“BALLOON CAR” by Brenda Gaignard

“BALLOON CAR”

Louisiana Curriculum Framework Content Strand / Math / Grade Level / 7-8
Objective:The students will...
  • Design a “pneumatic car” to race
  • Construct a data table
  • Use the results to calculate the mean, median, mode, standard deviation, and range
  • Incorporate results to answer questions

Teacher Information

Benchmarks
N-6-M, N-7-M, A-1-M, A-2-M, A-3-M, A-4-M, A-5-M, M-1-M, M-2-M, M-3-M, M-4-M, M-5-M, M-6-M, G-4-M, G-5-M, D-1-M, D-2-M, D-3-M, D-5-M, D-6-M, D-2-M, D-3-M, D-4-M, SI-M-A2, SI-M-A8, SI-M-B2, SI-M-B4 / Time Frame
90 minutes
Curriculum Integration
Math- mean, median, mode, standard deviation, and range.
Cross-curriculum Integration scientific method / Materials
Wooden thread spools, balloon, rubber bands, Styrofoam cups, straws, tape measure or ruler, pencil, scissors, calculator.
Applications
Baseball, basketball, and football statistics; chemical engineering; weather statistics; environmental science statistics. / Student Groupings
Cooperative pairs
Possible Obstacles to Student Learning
Lack of use of technology, prior knowledge of mean, median, mode, standard deviation and range.

“BALLOON CAR” by Brenda Gaignard

Opportunities for Assessment
1.Cooperative group and individual student assessment for exploration and application activities.
2.Questions and answers during the Concept Development portion of the lesson.
3.Mid-term and Final Exam- students will be held accountable for application of skills using the graphing calculator.
4. Assessment results from ITBS/LEAP tests profiles will assist in targeting students’ needs.
Lesson Procedure
Exploration: Students will:
  • Be given a set of instructions along with the materials
  • Be asked to follow the directions and design a “pneumatic car”
  • Be asked to follow instructions for the use of the calculator
  • Be asked to complete the charts and questions on mean, median, mode, standard deviation, and range
Concept Development Questions with anticipated responses:
  • Measure the length of the distance traveled by the car
  • Develop a table indicating the distances traveled and outcomes of the races
  • Calculate the mean, median, mode, range, and standard deviation
  • According to the information gathered, predict the winner of each of the races
Integration of Technology: Students should be able to employ the graphing calculator to complete the lesson. See student handouts for instruction and procedure.
Concept Application: Students will discuss and analyze in their cooperative pairs the mean, median, mode, range, and standard deviation and possible outcomes from the information gathered.
Attachments
1. Student Handout
2. Assessment Rubrics
3. References

“BALLOON CAR” by Brenda Gaignard

Student Handout

“BALLOON CAR”

Purpose: Design a “pneumatic car”

  • Develop a table of data from the outcomes
  • Calculate the mean, median, mode, range and standard deviation from the data table.
  • Predict the winner of races

Equipment/Materials needed:

1 Styrofoam cup

1 balloon

2 straws

4 wooden thread spoons

4 rubber bands

1 pencil

Scissors

TI 83 Plus graphing calculator

Procedure:

Part A. Construct the car:

1. Cut off one side of the cup to look like a sled, leaving the bottom intact.

2. Use the pencil to punch a hole in the bottom center of the cup (big enough for the

mouth of a balloon to fit through).

3. Turn the cup on its side, and punch 2 holes on each side of the cup (make sure holes

are low enough for wheels to touch the ground/surface).

4. Push straws through the side holes for the axles.

5. Slide the spools onto the straws and secure rubber bands.

6. Push the balloon through the hole in the bottom of the cup. Blow it up, pinch the

mouth piece until ready to start your car.

Part B. Background Information

Basic Terms and Symbols

Data- numerical information pertaining to a problem

Mean () - the sum of all values in a set divided by the number of values in the set.

Median - the value in the middle of a data set when the data is arranged in numerical order. There are an equal number of data values greater than the median value and an equal number of data values less than the median value.

Mode - the measurement of value in a set of data that occurs most frequently. Sets of data may have no mode, one mode or more than one mode.

“BALLOON CAR” by Brenda Gaignard

Range - the difference between the largest and the smallest value listed in a data set for a given variable.

Standard Deviation - a number that represents the average distance that the data is from the mean value of that set of data.

Working on the Calculator

1.Record the data in a table.

2.Using the table, you will have to make data entries on the calculator.

3.Turn the calculator ON.

4.Press STAT and press 1 (Edit) to get a view of the data list.

5.Enter the first value of the data from the table in list L1 and press ENTER.

Repeat this procedure for each of the remaining values.

6.Once you have entered all the data from the table into L1, press 2nd MODE (Quit) to exit the data entry screen. The raw data set is now stored in List L1.

You are now ready to proceed with the calculations!

7.Press STAT and use the key to go to the CALC Menu.

8.Press 1 (1-Var Stats) and then ENTER. (This will compute statistics using the data in list L1).

9.Use the arrow keys to move up and down the one-variable statistics list.

10.You can obtain these calculations from the displayed screen:

Mean ()Median (Med)Standard Deviation (Sx)

* Note you will have to calculate the mode and range from the data in L1 or from the data table

“BALLOON CAR” by Brenda Gaignard

Part C.Making “OBSERVATIONS’

1. You will need your “balloon car” and a tape measure to complete Data Table 1.

2. Blow the balloon and pinch the mouth of the balloon until you are ready to start your car.

3. By releasing the balloon, the car will be able to travel a distance. Use your tape measure to measure the distance your car travels each time you blow and release the balloon.

Caution:*** Do a few practice runs before collecting the data ***

Part D. COLLECTION OF DATA

1. These measures are to be recorded on Table 1. Once you have recorded your

distances, you will then use the calculator to determine the mean, median,

standard deviation, and range.

2. Each group will record their results under Table 1.

3. Post the “mean” distance from your car/group on the board. Record this data for the

entire class in Table 2.

4. Use the data recorded from Table 2 to complete the “Question and Answer” sheet.

Part E.QUESTIONS and ANSWERS

Answer the following questions from the information on the “DATA SHEETS”

1. What are some factors that may influence/affect the distance your “car” travels?

2. From the “mean” posted, could you predict the winner in a race of all the cars?

Explain

3. Predict the winner in a race of cars from:

Groups 1 and 5Groups 2 and 6

Groups 3 and 7 Groups 4 and 8

4. What modifications would you make on your car to increase its distance? Why?

“BALLOON CAR” by Brenda Gaignard

DATA SHEET

Name (s) ______

Groups ______

Table 1. Distance Traveled by the “Balloon Car”
Trial
/ Distance (mm)
1
2
3
4
5
6
7
8

Mean ______Mode ______

Median ______Range ______

Standard deviation ______

Table 2. Mean Distance Traveled by the “Balloon Car” for All the Groups
Team / Distance (mm)
1
2
3
4
5
6
7
8

Mean ______Mode ______

Median ______Range ______

Standard deviation ______

Analysis Questions

1. What are some factors that may influence/affect the distance your “car” travels?

2. From the “mean” posted, could you predict the winner in a race of all the cars?

Explain

3. Predict the winner in a race of cars from:

Groups 1 and 5

Groups 2 and 6

Groups 3 and 7

Groups 4 and 8

(“Get ready, set, go!” and let’s see the winners)

4. What modifications would you make on your car to increase its distance? Why?

“BALLOON CAR” by Brenda Gaignard

Assessment Rubrics

RUBRIC for “BALLOON CAR MODEL”

LevelSpecific Criteria

4·Model is exceptionally will-designed, neat and operates

  • Model illustrates an accurate and thorough understanding of scientific concepts underlying the project.
  • All procedures and directions were completely followed.
  • Used time wisely and focused attention on the project.
  • All materials were set up and used in the construction of the model.
  • Student was engaged with partner, listening to suggestions of others and working cooperatively throughout lesson.

3·Model was neat and operates.

  • Model illustrates an accurate understanding of most scientific concepts underlying the project.
  • Most procedures and directions were followed.
  • Used time pretty well, stayed on focus on the project most of the time.
  • Most materials were set up and used in the construction of the model.
  • Student was engaged with partner and/or working cooperatively.

2·Model is but does not operate.

  • Model illustrates a limited understanding of scientific concepts underlying the project.
  • Some procedures and directions were followed.
  • Did project but did not appear very interested. Focus was lost several occasions.
  • Some materials were set up and used in the construction of the model.
  • Student cooperative with others but needed prompting to stay on-task.

1·Model appears messy and “thrown together” in a hurry, not completed and does not operate.

“BALLOON CAR” by Brenda Gaignard

  • Model illustrates inaccurate understanding of scientific concepts underlying the project.
  • Procedures and directions were not followed.
  • Participation was minimal or student did not participate.
  • Not all materials were used in the construction of the model.
  • Student did not work effectively with others.

“BALLOON CAR” by Brenda Gaignard

RUBRIC for “Questions and Answers”

LevelSpecific Criteria

3·Answers the questions.

  • Explanation shows complete understanding of the mathematical concepts used to solve the problems.
  • Justifies conclusions with data and evidence.
  • Shows a clear and complete understanding of the questions.
  • Uses acceptable style and grammar (no errors).
  • Uses mathematical reasoning and logical order.
  • Solutions have no mathematical errors.

2·Does not answer the questions.

  • Explanation shows substantial understanding of the mathematical concepts used to solve the problems.
  • Justify conclusions only partially with data and evidence.
  • Shows little understanding of the questions.
  • Uses acceptable style and grammar (one error).
  • Uses some mathematical reasoning and logical order.
  • Solutions have some mathematical errors.

1·Does not answer the question.

  • Explanation show very limited understanding of the underlying concepts used to solve the problems.
  • Does not provide evidence and data to support the answers to the questions.
  • Shows little understanding of the questions, states misconceptions about questions.
  • Fails to use acceptable style and grammar (two or more errors).
  • Uses no mathematical reasoning and logical order.
  • Solutions are mathematically incorrect.

“BALLOON CAR” by Brenda Gaignard

RUBRIC for “Collection of Data”

LevelSpecific Criteria

4·Shows thorough understanding of the mean, median, mode, range, standard deviation, and outcomes.

  • Uses appropriate strategies to produce sets of data with given properties.
  • Computations to calculate mean, median, mode, range, and standard deviation are correct.
  • Written explanations are exemplary.
  • Tables are accurate and appropriate.
  • Goes beyond requirements of problems.

3·Shows understanding of the concepts mean, median, mode, range, standard deviation and outcomes.

  • Uses appropriate strategies to produce sets of data with given properties.
  • Computations to calculate mean, median, mode, range and standard deviation are mostly correct.
  • Written explanations are effective.
  • Tables are mostly accurate and appropriate
  • Satisfies all requirements of problems.

2·Shows understanding of most of the concepts mean, median, mode, range, standard deviation and outcomes.

  • Does not use appropriate strategies to produce sets of data with given properties.
  • Computations to calculate mean, median, mode, range and standard deviation are mostly correct.
  • Written explanations are satisfactory.
  • Tables are slightly accurate and appropriate.
  • Satisfies most requirements of problems.

1·Shows little or no understanding of the concepts mean, median, mode, range, standard deviation and outcomes.

  • Does not use appropriate strategies to produce sets of data with given properties.

“BALLOON CAR” by Brenda Gaignard

  • Computations to calculate mean, median, mode, range, and standard deviation are incorrect.
  • Written explanations are not satisfactory.
  • Tables are not accurate and appropriate.
  • Does not satisfy requirements of problems.

“BALLOON CAR” by Brenda Gaignard

References

1. Louisiana Department of Education (2002).Louisiana Math and Science Framework, from Louisiana Department of Education website. MATH/SCIENCE.

2. Glencoe “Pre-Algebra” Assessment and Evaluation Masters”, 1999.

3. LaSIP Spring and Summer 2002 Workshop, Nicholls State University, Dr. Judy

Chauvin, “STATISTICS PACKAGE for 473/474”.

4. PBS.org. “ZOOM”, 2001

5. RUBISTAR, Rubrics, adapted from