| Lab Name |
Simulated Egg Drop activity
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| Subject Area |
Mathematics and Science
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| Grade |
12
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| Topic |
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| Experiment Title |
Simulated Egg Drop activity
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| Hardware |
- COSMOS Toolkit: Computer Node
- COSMOS Toolkit: Mobile Node
- COSMOS Toolkit: IoT Nodes with sensors (i.e., temperature, humidity, polluting dust, luminocity, CO2)
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| Software |
- COSMOS Toolkit: Framework
- Chronograf
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| Number of Sessions to teach the topic |
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| Educational standards to be addressed |
- HS-PS2-1
Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
- HS-PS2-2
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system
- HS-PS2-3
Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
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| COSMOS concepts to be used for the lab |
Using the Sensors and the COSMOS Toolkit framework, this experiment will allow correlating environmental measurements using IoT devices/nodes.
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| K12 Educational Goals (How the educational goals are achieved through teaching using the experiment, how the topic is connected to the COSMOS concepts used) |
In using this experiment, a lot of Math standards can be covered depending on the teachers focus. As part of real-world application, the data gathered could apply number system using rational and irrational numbers in gathering information from the Chronograf and the CSV (comma-separated values) files. Functions, Statistics and Geometry could be applied by looking at correlations of variables involved like length, height, weight of the plant to the wavelength of light and area of the leaves as students organize, analyze and present the data. The essential element that students will know after the lesson will be the ability to associate a real world example with math concepts learned at the beginning of a Calculus.
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| Short Description and Walk-through of the experiment |
Day 1: First Task
Students will receive a google spreadsheet prior to the first day where the students will share their height. Students should measure height to the nearest tenth. You could put a few tape measures attached to a wall for students to measure exact height.
- Phase 1:
Students will research a model of an apparatus that in theory will house an egg. For this experiment, students will use a plastic ball with a sensor in it to gather information in real time instead of an egg. A simple apparatus will be designed that will cushion the balls fall. Students can design their apparatus using popsicle sticks, rubber bands, toothpicks, paper clips, straws, styrofoam cups, bubble wrap ... This is attended for a math class and not a Physics class. The emphasis of this experiment is for students to determine the math behind the objects path. Students will be given a set of goals that they must achieve. Students will calculate their predictions including velocity, average velocity, distance traveled and acceleration. Students should have prior knowledge of using the difference quotient (1st derivative) and Reiman sum (curve using left, right, middle) to find the distance traveled.
Students will:
- Use their own height plus which floor they are on comparative to the ground.
- Each class will drop from different floors or the same floor.
- Find the quadratic equation to describe the path of the projectile motion.
- Using Newton’s law of motion. s=position, so=Initial Height, vo=initial velocity, a= acceleration due to gravity, t=time. Neglecting air resistance.
- Students will design and make all calculations for teacher approval before proceeding to Phase 2.
- Students will predict how long it takes for the ball to hit the floor.
- Phase 2:
Students will construct the apparatus that they chose to design. The students need to know the size of the ball that will be placed into the apparatus by the teacher.
- The ball is free standing and not taped down.
- The ball should NOT fall out of the apparatus.
- The impact should cushion the ball’s fall.
- Students will be encouraged to test it at home with a ball that is similar in size. i.e., Tennis ball.
- Phase 3:
Students will bring in their apparatus and test them during class with the COSMOS sensor. Students will see if there instantaneous rate of change for which they predicted is close to the actual real world application. Students can find a new equation based upon the experiment and then compare it to there predicted equation.
- Students will find the gravitational force, impact and speed of the apparatus. Using the micro:bit it will give its position relative to x, y and z. It also gives the acceleration value of milli-g, which is 1/1000 of a g-force. A g-force is the magnitude of acceleration that you get from Earth’s gravity. https://www.convertunits.com/from/millig-unit/to/g-unit
- Students must take into account the height of where it is being dropped.
- Phase 4:
Students will make conclusions and compare their predicted model with their actual test. https://m.wikihow.com/Calculate-Instantaneous-Velocity
- Interactive online
- Students will have to find the area under the curve using left, right, middle Riemann sum
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