Bell Ringer Which of the following hypotheses is written correctly? A) Frozen tennis balls will not bounce as high B) If a tennis ball is frozen, it won't bounce as high as one that is not frozen C) If I freeze a tennis ball, then it will not bounce as high. D) If I heat up a tennis ball it will bounce high

Bell Ringer Which of the following hypotheses is written correctly? A) Frozen tennis balls will not bounce as high B) If a tennis ball is frozen, it won't bounce as high as one that is not frozen C) If I freeze a tennis ball, then it will not bounce as high. D) If I heat up a tennis ball it will bounce high

Practice using the Scientific Method Please Pay Careful Attention

Alabama Content Standard 1. Identify steps within the scientific process Today’s Outcome: – Students will design a paper airplane that will stay in the air the longest period of time.

In Your Notebook Write the following: Materials and Equipment: – Scientific Method Sheet for each student. – Problem Solving Worksheet: Longest Time Aloft for a Paper Airplane for each student. – Each group will have: 3 sheets of copy paper 3 pieces of 4 inch long adhesive tape. One stop watch – Whole Class Data Sheet

Grading Procedure: – You will be given 3 grades for this assignment. Grade 1= this will be a reflection of how your group works together and if you followed the rules Grade 2= scientific method worksheet and problem solving worksheet Grade 3=Paper Airplane Grading: – 3 airplanes following all guidelines= 75points – 2 airplanes following all guidelines= 50 points – 1 airplane following all guidelines= 25 points – 0 airplanes= 0 points – Points will be added for the planes that stay aloft the longest period of time: » Top 3 add- 25 points » Everyone else= 20 points

In Your Notebook Write the following: Rules: – You must listen to Mr. Seale at all times. – We must keep our voice levels low, because we cannot disturb other classes. – We will take turns flying the planes and recording to ensure accurate recording. – If you decide to fly your airplane at the wrong time, you will be disqualified and your group will receive a 0 for the entire lab. – If it is not your turn, you must be seated with your group quietly awaiting your turn.

Procedure: – Each group must decide on a recorder, timekeeper, and tester. These will be the same for all of the paper airplane experiments. – Your group will collaborate, design, and build one paper airplane at a time. – We will then go outside or into the auditorium if it is raining to test your planes. – We will test two groups at a time in the order that I call your group. Each group will get 3 tries with their plane. – Before flying the recorder will check to see if the name if visible on the plane. The timing for each group will begin at the moment the plane leaves the student’s hand, and will stop when the plane touches down. If a plane skids across the floor, it will be considered down when it first touches the floor. The timekeeper will announce the time, and the recorder will write down the time and circle the longest time for the group. This will be done after all three attempts have been completed.

Instructions: – Look at your Scientific Method Sheet What are you learning about? – Airplanes Ask a Question: – How can I make a paper airplane fly longer than anyone else? Research your topic: – This is where you will discuss your design with your group. State your own hypothesis: – If…..,then….. Test your hypothesis: – This is where you will write your groups results from today’s experiment. Analyze your data: – This is where you will draw conclusions about your test. Report your results: – This is where you will proclaim whether or not your hypothesis was accurate.

Now I will give your group: – One of the 3 pieces of copy paper – One of the 3 pieces of 4 inch long adhesive tape – You cannot use anything else for the construction of your paper airplane, so be sure you have a good plan. – MAKE SURE YOUR GROUP NAME IS VISIBLE ON THE COMPLETED PLANE. – I will give you a few minutes to quietly discuss and create your plane for today.

We will now walk to the testing zone.

Good scientists analyze their results and make an attempt to fix or improve their experiments.

Each student should complete the worksheet Problem Solving: Longest Time Aloft for a Paper Airplane (You will work on this by yourself. You will use these papers as a group to discuss and design a new paper airplane. ) THIS IS A GRADE!

Each group will now design a second plane. We will test this in the same way as we did before.

You will now have one last opportunity to collaborate, design, and test a paper airplane.

Complete: You must now complete your scientific method worksheet and Problem Solving: Longest Time Aloft for a Paper Airplane and turn them both in. (Remember these will be graded!)