Deceleration of a Toy Truck

Deceleration of a Toy Truck

Course(s)/Subject(s):Investigating Matter and Energy/Physical Science

Grade Level(s):8

Key Words:Technology, Lab Report Writing, Integration of Computer Programs

Developer(s) Name:Myrna Foster

School:Cooper Middle School

Attached Files:
LabRprtInstr
SmplLabRprt

Approximate Time Frame:45 minutes to complete the lab "Keep on Truckin" - Part 2: Describing Change in Speed" and analyze data; 45 - 60 minutes to produce graph with graphing program and write report using word processing program, importing graphical data.

Materials/Equipment Needed:All materials needed for completion of lab (refer to page 6 in Investigating Motion, Forces, and EnergyLab Book), Student Lab Book, Graphical Analysis Program, ClarisWorks Word Processing Program.

Description of Lesson (includes context):
In this activity, student groups complete Part 2 of the lab "Keep On Truckin," in which
the deceleration of a toy truck is measured as a change in speed at various distances.
The Graphical Analysis Graphing program is used to produce an appropriate graph of
collected data. This graph and a table of the graphed data will be imported into a
ClarisWorks Word Processing document as students write a lab report of the completed
experiment. Since students conduct many labs in which numerical data is collected, this
computer activity could be used with the labs "More Than Just Hot Air" and "Reasons
for the Seasons," in addition to others.

LESSON OUTLINE

1. What is the objective of this lesson?

POS Standards:Standard 1 and Standard 3

POS Benchmarks:Benchmarks 8.1.8, 8.3.1, 8.3.3

POS Indicators:8.1.8-1, 8.1.8-3, 8.3.1-1, 8.3.1-2, 8.3.1-3, 8.3.3-1, 8.3.3-2

SOL(s) (including Computer/Technology):SOL(s) PS.1 and PS.10; C/T 8.1, C/T 8.3
Other:Additional Benchmark(s) and Indicator(s) under Standard 1 will apply depending on the specific lab conducted.

EVIDENCE

2. What will we examine as evidence of students' knowledge and/or skill?
   Product(s):Student groups should produce:

Page 1 of 2

* an appropriate graph, with a title, and with axes correctly identified and labeled. * a lab report produced on a word processor which contains all components, and which
has the data table and graph correctly imported.

Performance(s):Student groups should be observed:
* following directions to correctly enter data into the Graphical Analysis program, and to
import the data table and graph into the word processing document.

Other:Students should be observed taking turns at word processing. One lab report will be turned in per group of 2 - 3 students.

DIRECTIONS

3. What exactly will the students and teacher do during the lesson?

Directions to students for proceeding with the lesson:
1. See attachment - Graphical Analysis and ClarisWorks Instructions for Lab Report
(LabRprtInstr.cwk).

Directions to teacher/administrator using the lesson?

1. Observe students as they complete the lab in the classroom and assist as needed.
2. Analyze data collected from lab activity before going to computer lab to complete
   report.
3. Secure two days to work in the computer lab in advance (only one day may be
   necessary, but sign up for two in case some groups need additional time.)
4. In the computer lab, explain/review any operating procedures, and review lab report
   components.
5. As students work, observe and assist as needed.

APPROPRIATE ACCOMMODATIONS/MODIFICATIONS

4. What options in presentation(s) and/or response(s) are suggested in order to provide the opportunity for all students to demonstrate achievement of the benchmark(s) and indicator(s)?
5. Students with varying abilities are grouped together and required to take turns using
   word processing skills as they write the different components of the lab report.
6. Students may have additional time to complete the assignment after school or during a
   resource period, if needed.
7. Student groups will be given extra assistance and/or personalized instruction, as needed.