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Jumping Ping Pong Balls Adapted from FAST 2013 Conference: Brevard Make and Take

Jumping Ping Pong Balls Adapted from FAST 2013 Conference: Brevard Make and Take. Mary Tweedy, Curriculum Support Specialist Keisha Kidd, Curriculum Support Specialist Millard Lightburn, Ph.D. District Science Supervisor.

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Jumping Ping Pong Balls Adapted from FAST 2013 Conference: Brevard Make and Take

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  1. Jumping Ping Pong BallsAdapted fromFAST 2013 Conference: Brevard Make and Take Mary Tweedy, Curriculum Support Specialist Keisha Kidd, Curriculum Support Specialist Millard Lightburn, Ph.D. District Science Supervisor

  2. Science Benchmark Focus • SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations; experiments requiring the identification of variables; collecting and organizing data; interpreting data in charts, tables, and graphics; analyze information; make predictions; and defend conclusions. • SC.5.N.2.1Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence • SC.5.N.2.2 Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others. • SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time. • SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.

  3. Common Core ELA and Math • LACC.5.SL.1.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. • LACC.5.RI.1.3 Explain the relationship or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • LACC.5.RI.2.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. • MACC.4.MD.1.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l, ml; hr., min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.

  4. Designing Effective Inquiry: Jumping Ping Pong Balls What will happen if you blow air onto the ball in the cup? Think about this: Does it matter how you blow air(air pressure)on the ball in the cup? FAST 2013 Conference: Brevard Make and Take

  5. What will happen if you blow air onto the ball in the cup? Choose an answer and write to explain how you came up with this reasoning. • The ball will spin in the cup. • The ball will bounce out of the cup. • The ball will bounce up and down in the cup. • The ball will move slightly, remaining in the cup.

  6. Four Corners Go to your chosen corner: A, B, C, or D. • Find a partner to talk with. • Then discuss the reason(s) for your choice. • Share with the rest of your group. • Choose a member of your group be the reporter and share out with all groups. • Listen to all sharing out from each answer choice. Take notes. • Has your thinking changed? Do you want to change answer choices?

  7. What will happen if you blow air onto the ball in the cup? Materials: ping pong ball per group; 2 – 5 oz. plastic cups Procedures: • Place the two plastic cups 8 centimeters apart. • Place one ping pong ball into one of the plastic cups. • Blow air over the ping pong ball. • Record observations after each blowing of air, including how much and force used. • Observe the ball. Record 3 – 4 observations. • Repeat two more times.

  8. What happened when you blew air onto the ball in the cup? Which answer best fits what you observed? Explain your reasoning. • The ball spun in the cup. • The ball bounced out of the cup. • The ball bounced up and down in the cup. • The ball moved slightly, remaining in the cup. What could have affected your results?

  9. Jumping Ping Pong Balls- the Science As you blow air over the cup, pressure builds up in the bottom of the cup in-front of the ping-pong ball and forces the ball out of the cup. The area where you are blowing creates low pressure outside of the cup and forces the ball into a path towards the other cup. The ping-pongball travels along the path of the low pressure flow.

  10. What new question could be investigated? Materials available: ping pong ball per participant plastic cups: 5oz. 9 oz. or 12 oz. ruler meter stick tape (to hold cups in place) blue tray hair dryer

  11. Jumping Ping Pong BallNew Questions • Does changing the size of the cup with the ball affect a change in the movement of the ping-pong ball? • Does changing the amount of air affect a change in the movement of the ping-pongball? • Does changing the force of air affect a change in the movement of the ping-pongball? • Does changing the distance between the cup with the ball and the force of air affect a change in the movement of the ping-pong ball? • Does changing the temperature of the air affect a change in the movement of the ball?

  12. Jumping Ping-Pong Ball Inquiry Problem Statement: Hypothesis: Identify the Variables: Test (independent/manipulated) Variable: Outcome (dependent/responding) Variable: Controlled (Constants) Variables: Plan investigation: Materials: Procedures: Do the Experiment: Collect and Record Data Conclusion: Application (How does this relate to weather?):

  13. How does air pressure relate to weather? What is Air Pressure? • Weather - http://app.discoveryeducation.com/player/view/assetGuid/6c29abb5-481c-4114-9a4e-6c39ef9f0eb2 • http://app.discoveryeducation.com/player/view/assetGuid/e8a0ff35-64df-4562-99a7-8dd0564d68b5 How do Heat, Wind and Pressure Work Together? Heat, wind, and Pressure A Review How do different air pressures affect weather systems? Give some examples.

  14. Assessment • Write 4 observational statements using evidence from the experiment. • Then make evidence-based inferences using these observations including links to weather. • Draw inferences as to the relationships with weather and air pressure with how the differing positions of the cups were affected by how much wind and pressure were present. • Create 2 different models explaining the variables and possible outcomes based upon your prior experimentation. • Draw a weather system with captions indicating • what is happening and why.

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