Scientists in The City

The City

Transportation In The City

Foot Power Wheel Power Hoof Power Wheelbarrow Power

(A Three-Part Exploration)

Part I: Making It Move

Main Concepts

Things are constantly moving in the city.
There are many ways to make things move.
Physical characteristics of objects (shape, size, weight, and material from which they are made) all effect the ways they can be made to move.

Materials

Ping pong balls - one for each group of 3-4 students. If you prefer, use some other type of object - Styrofoam/tennis/paper balls, etc., or give each group a choice.

Assorted other materials - string, glue, tape, drinking straws, magnets, cardboard, yardsticks, scrap wood, rubber bands, etc. The wider the assortment, the more creative the results.

Preparation

After your walk or window observation, hand out one ball to each group. Leave all other materials in a pile for use as needed.

The Challenge

If you have access to a window, have participants observe (using sight and hearing) objects moving outside and describe what they see. Ask them questions such as: What moving things do you see? How do they move? What makes them move? In which direction do they move? Do they move quickly or slowly? Do the things move smoothly like an airplane, or start or stop like a bus? Record observations on the board or on chart paper.

Pose the question, "How many different ways can you make the ball go from here (location of choice) to there (can be wall to wall, three-foot stretch of floor, etc.)?"

Let the groups explore their ideas.

According to your students' abilities, have them record their observations and results (write, draw, or dictate to you).

Discussion And Further Exploration

Discuss the techniques used to move the balls. (might include: blowing with a mouth, straw, or paper fan; rolling down an incline; bouncing; propelling with a foot, rubber band, something dropped behind it, another ball as on a pool table; throwing; dragging; attracting using magnets; putting in a remote-controlled car; etc.)

Encourage students to return to the "drawing board."

Other questions, discussions or situations you might pose:

What were the sources of energy required to make the ball move?
Which of these methods required the use of other materials?
Compare other solutions used. Which methods made the ball go fast? (and how do we define "fast")...required the ball to leave the floor?...made the ball go in a crooked/squiggly path? (did anyone end up with a topspin or bounce it off the floor/another wall?)...did any methods make it easier to predict with accuracy where the ball would end up?
Change the stated challenge
Make the starting point or ending point an elevated location (desk/bookshelf).
Make the ball stop at a certain location.
Try a different type of surface (polished floor, rug, bumpy blacktop, grass, etc.)

The possibilities are limited only by available time, materials and creativity. ENCOURAGE STUDENTS TO TRY ALL SORTS OF THINGS. Every discovery will teach them something about how things work, how things move, about the materials that make up the world around them, and about how to design technology to solve problems.

Part II: What If The Ping Pong Ball Had Luggage?

This short teaser introduces a challenge and encourage participants to start thinking about how heavy things are moved around a city, or lifted hundreds of feet up to build a city. Follow it up with the activity: Moving Loads Around the City.

Main Concept

Heavy things are hard to move.

Materials

Heavy objects (boxes or suitcases - the closer to the weight of the students, the better!)

The Challenge

Begin with a brainstorming session on "What kinds of big, heavy things are moved from one place to another in the city? "

Then pose the problem: "FIND SOME WAYS TO MOVE THIS HEAVY OBJECT."

Encourage students (working in small groups) to explore the difficult task of moving heavy, bulky or awkward objects without any other tools.

Have them record (in any age-appropriate way) observations, difficulties and successes. Discuss the groups' discoveries.

This is an ideal time to make a trip to The Franklin Institute's mechanics and transportation exhibits! Encourage students to keep their eyes and brains open for ideas while at home, on the bus and at the Museum.

Part III: Moving Loads Around The City

Main Concepts

The problem of moving or lifting heavy things around a city are faced and dealt with every day.
There are often many ways to solve a problem.
Simple tools ("technology") make it easier to do difficult tasks.

Materials

The same heavy objects (boxes, suitcases) as in the pre- visit activity, "What if the ping pong ball had luggage?"

Various simple tools (boards, rope, stepladder, wheels, skateboard, old sheets/material, broomsticks, cylindrical building blocks, "rollers," large garbage bags...be creative in your offerings!).

Access to playground equipment or a short flight of stairs would add an extra dimension to this exploration (provides a sturdy structure for lifting).

The Challenge

Rephrase the question that they have already begun to investigate: "What sorts of things can you use to make it easier to move this object?"

Encourage students to explore ways of using the tools and materials provided to move the heavy objects.

Have students record and share their observations, problems and successes.

Discussion and Further Exploration

Discuss the groups' discoveries. (Did they: "tough it out" and use brute strength? Use a lever? Slide it along on slippery bags? roll it end-over-end? make handles for it? construct a sling so that more than one person was handling the load? roll it on the skateboard? drag it up a ramp rather than lift it up the stairs? employ a series of rollers? swing it from one place to another on a rope suspended from the jungle-jim? unwittingly design a rough pulley system?)

Discuss how they define "move." (go a distance...rock it in place...lift up or down)

What other materials might have made the job easier?

Go out for a City Walk and look for ways tools like theirs are used in and around the city.

What if the heavy box had to go to the other side of a mud puddle? What if it had to go over a fence?

Did this activity raise any other questions that the students would like to investigate?

At first, expect a little frustration. Moving something as heavy as yourself is a daunting challenge. Encourage students to use the materials at their command and to try EVERYTHING. Pretty soon ideas will start cropping up and the working groups will be off and running.

As important as celebrating "successful" efforts is discussing the reasoning behind using other methods, why they might not have worked as well as planned, and what the students have in mind to try next. The trials and thinking processes are as important as the results!