Objective:

Students will observe and measure the motion of everyday objects to identify patterns and use those patterns to predict future motion. Using computational thinking, students will decompose the problem by breaking down each step of the object’s movement and abstract the findings to predict future motion.

Materials Needed:

• Ping pong balls or small round objects

• Ramps (or books to create slopes)

• Measuring tape or rulers

• Stopwatches or timers

Steps:

• Introduction:

  • Start by explaining how patterns can help predict the future motion of an object, such as how a swinging pendulum moves back and forth. 

  • Introduce the concept of computational thinking, where students will break down and observe motion patterns to make predictions.

• Group Activity:

  • Divide students into small groups. 

  • Each group will use a ramp and a ping pong ball to observe motion patterns. 

  • Students will roll the ball down the ramp and record how far it travels each time, measuring the distance and noting any changes in speed or direction.

• Observing Patterns:

  • Guide students to identify patterns in the ball’s motion, such as how the ball moves slower or faster depending on the incline. 

  • They will abstract these observations to make predictions about how the ball will move in future trials.

• Testing Predictions:

  • After identifying the patterns, students will test their predictions by repeating the experiment and checking if the motion follows the expected pattern. 

  • Encourage students to decompose the steps involved, analyzing where and why predictions differ from the actual results.

• Presentation and Discussion:

  • Each group will present their findings, explaining the patterns they observed and how they used these to predict future motion. 

  • Lead a discussion on how computational thinking helped them break down the steps of the motion and refine their predictions.

Equity and Access:

Provide additional guidance and simplified steps for students who need support in observing and predicting patterns. Offer hands-on materials for all students to ensure equal participation.

Real-World Application:

Understanding motion patterns is critical in fields like transportation and engineering, where predicting the behavior of moving objects is essential. Computational thinking helps break down complex systems into manageable parts, enabling more accurate predictions in everyday life.

CS Practice(s):

• Developing and Using Abstractions: Students abstract the motion of objects to make generalized predictions about future movement.

Standard(s):

• CA NGSS 3-PS2-2

• CA CS 3-5.DA.8

• CA CS 3-5.DA.9

Objective:

Students will plan and conduct an investigation using programmable robots (e.g., Sphero or Ozobot) to observe and provide evidence of how balanced and unbalanced forces affect motion. Through computational thinking and coding, students will design tests to demonstrate how different forces can cause or prevent motion.

Materials Needed:

• Robots such as Sphero or Ozobot

• Tablets or computers with coding software (Sphero Edu or Ozobot Evo)

• Ramp or flat surfaces

• Blocks or other objects to simulate obstacles

Steps:

• Introduction:

  • Begin by explaining how balanced and unbalanced forces affect the motion of an object. 

  • Use examples, such as pushing a ball or pulling a toy, to show how forces cause movement. 

  • Introduce the robots and explain how students will code the robots to simulate these forces in different scenarios.

• Group Activity:

  • Divide students into pairs, giving each group a robot and tablet. 

  • Students will program their robot to move up a ramp or across a flat surface while simulating different forces. 

  • For example, they can program the robot to move with a constant speed (balanced force) or change direction/speed (unbalanced force). 

  • Have students use blocks to simulate forces that stop or redirect the robot's movement.

• Creating and Coding:

  • Encourage students to apply computational thinking by breaking down the problem into steps—how to simulate forces through coding. 

  • They will define the movement pattern of the robot using different speeds, turns, or pauses to model forces.

• Testing and Refining:

  • Students will run their code, test how their robot responds to the forces, and refine the program if needed. 

  • They will use computational thinking to debug any issues and adjust their code for accurate motion patterns.

• Presentation and Discussion:

  • Each group will present their robot’s motion to another group and explain how they used coding to simulate balanced and unbalanced forces. 

  • Lead a class discussion on how their observations reflect the real-world concept of forces affecting motion.

Equity and Access:

Provide templates for robot code for students who need additional support and ensure that all students have access to devices. Encourage peer support and collaboration during the coding process.

Real-World Application:

Understanding how forces affect motion is essential in various fields, such as engineering and transportation. Coding to simulate these forces mirrors real-world applications where robotics and AI systems navigate environments based on force dynamics.

CS Practice(s):

• Creating Computational Artifacts: Students create code to model how forces affect the motion of objects.

• Testing and Refining Computational Artifacts: Students test and refine their code to simulate accurate movement patterns.

Standard(s):

• CA NGSS 3-PS2-1

• CA CS 3-5.AP.12