Cars and Their Killer Objects

Developed by: Angelique Boyles
selyob_e@yahoo.com

Overview

This lesson is about Newton’s first law of motion (an object in motion will stay in motion and an object at rest will stay at rest unless acted on by an unbalanced force).

A visit to the Pinal County Historical Society Museum will provide background information on Tom Mix.

Other necessary items:

· A penny

· A small toy car

· A rubber band

· A yardstick

· A camera for documentation

· A sheet of paper for notes

· A scientific method sheet

Fifth Grade Science Strand 5: Concept 2:

PO 2.

Describe the various effects forces can have on an object (e.g., cause motion, halt motion, change direction of motion, cause deformation).

PO 4.

Demonstrate effects of variables on an object’s motion (e.g., incline angle, friction, applied forces).

Fifth Grade Math Strand 2: Concept 1:

PO 2. Construct a double-bar graph, line plot, frequency table, or three-set Venn diagram with appropriate labels and title from organized data.

PO 3. Interpret graphical representations and data displays including bar graphs (including double-bar), circle graphs, frequency tables, three-set Venn diagrams, and line graphs that display continuous data.

Introduction

The Lone Ranger vs. Silver Suitcase

Tom Mix otherwise known as “The Lone Ranger” was killed October 12, 1940 in an auto accident in Florence, Arizona. Mix was driving his car, a 1937 Cord, at night between Tucson and Phoenix, Arizona on a two-lane road when he came to a construction site where several workers were working on the road. He swerved to miss the workers and ended up in the wash. He was killed when his silver suitcase hit the back of his head.

Isn’t it curious that a simple suitcase could defeat a powerful man? What made this suitcase so deadly? Together we will use science to explore how a suitcase could have enough force to kill a grown man.

Task

Learn about Newton’s first law of motion by completing a sample experiment using toy cars and a penny. Each of you will need to read at least one website on Newton’s first law of motion.

Questions

· What is Newton’s first law of motion?

· What happens when you place a penny on top of a toy car and push the car really hard?

· What happens when you create a “seatbelt” for the penny?

· What happens when you stop the car quickly?

· How far does the penny travel each time?

· How can this be important to you?

Student Roles/Titles.

Role	Experiment job description	Presentation job description
Person 1 : Materials collector & typist:	Your job will be to collect and correctly place all of the materials for the experiment. Write down any questions that come to mind as you perform the experiment.	When it is time to create a “seatbelt” for the penny with the rubber band, you will be the one to create it. Your part of the presentation will be to type the written portion of the presentation.
Person 2: Ruler reader & photographer:	Your job will be to measure how far the penny has traveled from beginning to end.	Your second job will be to take photographs or draw pictures that will be used in your final presentation.
Person 3: Pusher & writer:	Your job will be to follow the directions carefully and push the car with the necessary force.	Your second job will be to write with the help of your other group members the written portion of your presentation.
Person 4: Recorder & grapher:	Your job will be to record the measurements and other important data to be used in the presentation.	Your second job will be to create a graph or chart with the penny’s measurements.

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Process

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Directions:

Each of you needs to first read about Newton’s First Law of Motion. Use the following websites to help you learn about the first law before you test it, and answer the following question on your note sheet. What is Newton’s first law of motion?

· Newton’s laws

· Inertia: Does Empty Space Put Up the Resistance?

· Inertia and Mass

Now that you have read a little bit about the history of Newton’s Laws, make sure you have a definition for the first law. You need to fill out the hypothesis and question section of your Scientific Method sheet. Second, you will set up your experiment. You will need a toy car, a penny, a rubber band, a yard (or meter) stick, and a camera (if you want photographs.) Remember to fill out the scientific method sheet as you go. Have your materials collector gather the necessary materials from the assigned location. Find a flat surface with as little friction as possible for instance concrete or tile floors work better than carpet. Tape or find a secure way of holding down the yard stick.

Now the Ruler reader needs to measure the starting point of the penny. *Make sure you make consistent measurements. If you measure from the back of the penny, front of the penny, or center of the penny, always measure from that point!

There will be three experiments. In the first experiment, your Pusher will, touching only the car and not the penny, push the car very forcefully forward. Have the Ruler reader measure the distance in inches the penny moved from the beginning point. Then measure how far on top of the car the penny moved. The Recorder will record the data on a note sheet. Materials Collector needs to remember to write down any questions s/he or any other member of their group has. Each member of the group will then do the same job with the next two experiments. Write the answer to this question on your note sheet. What happens when you place a penny on top of a toy car and push the car really hard?

In the next experiment, the Materials collector needs to create a “seatbelt” for the penny. Remember that seatbelts don’t stick you firmly in your seat, they are comfortably loose. The seatbelt for the penny needs to be a little loose as well. Give the car a steady push (not too hard, not too fast). Measure and record the penny’s travel. Then measure how far on top of the car the penny moved. Reset and this time try pushing the car slower. Measure and Record your results. Now try pushing harder. Measure and record your results. Ask yourself the following question, is the penny staying with the car because of the seatbelt? (If you are not sure, try the experiment without the rubber band. Remember what you read about friction.) Answer the following question on your note sheet. What happens when you create a “seatbelt” for the penny?

For your last experiment, push the car quickly and by placing a small ruler or pencil in front of it, stop it suddenly. Measure and record the distance the penny traveled. Then measure how far on top of the car the penny moved. Answer the following question on your note sheet. What happens when you stop the car quickly?

Write, type, and create a presentation using this information. You may choose from the list of presentation options. Using this data, how can this information be important to you? Should it have been to Tom Mix?

Presentation Options:

· Written report with pictures and graph

· PowerPoint presentation with pictures and graph

· A web quest for fellow students

· Oral presentation with pictures and graph (must have a short written section as notes to be turned in.)

Resources

· http://www.usoe.k12.ut.us/curr/science/sciber00/8th/forces/sciber/newtons.htm

· http://en.wikipedia.org/wiki/Tom_Mix

· http://www.calphysics.org/haisch/science.html ]

· http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l1b.html

· http://www.wiscasset.k12.me.us/wms/grade7/Miller/scmethworksheet.htm

· Classroom Encyclopedia

· PowerPoint

Evaluation/Grading Criteria

CATEGORY	4	3	2	1
Key concept	Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.	Report illustrates an accurate understanding of most scientific concepts underlying the lab.	Report illustrates a limited understanding of scientific concepts underlying the lab.	Report illustrates inaccurate understanding of scientific concepts underlying the lab.
Appearance/ Organization	Lab report is typed and uses headings and subheadings to visually organize the material.	Lab report is neatly handwritten and uses headings and subheadings to visually organize the material.	Lab report is neatly written or typed, but formatting does not help visually organize the material.	Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.
Data	Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.	Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled.	Accurate representation of the data in written form, but no graphs or tables are presented.	Data are not shown OR are inaccurate.
Analysis	The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.	The relationship between the variables is discussed and trends/patterns logically analyzed.	The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.	The relationship between the variables is not discussed.
Drawings/Diagrams	Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately.	Diagrams are included and are labeled neatly and accurately.	Diagrams are included and are labeled.	Needed diagrams are missing OR are missing important labels.
Summary	Summary describes the skills learned, the information learned and some future applications to real life situations.	Summary describes the information learned and a possible application to a real life situation.	Summary describes the information learned.	No summary is written.
Conclusion	Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.	Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.	Conclusion includes what was learned from the experiment.	No conclusion was included in the report OR shows little effort and reflection.
Participation	Used time well in lab and focused attention on the experiment.	Used time pretty well. Stayed focused on the experiment most of the time.	Did the lab but did not appear very interested. Focus was lost on several occasions.	Participation was minimal OR student was hostile about participating.

Conclusion

Discuss with your group the questions that you came up with about the experiment. How could these questions have changed your experiment as you went along? Would these questions have helped you to understand more about the concepts of motion and friction? Think about your results from the experiment. Could Tom Mix have been saved? What could he have done to save his life? How can you use this information to protect yourself? Science is used for the betterment of society. Use it to help make your life easier and safer!