Understanding By Design Model Lesson
Developed by: Lynn
community of Britton will have a new swimming pool in the spring of 2003.
The second phase of the project is to install a waterslide for one area
of the pool. The role of the 5th
grade Science class is to create a model waterslide for the pool.
Teams of students will build a model slide, write an abstract about the
slide, and present the team project in the form of a Power Point to the Britton
Students will understand that physical
laws of motion govern our world.
How do the laws of motion affect our daily lives on earth?
What variables can you manipulate to affect the movement of objects?
Knowledge and Skills:
Every object in the universe has mass and therefore gives rise to a
gravitational force on every other object.
Identify forces in specific situations that require objects to interact,
change direction or stop.
Speed is a measurement of how far something travels in a certain time.
Apply the formula for speed S=d/t to determine speed of objects.
Velocity is a description of both speed and direction.
Inertia is the tendency of an object to stay at rest or in a motion until
a force acts on it.
Performance Tasks, Projects:
(EQ = Essential
Questions; K&S = Knowledge and
The community of Britton will have a new swimming pool in the spring of
2003. The 2nd phase of
the project will add a waterslide to the pool.
will interpret the laws of motion in order to apply them to the design of their
project – the waterslide.
will journal how “my day” is affected by the laws of motion.
While creating a design, students will demonstrate their ability to
manipulate the variables.
They will have
a conferencing day with Principal and high school physics students.
K&S 2,3,4,6: Quizzes,
“Speeding Along” Lab Experiment
K&S 5,6: Quiz, Labs: ( Investigating Force to Move Objects, Experimenting
with Balloon Rockets)
Scott Foresman Science
Copyright 2000, Addison Wesley
Educational Publishers, Inc.
MARBLE” LAB EXPERIMENT
wooden board, 3 books of equal thickness, meter stick, piece of masking
tape, marble, clock with second hand, Handheld
Place 1 book
on an uncarpeted floor and lean the wooden board against the book to form a
Use the meter
stick to measure 300 cm from the top of the board to a spot on the floor in line
with the ramp. Mark this spot with
a piece of tape.
marble at the top of the ramp and then release the marble and begin timing.
Stop timing when it passes the piece of tape.
handheld, calculate the average speed of the marble in centimeters per second by
dividing 300 cm by the number of seconds you timed.
data on the handheld in the Sheet Togo Application.
procedure 3 times.
average speed of the marble.
procedure using a ramp made with a stack of 2 books, and then 3 books, repeating
3 times and then finding the average.
data in “Sheet Togo”. When you
Hot Sync, you will be able to create a graph to include with your paragraph
answering the following question: How
did the average speed of the marble change as the angle of the ramp changed? Why?
might changing the amount of friction affect the speed of the marble?
Develop a plan to answer that question and try it.
Create a graph of your results.
When you set your spreadsheet up, follow
the same format as the spreadsheet below. Your
data will be different than this made up data.
Use the same headings in row 1.
You will use
the same headings in Column A and Column G.
Do the experiment and record you data.
Make a chart to display your data. Make
a copy to include with your paragraph.
“Measuring Motion” January 27 – February 6, 2003
”What Affects Motion” February
6 – 10, 2003
“Gravity and Motion” February 11 – 17, 2003
“Friction and Motion” February 18 – 22, 2003
“Potential and Kinetic Energy”
February 24, 25, 2003
February 26, 27, 28 : Finish models, make power points, and write Abstracts.
Present to Pool committee :
March 15, 2003
Special Learning Experiences:
Safety Recommendations for pool
Information given by: Helms & Associates
Consulting Engineers * Land
Aberdeen, South Dakota
Taken from Section 13152 – SPECIALTY
CONSTRUCTION SECTION –SWIMMING POOL
Part 1 General
B. The Great Lakes-Upper
Mississippi River Board of State Sanitary Engineers’ “Recommended Standards
for Swimming Pool Design and Operation,” 1982 edition shall be used. Supplemental Standards shall include the “American National
Standard for Public Swimming Pools,” ANSI/NSPI 1991.
WATER FLUME SLIDE FEATURE ALTERNATE BID #1)
Flume Slide length shall be measured based on the centerline of the
flume. Flume length to be
150’0”. The flume slide will be
designed and constructed for removal of the final 10-feet of the slide to
accommodate swim meet activities. Removal
of slide portion shall be easily accomplished with standard tools and no more
than two persons required for removal. No
jacks, hoists, or other special equipment shall be required for removal.
The fiberglass flume dimensions will be a minimum of 36” width inside
barrel and a minimum depth of 22” on all straights.
Outside to outside of sections shall be a nominal 48”.
All curves shall be 225-degree profile design.
– A flume shall be perpendicular to the plunge pool wall for a distance of at
least 10 feet (3 m) from the exit end of the flume.
– The distance between the side of a flume terminus and a plunge pool side
wall shall be at least 4 feet (1.2 m). The
distance between sides of adjacent flume terminuses shall be at least 6 feet
(1.8 m). The distance between a
flume exit end and the opposite side of the plunge pool, excluding steps, shall
be at least 20 feet (6.1 m).
– A flume shall terminate at a depth between 6 inches (15 cm) below the plunge
pool operating water surface level and 2 inches (5 cm) above the water surface
level. The flume shall not exceed a
one-in-ten slope for a distance of at least 10 feet (3.0 m) from its exit end.
– The design of the flume shall minimize abrupt contact with the slide and
prevent people from being airborne.