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Revision of Downhill Science: Alpine Skiing from Mon, 01/25/2010 - 23:50

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 6
  Time:
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/6/Investigation and Experimentation
7.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Develop a hypothesis. b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions). h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).
 
BRIEF DESCRIPTION
An alpine ski race is a “tour de force”--emphasis on force: from the forceful push-off that accelerates the alpine skier down the slope, to the forces of gravity, friction and wind or air resistance. This lesson will explore the physics of alpine skiing by simulating a downhill run and racing Hot Wheel cars.
 
PROCEDURES
 
Goal(s):
An alpine ski race is a “tour de force”--emphasis on force: from the forceful push-off that accelerates the alpine skier down the slope, to the forces of gravity, friction, and wind or air resistance. This lesson will explore the physics of alpine skiing by simulating a downhill run and racing Hot Wheel cars.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Make a downhill alpine ski run and time a skier (a marble or Hot Wheels car).
  3. Discuss and summarize the results of the simulation.
 
Required Materials:
The NBC Learn Video: DOWNHILL SCIENCE: ALPINE SKIING, a copy of the worksheet, “Student Activity: DOWNHILL SCIENCE: ALPINE SKIING” for each student, one 1 ¼” x 8’ PVC white plastic pipe cut into two pieces the length of the pipe, masking tape, stop watch or timer, Hot Wheel cars, several marbles, books for stacking
 
Anticipatory Set (Lead-in):
Ask students to think about the difference between walking or climbing slowly down a mountain and running down a mountain? That seems like a silly question because people usually don’t run down mountains because it is too dangerous. Tell students that alpine skiers almost seem to fly down mountains at 90 miles per hour. Ask students to raise their hand if they have ever skied. Ask students to raise their hand if they have ever skied down a hill before. How steep was the hill? What was it like? If you haven’t done this before, have you seen a downhill race on TV or in a movie before? Allow a few volunteers to share any stories they have about their experiences. Tell students that they are going to learn about the science behind alpine skiing. View the NBC Learn Video: DOWNHILL SCIENCE: ALPINE SKIING.
 
Lesson Plan Procedure:


  1. Tell students that now that they know a little bit more about alpine skiing they are going to be able to make their own downhill alpine ski run and have their own pretend skier.
  2. See attached Student Activity Sheet for remainder of procedure.
 
Closure (Reflect Anticipatory Set):
The teacher will point to the top of one of the “hills” that were made in the simulation. Ask the class if they were a real skier what they would need to do with their body when they reached that point. Ask students to discuss which of the paths would likely be the favorite path of a real alpine skier. Tell students that the next time they are in a car to imagine what it would be like to be going 90 miles per hour and then imagine going down a mountain in skis. Ask students to predict what that would feel like? At that speed, what would happen if the skier would hit a big bump? Would it be like a car hitting a speed bump? How would it be different? Encourage students to try and view the alpine competition on TV during the Winter Olympics.
 
Assessments & notes
 
Plan for Independent Practice:
Ask students to think about the simulation that they did. They were able to make their “line” or path different shapes which affected the way that the marble or car went down. Ask students to draw each of the shapes that they used in the simulation with a description about how their “skier” did. Also, answer the following questions: Which shape of the hill had the best time? Why?
 
Assessment Based on Objectives:
Begin the next day’s lesson with the quiz titled, “DOWNHILL SCIENCE: ALPINE SKIING”. (See attached quiz)
 
Possible Connections to Other Subjects:
Social Studies/History/Technology: Students can research the history of alpine skiing and summarize the milestones of the sport in a PowerPoint presentation. Students can then present their project to the class.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Fri, 01/22/2010 - 00:53


Title:

Downhill Science: Alpine Skiing

Grade Level:

6

Subject:

Science

Author:

nbclearn

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

force, acceleration, skier, gravity, friction, air resistance, drag, physics

Brief Description:

An alpine ski race is a “tour de force”--emphasis on force: from the forceful push-off that accelerates the alpine skier down the slope, to the forces of gravity, friction and wind or air resistance. This lesson will explore the physics of alpine skiing by simulating a downhill run and racing Hot Wheel cars.




California State Standards Addressed:

Science/6/Investigation and Experimentation)7.0

Related Links:

Link 1:
Link 2:

Goal(s):

An alpine ski race is a “tour de force”--emphasis on force: from the forceful push-off that accelerates the alpine skier down the slope, to the forces of gravity, friction, and wind or air resistance. This lesson will explore the physics of alpine skiing by simulating a downhill run and racing Hot Wheel cars.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Make a downhill alpine ski run and time a skier (a marble or Hot Wheels car).
  3. Discuss and summarize the results of the simulation.

Required Materials:

The NBC Learn Video: DOWNHILL SCIENCE: ALPINE SKIING, a copy of the worksheet, “Student Activity: DOWNHILL SCIENCE: ALPINE SKIING” for each student, one 1 ¼” x 8’ PVC white plastic pipe cut into two pieces the length of the pipe, masking tape, stop watch or timer, Hot Wheel cars, several marbles, books for stacking

Anticipatory Set (Lead-in):

Ask students to think about the difference between walking or climbing slowly down a mountain and running down a mountain? That seems like a silly question because people usually don’t run down mountains because it is too dangerous. Tell students that alpine skiers almost seem to fly down mountains at 90 miles per hour. Ask students to raise their hand if they have ever skied. Ask students to raise their hand if they have ever skied down a hill before. How steep was the hill? What was it like? If you haven’t done this before, have you seen a downhill race on TV or in a movie before? Allow a few volunteers to share any stories they have about their experiences. Tell students that they are going to learn about the science behind alpine skiing. View the NBC Learn Video: DOWNHILL SCIENCE: ALPINE SKIING.

Lesson Plan Procedure:



  1. Tell students that now that they know a little bit more about alpine skiing they are going to be able to make their own downhill alpine ski run and have their own pretend skier.
  2. See attached Student Activity Sheet for remainder of procedure.


Closure (Reflect Anticipatory Set):

The teacher will point to the top of one of the “hills” that were made in the simulation. Ask the class if they were a real skier what they would need to do with their body when they reached that point. Ask students to discuss which of the paths would likely be the favorite path of a real alpine skier. Tell students that the next time they are in a car to imagine what it would be like to be going 90 miles per hour and then imagine going down a mountain in skis. Ask students to predict what that would feel like? At that speed, what would happen if the skier would hit a big bump? Would it be like a car hitting a speed bump? How would it be different? Encourage students to try and view the alpine competition on TV during the Winter Olympics.

Plan for Independent Practice:

Ask students to think about the simulation that they did. They were able to make their “line” or path different shapes which affected the way that the marble or car went down. Ask students to draw each of the shapes that they used in the simulation with a description about how their “skier” did. Also, answer the following questions: Which shape of the hill had the best time? Why?

Assessment Based on Objectives:

Begin the next day’s lesson with the quiz titled, “DOWNHILL SCIENCE: ALPINE SKIING”. (See attached quiz)

Possible Connections to Other Subjects:

Social Studies/History/Technology: Students can research the history of alpine skiing and summarize the milestones of the sport in a PowerPoint presentation. Students can then present their project to the class.

Adaptations and Extensions:



Additional Notes:

N/A


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