Our next closest trial was using 2 rubber bands and pulling the throwing arm back 6 cm because the marble landed 315 cm away. According to our data, using 3 rubber bands and pulling the throwing arm back a distance of 4 cm resulted in a throwing distance of 300 cm. To keep the mass of the projectile the same, we used the same marble with a mass of 4.5 grams for the entire experiment. First, our team used a metric ruler to mark centimeters 1-6 on the "A" frame of our catapult. For example: To launch a catapult 300 cm, students must be aware of the distance the throwing arm gets pulled back in centimeters and the number of rubber bands. Reasoning with the collected evidence: Students are then expected to be able to use the evidence they collected to support their claim. They collect data and create a data table. the angle of the throwing arm at it's stopping pointĮvidence: Students then design an experiment to test their claim.the angle the throwing arm gets pulled back.the distance the throwing arm gets pulled back in cm. Possible variables include but are not limited to: They are allowed to fill in the variables (including distance, but that's the length of our lab tables pushed together). Claim: To launch a catapult 300 cm, students must be aware of _ and _. Winners play winners, losers play losers.Īfter students have a chance to test their catapults, identify problems, and make adjustments they get to form their claim. The team who shoots second at the start of the game gets the last shot. First to 10 wins, but they have to win by 2. Students work in pairs to either hit the cups (one point) or sink the marble into the cups (3 points). We set up three cups at the end of the table filled with sand. We push the lab tables together (end to end) to make a series of long tables. My students take one class period to test their catapults in a catapult tournament. Lab: What all teachers should be striving to get their students to master. Mod 2: Some students decide to tape two extra craft sticks to the back "A" frame (vertically) on either side of the throwing arm to prevent it from wiggling to the left or right. Mod 1: Some students decide to tape an extra craft stick to the back "A" frame (horizontally) to influence the stopping point of the throwing arm for a higher trajectory. Hand out all materials and allow students to build their own catapult using either the video again or using the images in the instructable below.Īllow students to test their catapults with either marbles or mini marshmallows.Ĭlosure: How does the catapult relate to Newton's three laws of motion? Warm Up: Discuss Newton's three laws of motion.Ĭlass Activity: Watch the youtube video on how to build a popsicle stick catapult (without stopping the video). Students will analyze Newton's Laws and describe how a catapult can relate to each law. Students will make a claim, use evidence, and reason with that evidence. Students will gather data using their catapult. Lesson Objectives: Students will demonstrate the ability to build a siege weapon. This lesson is designed for middle grades, but could be used as early as 5th grade or into H.S.Ĭatapult Lab with Claim, Evidence, Reasoning Here are links to the lab and a general lesson plan.
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