Constructing a Balloon Car
Spero
Constructing a Balloon Car
NJ Core Curriculum Standards
CCS Number
8.1.12.A.1
Topic
8.1 - Educational Technology
A - Technology Operations
and Concepts
8.2.12.B.1
8.2 - Technology Education,
Engineering, and Design
B - Design: Critical Thinking,
Problem Solving, and
Decision-Making
Page 1
Description
Construct a spreadsheet, enter
data, and use mathematical or
logical functions to
manipulate data, generate
charts and graphs, and
interpret results
Design and create a product
that maximizes conservation
and sustainability of a scarce
resource, using the design
process and entrepreneurial
skills throughout the design
process
Constructing a Balloon Car
Spero
What Students Should Know




Kinematics
o Constant velocity, constant acceleration
ISLE
The Engineering Design Process
Using LoggerPro
Goals of the Lesson
Conceptual
What physics
concepts are
important for
construction of the
car?
What is the purpose
of engineering?
Quantitative
Be able to estimate
total cost and time of
production
Be able to measure
any dimensions of
model and distance
traveled
How is engineering
Be able to construct a
related to physics for formula for the
this case?
displacement,
velocity, and
acceleration of a
moving object
Procedural
Be able to identify
goals of a project
Be able to work with
materials given
How do you know
what to do in order to
make a working
model?
Be able to work through What are the ways in
a procedure for solving which we learn how
a problem through
something functions?
engineering
Be able to use
Excel/LoggerPro to
enter data and represent
in multiple ways
Be able to take data
with LoggerPro
software/hardware
Important Details/Connections
Physics Content

Kinematics
 Constant speed, velocity
 Changing speed, constant acceleration
Real Life Connections

Epistemological
How do you know that
your car will function?
Building a car to specifications
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

Trying to estimate speed of car to determine how far it will travel in a certain
amount of time
Alternate forms of energy
Family & Community Resources

Folders, balloons, tape, straws, rubber bands
Potential Student Difficulties



Not understanding the steps in the Engineering Design Process
Being stuck on how to use the balloon to propel any vehicle
Having difficulty setting up LoggerPro and taking data
Resources
Environment

Areas for devices to move and motion sensors setting up
Equipment





Computers
LoggerPro
 Motion sensors
Rulers
Straws, balloons, rubber bands, oak tag, tape, push pops
Worksheet for engineering
Lesson Description
When students come it tell them they are going to, in groups, construct an air powered
device that can travel 20 inches. You can only use the materials present and we are going to use
LoggerPro motion sensor to take data to evaluate your device. You want your device to cost as
little as you can, to go fast, and be detectable by the sensor. Take a look at the materials you have
to work with and pick up this sheet with their cost and an outline for you to fill out as you go.
You have 5 minutes to do this.
Now I want you to take 10 minutes to make a plan for what your air powered device will
look like and how you will put it together. Remember to fill in your worksheet as needed and
consult with your group members for ideas. I want to see a sketch of your final plan.
You now have 15 minutes to build your device. If too many people are waiting around to
do something I want one person per group to set up the motion sensor for LoggerPro after you
test your device to make sure it works. If, on testing, your device does not work, you have until 9
minutes before class ends to make changes. Make sure LoggerPro is set up and ready to go at
this time.
I want you to take position versus time data, we will not have time to analyze it in class,
so you will need to either email it to yourself or print it out for use at home for homework. I
recommend you copy into Excel if you have Excel at home.
For homework I want you to plot:
o d vs t
o v vs t
o a vs t
Then say if your device moved with constant or changing velocity and constant or
changing acceleration. Use Excel to record displacement, velocity, and acceleration as functions
of time. Be sure to include error bars on your graphs and in your functions.
Constructing a Balloon Car
Spero
Time Table
Clock Reading During
Lesson
0-5 minutes
Title of Activity – Connection
Students Doing
to Goals
Goals and viewing materials
Listening to teacher, going up
to see materials available
5-15 minutes
Planning
In groups planning device to
specifications
Helping students that are
totally stuck
15-30 minutes
Construction
Helping set up LoggerPro and
dish out materials
30-31 minutes
Testing
Making devices, recording
materials used and filling in
worksheet
Quickly testing device
31-34
Modifications
Making changes to design
Helping students set up
LoggerPro
34-40 minutes
Taking Data
Taking motion sensor data and
copying down for homework
Helping students take data and
copy for homework
40-45 minutes
Cleaning Up
Cleaning up
Cleaning up
Page 5
Teacher Doing
Giving goals for the day,
handing around handouts
Helping students set up
LoggerPro
Constructing a Balloon Car
Spero
Formative Assessments




Can students come up with a cost list for equipment?
Did students come up with feasible options for an air-powered vehicle?
Did students revise their plan at any point in the construction process?
Can students take data with LoggerPro?
Homework
For homework I want you to plot:
o d vs t
o v vs t
o a vs t
Then say if your device moved with constant or changing velocity and constant or changing
acceleration. Use Excel to record displacement, velocity, and acceleration as functions of time.
Be sure to include error bars on your graphs and in your functions.
Page 6