State Science Standards Addressed: (High School)
CLE 3202.Inq.3 Use appropriate tools and technology to collect precise and accurate data.
CLE 3202.Inq.6 Communicate and defend scientific findings.
CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems.
CLE 3202.3.1 Investigate the relationship among speed, position, time, velocity, and acceleration.
CLE 3202.4.2 Relate gravitational force to mass.
Description of Project: Students will learn about the potential energy of an object by determining the height of the object along a linear one-dimensional zipline track. A robot designed to travel the zipline will convert stored potential energy into kinetic energy as it monitors the instantaneous speed of the robot using the ultrasonic sensor. This will allow the student(s) to quantify and compare the starting potential energy (height) of the robot and the conversion of its potential energy into kinetic energy (linear displacement). The single robot was built using the LEGO Mindstorms EV3 robotics platform and the program was installed using Python3 programming.
Learning Objectives:
After the activity, students should be able to:
Explain the conversion of potential energy to kinetic energy using the zipline experiment.
Understand that speed changes as an object travels.
Understand the difference between instantaneous speed and average speed.
Predict the shape of the curve that defines the speed of an object as it travels a sloped path.
Materials List: (per setup)
1 LEGO EV3 Brick constructed zipline robot
1 laptop with Bluetooth connectivity to the EV3 Brick [Laptop should have Linux (Crouton) and Python3 installed]
Simulated zipline (must be able to be pulled tight to prevent bouncing)
Introduction:
Students will be introduced to a more kinetic-type robotic model with programming that limits student control of data logging. The robotic programming will automatically monitor time of travel while using an infrared sensor to determine the speed of the robot as it travels a linear zipline path. Discussions can focus on the conversion of potential energy into kinetic energy, instantaneous speed versus average speed, and other basic physics concepts.
Plans to Use in Class: Science Class: This project can be used to plug the vertical distance into the potential energy or kinetic energy formula. Students can then use this data to calculate potential or kinetic energy to help them learn about the change from potential energy to kinetic energy. It can be used to understand and calculate instantaneous speed vs. average speed using the distance formula. This will also show how speed accelerates over time until it reaches the gravitational acceleration of 9.8 m/s^2.
Initially, student discussions will include the concept of potential energy and its conversion into kinetic energy. Examples will include linear one-dimensional travel on a sloped gradient such as a roller coaster, downhill skier, etc. For students new to robotics and programming, the focus will be the effect of different potential energy setups on the kinetic energy of the robot (speed). For more advanced students, the focus could be on student-design of robots, different potential energy setups, or more advanced mathematical concepts.
Math Class: This project can be used with the Pythagorean Theorem, and/or the distance formula.
Safety Issues:
Ziplines are normally setup with moderate to high tension in order to withstand the deflection created by the robot's weight as it travels the zipline. All participants should be made aware of potential trip hazards or the possibility of a broken zipline during this activity.
Code Files Developed in Workshop: See attached file
Grade Level(s): 6th-10th Grade
Subject(s): Science/Math/ STEM-Engineering
State Science Standards Addressed: (High School)
CLE 3202.Inq.3 Use appropriate tools and technology to collect precise and accurate data.
CLE 3202.Inq.6 Communicate and defend scientific findings.
CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems.
CLE 3202.3.1 Investigate the relationship among speed, position, time, velocity, and acceleration.
CLE 3202.4.2 Relate gravitational force to mass.
Description of Project:
Students will learn about the potential energy of an object by determining the height of the object along a linear one-dimensional zipline track. A robot designed to travel the zipline will convert stored potential energy into kinetic energy as it monitors the instantaneous speed of the robot using the ultrasonic sensor. This will allow the student(s) to quantify and compare the starting potential energy (height) of the robot and the conversion of its potential energy into kinetic energy (linear displacement). The single robot was built using the LEGO Mindstorms EV3 robotics platform and the program was installed using Python3 programming.
Learning Objectives:
After the activity, students should be able to:
Materials List: (per setup)
Introduction:
Students will be introduced to a more kinetic-type robotic model with programming that limits student control of data logging. The robotic programming will automatically monitor time of travel while using an infrared sensor to determine the speed of the robot as it travels a linear zipline path. Discussions can focus on the conversion of potential energy into kinetic energy, instantaneous speed versus average speed, and other basic physics concepts.
Plans to Use in Class:
Science Class: This project can be used to plug the vertical distance into the potential energy or kinetic energy formula. Students can then use this data to calculate potential or kinetic energy to help them learn about the change from potential energy to kinetic energy. It can be used to understand and calculate instantaneous speed vs. average speed using the distance formula. This will also show how speed accelerates over time until it reaches the gravitational acceleration of 9.8 m/s^2.
Initially, student discussions will include the concept of potential energy and its conversion into kinetic energy. Examples will include linear one-dimensional travel on a sloped gradient such as a roller coaster, downhill skier, etc. For students new to robotics and programming, the focus will be the effect of different potential energy setups on the kinetic energy of the robot (speed). For more advanced students, the focus could be on student-design of robots, different potential energy setups, or more advanced mathematical concepts.
Math Class: This project can be used with the Pythagorean Theorem, and/or the distance formula.
Safety Issues:
Ziplines are normally setup with moderate to high tension in order to withstand the deflection created by the robot's weight as it travels the zipline. All participants should be made aware of potential trip hazards or the possibility of a broken zipline during this activity.
Code Files Developed in Workshop: See attached file
Sandra's Graph
Pictures