Physics:

Kinematics
The Mouse Trap Car
The following learning activities were backwards planned to facilitate the development of students’ knowledge and skills for
mastery of this NGSS Performance Expectation. Not all of the dimensions and CCSS are covered in the following activities and
teachers are encouraged to address them where possible.

HS-PS2 Motion and Stability

Students who demonstrate understanding can:

HS-PS2- Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship
1. among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of
data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced
force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.]
[Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-
relativistic speeds.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Analyzing and Interpreting Data PS2.A: Forces and Motion Cause and Effect
Analyzing data in 9–12 builds on K–8 and • Newton’s second law accurately predicts changes • Empirical evidence is required to differentiate
progresses to introducing more detailed in the motion of macroscopic objects. (HS-PS2-1) between cause and correlation and make claims
statistical analysis, the comparison of data about specific causes and effects. (HS-PS2-
sets for consistency, and the use of 1),(HS-PS2-5)*
models to generate and analyze data. *not directly correlated to kinematics
• Analyze data using tools, *not directly correlated to kinematics.
technologies, and/or models (e.g.,
computational, mathematical) in order
to make valid and reliable scientific
claims or determine an optimal design
solution. (HS-PS2-1)

Connections to other DCIs in this grade-band:

HS.PS3.C;, HS.ESS1.A; HS.ESS1.C; HS.ESS2.C
Articulation of DCIs across grade-bands:
MS.PS2.A; MS.PS3.C
Common Core State Standards Connections:
ELA/Literacy -

RST.11- Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
12.1 makes and to any gaps or inconsistencies in the account. (HS-PS2-1),(HS-PS2-6)
RST.11- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video,
12.7 multimedia) in order to address a question or solve a problem. (HS-PS2-1)
WHST.11-12.9 Draw evidence from informational texts to support analysis,
reflection, and research. (HS-PS2-1),(HS-PS2-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-
PS2-4)
MP.4 Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-
PS2-5),(HS-PS2-6)

HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales. (HS-PS2-1),(HS-PS2-2)
HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. (HS-PS2-1),(HS-PS2-2)
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in
simple cases and using technology for more complicated cases. (HS-PS2-1)
HSS-IS.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
(HS-PS2-1)


(HS-PS2-1)

Winding up/ Galileo’s Inclined Video
Galileo’s Free Fall
Student walk Plane Analysis

Students analyze a ball

Students discuss and Students take part in
rolling down an inclined
evaluate ways to determine Galileo’s famous falling Students use
plane to gather time and
Student the velocity of winding toys. objects lab to determine the cell phone
displacement data to
Experience Students experience data set produce the acceleration due acceleration due to gravity. cameras to
that discusses constant collect and
to gravity.
velocity (modeling of equation) analyze data.

T4T balls, vertical blinds, 4 in Any materials that can be N/A
N/A
Material rings dropped.

Acceleration To minimize
Big Idea 𝑉𝑒𝑙𝑜𝑐𝑖𝑡𝑦=𝛥𝑋𝛥𝑡 Non constant velocity
𝑥=12𝑎𝑡2
human error in
data points.

Connection Meaning of velocity and Scaffold in

Students experiment with Students learn that objects
procedure for experimentally inclined plane
to accelerating objects and fall at the same rate due to
determining the average and free fall
Culminating velocity from motion.
changing velocities. the acceleration due to
activity.
Activity *Video Analysis* gravity.
Plotting data.
CA
Forces & motion 1.a Forces & motion 1.a Forces & motion 1.a
Standards

HS-PS2-1 HS-PS2-1 HS-PS2-1
Crosscutting concepts: Crosscutting concepts: Crosscutting concepts:
Patterns Patterns Patterns
Science & Engineering Science & Engineering Science & Engineering
Next practice: practice: practice:
Generation Analyzing & interpreting data Analyzing & interpreting data Analyzing & interpreting data
Science Mathematical/computational Mathematical/computational Mathematical/computational
Standards thinking thinking thinking
Common Core: Common Core: Common Core:
MP.2 , .4 MP.2 , .4 MP.2 , .4
HSN.Q.A.1, .2 HSN.Q.A.1, .2 HSN.Q.A.1, .2
HSA.CED.A.2 HSA.CED.A.2 HSA.CED.A.2


Time (2) 55 minute class (1) 55 minute class (1) 55 minute class -

Culminating Activity – Mouse Trap Car
Experimenting and Collection
Mouse trap Car Build Mouse Trap Write Up
Data

Students are introduced to the

Culminating Activity (if not
done at the beginning of unit) Students design and carry out a test Students articulate their
Student
to determine the velocity of their findings in a well structured
Experience Students design and carry out vehicle. lab write up
the construction of a mouse
trap powered vehicle.

One mouse trap (pairs)

T4T Material The cart
N/A N/A

Articulate scientific findings.

Designing a controlled experiment. Reporting and interpreting
Build a functioning car that Thinking about how they will collect data and graphical
Big Idea travels in a line. data to determine the velocity of representations. Drawing
their mouse trap car. conclusions from scientific
method.

CA Standards ------ ------- _____

HS-PS2-1
Crosscutting concepts: Patterns ELA Common core:

HS-PS2-1 Science & Engineering practice: WHST.11-12.7
Next Generation Crosscutting concepts: Analyzing & interpreting data
Science Patterns Mathematical/computational WHST.11-12.9
Standards thinking
Science & Engineering
Common Core: Use of text books and student
practice research to back up
MP.2 , .4
HSN.Q.A.1, .2 experimental data.
HSA.CED.A.2
Time Three 55 min period One 55 min period Two 55 min periods


Total Time:
(11) 55 minute class periods
*Teacher can adjust pacing for winding up and lab write up based on student needs


Lesson Plans for Winding UP

Prior Knowledge: Students are proficient with the concepts of displacement, time, and velocity

Objective:

SWBAT Choose which data to collect, graph the data, and determine how to analyze the graph to find the average
velocity of a wind-up toy (student walk)

Engage & Explore:

1. Students predict the velocity of winding toys

a. “Will the toys have a constant velocity? Why or why not?
b. Students predict the motion graph.
2. Students determine what data is needed to determine the motion
a. Displacement
b. Velocity
3. Students devise an experiment to determine the data to graph the motion.
4. Students collect data
a. Students organize and perform an experiment to determine displacement and time
5. Students interpret their data
a. Students plot their data & “connect the dots”
6. Students draw conclusions
a. Does the data set demonstrate constant velocity?
b. What is your evidence for making this conclusion?

Explain & Elaborate

1. Teacher facilitates a class discussion on graphing
a. “How should graphs look?”
i. Students are led in a Q&A discussion on the purpose of graphs
ii. Students will understand the purpose of graphing and their function is interpreting
data.
b. “What does these data mean?
i. Students will learn to draw conclusions from their lab data
1. Respond to and interpret slopes
2. Understand the meaning of slope in position and time plots
3. Line of best fit and calculating velocity

Evaluate
1. Students analyze position versus time plots.
a. Is the object moving away, moving towards initial position, or at rest?
i. Students interpret slopes and direction of velocity
ii. Students are able to provide evidence for their responses.


2. Galileo’s Incline Plane

Objective:

SWBAT to create an experiment to interpret motion of accelerating objects

Engage and Explore

1. Students devise an experimental procedure to determine the velocity of balls rolling down an incline
2. Students predict the velocity of rolling marbles
a. “Will the marbles have a constant velocity? Why or why not?
b. “What will the motion on a graph look like?
3. Students collect data
a. Students organize and perform an experiment to determine displacement and time
b. Displacement is measure on the incline of the ramp!
4. Students interpret their data
a. Students plot their data & “connect the dots”
5. Students draw conclusions
a. Does the data set demonstrate constant velocity?
b. What is your evidence for making this conclusion?
c. Why do you think this occurred?

Explain & Elaborate
1. Students make observations from their plots
a. What trend do you see in this graph?
b. Students ought to draw conclusion that elevation affects the velocity of objects
i. Students may or may not be able to attribute their findings to the acceleration of gravity

Evaluate

1. Students analyze position versus time plots.

a. Is the velocity increasing, decreasing, or constant?
i. Students interpret slopes and direction of velocity
ii. Students are able to provide evidence for their responses.


3. Galileo’s Falling Objects

Objective:

SWBAT devise an experiment to analyze the acceleration of falling objects

Engage and Explore:

1. Students devise an experiment to collect data to determine the acceleration of a falling object
2. Students make predictions
a. “Which object will hit the ground first?”
b. “What evidence can you present to support this prediction?”
3. Students collect data
a. Students design and perform an experiment to determine Displacement and Time
4. Students interpret their data
a. Students use 𝑋=12∗𝑎𝑡2 to calculate the acceleration of their objects
b. Students plot their data in a displacement versus time plot
5. Students draw conclusions
a. “Does the data set demonstrate constant velocity?”
b. “What is your evidence for making this conclusion?”
c. “What conclusion can you draw about falling objects?”

Explain & Elaborate

1. Students compare the two projects
a. Students look at data from their inclined plane and falling objects
b. Students draw conclusions on similarities and differences between the two experiments.

Evaluate
1. Students perform a problem set to identify graphs (x vs t) and (v vs t) and to identify the direction and type of
motion (i.e. moving away from initial position, at rest, accelerating, decelerating etc.)

4. Culminating Activity – Mouse Trap Car

Engage
1. Students construct mouse trap cars using materials from T4T
a. Students are introduced to the materials & objectives that should be met for the build
b. Teacher may provide restrictions on outside materials that may be used (optional)
c. Safety considerations should be addressed.

Explore and Explain

1. Students devise an experiment to determine the velocity of their mouse trap cars
a. Teacher should oversee their procedures to determine if they are sufficient to collect data
2. Students make a prediction about the velocities of their cars
3. Students collect data


a. Students carry out their procedure and collect displacement and time data to analyze their cars
b. Students perform the experiment 2 to 3 times to gather more accurate results
4. Students analyze their data
a. Plot their data
b. Calculate the velocity values
5. Students draw conclusions from their data

Elaborate & Evaluate

1. Students will prepare lab write up
a. Students will present all of their lab from the explore and explain above in a well structured lab write
up

*During all activities teacher serves as a facilitator of student learning (i.e. student centered instruction). Most tasks
should be completed by students after simple directions, or facilitated questions to enhance student learning.

Accommodations
All individual accommodations for students should be met with respect to your particular students and
classroom dynamics and will vary from class to class and group to group. Facilitator should always differentiate
instruction by providing the necessary blend of guidance and exploration for each student group and their
specific needs.


Winding Up/ Student Walk

Predict. . .

Will the motion be a constant velocity? Why or why not?



How will the graph of this motion appear? Sketch your prediction in the space below





Test. . .

What data do you need to collect to determine the motion? Explain



Devise an experiment to gather the data you need to determine the motion. Provide your procedure below





Analyze . . .

Plot the data on a displacement versus time plot on a separate piece of graph paper.

Conclude. . .

Does the data set demonstrate constant velocity?



What is your evidence for making this conclusion?



Do the results match your prediction? Why or why not?



Galileo’s Inclined Plane

Predict . . .

Will the marbles have a constant velocity? Why or why not?



How will the graph of this motion appear? Sketch your prediction in the space below



Test . . .

Create and carry out an experiment to collect data points to determine the motion of a marble down a ramp.




Analyze. . .

Plot your data points on a displacement versus time plot on a separate piece of graph paper.


Conclude. . .

Does your data set demonstrate constant velocity? Explain





Use your plot as evidence to explain why you concluded that your data set is or is not constant velocity.






Why do you think the results occurred? Use your experiment as evidence in your discussion.




Galileo’s Falling Objects

Predict . . .

Which object will hit the ground first?



What evidence can you present to support your prediction?


Test. . .

Devise and conduct an experiment where you can determine which object hits the ground first. Then carry out an
experiment to determine the rate of acceleration for the falling objects.



Analyze . . .

Calculate the acceleration of the falling objects and plot your data points on a displacement versus time plot on a
separate sheet of paper.






Conclude. . .

Does the data set represent constant velocity? Why or why not?





What conclusions can you draw about falling objects?


Mousetrap Car

This culminating activity will provide all of you the opportunity to design and engineer a car that is powered
by a mouse trap. In your groups you will use this car to conduct an experiment and analyze the motion of
your vehicle. Additional competition will be held and a winner will be selected based on the car that
achieves the greatest displacement.

The project will also include a budgeting plan for selecting materials. Each material will have a specific
“cost” associated with it. The idea of a budget is to provide you with the opportunity to realistically
problem solve and engineer with financial and resource limits that are often associated with engineering in
society.

What are you to do?

THE MOUSETRAP: RE-ENGINEERED

1. Design/Retrofit a mousetrap ergonomically so that it is safe and easy to use if it were to close
on your fingers.
2. Use T4T materials to complete the challenge.

An example of an ergonomic re-design is pictured below using a T4T draw string – creative new designs
will earn additional points for this portion of the project.


THE CAR!

1. With your team design, sketch, and plan a mousetrap powered vehicle that meets the object of the
assignment (within budget & can be powered by a mousetrap to achieve data for experimentation)
2. Build the designed mousetrap car. *Please note: no pre-purchased cars may be used and
assembled for assignment credit; they must be built using materials from the T4T bins.
3. Keep track of your budgeted materials in a designated sheet of paper (provided)

THE EXPERIMENT/ COMPETITION!

1. Conduct an experiment using video analysis to gather data points to determine the motion of your
car.
2. What data will you need to be successful?
a. Initial & Final position
b. Total time
c. Initial & Final velocity
d. Average velocity
e. Initial acceleration (the speed up)
f. Final acceleration (the slow down)
3. REMEMBER! Experimentation follows the scientific method. Be certain to include prediction
(hypothesis), procedure and data collection (test), analysis, and conclusion.

LAB WRITE-UP!
1. Present your build process and experiment in a well developed lab write up.


Date Material Withdrawal Deposit Balance

-






































How a Lab Write up Should Look

Your name
Group Members names
Location lab was done
Date the lab was done























Abstract:
This is a summary of your lab! Tell the reader the purpose of the lab, describe the lab, and tell the conclusion to the
lab. The abstract should be 3-5 sentences.


Introduction: (in paragraph form!)
• Give the reader background knowledge
o Give previous scientific research
o Equations, theories etc
• Tell the reader why this lab is important
• State what you are going to accomplish in the lab

Materials & Methods: (done in list)

• Write Hypothesis: then tell the reader your hypothesis
• Make a list of the materials & supplies used
• Make a list of your procedure
o The steps you took to do your lab!
o Mention any and all safety concerns

Results & Discussion: (paragraphs, data tables, and plots)

• State your observations during the lab
• Insert your data table(s) and answer guided questions from the lab hand out
• Make plots and describe what the plots show you
o Make sure you include labels on your plots

Conclusion:
• Tell the reader if your data makes sense. Why or why not?
• Tell the reader of any mistakes you made during the lab that contributed to errors
• Does the conclusion agree or disagree with your prediction
o What did you learn from this lab?
• What changes would you make if you repeated the lab?
o To your procedure and or the lab itself.

**** Suggestions for a good grade

• Always use size 11 or 12 font!
• Titles and section headings may be bolded and/or 14 size font
• Use a simple font (Calibri body, or Times New Roman)
• Include the information in the correct areas
• Do not leave anything out!
• Be organized, label plots and data tables
• Use the computer at all times except for hand calculations or on specific plots as directed. These should
be attached in the back of the lab report in an “appendix”


Video Analysis Guide

This guide is meant to help with the technology aspect of the video analysis portion of the unit. It is
important to note that the instructor should scaffold the process with students, and students can practice
within the inclined plane and/or the free fall activity prior to the mouse trap car analysis. A way to
determine position is required to appear on the video while doing the video analysis. Please take this
into account during scaffolding with students.

Why Video analysis?

The essence of the video analysis is to provide students with the opportunity to use technology they carry
daily in a way that is meaningful to classroom endeavors. Students will use cell phone cameras to assist in
collecting data necessary for their labs. Students will use their phones to record specific motions in each lab
by using a visible scale on the video. Students can match specific positions to their designated time through
the use of video analysis. This data will be used to proceed with the desired lab outcomes.

How to accomplish video analysis:

1. Set up a measurement scale for position. Make sure this scale is easily identified via camera. It
helps to try video of the scale to determine clarity of the scale.
2. Students perform lab procedure as desired by the designated activity. They film the lab with their
cell phones.
3. Upload the video to a computer and use windows media player to replay the video.
4. Once in windows media player the time scale is only measured in seconds. In order to be more
precise, the video must be slowed to a frame by frame. This process is described below.
5. Students can pause the video at several positions and record the necessary position and time data.
6. This data is then used to continue the lab process as developed.

Viewing and moving Frame by Frame

1. Open Windows Media Player

2. Click “view” in the tool bar or right click the video
3. Go to Enhancements
4. Go to Play Speed Settings
5. Use the next/back buttons to advance/regress video frame by frame

*Most videos are 30 fps, that is 1 frame is 1/30 s