An Excel Project Created By: Frances Carlo EDTC 633-Tools and Data - PowerPoint PPT Presentation

An Excel Project Created By: Frances Carlo EDTC 633-Tools and Data Spring 2017

 Topic: Energy  Potential and Kinetic  Cooperative Activities  Think-Pair-Share  Small Group – Lab Work  Rubber Band Spool Racer  Technology:  MS Excel Spreadsheet  Chromebook  SmartBoard

Objectives : Standards : • Define energy and how it is NJSLS: ELA / Literacy: used.  RI.4.1 • Explain the difference  RI.4.3  RI.4.9 between kinetic and  W.4.2 potential energy.  W.4.8 • Explain how energy is  W.4.9 converted from potential to kinetic, and vice versa NGSS : through the use of force.  Science and Engineering Practices: 4-PS3-1 Constructing Explanations and Designing Solutions  Disciplinary Core Idea: PS3A – Definitions of Energy  Cross-cutting Concepts: Energy and Matter

Your team has been chosen to field test the first prototype rubber band spool racer. You will test and record data to determine the strengths and weaknesses of the current design. The rubber band spool racer must travel in a straight line for at least 2 feet (24 inches) within a 3-foot wide tract. Based on your results, you will propose modifications on ways to improve the function and design of the spool racer.

Materials and Directions:

Day 1 : Introduce activity and gather data Whole Group : Engage  Introduce the concepts of kinetic and potential energy (K.W.L.)  Explain that they will build a device that converts potential energy to kinetic energy  Model how to write a hypothesis using “If… then…” strategy  Go over Lab Expectations and Procedures Small Group : Explore (3-4 students /group)  Gather materials and assemble rubber band spool racer  Conduct trials (5 per person)  Record data in Excel Closure : Evaluate and Explain  Have students share some of the results  Discuss what worked well/ not well. Why?

Day 2 : Complete and analyze data Whole Group : Engage  Review the concepts of kinetic and potential energy  Go over Lab Expectations and Procedures Small Group : Explore (3-4 students /group)  Gather materials and reassemble rubber band spool racer  Complete all trials (5 per person)  Record data in Excel  Analyze data (Evaluate)  Review hypothesis and form a conclusion (Explain and Elaborate) Closure : Explain and Elaborate  Have students share some of the results  Discuss what worked well/ not well. Why?

Created Formula Using Cell Reference: • Average of five trials =((Sum(B5:F5))/5) Built-In Functions: • Minimum • Maximum • Average • Range Spreadsheets: • Master Copy • Student/Group Created Text Cell Reference: • Member Names

Split Screen Created Formula Using Created Formula Using An Absolute Reference: An Absolute Reference: • • Convert inches to Convert feet to feet yards =(B5*0.083333) =(B5*0.33333)

Conditional Formatting: Graphs

1. What is the role of the rubber band? Why does it help make the spool racer go? 2. Use the terms kinetic energy and potential energy to describe the spool racer. a. Describe one type of energy transfer in this activity. 3. What affects the distance the spool racer travels? 4. What was the most difficult part of this project? 5. If you were to make any improvements to your spool racer, what would they be? Why would you do that? What could you do to make the spool racer go faster?

Accommodation Scaffolding and Modification  Peer grouping /  Anchor charts collaborative  Vocabulary learning  Hypothesis:  One-on-one If… Then… Because support as needed  Sentence Starters  Print copy of all  Discussion directions / check  Conclusion list

1. Formative Assessment: Questioning and Discussion a. K.W.L. b. Observations during whole-class and small-group discussions – clarify misconceptions when necessary 2. Summative Assessment: Lab Report, Quiz and Journal a. Completed Spool Racer Data Recording Sheet b. Draw and label examples of potential and kinetic energy c. Reflective journal entry i. Differentiating between potential and kinetic ii. Identifying situations where potential energy is transformed to kinetic energy and vice versa.

1. Quick Peer Evaluation Form 2. Cooperative Learning Rubric 3. Science Journal Rubric

1. Quick Peer Evaluation Form 2. Cooperative Learning Rubric 3. Science Journal Rubric

1. Quick Peer Evaluation Form 2. Cooperative Learning Rubric 3. Science Journal Rubric

“Brainy Bits” : SAMR • On-line • Chromebook Collaboration • Built-in • Google • Real-time Functions Classroom feedback from • Cell • Multi-access teacher References From paper- of Excel file • Conditioning pencil writing Formatting tool → Excel

“Brainy Bits”: This Is Your Brain On Spool Racing Cognitive: Sensory-Touch: • Build/make the spool • Manipulation of spool racer racer work and measuring tape • Analyze data • Spatial processing • Explain function of rubber band • Expectations & Procedures Sight/Visual: • Observe • Measure Auditory/Speech/Memory: • Hippocampus - memory • Journal Writing – Connects information • Visual perception-makes sense of energy transfer

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• PBS.Kids – Spool Racer http://www- tc.pbskids.org/zoom/printables/activities/pdfs/spoolracer.pdf • PBS Learning Media https://nj.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zsplcar/ potential-and-kinetic-energy-spool-racer/ • “Ruben Puentedura on Applying the SAMR Model.” Online video clip. Common Sense Media. Web 8 October 2016. • Owen Wilson, L. “Creating a brain - based classroom”. 2014. Web 1 October 2016. • Boundless . “The Limbic System.” Boundless Psychology . Boundless, 20 Sep. 2016. Retrieved 14 October 2016 from https://www.boundless.com/psychology/textbooks/boundless- psychology-textbook/biological-foundations-of-psychology-3/structure- and-function-of-the-brain-35/the-limbic-system-154-12689/

Photos and ClipArt: • http://www.hellowonderful.co/ckfinder/userfiles/images/4-diy-spool-race- car.jpg • https://s-media-cache- ak0.pinimg.com/236x/6b/2e/03/6b2e037da9fcaf1eb66ddd573e391921.jpg • https://s-media-cache- ak0.pinimg.com/564x/7d/86/b1/7d86b11a1b06cf067c57d9a2c920d188.jpg • http://images.slideplayer.com/27/8974645/slides/slide_5.jpg • https://s-media-cache- ak0.pinimg.com/originals/df/75/21/df7521427a14ae378b0acda469c96691.j pg • https://www.mindstepsinc.com/wp-content/uploads/Conclusion.jpg • https://s-media-cache- ak0.pinimg.com/236x/60/09/d7/6009d7f9de9082f9f25c1552a403aa09.jpg • http://www.dailyteachingtools.com/images/500x647x500DoubleForm.jpg.p agespeed.ic.pmIQ9pFC3Q.jpg • http://www.dailyteachingtools.com/images/x500CoopRubricND.jpg.pagespe ed.ic.Sfza15hkJ8.jpg • https://d3e7x39d4i7wbe.cloudfront.net/uploads/photo/image/2037/samr- 1423259363-1428753943-1428759461.jpg • http://i.enki- village.com/LXkA6rtS8w0L_XRAgCppgsUkKo4=//images/2015/02/d6496abd bd1f67d463245bc18e7526e3.jpg