I. Curricular Framework

Concept:

Models

Essential Question:

What other real-life examples of rotational motion can be found?

Bridge:

Gyroscopes in Space

Content:

Rotational Motion

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create an experience where rotational motion of an object allows for the unexpected to happen. This should raise the question, "Why?"

Activity: After ensuring safety, teacher swings a 1-gallon pail of water on the end of a cord over his head in the classroom.

Assessment: Students' reactions and expectations. Teacher looks for prior experience with similar action or response of, "Wow, I wonder why the water did not spill out!"

2. Attend: Attending to the Connection

Objective: To analyze student expectations and observations.

Activity: Using overhead/chalkboard, record, discuss and analyze student observations from the bucket of water experience.

Assessment: Ability of class to categorize their observations. Individual contributions to class effort.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To extend students' understanding of circular motion both on Earth and in space.

Activity: Students will "play" with gyroscopes and predict how they will behave in space. Students will observe video segment of how gyroscopes behave in space ("Toys in Space" produced by NASA, activities coordinated through National Science Teachers Association).

Assessment: Teacher observation of accuracy of student predictions.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To teach centrifugal and centripetal force as they affect motion of a body in circular motion.

Activity: Lecture on motion in a curved path. Discuss how students feel when a car they are riding in moves around sharp curves in a road. Ensure students have verbal and graphic representation of differences between centripetal and centrifugal forces. Discuss/identify product-moment force as another example of rotational/circular motion.

Assessment: Definition, spelling, and scientific literacy. Check student ability to use these terms in a sentence in context.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To practice concepts of product-moment force.

Activity:
1. Students balance 15-20 16d nails on the head of one 16d nail which has been pounded into the end of a 15 cm-long piece of 2 x 4.
2. Students use scientific company ordered equipment as follows: meter stick, weight hangers and weights, fulcrum (pivot) point, and teacher establishes a work sheet for students to determine product-moment force when given some variables (unknown mass).

Assessment: 1. Accomplishment of nail balancing with appropriate written analysis/interpretation of WHY. 2. Accuracy in completing teacher-assigned inquiry/guided discovery lab worksheet.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To demonstrate rotational/counter-rotational motion using information learned.

Activity: Students are instructed to bring small "junk" item to class from home. They work in groups of four members. Each group is given seven pieces of string each 60 cm long, and three wooden dowel rods each 30-60 cm long. Boxes of paper clips and rolls of masking tape should be available for student use. Each group will construct a balanced mobile which will be suspended from the classroom ceiling.

Assessment: Construction of a balanced mobile.

7. Refine: Refining the Extension

Objective: To have students learn about gyroscopic space platforms where humans could live and work.

Activity: Students will investigate several NASA publications available through the Government Printing Office which identify plans for humankind in space. They should focus their research on space and its potential products. (NASA SPIN-OFF PRODUCT BOOKS ARE AVAILABLE FROM THE GOVERNMENT PRINTING OFFICE) As a result of their research, student groups will design space stations which will satisfy living and research needs which they believe are important.

Assessment: The level of student involvement; the design plans for construction of a space station model.

8. Perform: Creative Manifestation of Material Learned

Objective: To have students construct a model of their own space station design.

Activity: Students construct their space station models and hang them from the classroom ceiling. Products are presented and explained to the class.

Assessment: Quality of completed product and presentation.

Assessment, Phase Five,Performance, Creative Use of Material Learned: