The student is able to extend the explanations in discussions or describe in detail the factors that affect speed.ĭuring the Create phase, make sure the student is able to work as part of a team, test one factor at a time to determine its influence on speed, and use the information collected in the Explore phase.The student is able to provide adequate answers to questions and participate in class discussions or describe the factors that affect speed, though not in detail.The student is able, with prompting, to adequately provide answers to questions or participate in discussions or, with help, describe factors that affect speed. The student is unable to adequately provide answers to questions or participate in discussions or describe factors that affect speed.You can use these assessment rubrics with the observation rubrics grid, which you will find in the “Assess with WeDo 2.0” chapter.ĭuring the Explore phase, make sure the student is actively involved in the discussions and asking and answering questions and can describe factors that When the distance doubles and the motor power level and size of tires are the same as the previous test, the number of seconds should also double. Predict the time it will take to travel twice the distance. Other options could be considered to reach a more precise result, including increasing the number of trials or finding the average.ģ. If the value of one of the three tests is disproportionate, repeat the test for a fourth time. Repeating the test three times will make sure it is consistent. Run the race with BIG wheels at motor power 10.īy changing the wheels, the race car should take less time to travel the same distance, and therefore, have a greater speed. This value is the approximate number of seconds it took for the race car to travel the distance.Ģ. If the value in one of the three tests is disproportionate, repeat the test for a fourth time. They should repeat the test three times to make sure it is consistent. When running this test, students should record the number on the display. Run the race with SMALL wheels at motor power 10. They should test a distance greater than 2.5 yd. Have your students collect their answers with text or pictures in the Documentation tool.įrom this model, students should be able to test different factors, one at a time. A unit of speed is always distance for a specific period of time. Speed is measured by dividing the time required to travel a distance by the measure of that distance. How can you measure the speed of an object? One of the pulley configurations makes the car go faster and the other reduces the speed of the car.ĥ. What did you notice about the configuration of the pulley and its effect of the car’s speed over the distance? The bigger the size of the wheel is, the faster the car will travel the distance, if all the other parameters are kept constant.Ĥ. What can you infer about the relationship between wheel size and the time it takes the car to move a distance? However, by the end of the lesson, students should be able to provide an accurate answer to the question.ģ. This means that at the beginning of the lesson, students’ answers can be incorrect. This answer should provide prior knowledge regarding comprehension of the content. What elements can influence the time required for a car to travel a certain distance as fast as possible? The color of the car, brand, or driver experience should not be considered as potential elements for study.Ģ. Size of the wheels, motor power, gears, aerodynamics, and weight would be the most common ones. There are many factors that can influence the speed of a car. What are some ways that cars have been improved to become faster?.
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