Parachute

Day 1

Forces - gravity vs. air resistance

Students must know how to use a stop watch and ruler.

Students must have some knowledge of Excel.

Students must have knowledge of simple science concepts: Gravity, air molecules, scientific process, and variables.

The difference of independent and dependent.

Science journals with worksheets

Prototype:

Plastic sheet 50cm by 25 cm, 2 pieces of string- 100cm ea., one washer

Stop watch, meter stick, and chair

Instructor should be familiar with: Parts of an investigation, which can be found in any science text book, observation, questioning, hypothesis, experimenting, collecting data/information, and conclusion. The notion of air molecules and air resistance. There is a force on an object by air molecules that result in friction. For example, a parachute would not be successful with out the friction of air molecules to help keep the canopy up. Also understand variables in an experiment, which would also be explained thoroughly in any science text book. The independent variable is the part of the experiment that you chose to change or alter. The dependent variable is the different results you (the scientist) get because you changed the independent variable.

Pose a question that can be answered by a systematic investigation.

Identify, isolate, and measure variables in an experiment.

Understand why it is important for scientist to only change one variable at a time.

Address concepts such as: Ehat is the basic process of science? How does science "move forward"?

Collect and graph data using microsoft excel spread sheet as well as hand graph the data.

Analysis the data and come to a conclusion of their experiment.

The entire class is being split into teams with their very own teaching team to accompany them. Each group will have a total of approximately 7 students and will be created randomly.

These groups will stay as is for both days of instruction. At the very end of the second day the class will come together as a whole to do the final "competition" of the parachute drop.

Hook: Ask questions about parachutes and when people use them. Then we will read the scenario. For clarification we will have the students restate what their mission is in this investigation. The key to getting the students engaged is to really get them to roll play as if they are really working for a company that needs then to produce this product and are no longer students in a classroom.

After the hook we are going to go right into discussing of an investigation and parts of scientific process. The students will have to write down parts of an investigation and also talk about the importance of each part. This will take approximately 10-15mins., this should just be a review not the focus of the lesson.

After going through the steps of the investigation we will go right into building the prototype of the parachute. Complete directions are on page 2 of the worksheets.

Before the prototype is tested, we as a group will discuss four important facts about the investigation. The factors include: height of release, place of release, data we want to collect and the independent variables and dependent variables.

Testing the prototype: the students will make observations about the prototype and practice collecting data of time and distance from target.

After testing the prototype we will come back into the class go over the components of the "mission". The only variable they can change is the canopy and this will prompt another group discussion on ways to change/alter the canopy in the best way to reach their two goals of having the parachute last longer in the air while still falling straight enough to fall in a designated area.

As a group the students will choose three variables they will want to change for day two of the investigation. In doing this the students will refill out a table/chart with their ideas.

If time allows at the bottom of page 3 is a practice report summary for the group to make a plan with about what specifically they would like to try out in changing the canopy.

This will conclude day one of this two day lesson.

The assessment will be made at a later date when the group of teachers will come together and create an assessment at the discussion.

For students with special needs bigger posters with main points of the lesson written on them. For example when we do group discussions on scientific methods I will and the group will write down what we discuss together. In each section of the lesson we will talk about want we want to do and why, so it's not all direct teaching. By having group discussions and ask questions I'm checking for understanding. Also since this is a group activity/lesson students can work together gaining better understanding.