Title:

The Variables of Ski Jumping

Grade Level:

6,7

Subject:

Science

Author:

nbclearn

Time:

40 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

Ski Jumping, Air Lift, Variables, Force, olympics

Brief Description:

Students will watch the NBC Learn Video: Ski Jump. They will discuss and list the variables that might affect the distance traveled by a skier. Students will then build and test tiny rockets that can be launched from drinking straws in order to better understand the effects of some of the variables listed earlier.

 

California State Standards Addressed:

Science/8/Focus on Physical Science)1.0

Related Links:

Link 1:

Goal(s):

Students will create a list of possible variable that affect the distance that a ski jumper travels. They will then build a straw rockets and test its performance. Based on this test, and the results from other students, they will try to improve upon the original design in order to build a better rocket. Students will keep track of data and summarize their findings with reflections and drawings.

Specific Objectives:

Students will be able to:

1. Define the term variable.
2. Given a physical situation, generate a list of possible variables that could influence the outcome.
3. Collect data and averages.
4. Redesign a rocket based on testing and observation.
5. Communicate their results using words and drawings.

Required Materials:

Per group:
For building: Scrap paper, transparent tape, scissors, a large diameter (milkshake) straw or large diameter pencil

For launching: drinking straws with a diameter a bit smaller than the pencil or milkshake straw, tape measure, safety glasses, masking tape or something to mark test distances.

Anticipatory Set (Lead-in):

Ask students how far they think they could jump if running? What about Olympic champion long jumpers? (About 30 feet). What about bicycles? Ask if anyone has ever watched Olympic Ski Jumping and if anyone knows how far these athletes jump. Discuss the answer, over 200 yards, more than the length of 2 football fields. Ask the students how they think this is possible? Tell them that the day’s lesson is going to help answer that question. Let them know you are going to watch a short video about the science of Olympic Ski Jumping and then construct rockets to test some of the variable that help skiers go so far.

Lesson Plan Procedure:

1. Before showing the video, remind students that they should watch carefully and try to remember any techniques or principles that enable the skiers to go further.
2. Show the NBC Learn Video: Air Lift: Ski Jump, and then ask a few questions to clarify some of the main concepts. Don’t let students call out the answer, instead ask them to discuss and check the answer with a neighbor.  (a) What is the skier’s main strategy while descending the ramp and why?  (b) Once they leave the ramp, what is the skier’s main strategy and why?
3. As a class, brainstorm a list of variables that might let a skier go farther.
4. Now introduce the rocket activity. Tell them that the goal will be to build a rocket that will be launched by a straw and go as far as possible.
5. Demonstrate for them how to build one, at least the main tube (it should only take a minute or two and it will help them to see you do it, see figures 1-5 below.)
6. Remind students that rockets can cause serious eye injuries. Tell them to never launch at someone and to always wear safety goggles whenever they are near the launching area.
7. Give them time to build and test their first rocket. In order to launch, put the rocket on the end of the smaller diameter straw and blow. (Note: the rocket needs to fit loosely on the launching straw.)
8. After a practice launch or 2, they need to record and average 3 launches.
9. Based on the rocket’s performance, and observations of other students’ rockets, they need to build at least one more with at least one attempted design improvement. Have them record and average the launches as they did with the first rocket.
10. Toward the end of the period, you may choose to have a class competition.
11. Discuss with the class whether the better rockets had any features that were similar to items on the list generated after watching the video.

Closure (Reflect Anticipatory Set):

Explain that although this was a relatively simple activity, the process they followed was in some important ways very similar to the process used by engineers. Engineers observe a situation, try to isolate variables that will produce a desired effect and incorporate them into the design. They then test their designs and based on the results and observations, they re-design. Tell them that, regardless of how their rocket performed, if they enjoyed the activity, they may be the type of person that would also enjoy being an engineer.

Plan for Independent Practice:

For homework, have them summarize their results: They should explain their designs in words and include data table of the test distances and averages. They should make some conclusions based on what they observed from the other students’ designs. What aspects of designs or launching technique seemed to be more successful?

Assessment Based on Objectives:

N/A

Possible Connections to Other Subjects:

Language Arts:
The homework report can be given as a language arts assignment.
Students could also research the history and origins of rocketry and write a short summary of their findings.

Adaptations and Extensions:

Challenge the students to devise a method to determine the maximum height of a rocket launch.

Additional Notes:

This lesson was adapted from an activity developed by NASA Quest.