THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION

THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
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PRODUCT DESCRIPTION

If you’re a polymer chemist designing the perfect superball then you need a material which has amazing bouncing properties; that is a ball when dropped from a certain height will rebound to nearly the same height. In other words, a material that has a high coefficient of restitution. If, however, you are trying to design a car tire you probably need a material with a low coefficient of restitution.
In this lab your students will investigate what changes can be made to a rubberized material which will affect the bounce in a golf ball verse a tennis ball by applying Newton’s Law of Restitution. Using the same relatively simple equations that engineers and material scientists use your students will qualitatively and quantitatively measure the differences between different polymer types.

Please note: you will need to purchase the bouncy ball kit which is shown in the preview, or similar kit. I purchase these from Educational Innovators. https://www.teachersource.com/product/super-bouncing-ball-kits/chemistry

What you get…

~8 pages

Cover sheet
Background preview and diagrams
Materials list
Experimental procedure
Calculations and results analysis
Data and results graphs

A word about ‘Zip Labs’: Horizontal & Vertical Lesson Planning

In general, Zip Labs are science and math activities broken down into ‘horizontal and vertical’ educational increments. By ‘horizontal’ increments I mean each activity can be completed in a minimum of 60 minutes. However, the teacher, and/or student may choose to extend the activity over a longer time period or even days. By ‘vertical’ increments I mean each activity is broken down into segments according to grade and difficulty level. So teachers and/or students can decide where to start and how far to go with the topic.

Each Zip Lab includes potentially much more than any teacher will use at the particular grade level he or she may teach. However, it is my hope that teachers, and students, at lower grade levels will gain valuable insight by looking ahead to see how their teaching/learning will be applied in the future. While teachers and students at higher grade levels can reflect on topics that they should have learned in earlier grades. It is my hope that students see their education as a continuum rather than a series of disconnected and random topics.

Zip Labs include diagrams and illustrations that I hope are appealing to a wide range of ages. However, teachers can choose to omit them if they like. Also included is a Common Core ‘Depth of Knowledge’ (DOK) and grade level range ‘sliding’ indicator to help students visualize the relevance of their work.

New in this activity, optional QPA, (Quality Performance Assessment) ‘Stamps’ for Competency Based grading as well as differentiated lesson planning!
This unit activity meets or exceeds 21st Century and STEM learning expectations, and Common Core learning outcomes. Note: although ZIP-labs fulfill many CCSS, specific CCS standards are not listed because ZIP-labs are designed to be used over many graded levels so the specific CCSS may be different depending upon these factors. For a list of CCSS in your state please visit- www.corestandards.org

New – Integrated Holistic QPA, (that’s Quality Performance Assessment) created by me! This activity requires NO RUBRICS! The rubric is integrated into the activity itself. Much less work for you and far more meaningful to your students.

Working to change STEM to STEAM.

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THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
THE BOUNCY BALL LAB AND MEASURING THE COEFFICIENT OF RESTITUTION
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