SCIENCE OF GOLF: Energy in Collisions and Compressions
STEM Lesson Plan / Adaptable for Grades 7–12
Lesson plans produced by the National Science Teachers Association.
Video produced by NBC Learn in collaboration with the USGA and Chevron.
Click the page numbers to jump to a section. Click any head to return.
Background and Planning Information .............................................................2
About the Video .......................................................................................................................... 2
Video Timeline ........................................................................................................................... 2
Language Support ...................................................................................................................... 2
Next Generation Science Standards ......................................................................................... 19
Common Core State Standards for English Language Arts/Literacy ........................................ 19
Promote STEM with Video ...............................................................................2
Connect to Science...................................................................................................................... 2
Connect to Technology ............................................................................................................... 3
Connect to Engineering............................................................................................................... 4
Connect to Math ......................................................................................................................... 5
Facilitate ENGINEERING DESIGN Inquiry ..........................................................6
Explore Understanding ............................................................................................................... 6
Identify Problems ........................................................................................................................ 7
Investigate Design Problems....................................................................................................... 8
Materials and the Inquiry Process .................................................................................. 8
Open Choice Approach ................................................................................................... 8
Focused Approach .......................................................................................................... 9
Media Research Option ................................................................................................ 11
Related Internet Resources .................................................................................. 11
Make a Claim Backed by Evidence ............................................................................................ 12
Present and Compare Findings ................................................................................................. 12
Reflect and Redesign................................................................................................................. 12
Inquiry Assessment ................................................................................................................... 12
Incorporate Video into Your Lesson Plan ....................................................... 13
Integrate Video in Instruction ................................................................................................... 13
Bellringer ....................................................................................................................... 13
Homework..................................................................................................................... 13
Using the 5E Approach .................................................................................................. 13
Connect to English/Language Arts ............................................................................................ 13
Connect to History .................................................................................................................... 14
Use Video as a Writing Prompt ................................................................................................. 14
Copy Masters ................................................................................................ 15
Open Choice ENGINEERING DESIGN Inquiry Guide for Students ............................................. 15
Science of Golf: Energy in Collisions and Compressions
1
Focused ENGINEERING DESIGN Inquiry Guide for Students .................................................... 16
Assessment Rubric for Inquiry Investigations........................................................................... 18
Background and Planning
About the Video
Science of Golf (SOG): Energy in Collisions and Compressions highlights what happens during the
500 microseconds that the driver is in contact with the ball. It features professional golfer Mike
Miller, who won the Wilson’s Cup Invitational in 2013, and is a two-time Metropolitan Golf
Association player of the year. He thinks that, “as long as you go and get fitted for the right club
for you, you’ll find a way to hit it far.” SOG: Energy in Collisions and Compressions also features
Steve Quintavalla, Ph.D. (Mechanical Engineering), senior research engineer for the United
States Golf Association (USGA), and Matt Pringle, Ph.D., manager of research and development
for equipment standards at the USGA. Pringle explores the transfer of energy when the golf ball
is hit and explains the pendulum test. Quintavalla explains how coefficient of restitution is
calculated and demonstrates how the USGA tests for it.
Video Timeline
0:00 0:15 Series opening
0:15 0:47 Collision with a driver; introduction to Mike Miller
0:48 1:33 Definition of collisions and compressions with Pringle comment
1:34 1: 49 Potential energy and elastic potential energy explained and Pringle’s take on it
1:50 1: 58 Matt Pringle: importance of energy storage by the golf ball
1:59 2:12 Graphic: energy transfer to the golf ball
2:13 2:18 Steve Quintavalla: the ball loses energy in the transfer
2:19 2:43 Measuring coefficient of restitution
2:44 3:26 How to calculate the coefficient of restitution
3:27 3:39 Club heads that transfer energy better
3:40 4:26 The pendulum test—how flexible is the club head?
4:27 4:33 Golf clubs can still help….
4:34 4:50 Summary
4:51 5:06 Closing credits
Language Support: To aid those with limited English proficiency or others who need help
focusing on the video, click the Transcript tab on the right side of the video window, then copy
and paste the text into a document for student reference.
Standards Connections for NGSS and Common Core ELA
Connected standards are listed in full on the last page of this document.
Promote STEM with Video
Connect to Science
Collisions, compressions, and coefficient of restitution are classical mechanics concepts
discussed in both physics and golf. Collisions occur when two things come together with force.
Science of Golf: Energy in Collisions and Compressions
2
Compression occurs in the 500 microseconds that the driver is in contact with the ball, causing
it to compress like a coiled spring. Coefficient of restitution (COR) is a measurement of how
much a ball will rebound when it is hit by the face of a golf club. Golfers would like to have golf
clubs and balls that maximize COR.
Related Science Concepts
• acceleration
• coefficient of restitution
• force
• initial velocity
• kinetic energy
• mass
• momentum
• Newton’s Second and Third Laws
• potential energy
• spherical symmetry
• velocity
• weight
Take Action with Students
 Have students visit http://er.jsc.nasa.gov/seh/amuse_park_physics.pdf. Pages 49–51 will
allow students to explore collisions and give you some feedback on what they learned.
 Golf is not the only sport that sets a limit on COR. Challenge students to find out which
sports limit COR and how those limitations were set, and make generalizations about the
role of COR in sports.
 Have students watch the video at: https://www.youtube.com/watch?v=c31Z9qSzimk.
Polara CEO Dave Felker also tells us that he is the Chief Technical Officer of Polara. He
states, “We make golf balls that go straight. We make golf clubs that enable golfers to hit
the golf ball much farther than any other golf club.” Not shown in this video is a new golf
ball that they have called the Polara XDS. It actually goes further than other golf balls when
hit by the same club. Felker says that Polara makes products that are only governed by the
laws of physics and that they're not limited by the USGA rules and are just trying to make
golf more fun for the average golfer. Is this a good use of science? Think about the
ramifications of what science used in this manner could mean to any sport. Make a
presentation that explains why or why not science should be used in this manner.
Connect to Technology
SOG: Energy in Collisions and Compressions highlights the technology that USGA uses to ensure
the game does not rely on technology at the expense of a player's abilities. The USGA tests golf
balls and golf clubs and, if necessary, puts limits on their capabilities. Because it takes fractions
of a second for the ball to deform and come back to its former shape after being hit, the USGA
uses a machine called the universal tester that can put varying amounts of force on a golf ball
to help examine how it compresses when it's struck. The machine applies up to 2,000 pounds of
pressure to a golf ball and then determines how long it takes for it to return to its original
shape. The faces of golf clubs are designed to be flexible. If a golf club can store more energy
when it hits the golf ball, less energy is lost, causing greater ball speed. Matt Pringle
demonstrates the apparatus used to determine how flexible a club head is. In the pendulum
test, a steel ball attached to a hammer swings into the clubface.
Science of Golf: Energy in Collisions and Compressions
3
Take Action with Students
 Watch the video from 3:40–4:26. Draw a diagram that could justify why or why not the
pendulum test could be used to determine the COR of both the golf ball and the golf club
and thereby eliminate the Universal Tester.
 The slow speed video that was used in the SOG: Energy in Collisions and Compressions was
very effective in clarifying what occurs during the club’s collision with the ball. Make a
diagram to show how a high-speed camera could be used to determine what the COR of
different brands of golf balls. Your ideas might be tried out using the camera in your
cellphone.
 Share with students the following post found on an Internet golf forum: I've been away
from the board for about a week now working on my new line of putters. The design is now
complete and I'm in the process of producing a prototype. The idea is to create a putter with
a high coefficient of restitution. I believe the trampoline effect will make the putter more
forgiving and help golfers make smoother strokes on long putts. Look for them in stores
Christmas 2009. (http://forums.golfreview.com/showthread.php?11201-My-new-line-ofhigh-C-O-R-putters). Considering what you know about the swing involved in putting,
explain why you would or would not buy a putter with trampoline effect. Support your
ideas with what you know about COR.
Connect to Engineering
The engineering design process uses human ingenuity to draw from science, math, and
technology to solve a problem. In SOG: Energy in Collisions and Compressions the problem is in
understanding the role of and controlling the COR in the game of golf. COR results from the
flexible nature of the club head and golf ball. Both of them are flexible and can be compressed
during the 500 microseconds that the club is in contact with the ball. Frank Thomas, past
Technical Director of the USGA for 26 years (http://www.franklygolf.com/) says, “If the face of
the club deforms and recovers during impact (like a trampoline), this takes up some of the
deformation that would have otherwise been in the ball, [and] the COR would increase as there
are fewer losses in the deformation and recovery of the club face than in the ball.” To ensure
golf does not rely only on technology at the expense of a player's abilities, the USGA puts limits
on the performance of golf equipment as was stated in the video.
Take Action with Students
Golfclub-technology.com and other websites state that as swing speed increases, the ball
travels farther and vice versa. The average (male) golfer swings at 90 miles per hour as
compared with a professional who swings at 112 miles per hour. (The average professional
female swings at 94 miles per hour.) The COR can be calculated using the following formula.
e
=
Vout
÷
Vin
coefficient of restitution (e) = rebound velocity in mph (Vout) ÷ initial velocity in miles per hour (Vin)

What effect does the USGA rule that limits the COR of a clubhead have on the slower swing
speed golfer versus the high swing speed player? Develop a graphic or make a claim
supported by evidence about the effect of limiting the COR to 0.830.
Science of Golf: Energy in Collisions and Compressions
4

Write a letter to the USGA offering a strategy that will make COR fair for all players
regardless of their swing speed. Use your analysis of this situation to request a change to
the rules of golf.
Connect to Math
Steve Quintavalla states in the video that if two objects approach each other at 100 meters per
second and they collide and then they separate at 80 meters per second then the coefficient of
restitution would be 80 ÷ 100, or 0.8. COR = e = Vout ÷ Vin. If you're dropping the ball,
c
= coefficient of restitution (dimensionless), h = bounce height, H = drop height. The math used
here is pretty straightforward and well within the reach of middle school students, especially if
you let them use a calculator or spreadsheet. Other COR formulas can be found at:
http://www.studymode.com/essays/Coefficient-Of-Restitution-Of-a-Golf-1014302.html;
http://ebm.ufabc.edu.br/wp-content/uploads/2011/10/Measurement-of-coefficient-ofrestitution.pdf; or http://www.franklygolf.com/driver-cor-springlike-effect.aspx
Take Action with Students
 Students could find the coefficient of restitution of various sport balls. Before they begin
have students predict which of the balls they think will have the greatest COR and which will
have the least. Encourage students to make multiple trials with each ball and follow
practices that will ensure as much accuracy as possible. You should approve their written
procedure before they begin their efforts. Their findings should be published in such a way
that results can be shared with the entire class.
 The graph that follows shows what happens when the coefficient of restitution of a driver is
changed. Analyze what happens as the COR changes. What distance could a golf ball be hit
with a club that had a COR of .90? What distance could a golf ball be hit with a club that had
a COR of 1.0? (From: http://www.tutelman.com/golf/swing/golfSwingPhysics4.php)

Students could find the COR of various everyday objects. They might examine items such as
marbles, a wooden ball, and a ball that they make out of rubber bands. They might be
surprised at what bounces. Before they begin have students predict which of the objects
they think will have the greatest COR and which has the least. Encourage students to make
Science of Golf: Energy in Collisions and Compressions
5

multiple trials with each ball and follow practices that will ensure as much accuracy as
possible. You should approve their written procedure before they begin their efforts. Their
findings should be published is such a way that results can be shared with the entire class.
Decide which COR formula you would like to have your students use for the following
problems:
 You drop an old golf ball five times from a height of 100 cm. The recorded bounces were
73 cm, 72 cm, 74 cm, 74 cm, and 76 cm. Find the COR.
 You drop a tennis ball five times from a height of 100 cm. The recorded bounces were
51 cm, 50 cm, 49cm, 52 cm, and 51 cm. Find the COR.
 You drop a pool ball ball five times from a height of 100 cm. The recorded bounces were
65 cm, 60 cm, 66 cm, 64 cm, and 67 cm. Find the COR.
 You drop a wooden ball five times from a height of 100 cm. The recorded bounces were
34 cm, 41 cm, 39 cm, 35 cm, and 33 cm. Find the COR.
 You drop a ball bearing five times from a height of 100 cm. The recorded bounces were
35 cm, 36 cm, 37 cm, 35 cm, and 36 cm. Find the COR.
 You drop a marble five times from a height of 100 cm. The recorded bounces were 40
cm, 43 cm, 47 cm, 42 cm, and 43 cm. Find the COR.
 You drop a rubber band ball five times from a height of 100 cm. The recorded bounces
were 67 cm, 68 cm, 70 cm, 67 cm, and 70 cm. Find the C.O.R.
 You drop an wiffle ball five times from a height of 100 cm. The recorded bounces were
51 cm, 48 cm, 47 cm, 46 cm, and 46 cm. Find the COR.
Facilitate ENGINEERING DESIGN Inquiry
Encourage inquiry using a strategy modeled on the research-based science writing heuristic. Student
work will vary in complexity and depth depending on grade level, prior knowledge, and creativity. Use
the prompts liberally to encourage thought and discussion. Student Copy Masters begin on page 15.
Explore Understanding
Guide a discussion to find out what students know about energy of compressions and collisions.
Use resources such as the following:
 https://www.youtube.com/watch?v=U3j-o3UXRSI&feature=related
 http://www.golffredericksburg.com/Zones/Golf/TitleistGolfBallPhilosophy
 http://darrengolsby.com/golf-ball-compression/3947
 https://www.youtube.com/watch?v=5qjRWLGYncU )
After breaking the ice on the topic you might move groups of students to the four corners of
the room. In each corner, groups will discuss collisions and compression (or an aspect of
collisions and compression that you’ve assigned to each corner) to activate their background
knowledge. Four corners can be highly engaging for students and only requires 5 to 10 minutes.
Use the following or similar prompts to start students talking.
 One experience I have had with collision/compression is….
 When I watched the video, I thought about….
 The video describes....
 Golfers are able to compress the golf ball by....
Science of Golf: Energy in Collisions and Compressions
6









I experience the energy of collisions and compressions everyday when…
One way I think I could change golf to make better use of collisions/compressions is….
Other sports that have concerns about coefficient of restitution are….
Things that affect collisions/compressions include….
Sometimes, collisions/compressions make golf more difficult, such as when….
Sometimes, compression is necessary, such as when....
The engineer/scientist can help golfers by….
I’ve seen _____ related to this topic....
Some factors controlling coefficient of restitution are....
Show SOG: Energy in Collisions and Compressions and encourage students to take notes while
they watch about coefficient of restitution and expert recommendations. Continue the
discussion of how a design team might optimize the COR to improve the game of golf, using the
following or similar prompts:
 When I watched the video, I thought about….
 I learned from the video that….
 Something in the video that I didn’t understand was….
 One problem that a design team might try to solve is….
 The experts in the video explained that….
 Variables influencing the potential solutions include….
 Our efforts might be limited by.…
 Engineering has improved compression in golf by….
Identify Problems
Stimulate small-group discussion with the prompt: This video makes me think about these
problems…. Then have small groups list questions they have about improving the COR in a
clubface to be as close to 1.0 as possible or identify the mass of a golf club that would compress
a ball the optimal amount. Ask groups to choose one question and phrase it in such a way as to
reflect an engineering problem that is researchable and/or testable. Bring groups together to
discuss/share problems. Remind students that engineering problems usually have multiple
solutions. Some example questions that reflect engineering design problems are:
 What factors can be changed that might improve the COR?
 What changes that can be made to a golf ball and still have it fall within the constraints set
by the rules of golf?
 Would increasing/reducing the COR improve a golfer's performance?
 What is the optimal way to determine the mass of a golf club that would compress a ball
and send it flying the greatest distance?
 What is the ideal way to determine if a ball is being compressed the optimal amount?
 Which has a greater effect? Improving the COR or improving the athlete’s performance?
 How can a design team predict how their improvements will work on the golf course?
 What is the optimal way to improve a golf club without violating the rules about COR?
 What materials would be needed to improve the COR?
Science of Golf: Energy in Collisions and Compressions
7
Investigate Design Problems
Choose one of the following options based on your students’ knowledge, creativity, and ability level and
your available materials. Actual materials needed would vary greatly based on these factors as well.
Materials and the Inquiry Process
Allow time for students to examine and manipulate the materials that are available. Doing so
often aids students in refining their questions or prompts new ones that should be recorded for
future investigation.
 To explore the coefficient of restitution by designing a surface that will have the greatest
trampoline effect: Students might use scraps of wood, cardboard, metal, concrete, rubber,
or plastic, springs, sponges, plastic foam, plastic bottles, glue, and rubber bands.
 To explore the coefficient of restitution when designing a club head that would best
compress a ping pong ball: Students might use meter sticks (golf club shaft), wooden blocks
(in pairs by size), rubber bands, masking tape, large wooden dowels (or round broom
sticks), ping pong balls (one star balls should be easier to compress), bag ties, smaller blocks
of wood, metal washers (or other weights), equal-sized clumps of clay and anything else
that you might think will help.
 Measuring tools such as meter sticks, stopwatches, magnifying lenses, electronic balances,
spring scales, smart phone video cameras, graduated cylinders, protractors, rulers or
measuring tape, and calculators might also be useful in the design process.
Safety Considerations: You and students should wear cover goggles. Review safe use of tools
and measurement devices as needed. Augment your own safety procedures with NSTA’s Safety
Portal at http://www.nsta.org/portals/safety.aspx.
Open Choice Approach (Copy Master page 15)
1. Give students time to discuss their various questions. Groups might agree on one problem
for which they will design a solution, or each group might evaluate different problems and
solutions. Some ideas include designing a ball that has a COR closest to 1, exploring the
mass of a club head that would best compress a ping pong ball, or determining what type of
surface you could drop a golf ball on that might yield the highest COR, could serve as a
models for this activity. To help students envision their investigations, use prompts such as
the following:
 The design problem we are solving is….
 Materials we could use to implement our design are….
 The science concepts involved in our design include….
 The math concepts involved in our design include….
 We are designing a solution that will….
 Barriers to success that we anticipate are….
 Acceptable evidence for a successful solution would include….
2. Lead discussions to establish the criteria and constraints within which solutions might be
designed. Remind students that criteria are factors by which they can judge the success of
their effort and that constraints are limitations to the effort and are often related to
materials, time, or money.
 We think we can solve the problem by....
 Our criteria for success are….and we will determine them by....
Science of Golf: Energy in Collisions and Compressions
8
3.
4.
5.
6.
7.
 Constraints that might limit potential solutions are....
Have students determine the dependent variable they will use to evaluate their design.
Check the students' understandings of each variable, such as the covering of the golf ball,
mass of clubhead, or density of the surface on to which the ball was dropped. To do this,
have students determine other variables associated with the problem they are trying to
solve. Then have them determine what data/evidence they need to collect to evaluate the
success of their design.
Students should brainstorm a plan for their evidence collection. Work with students to
develop safe procedures that control variables and enable them to make accurate
measurements. Insist that they get your approval on their procedures before they start any
investigation. Encourage students with prompts such as the following:
 Information we need to understand before we can start our investigation is....
 We will change the structure of the surface we are bouncing the ball on to by....
 We will test our prototype or model by….
 We will make design decisions, or changes to the independent variable, such as … to
observe what happens to the dependent variable.
 The data we will collect are….
 We will record and organize our data using….
Allow students to spend some time working with the materials they have decided to use to
implement their design. As students work with the materials, suggest that they reexamine
their problem(s) and write down the procedures they intend to follow and how they will
test their design and collect the data necessary to revise their design. Collecting evidence to
promote future iterations and innovations is a critical step in the engineering design cycle.
Guide students with prompts such as the following.
 Information we need to understand before designing our golf ball includes….
 We will construct our prototype or model by….
 While constructing our prototype or model we will….
 To conduct our investigation safely, we will….
 Thinking about future innovation we….
 We will represent our data by….
 Mathematical models we can use in our investigation include….
Be sure to work with students to develop safe procedures that keep the variables not being
tested constant, allowing them to make accurate measurements.
After communicating information to the class about their solution and reflecting on their
own solution, as well as those of other groups, allow the class or small groups to go through
a redesign process to optimize their solutions and what they have learned. Encourage
students to identify limitations of the design and testing process. Were there variables that
they did not identify earlier that had an impact on their designs?
Focused Approach (Copy Master pages 16–17)
The following exemplifies one way students might design solutions to problems they identify
after watching SOG: Energy in Collisions and Compressions. Give students leeway in determining
exactly how they will build and test their designs, but insist that they get your approval on their
procedures before they start any investigation. You might include constraints for issues of
safety, time, or materials.
Science of Golf: Energy in Collisions and Compressions
9
1. Give students time to discuss their selected problem(s). Allow time for groups to examine
all of the materials available to them. Guide whole-class or small-group discussions to
identify the problem being solved and then to identify criteria and constraints against which
solutions will be developed. For example, the surfaces we will design (which will replicate
the golf ball being hit by a golf club) will incorporate a trampoline effect. Remind students
that criteria are factors by which they can judge the success of their effort and that
constraints are limitations to the effort and are often related to materials, time, or money.
Use prompts such as the following:
 The problem we are solving is….
 We are designing a solution that will….
 The science concepts that we will need to use in creating our design include….
 We think we can solve the problem by....
 Our criteria for success are....
 Constraints that might limit potential solutions are....
 We will make a model surface to....
 Acceptable evidence that would support our claims of success for our design includes….
2. Encourage students to think about how they can design and construct a surface that will
transfer more energy back to the ball, considering variables such as density, compression,
and the trampoline effect. Students may need to be prompted to think about the ideas of
composites, combinations of materials, and surfaces. Guide the class to establish criteria
and constraints for the solution to the problem. Remind students that criteria are factors by
which they can judge the success of their effort and that constraints are limitations to the
effort and are often related to materials, time, and money. Use prompts such as the
following:
 The problem we are solving is....
 Factors influencing the … of … a include….
 We can build a model of a … using….
 In the video….
 Constraints we must deal with include….
 One thing we will need to do with the ... is....
 We’re not going to use _____ because we think it/they will….
 Another thing we will need to do with the ... is....
 We think our changes will increase the … of the ... because....
 The … we have designed is similar to an actual … because….
 Constraints that might limit the range of potential solutions are….
3. Students should brainstorm a plan for their evidence collection strategy prior to designing
the surface on to which they will drop a golf ball. Provide students with the following
prompts to guide how they will collect evidence for evaluating their design:
 We will test our design by….
 We will change the design of the surface that we will drop a golf ball on in the following
ways to see the relationship to the dependent variable….
 The data (dependent variable) we will collect are….
 We will record and organize our data using….
 We will use evidence such as _____ to determine the need for additional changes such
as….
Science of Golf: Energy in Collisions and Compressions
10
4. Students plan and design a surface on to which to drop their golf ball from the materials at
hand. Students might design and build their surface from layers of materials that might
have a trampoline effect. It might also be designed from a framework with a flexible face, or
a combination of other materials. Other students might design a ball of materials that will
allow it to bounce as high as possible when dropped from a given height. Encourage
multiple trials of dropping the golf ball or student-designed ball. The height and manner of
the drop should remain constant.
5. After communicating information to the class about their solution and reflecting on their
own solution as well as those of other groups, allow the class or small groups to go through
a redesign process to improve their solutions. Encourage students to identify limitations of
the design and testing process. Were there variables that they did not identify earlier that
had an impact on their designs?
Media Research Option
Common Core State Standards Connections: ELA/Literacy –
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
Groups might have questions that are best explored using print media and online resources.
Students might begin by researching why they are doing this media investigation. They might
compare why some of the designs they learn about are better than others. Students should
brainstorm to form a list of key words and phrases they could use in Internet search engines
that might result in resources that will help them answer the question. Review how to safely
browse the Web, how to evaluate information on the Internet for accuracy, and how to
correctly cite the information found. Suggest students make note of any interesting tangents
they find in their research effort for future inquiry. Encourage students with prompts such as
the following:
 Words and phrases associated with our question are….
 The reliability of our sources was established by….
 The science and math concepts that underpin a possible solution are….
 Our research might feed into an engineering design solution, such as….
 To conduct the investigation safely using the Internet, we will….
Related Internet Resources
Coefficient of Restitution:
 http://golf.about.com/cs/golfterms/g/bldef_cor.htm
 http://wishongolf.com/how-does-cor-affect-your-golf-game/
Golf Club Design:
 http://www.popularmechanics.com/outdoors/sports/technology/a-brief-history-of-thegolf-club-15478412
 http://www.popularmechanics.com/outdoors/recreation/the-science-of-the-perfect-golfshot#slide-5
 http://www.golfwrx.com/121878/taylormade-sldr-driver-editor-review/
Science of Golf: Energy in Collisions and Compressions
11
Videos:
 https://www.youtube.com/watch?v=qwu51E_zUx8 ;
Make a Claim Backed by Evidence
As students carry out their design investigations, ensure they record their observations and
measurements. Students should analyze their observations in order to state one or more
claims. Encourage students with this prompt: As evidenced by… I claim… because…. or I claim
our design (was/was not) successful because….
An example claim might be:
As evidenced by the results of dropping our golf ball onto our designed surface, I claim our
surface was slightly like a trampoline because on multiple trials the golf ball rebounded higher
than it did when we dropped it on the uniform surface that established the standard against
which to judge our efforts.
Present and Compare Findings
Encourage students to prepare presentations that outline their inquiry investigations so they
can compare results with others. Students might do a Gallery Walk through the presentations
and write peer reviews, as would be done on published science and engineering findings.
Students might also make comparisons with material they find on the Internet, information
presented in the video, or an expert they chose to interview. Remind students to credit their
original sources in their comparisons. Elicit comparisons from students with prompts such as:
 My findings are similar to (or different from) those of the experts in the video in that….
 My findings are similar to (or different from) those of my classmates in that….
 My findings are similar to (or different from) those that I found on the Internet in that….
Students might make comparisons like the following:
My results were similar to those of other students in that although we struggled mightily, the
constraints that we all agreed on kept us from achieving a higher coefficient of restitution.
Reflect and Redesign
Students should reflect on their understanding, thinking about how their ideas have changed or
what they know now that they didn’t before. They should also evaluate their own designs in
light of others’ presentations and propose changes that will optimize their designs. Encourage
reflection, using prompts such as the following:
 My ideas have changed from the beginning of this lesson because evidence showed that….
 My design would be more effective if I _____ because I learned that….
 My ideas changed in the following ways….
 When thinking about the claims made by the experts, I am confused about....
 I now understand or could teach other students….
Inquiry Assessment
See the rubric included in the student Copy Masters on page 18.
Science of Golf: Energy in Collisions and Compressions
12
Incorporate Video into Your Lesson Plan
Integrate Video in Instruction


Bellringer: Project images from SOG: Energy in Collisions and Compressions, such as those at
0:05, 0:07, 0:12; 1:15; 2:22; and 3:55, and have students write about what is going on from
a science point of view. After students have completed their observations for each still
picture you could play the surrounding segment so that students could assess how they
have done.
Homework: Watch SOG: Energy in Collisions and Compressions from 1:17–2:09. The graphic
explains how energy is transferred from the swinging golf club to the stationary ball. Do
some research to make sure you understand kinetic and potential energy, compression,
elastic and inelastic collisions, and elastic potential energy. Collisions and compressions take
place all around us. When a basketball bounces off the court it collides and compresses.
Balls collide during the very mathematical game of billiards. Think of collisions that you have
participated in. Draw and label diagrams to explain what occurred in two collisions with
which you are familiar.
Using the 5E Approach?
If you use a 5E approach to lesson plans, consider incorporating video in these Es:
 Explore: Use the Design Investigations section of the Facilitate ENGINEERING DESIGN
Inquiry to support your lessons on collisions and compressions, coefficient of restitution,
and Newton's Second and Third Laws of Motion. Main concepts should include how energy
is transferred in collisions and where it goes.
 Elaborate: Elaborate: Show students SOG: Energy in Collisions and Compressions, focusing
on the sections from 0:55–1:22 and 2:11–2:19 that discusses how collisions and
compressions occur when the golf ball is hit and what happens to the golf ball after it is hit.
Have students research everyday collisions. They might look at automobile collisions or the
impacts that result in contact sports. Students should elaborate on how energy is lost in the
collisions they examine and what results because energy is lost.
Connect to … English/Language Arts
Why won't golf companies list the COR (Coefficient of Restitution) for their golf clubs? Good
question! Rewatch 3:40–4:26 of SOG: Energy in Collisions and Compressions. It explains that
COR is so important that the USGA regulate it. You would think that the club makers would use
it as the gold standard. The comment by Ranger Rick at
http://www.golfwrx.com/forums/topic/750771-why-wont-golf-companies-list-thecorcoefficient-of-restitution-in-their-golf-clubs/ says it all. What it doesn't do is help you to
understand COR for fairway woods and irons. Before reading the comments list four to five
questions you have about listing COR for buyers. Do a close reading of the article. As you read,
text code the passage with the following symbols: + = information I already know; ! =
information that is new; ? = I have questions about this; ____ = information that interests me;
cor = information about Coefficient of Restitution. If you take the time to read the very lengthy
explanation by Tom Wishon, you'll have a better idea of what club manufacturers are doing.
Take what you've learned and create a poster/diagram that would meet the needs of
Dugan408. Do you think that posters like this would help golfers and hurt club manufacturers?
Science of Golf: Energy in Collisions and Compressions
13
Connect to … History
Go to https://www.nbclearn.com/science-of-golf and watch SOG: Evolution of the Golf Ball
from 0.26–2:58. While watching the video take notes on what the experts say about the
historical development of the golf ball. Pay close attention to materials that are used to make
each ball. After taking a bit of time to review and think things over (and perhaps squeeze in a
little research) develop an annotated timeline that analyzes the coefficient of restitution in
each iteration of the golf ball.
Use Video as a Writing Prompt
Does this look like a wanted poster? What’s the marketing advantage of that? These golf balls
look like every other golf ball. They’re white. They have dimples. They have a higher COR than
the USGA allows. Watch the video again from 2:19–4:26. Write a story about your participation
in a weekend foursome (four golfers playing together) in which one of the players was using the
Bandit.
(Photo from www.banditgolfusa.com)
Science of Golf: Energy in Collisions and Compressions
14
COPY MASTER: OPEN CHOICE ENGINEERING DESIGN INQUIRY GUIDE FOR STUDENTS
Energy in Collisions and Compressions
Use this as a guide to design and test your solution according to criteria and constraints
established by the class. Record all of your notes and observations in your science notebook.
Identify Problems
Our class discussion and the video make me think about problems such as….
Design Investigations
Choose your materials and brainstorm with your teammates to discuss how you will make and
test your design solution. Take notes on your discussions. Use these prompts to help you:
 The materials we will use include….
 Our criteria for success are….
 Acceptable evidence for a successful solution would include….
 The constraints within which we will work are….
 We will record and organize our data using….
 To conduct our investigation safely, we will….
Test Your Model
Record and organize your data and observations from your tests using tables and/or graphs.
Make a Claim Backed by Evidence
Analyze your results and make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Present and Compare Findings
Listen to presentations of other groups and create a peer review as scientists and engineers do
for one another. You might also compare your findings with those of experts in the video or
that you have access to, or material on the Internet. How do your findings compare? Be sure to
give credit to others when you use their findings in your comparisons.
 My findings are similar to (or different from) the experts in the video in that….
 My findings are similar to (or different from) my classmates in that….
 My findings are similar to (or different from) what I found on the Internet in that….
Reflect and Redesign
Think about what you learned. How does it change your thinking? Your design?
 I claim that my ideas have changed from the beginning of this lesson in that….
 My design would be more effective if I _____ because I learned that….
 When thinking about the claims made by the experts, I am confused about....
 One part of the investigation I am most proud of is….
 In redesigning innovations we incorporated included….
 I now understand or could teach other students….
Science of Golf: Energy in Collisions and Compressions
15
COPY MASTER: Focused ENGINEERING DESIGN Inquiry Guide for Students
Energy in Collisions and Compressions
Use this as a guide to design and test a flexible surface on which to drop a golf ball or a golf ball
designed with a greater COR according to criteria and constraints established by the class.
Record all of your notes and observations in your science notebook.
Ask Beginning Questions
Why is coefficient of restitution important to consider in the design of golf clubs and golf balls?
Identify Problems
How can we make a golf ball with a greater COR?
How can we make a surface to drop a golf ball on that will be flexible and act like a trampoline?
What factors should we consider changing?
How can we be certain that our design will be an accurate test of the science concepts we are
examining?
Design Investigations
Discuss with your group how you might implement your design with the available materials.
Use these prompts to help you.
 The science concepts that we will need to use in creating our design include….
 We think we can solve the problem by....
 Our criteria for success are....
 Constraints that might limit the range of potential solutions are....
 Acceptable evidence that would support our claims of success for our design include….
 Our design will look like....
 We think these changes will increase the height to which the ball will rebound because....
 We will represent our data in the following way(s)….
 We will compare the data from each trial by….
 We will analyze the overall data by….
 To conduct our investigation safely, we will….
Test Your Model
Record and organize your observations and data in tables such as the one below. In the Design
Changes column describe the changes you made to the surface on to which you dropped your
golf ball and how the height the ball bounced changed. Make sketches of the changes you make
to your design. Use the equation
bounce height, H = drop height.
Design
Iteration
H(cm)
c = coefficient of restitution (dimensionless), h =
h(cm)
Design Changes
1
Trial 1
Trial 2
Science of Golf: Energy in Collisions and Compressions
16
Trial 3
Trial
4
Trial
5
Average
h
COR
2
Trial 1
Trial 2
Trial 3
Ideas for Analyzing Data
 Describe how the changes you made to the surface on to which you dropped your golf ball
made it rebound.
 Describe how your data helped you make decisions to change your design.
 What design changes caused the greatest impact on observed results?
Make a Claim Backed by Evidence
Analyze your data and then make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Present and Compare Findings
Listen to presentations of other groups and create a peer review as scientists do for one
another. You might also compare your findings with those of experts in the video or that you
have access to, or material on the Internet. How do your findings compare? Be sure to give
credit to others when you use their findings in your comparisons.
 My findings are similar to (or different from) those of the experts in the video in that….
 My findings are similar to (or different from) those of my classmates in that….
 My findings are similar to (or different from) information I found on the Internet in that….
Reflect and Redesign
Think about what you learned. How does it change your thinking? Your design?
 I claim that my ideas have changed from the beginning of this lesson in that….
 My design would be more effective if I _____ because I learned that….
 When thinking about the claims made by the expert, I am confused about....
 One part of the investigation I am most proud of is….
 One thing I understand or could teach others….
Science of Golf: Energy in Collisions and Compressions
17
COPY MASTER: Focused ENGINEERING DESIGN Inquiry Guide for Students
Criteria
Initial problem
Investigation
design
1 point
Problem had too simple
of a solution, was off
topic, or otherwise was
not researchable or
testable.
The design of the
investigation did not
support a response to
the initial question or
provide a solution to the
problem.
Variables (if
applicable)
Either the dependent or
independent variable
was not identified.
Safety
procedures
Basic laboratory safety
procedures were
followed, but practices
specific to the activity
were not identified.
Data and
Analysis (based
on iterations)
Observations were not
made or recorded, and
data are unreasonable in
nature, or do not reflect
what actually took place
during the investigation.
No claim was made or
the claim had no
relationship to the
evidence used to support
it.
Comparison of findings
was limited to a
description of the initial
problem.
Claim
Findings
comparison
Reflection
Student reflection was
limited to a description
of the procedure used.
2 points
Problem was researchable
or testable but too broad
or not answerable by the
chosen investigation.
3 points
Problem was clearly
stated, was researchable
or testable, and showed
direct relationship to
investigation.
While the design
Variables were clearly
supported the initial
identified and controlled
problem, the procedure
as needed with steps and
used to collect data (e.g.,
trials that resulted in data
number of trials, or control that could be used to
of variables) was
answer the question or
insufficient.
solve the problem.
While the dependent and
Variables identified and
independent variables
controlled in a way that
were identified, no
resulting data can be
controls were present.
analyzed and compared.
Some, but not all, of the
Appropriate safety
safety equipment was
equipment used and safe
used and only some safe
practices adhered to.
practices needed for this
investigation were
followed.
Observations were made,
Detailed observations
but were not very
were made and properly
detailed, or data appear
recorded and data are
invalid or were not
plausible and recorded
recorded appropriately.
appropriately.
Claim was marginally
related to evidence from
investigation.
Claim was backed by
investigative or research
evidence.
Comparison of findings
was not supported by the
data collected.
Comparison of findings
included both
methodology and data
collected by at least one
other entity.
Student reflections
described at least one
impact on thinking.
Student reflections were
not related to the initial
problem.
Science of Golf: Energy in Collisions and Compressions
18
SCIENCE OF GOLF: Energy in Collisions and Compressions
Standards Connections
Next Generation Science Standards
The following inquiry investigations might be part of a summative assessment for these performance expectations.
See NGSS documents for additional related Common Core State Standards for ELA/Literacy and Mathematics.
MS.Energy
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a
distance changes, different amounts of potential energy are stored in the system.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic
energy of an object changes, energy is transferred to or from the object.
Engineering Design
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several
design solutions to identify the best characteristics of each that can be combined into a new
solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
Common Core State Standards Connections: ELA/Literacy
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
WHST.6-8.1 Write arguments focused on discipline-specific content
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
Science of Golf: Energy in Collisions and Compressions
19