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Part 1 - Step by Step

  1. InstructInstruct students that they are going to change the driving surface to see how that affects the motion of the Super Car. While they have freedom to create their own roadways for their Super Car to travel on using different materials, they must follow the following steps:
    • Design - What is it going to look like?
    • Predict - What do you think will happen?
    • Build - Create the design with your materials.
    • Run - Send the Super Car on the road for at least 2 successful trials.
    • Record - Track the results on the charting sheet.
    A top down view of an example roadway setup, with the Super Car lined with with the front of the car at the marked starting line, and a patch of unique roadway material added about three quarters of the way along the straight line path.
    Example Roadway
  2. ModelModel using one team’s set up, how to follow this process. Sketch the design on the board, record the variable changed, offer or ask for a prediction, quickly set up the roadway, run and time the Super Car, then chart the results.
    A three step process featuring a top down view of a roadway setup first, with the heading 'Sketch and Predict'; next the same setup has a Super Car on it towards the end with a stopwatch icon, and reads 'Run and Time'. The third step shows a hand writing notes on a paper and reads 'Record Data'.
    Model Trial
  3. FacilitateFacilitate as students are running their experiments by walking around the room and asking students about their ideas for their design. Some questions to ask could include
    • What variable are you changing and why?
    • Do you think the car will travel fast or slow?
    • Explain how your variable is related to the energy needed to move the Super Car.
  4. RemindRemind groups to only change one variable at a time, and to use the same number of knob turns for each trial. Also ensure students are recording consistent and accurate measurements.
    Example Data Collection Sheet is filled out for Group 2. The data tables has several places to input information. On the left it reads 'Design Sketch 1' and to the right notes indicate the variable/material used was sandpaper and the prediction is that the robot will slow down on the sandpaper. Beneath are timed trial data showing the trial number distance traveled and total time traveled. Trial 1 was 1.6 m distance and 3 seconds time. Trial 1 was 1.5 m and 2 seconds time.
    Example Data Collection Sheet
  5. AskAsk if there are any questions about the process before the groups begin, and answer them with the whole group.

Mid-Play Break & Group Discussion

As soon as every group has accomplished 6 total trials with 3 variables, come together for a brief conversation.

  • What materials did you use?  How did each of the variable changes affect the distance the car traveled?
    • Pick one variable to best explain how the variable changed the way the Super Car moved. 
    • Example: Carpet square. 
      • Was the Super Car faster or slower while on the carpet square? 
      • Why do you think that was? 
      • Did the Super Car have more or less energy while it was traveling across the carpet square? 
    • You can repeat these step by step questions with all variable changes or have groups pair up to talk through the same discussion. 
  • What did you notice about the time it took the car to travel? Did you notice any patterns?
  • What if we wanted the car to go a shorter distance? 

Part 2 - Step by Step

  1. InstructInstruct the students that now that they will now be challenged to change one more variable to allow the Super Car to travel slower and for a shorter distance. Students will have two trials with this final variable.
    The final state of a race between two Super Cars is shown in a top down view. To the left, there are two starting lines marked, one above the other. In line with the top starting line to the far right is a Super Car with the front of the car marked and numbered 1. In line with the bottom starting line, a Super Car has the front marked and numbered 2, as this car is not as far as the first. Below each is a red line indicating where to measure the distance traveled from the start to the front end of the Super Car.
    Travel Shorter Distances
  2. ModelModel using a group’s setup, how to follow the same process of sketching the roadways for their Super Car to travel on using different materials, making predictions, running and timing the car, and recording the data as in Play Part 1, to make the Super Car travel a shorter distance.
    A three step process featuring a top down view of a roadway setup first, with the heading 'Sketch and Predict'; next the same setup has a Super Car on it towards the end with a stopwatch icon, and reads 'Run and Time'. The third step shows a hand writing notes on a paper and reads 'Record Data'.
    Model Trial
  3. FacilitateFacilitate the experiment walking around the room and asking students about their design process. Some questions to ask could include:
    1. Why do you think your variable will allow the car to move a shorter distance?
    2. What do you think makes the car move slower?
    3. What is the relationship between the energy to move the Super Car and it traveling a shorter distance?
  4. RemindRemind groups to only change one variable and take consistent and accurate measurements.
    A top down view of the final state of a Super Car trial, with the starting line and the finish position of the Super Car marked. A red line indicates where the measurement of distance traveled should be taken - from the starting line to the front of the Super Car and the image heading reads 'Take Consistent and accurate measurements'.
    Measurement
  5. AskAsk students “When the car moves slower, do you think it always travels a shorter distance?”

Optional: Groups may deconstruct their Super Car if needed at this point in the experience. They will use the same build in the subsequent labs, so this is a teacher option.

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