Module 5: Sports

1. Module 5: Sports A special partnership between theGeorgia Department of Education and theEducational Technology Training Centers in support of the 8th Grade Physical Science Frameworks.

2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Sports General Task Machines are Marvelous

3. Standards Content S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. S8P3. Students will investigate relationship between force, mass, and the motion of objects. b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia and friction. c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work. Characteristics S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate.  S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS6. Students will communicate scientific ideas and activities clearly. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

4. Enduring Understanding: • Simple machines are all around us and can make work • easier to perform. • Essential Questions: • How do simple machines contribute to the operation of a • bicycle, and car engine, and which simple machines are • used? • How do simple machines contribute to playing sports that • use sports equipment and sports that don’t require • equipment (the human body is the only equipment)?

5. Pre-Assessment • How are balanced and unbalanced forces demonstrated in the game of football, riding a bicycle, and driving a car? • Describe the energy transformations that are taking place when someone is involved in those activities.

6. Simple Machines Videos

7. Stations Work through the following stations

8. Mr. Fizzix http://www.physicsofbicycling.homestead.com/index.html Answer the following: 1. Explain the role of gravity when riding a bicycle. 2. Explain how friction is useful to bicyclers in a race. 3. If you were going to buy a bicycle for racing, what type of material would you want your frame to be made of and why? 4. Explain the role of friction in the brakes.

9. Electric Cars http://www.fi.edu/qa97/spotlight3/spotlight3.html http://en.wikipedia.org/wiki/Battery_electric_vehicle Answer the Following: 1. What simple machines exist on an automobile? 2. What energy transformations take place in an electric car? 3. What type of engine would a race car have? Why?

10. Develop your Plan Develop a plan that contains the following: blueprint (sketches) materials construction procedures rules and strategies for game play Present for teacher approval prior to constructing your prototype.

11. Propelled by Pedals http://library.thinkquest.org/J002670/parts.htm 1. How can a force produce motion on a bicycle? 2. What do a bike and a gyroscope have in common? 3. What is inertia? Explain the concept. 4. Would you ride your bike on ice? Why or why not? (Explain your answer in terms of friction.)

12. What simple machine do these sports have in common? Ice Hockey: http://www.youtube.com/watch?v=CwOT9VVzzVA Golf: http://www.youtube.com/watch?v=qHGcAEJiLcU&NR=1 Tennis: http://www.procomparetennis.net/ Softball: http://www.youtube.com/watch?v=5ZxqUjklqQI Answer The Following: 1. Which simple machine do all these sports have in common? 2. How does this machine do work in this sport? 3. Name 2 ways this machine makes work easier for you. 4. Choose one sport and name two energy transformations that take place.

13. Teacher Reflection What were the “Big Concepts” in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students’ understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?