Category Archives: Forces

The Science of Sports II

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Looking for “sporty” ways to teach your students about science? Here are some resources from the Middle School Portal 2 Digital Library. You can do your own searches at MSP2 Collection of Resources.

Science of NFL Football
In America, the autumn season means two things–back to school and back to football. To celebrate both events, NBC News’ educational arm, NBC Learn, teamed up with the National Science Foundation (NSF) and the National Football League (NFL) to release the “Science of NFL Football”–an informative 10-part video series that explores the science behind America’s most beloved sport. Made especially for students and teachers as they head back to the classroom, these videos are aligned to lesson plans and national state education standards. Lessons plans for middle school students that accompany each video can be found at http://lessonopoly.org/node/10804.

For each segment in the series, an NSF-supported scientist explains the selected scientific principle, while NFL athletes describe how these principles apply to their respective positions. Series scientists supported by NSF are: University of Florida aerospace engineer Tony Schmitz, Clemson University mechanical engineer John Ziegert, University of Maryland physicist Sylvester “Jim” Gates and Bryn Mawr College mathematician Rhonda Hughes. Also participating in the series are two scientists from the University of Connecticut, kinesiologist Douglas Casa and nutritionist Nancy Rodriguez. Current players and retirees who participated in the video series include:

Former NFL Players:
* Orlando Pace, Tackle
* Hardy Nickerson, Linebacker
* Antonio Freeman, Wide Receiver
* Joey Harrington, Quarterback
* Marshall Faulk, Running Back
* Craig Hentrich, Punter
* Morten Andersen, Place Kicker
* Ryan Kuehl, Long Snapper

Current NFL Players:
* Hines Ward, Wide Receiver, Pittsburgh Steelers
* Antwaan Randle El, Wide Receiver, Pittsburgh Steelers
* Scott Paxson, Nose Tackle, Pittsburgh Steelers
* Patrick Cobbs, Running Back, Miami Dolphins
* Yeremiah Bell, Safety, Miami Dolphins
* Jake Long, Tackle, Miami Dolphins
* Dan Carpenter, Place Kicker, Miami Dolphins
* Lousaka Polite, Running Back, Miami Dolphins

The Science of Speed
The Science of Speed, produced for the National Science Foundation (NSF) and written and hosted by Diandra Leslie-Pelecky, explains the scientific principles that are so essential to the NASCAR experience. Viewers learn how science makes cars powerful, agile, fast and safe – and how these same principles affect their own cars.

Science of the Olympic Winter Games
NBC Learn, the educational arm of NBC News, teamed up with the National Science Foundation (NSF) to produce Science of the Olympic Winter Games, a 16-part video series that explores the science behind individual Olympic events, including Downhill and Aerial Skiing, Speed Skating and Figure Skating, Curling and Hockey, and Ski Jumping, Bobsledding and Snowboarding. Each video is complemented with lesson plans which include fun classroom activities. The lesson plans were written by teachers at Academic Business Consultants for grades 6-9 and are aligned with California State Standards.

Exploratorium: Sports
The Exploratorium website provides creative educational materials for introductory physics students and teachers. Users can learn about the science behind a homerun, find out how the physics of balance helps enthusiasts surf the waves, and discover the physics behind many other popular sports. The site is equipped with interviews, enticing images, and enthralling descriptions. Visitors can find interesting articles covering sports topics such as fitness challenges for climbers and the way balls bounce.

Paintball: Chemistry Hits Its Mark
The first paintballs were fired by foresters and ranchers to mark trees and cattle. In the 1980s, someone got the idea that it would be more fun to fire paintballs at people than at trees and cows. Thus the sport of paintball was born. In this article from ChemMatters, learn how the one billion paintballs manufactured each year are a product of chemistry and engineering. You’ll need to scroll down a couple of pages to get to the Paintball article.

Golf Balls
Since the late 1800s, chemists have been called on to find ways to produce lighter, faster, and durable golf balls. This site traces the chemistry that has transformed the ball and promises to create a ball that will “soar like a cruise missile, hit the ground at a very shallow angle, and roll for up to 40 yards on hard ground.”

Extreme Adventure
Do you have what it takes to win the Ultimate Race? Find out with the Tryscience Extreme Challenge! Compete on seven courses in four sports- mountain biking, kayaking, rock climbing and snowboarding. You must train and apply the science behind the sport to beat the challenge time and earn each course medal.

Come to the Middle School Portal 2: Math and Science Pathways online network to discuss this and many other topics and connect with colleagues!

The Science of Sports

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Integrating examples from the wide, wide, world of sports into physics or chemistry lessons will really spark students’ interest. These resources take an in-depth look at how chemistry and technology have had a huge impact on all kinds of sports – from golf to paintball and in addition, follow the theme of the annual National Chemistry Week, celebrated in October. Chemistry: Making It Real
The resources selected for this publication from the NSDL Middle School Portal will help your students understand chemistry at work, using examples that will spark their interest. A basic understanding of chemistry concepts and terminology will prepare them for more abstract studies in chemistry in their high school years and beyond.

Sport Science
The Exploratorium explains the science behind cycling, skateboarding, surfing, hockey, and baseball. Articles, interviews, interactive simulations, video clips, and activities for students provide an in-depth look at all these sports.

Golf Balls
Since the late 1800s, chemists have been called on to find ways to produce lighter, faster, and durable golf balls. This site traces the chemistry that has transformed the ball and promises to create a ball that will “soar like a cruise missile, hit the ground at a very shallow angle, and roll for up to 40 yards on hard ground.”

Artificial Snow
Towns that depend on skiing for their income watch the skies for signs of snow. If it doesn’t come in sufficient amounts, they can call on companies that make snow. Sometimes snow is needed on movie sets or other indoor sites. Various methods of making snow for different purposes are described here.

Paintball: Chemistry Hits Its Mark
The first paintballs were fired by foresters and ranchers to mark trees and cattle. In the 1980s, someone got the idea that it would be more fun to fire paintballs at people than at trees and cows. Thus the sport of paintball was born. In this article from ChemMatters, learn how the one billion paintballs manufactured each year are a product of chemistry and engineering.

We Want Your Feedback
We want and need your ideas, suggestions, and observations. What would you like to know more about? What questions have your students asked? We invite you to share with us and other readers by posting your comments. Please check back often for our newest posts or download the RSS feed for this blog. Let us know what you think and tell us how we can serve you better. We appreciate your feedback on all of our Middle School Portal 2 publications. You can also email us at msp@msteacher.org. Post updated 4/09/2012.

Physics Fun at the Fair

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Many kids and adults judge an amusement park’s fun factor by the thrill derived from its biggest and fastest roller coaster. What’s behind the thrills and chills? Ride designers use basic physics concepts involving force, motion, friction, direction, and speed to simulate danger as well as make the rides safe. According to the National Science Education Standards, middle school students need a strong foundation in the same basic concepts. The following resources illustrate how physics puts the fun in amusement park rides.

Funderstanding Roller CoasterNSDL Annotation
A Java applet allows students to manipulate their own simple roller coaster. Students can change the height of two hills and a loop, the speed and mass of the car, and the gravity and friction being applied. By experimenting with these variables, students will see how basic physics principles guide the engineering behind the design of real roller coasters.

Amusement Park PhysicsNSDL Annotation
You learn how the laws of physics are applied to many favorite amusement park rides, including roller coasters, bumper cars, carousels, and free fall and pendulum rides. A glossary and related resources are provided.

Centripetal Force: Roller Coaster LoopsNSDL Annotation
What can be learned from a roller coaster ride? This video segment of a real ride explains the difference between centrifugal force and centripetal force and illustrates how roller coasters rely on centripetal force to give you a thrilling ride.

Make Tracks
At this site, you can design a roller coaster and then climb aboard and see how it rides! Watch the ride from right above the car itself or, if your stomach isn’t up to that, from a fixed position away from the track. Students will get a continuous readout of the coaster speed and acceleration. A fun site!

We Need Your Help

We want and need your ideas, suggestions, and observations. What would you like to know more about? What questions have your students asked? We invite you to share with us and other readers by posting your comments. Please check back often for our newest posts or download the RSS feed for this blog. You can also request email notification when new content is posted (see right navigation bar).

Let us know what you think and tell us how we can serve you better. We want your feedback on all of the NSDL Middle School PortalNSDL Annotation publications. Email us at msp@msteacher.org.

Distance-Rate-Time

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Measurement is one of the core NCTM Principals and Standards for School Mathematics content standards, and rate is central to its practical application. While most middle school students know the distance-rate-time formula, they may still benefit from a closer study of the relationship.

Understanding Distance, Speed, and Time Relationships
Students see two runners move along a track. As they change the speeds and starting points of the runners, they watch the race but also examine a graph of the time-versus-distance relationship. Excellent questions guide the class as they investigate the scenario from several angles.

The Stowaway Adventure: Adventures on the High Seas
In this multidisciplinary Internet-based project, students use real-time data collected online to track a real ship at sea, determine its destination, and predict when it will arrive. An important question in this engaging math adventure is: If my ship has moved from this location to that in 6 hours, how fast is it traveling? Complete lesson plans are included, as well as detailed directions for teachers on how to access maritime data online. The data can be gathered ahead of time if no computer is available to the class.

Tern Turn: Are We There Yet?
This activity challenges students to calculate, given the rate and hours per day in flight, how many days an arctic tern would require to fly the 9,000-mile round trip from the Arctic Circle to Antarctica. Related questions ask students to calculate rates and distances for additional animal migrations. Answers to all questions and additional resource suggestions are provided.

Finding Our Top Speed
In this lesson, students use a real-world, hands-on activity to develop their understanding of time and distance. Students use a stopwatch to measure how far each of them can walk in 8 seconds. They also measure the time it takes each of them to walk various distances. After collecting the data, they create a human graph, bar graphs, and line graphs of distance versus time. An insightful visual of the relationship between distance, rate, and time!

We Want Your Feedback
We want and need your ideas, suggestions, and observations. What would you like to know more about? What questions have your students asked? We invite you to share with us and other readers by posting your comments. Please check back often for our newest posts or download the RSS feed for this blog. Let us know what you think and tell us how we can serve you better. We appreciate your feedback on all of our Middle School Portal 2 publications. You can also email us at msp@msteacher.org. Post updated 10/13/2011.