1. Technology acts a direct substitute, with no functional improvement
Paper Airplane Lab
In this task you will watch a video from my Blackboard and make a paper airplane for our lab. We will be trying to determine which changes made in the design of the pane will allow them to fly a farther distance.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
1) Obtain a sheet of air plane paper from your teacher. 2) Go to my Blackboard site and watch the video, “How to Make a Paper Airplane,” and make your airplane as instructed. You are encouraged to video and take pictures through the process for use in your final lab report.
Follow the link to my Blackboard and got to the Physics is Fun tab to find the video.
a) Make your paper airplane from the video, take a picture of your airplane, and develop a hypothesis. Will our planes travel farther with or without the modifications?
b) Throw your airplane 3 times and measure the distance of the flight of each throw and recording their data.
c) Then choose to modify your airplane in ONE of three ways (staple down the middle, remove top fold, fold ends of the wings up) and make the changes to their airplane.
d) Throw the newly modified air plane 3 more times measuring the distance of the flight after each throw and recording the data.
This task uses:
Blackboard, video, computer
Or iPad
Learning Objective(s): Write a testable question or hypothesis when given a topic (SI-H-A1) Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) *Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2)
TEACHER NOTES:
Teacher’s name/ Stacey Martin
School: Sam Houston
Louisiana State Standard: (SI-H-A1),
Grade Level/Subject: 12th, Physics
Special Directions/Considerations: Found on Blackboard
Activity Evaluation:
Prerequisites for students:

2. A Paper Airplane Lab Log on to Blackboard.
In this task you will use Google Forms to produce a graph the data from your lab.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
Log on to Blackboard.
Under my classes, click on Sam Houston High-Stacey Martin
Click on the Physics is Fun tab on the left.
Open the Paper Airplane Tab
Open the link to the form and make a graph with the distances your airplane flew in each trial.
Open the link to graph your data. Enter your data in the appropriate data table.
When everyone has entered in their data, you will produce a line graph from your data set to use in your lab report.
Be sure your graph has a title and the axis are labeled correctly then customize the graph how you would like.
This task uses: Blackboard, Google Sheets, computer or iPad
Learning Objective(s):
Utilize mathematics, organizational tools, and graphing skills to solve problems (SIH-A3)
Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3)
TEACHER NOTES:
Teacher’s name/ Stacey Martin
School: Sam Houston
Louisiana State Standard: (SI-H-A1),
Grade Level/Subject: 12th, Physics
Special Directions/Considerations: Found on Blackboard
Activity Evaluation:
Prerequisites for students:

3. significant task redesign.M
Paper Airplane Lab
In this task, you will make a digital lab report to present the data from their paper airplane labs.
MODIFICATION
Technology allows for
significant task redesign.
You will make a digital lab report using your data from the lab to show that your hypothesis was either proven or disproven. Please customize the slide however you would like just be sure to include all of the information that is required.
Log on to Blackboard.
Under my classes, click on Sam Houston High-Stacey Martin.
Click on the Physics is Fun tab on the left.
Open the Paper Airplane Tab
In the Paper Airplane Lab Folder of my Blackboard:
Click on the link to make a slide for the class lab report. 
Your slide should contain the following;
1) Your name
2) Your hypothesis
3) The data table of your group's data
4) The graph of your group's data
5) Was your hypothesis proven or disproven? 
6) A picture or short video
This task uses: Blackboard, Google Slides, computer or iPad
Learning Objective(s): Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H- A3) Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4) Write and defend a conclusion based on logical analysis of experimental data (SI-HA6) (SI-H-A2)
TEACHER NOTES:
Teacher’s name/ Stacey Martin
School: Sam Houston
Louisiana State Standard: (SI-H-A1),
Grade Level/Subject: 12th, Physics
Special Directions/Considerations: Found on Blackboard
Activity Evaluation:
Prerequisites for students:

4. R Paper Airplane Lab Log on to Blackboard.
Evaluate the lab reports of the other people in your group and discuss the results of the data.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Log on to Blackboard.
Under my classes, click on Sam Houston High-Stacey Martin
Click on the Physics is Fun tab on the left.
Open the Paper Airplane Tab
Open the Google Slides Lab Reports.
Analyze the data of the people who made the same modification in their airplane as you did.
On each of those slides, discuss whether you received similar results and why or why you might not have obtained similar results.
This task uses: Google Slides, Blackboard, computer or ipad
Learning Objective(s):
Write and defend a conclusion based on logical analysis of experimental data (SI- HA6)
TEACHER NOTES:
Teacher’s name/ Stacey Martin
School: Sam Houston
Louisiana State Standard: (SI-H-A1),
Grade Level/Subject: 12th, Physics
Special Directions/Considerations: Found on Blackboard
Activity Evaluation:
Prerequisites for students: