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Science Friction: Curling

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 9
  Time: 60 minutes
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/9/Physics
2.0 The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. As a basis for understanding this concept: a. Students know how to calculate kinetic energy by using the formula E=(1/2)mv2 . b. Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) =mgh (h is the change in the elevation). c. Students know how to solve problems involving conservation of energy in simple systems, such as falling objects. d. Students know how to calculate momentum as the product mv. e. Students know momentum is a separately conserved quantity different from energy. f. Students know an unbalanced force on an object produces a change in its momentum. g. Students know how to solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy. h. * Students know how to solve problems involving conservation of energy in simple systems with various sources of potential energy, such as capacitors and springs.
 
BRIEF DESCRIPTION
Students will conduct an experiment to explore the concepts of kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, and two dimensional transfer. Students will relate these concepts to playing pool as well as curling, which is one of the Winter Olympic sports.

curling  

 
PROCEDURES
 
Goal(s):
Students will conduct an experiment to explore the concepts of kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, and two dimensional transfer. Students will relate these concepts to playing pool as well as curling, which is one of the Winter Olympic sports.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions
  2. Explore the science behind the game of curling
  3. Conduct a scientific experiment to understand kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, and two dimensional transfer
  4. Construct reasonable explanations for questions presented to them
 
Required Materials:
The NBC Video: Science Friction: Curling, poster board, tape or weights, ring stands, quarters (or washers of similar size and weight), white board, dry erase markers, two billiard balls (or two other small, hard balls about the same size as a billiard ball)
 
Anticipatory Set (Lead-in):
Ask students to raise their hand if they have ever played pool before. Draw a brief sketch of a basic pool table on the board with a few balls in a variety of positions around the table. Ask students to predict where the ball would go if another ball would hit it “head-on” (it would go straight) Ask the students where you would have to hit the ball (point to one) if you wanted it to go into a side pocket (point to a side pocket). Discuss answers and have a few students come up and point to the spot where you would aim your pool stick. Tell students that they are not going to play pool today but they are going to learn about a Winter Olympic sport that does some of the same things as pool does. That sport is called curling. Watch the NBC Video: Science Friction: Curling.
 
Lesson Plan Procedure:
See attached student activity sheet for the procedure.
 
Closure (Reflect Anticipatory Set):
Ask students to think of all the concepts they learned about in today’s activity. List these concepts on the board. They might include kinetic energy, speed, travel distance of the puck, collisions, conservation of momentum, transfer of momentum, two dimensional transfer, etc. Ask students if these same concepts occur when people play Pool. Discuss answers. If possible, have two billiard balls, or two other kinds of hard balls, and review each of the concepts with the students. For example, push one ball directly into the other and ask the class what happened in scientific terms. Show a couple of different examples with the balls and allow students to practice using the scientific explanations of what happened.
 
Assessments & notes
 
Plan for Independent Practice:
Ask students to describe and illustrate examples of what happened during the activity. Students should describe or label their illustrations to show how head-on collisions resulted in total transfer of momentum. They should also draw and describe what is happening when non-head-on collisions occur (a two dimensional transfer, with each puck sharing a portion of the total initial momentum.) Students may work in groups to do this. After all the groups have finished their work, they can choose one person from each group to talk about the examples they wrote about.
 
Assessment Based on Objectives:
Begin the next day’s lesson with the quiz titled, “SCIENCE FRICTION: CURLING Quiz”.
 
Possible Connections to Other Subjects:
Physical Education: This activity did not simulate the use of hockey brooms. A discussion might be conducted on how to introduce this idea into this activity.
Social Studies/ History: An investigation could be made into the scoring rules used in actual curling games. In addition, research could be made into the history of the game.
Science: An experiment could be conducted on what combination of surfaces (metal-to-cardboard was used here) will cause more or less friction.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Sat, 02/06/2010 - 06:13


Title:

Science Friction: Curling

Grade Level:

9

Subject:

Science

Author:

NBCLearn

Time:

60 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, two dimensional transfer, friction, olympics

Brief Description:

Students will conduct an experiment to explore the concepts of kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, and two dimensional transfer. Students will relate these concepts to playing pool as well as curling, which is one of the Winter Olympic sports.

curling  


California State Standards Addressed:

Science/9/Physics)2.0

Related Links:

Link 1:

Goal(s):

Students will conduct an experiment to explore the concepts of kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, and two dimensional transfer. Students will relate these concepts to playing pool as well as curling, which is one of the Winter Olympic sports.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions
  2. Explore the science behind the game of curling
  3. Conduct a scientific experiment to understand kinetic energy, speed, travel distance, collisions, conservation of momentum, transfer of momentum, and two dimensional transfer
  4. Construct reasonable explanations for questions presented to them

Required Materials:

The NBC Video: Science Friction: Curling, poster board, tape or weights, ring stands, quarters (or washers of similar size and weight), white board, dry erase markers, two billiard balls (or two other small, hard balls about the same size as a billiard ball)

Anticipatory Set (Lead-in):

Ask students to raise their hand if they have ever played pool before. Draw a brief sketch of a basic pool table on the board with a few balls in a variety of positions around the table. Ask students to predict where the ball would go if another ball would hit it “head-on” (it would go straight) Ask the students where you would have to hit the ball (point to one) if you wanted it to go into a side pocket (point to a side pocket). Discuss answers and have a few students come up and point to the spot where you would aim your pool stick. Tell students that they are not going to play pool today but they are going to learn about a Winter Olympic sport that does some of the same things as pool does. That sport is called curling. Watch the NBC Video: Science Friction: Curling.

Lesson Plan Procedure:

See attached student activity sheet for the procedure.

Closure (Reflect Anticipatory Set):

Ask students to think of all the concepts they learned about in today’s activity. List these concepts on the board. They might include kinetic energy, speed, travel distance of the puck, collisions, conservation of momentum, transfer of momentum, two dimensional transfer, etc. Ask students if these same concepts occur when people play Pool. Discuss answers. If possible, have two billiard balls, or two other kinds of hard balls, and review each of the concepts with the students. For example, push one ball directly into the other and ask the class what happened in scientific terms. Show a couple of different examples with the balls and allow students to practice using the scientific explanations of what happened.

Plan for Independent Practice:

Ask students to describe and illustrate examples of what happened during the activity. Students should describe or label their illustrations to show how head-on collisions resulted in total transfer of momentum. They should also draw and describe what is happening when non-head-on collisions occur (a two dimensional transfer, with each puck sharing a portion of the total initial momentum.) Students may work in groups to do this. After all the groups have finished their work, they can choose one person from each group to talk about the examples they wrote about.

Assessment Based on Objectives:

Begin the next day’s lesson with the quiz titled, “SCIENCE FRICTION: CURLING Quiz”.

Possible Connections to Other Subjects:

Physical Education: This activity did not simulate the use of hockey brooms. A discussion might be conducted on how to introduce this idea into this activity.
Social Studies/ History: An investigation could be made into the scoring rules used in actual curling games. In addition, research could be made into the history of the game.
Science: An experiment could be conducted on what combination of surfaces (metal-to-cardboard was used here) will cause more or less friction.


Adaptations and Extensions:



Additional Notes:

N/A


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