from bolts during the separation of a space shuttle from booster rockets.

In the design challenge, students design a model of a bolt catcher by attaching a box to a moving object and modifying the inside of the box so it can efficiently absorb impact while minimizing the distance the device travels during its rebound. Throughout the design challenge, students engage in the engineering design process and develop an understanding of key science ideas related to speed, energy, and transfer of energy during collisions. NGSS addressed by this module: 3-5-ETS1-2 3-5-ETS1-3 4PS3-1 4-PS3-3 Grade Band: 4-6 Download the Lessons Entire Unit: Bolt Catcher DAYS 1–10: Bolt Catcher Teacher Handbook Download DAYS 1 & 2: What is Engineering? DAYs 3 & 4: Why Space Shuttles Need Bolt Catchers Students are introduced to the design problem. Introduce Students To Challenges Of Unmanned Aerial Systems (Drones) Unmanned aerial vehicles (UAVs) are air vehicles which lack onboard passengers and crew.

They can be autonomous “drones” or remotely piloted vehicles. In this module, students are challenged to develop possible solutions to the engineering design problem of developing a UAV that is capable of carrying a payload over a given distance. Students select a specific use for their glider (reconnaissance, delivering supplies, etc.). They then test different glider designs and materials. Students experiment with adding a payload to their glider. As students design their gliders, they explore the impact of the forces acting on the glider. NGSS addressed by this module: MS-PS2-2 MS-ETS1-1 MS-ETS1-3 MS-ETS1-4 Grade Band: 6-8 Watch the Video <div>Please enable Javascript to watch this video</div> Engineering Design in the Classroom: Spy Gliders Download the Lessons.