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1. Multimedia Spinning FR Waterskiing Teacher s Guide N Table of Multimedia Contents Introduction How to use the CD ROM ___ N Spinning Unit Overview and Bibliography 7 Background 8 Video Segments 5 Multimedia Resources _ 9 Unit Assessment Answer Key 9 Unit Assessment 10 Activity One Scott Hamilton s Spin 11 Lesson Plan 12 Activity Sheet 14 Activity Two Let s Roll 15 Lesson Plan 16 Activity Sheet 18 Activity Three Gyroscopes 19 Lesson Plan 20 W Activity Sheet D Waterskiing Unit Overview and Bibliography 23 Background 24 Video Segments 25 Multimedia Resources _ 25 Unit Assessment Answer Key 25 Unit Assessment 26 Activity One Deflection Detection 27 Lesson Plan 28 Activity Sheet 30 Activity Two Go Fly a Ski __ 31 Lesson Plan 32 Activity Sheet 34 Activity Three Don t Be a Drag 35 Lesson Plan 36 Activity Sheet 38 Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on public television s Emmy award winning science series the multimedia collection covers a wide variety of topics in earth and space science physical science life science and health Each module of the Newton s Apple Multimedia Collection contains a CD ROM a printed Teacher s Guide a video with two Newton s Apple segments and a scientist profile and a tutorial video The Teacher s Guide provides three
2. The Resources button provides you with four additional resources There are addi tional video clips charts graphs slide shows and graphics to help you teach the science content of the unit J ie M PT HR M rdstTi 3 arena Be amn AT DOAL sv Te Y rn Tosi ee j FE DNA JA BH ILMENE Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program mms Spinning Multimedia Leacher s Guide It s Revolutionary How do figure skaters spin around and around so fast How do they suddenly increase their speed while spinning What is the conservation of angular momentum and what does it have to do with a spinning object What is gyroscopic action Themes and Concepts e conservation of energy rotary motion angular momentum gyroscopic action stability National Science Education Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of motions forces and transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Scott Hamilton s Spin Approx 20 min prep 65 min class time Students learn what Scott Hamilton s arm and leg movements have to do with his ability to increase and decrease his spinning speed Then students take a spin for themselves and learn abou
3. 25 41 to 28 02 Olympic Gold Medalist Scott Hamilton demonstrates how angular momentum keeps him spinning 2 min 21 sec Video Clip 2 28 03 to 28 23 Scott Hamilton shows how he can change his spinning speed by changing the position of his arms and leg 20 sec Guide on the Side o You may wish to begin the lesson by viewing the Introduction listed in the Video Menu on the CD ROM 25 05 to 25 34 Find out what students think about the topic As a class discuss the guestions posed by Dave Huddleston o For the first demonstration the glass casserole cover must be round Any other shape may wobble as it spins You might want to experiment with the height from which the clay dumbbell is dropped on the spinning casserole cover The two balls of the dumbbell should hit the casserole cover at the same time Try dropping the dumbbell as close to the spinning cover as possible o After all of the students have had a chance to spin on the piano stool or turn table solicit suggestions on ways the activity might be altered Then have students implement their suggestions and describe the results For example a student may wonder about the effect of leaning forward on the stool or tucking the knees under the chin o Review any classroom safety rules before students spin on the stool Students should be cautioned not to spin too fast o If time allows you may wish to have students view the entire Newton s Apple video se
4. Paul MN Sarah Chadima South Dakota Geological Survey Dr Orlando Charry University of Minnesota Dept of Surgery Kristine Craddock Mexico High School Mexico MO Ruth Danielzuk American Cancer Society Steve Dutczak Ph D NASA Richard Erdman Venice High School Los Angeles CA Bruce Fisher Fortuna Elementary Fortuna CA Mike Garcia University of Hawaii Chris Gregg A B O C Inver Grove Heights Family Eye Clinic Inver Grove Heights MN Rick Grigg University of Hawaii Deborah Harden San Jose State University Gloriane Hirata San Jose Unified District Margaret K Hostetter M D University of Minnesota Neil F Humphrey University of Wyoming Lisa Hunter Ph D University of Minnesota Sally Jenkins Roosevelt Elementary Minot ND Bruce Jones The Blake School Hopkins MN Leslie Kline Metcalf Junior High Burnsville MN Tom Krinke Maple Grove Junior High Maple Grove MN Frank Lu University of Texas Arlington Cynthia MacLeod Sabin Early Childhood Education Center Portland OR Robert March University of Wisconsin Madison Shannon Matta Ph D Minneapolis Medical Research Foundation Ken Meyer Coon Rapids High School Coon Rapids MN Lou Mongler Mexico High School Mexico MO Educational materials developed under a grant from the National Science Foundation 39 S Ore Candy Musso Vineland Elementary School Pueblo CO John Musso Pueblo Technical Academy Pu
5. in the bottom center of a protractor and use a piece of cellophane tape to secure the paper clip to the back of the protractor The long straight end of the wire protrudes out of and at a right angle to the front of the protractor Have the students push the straight end of the paper clip into the very top of the side of the piece of corrugated cardboard The piece of cardboard should be able to swing back and forth freely on the paper clip Tell the students to hold the protractor so that the cardboard hangs down parallel to the 0 line The deflecto meter is now ready for testing Students can use the diagram on Activity Sheet 1 to help them build the deflecto meter Have students hold the deflecto meter by the protractor with the cardboard flap squarely in front of their mouths Have them blow on it as hard as they can the flap will move up Have them blow on the flap again first near the pin and then near the bottom Have students observe where the greatest amount of deflection is produced Have students experiment with a fan to see how different quantities of air affect the angle of deflection Have students measure the angle that the flap makes on the deflecto meter and record it in their journals Have them repeat the procedure with the fan on different settings Students should make sure they hold the protractor in exactly the same place as before to eliminate any other variables Evaluate 1 Based on your observations explain th
6. Overview Students learn what physics has to do with figure skater Scott Hamilton s ability to change his speed as he spins around and around on his skates Students observe and study Scott s spin Then they take a spin on a piano stool to experience the conservation of angular momentum Objectives After completing this activity students will be able to e explain how figure skaters use body movements to change their speed while spinning e discuss how rotational speed depends on the distribution of mass around an axis of rotation Time Needed Preparation approx 20 min Classroom approx 65 min Materials For the teacher e round glass casserole cover with a flat stem handle e plastic drinking straw e two 300 gram lumps of modeling clay For each group of students e piano stool that will spin but not pivot out of the sleeve in which it is set a rotating turntable will work equally well o two exercise weights of equal size about 1 2 kilo each e notebooks or sketch pads and pens and pencils Important Terms angular momentum The tendency of a rotating object to continue to spin axis A straight line around which an object rotates or revolves rotation The spinning motion that takes place when an object rotates around an axis that runs through the center of its mass Educational materials developed under a grant from the National Science Foundation 11 Multimedia Video Clip 1
7. What would have to happen to the speed of the fan to get a reading of 90 on your deflecto meter If a water skier wanted to ride really high on the water would the boat have to go fast or slow Why Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Go Fly a Ski Does the size of a water ski affect how well it stays on top of the water What is the relationship between the surface area of a ski and the speed the boat needs to pull it to get it up on the water How can a person water ski barefoot Getting Ready deflect To bend or turn aside from a SN straight course Students build and test their own air skis and discover the relation ship between the size of a ski and the velocity needed to hold it up resistance The amount of force Students find that changing the surface area of a ski has a dramatic pushing against something effect on how fast water has to flow to keep up a skier veloelys The Saeed somettings Objectives going in a specific direction After completing this activity students will be able to e explain the relationship between surface area and velocity needed for lifting skis e explain the conditions necessary for an individual to ski barefoot e calculate the volume of water pushing up on a ski over a given period of time e explain the relationship between the surface area of a ski and the force needed to lift it u
8. You must use all the washers You may position the wash ers on the inside or outside of the can 3 Before you begin discuss as a group your ideas for how to position the washers 4 Attach washers to the can with tape Try attaching the washers in several different locations Test how the different locations affect the speed of the can going down the ramp Weigh the two cans Are they equal or not 5 Race your fastest can design against other 4 groups designs 6 After a winner has been selected from all the groups discuss what factors affected the performance and speed of the can Think about what you know about how rotation is affected by the distribution of mass RECORDING YOUR DATA Ca In your science journal record information about this activity Summarize the discussion your group had about where the washers should be located Draw a sketch or describe the different ways you attached the washers Write down your observations of how the can rolled each time WHAT DID YOU FIND OUT Which of your can designs was the fastest What reasons can you come up with to explain why it was the fastest How did your group decided where to place the washers How did the placement of the washers relate to a skater spinning Discuss what factors might account for one group s can being faster than any other in the class Copyright Twin Cities Public Television amp GPN Permission granted to repr
9. e Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 3 for each student Review the Background information on page 24 Make rheoscopic fluid by adding 1 guart of white Dove dish washing liguid to one guart of water and six to eight drops of food coloring Mix thoroughly and carefully pour the mix ture into one of the three baking pans Repeat the procedure until you have three pans of fluid ready for use Engage Approx 10 minutes Ask students why the nose of an airplane is rounded and the body is streamlined Discuss how the shape of the nose and body allows the plane to fly with the least amount of resistance Explain that a plane moving through the air is much like a water ski moving on top of the water However until it actually gets up on top of the water a ski gets a great deal of resistance from the water For this reason skis are designed so they minimize water resistance Show Video Clip 4 14 54 to 17 41 in which SuChin learns about the shape of water skis Have the students look for similarities and differences among the skis Students should recognized that all three sets of skis are rounded at their ends Two of the three are tapered from front to back Explore Approx 30 minutes Explain to the students that they are going to do an activity that will actually allow them to see why water skis are shaped the way th
10. forward momentum the product of the mass times its speed must stay the same according to the law of conservation of momentum The only way the momentum can stay the same is for the speed to decrease So the truck slows down Friction will eventu ally rob the truck of its energy and the momentum will decline to zero Now imagine a similar experiment with a freely spinning turntable and a piece of soft clay You would notice a similar effect but with an important difference If you drop the clay near the center the turn table will barely change its rotational speed if you drop the clay near the edge however the turntable will slow considerably The heavier the clay or the farther from the center it is placed the bigger the change Now what s going on Where the clay is dropped is important because angular momentum depends not only on mass and speed but also on the distance between the mass and the axis of rotation To figure out the value or magnitude of angular momentum you need to understand a physical quantity known as moment of inertia The farther the mass is from the axis of rotation the greater the moment of inertia So angular momentum is basically the rotational equiva lent of linear momentum To understand a skater s spin what you really need to know is that the magnitude of the skater s angular momentum remains the same throughout the spin When a skater brings her arms in tight the moment of in
11. inquiry based activities for each of the topics background information assessment and a bibliography of additional resources The CD ROM holds a wealth of information that you and your students can use to enhance science learning Here s what you ll find on the CD ROM e two full video segments from Newton s Apple e additional visual resources for each of the Newton s Apple topics e background information on each topic e a video profile of a living scientist working in a field related to the Newton s Apple segments e an Adobe Acrobat file containing the teacher s manual along with student reproducibles o UGather and UPresent software that allows you and your students to create multimedia presentations o QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0 installers in case you need to update your current software The Newtons Apple Multimedia Collection is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the segments so that you can use a VCR if it is more conve nient Although the CD ROM was designed for teachers it can also be used by individuals or cooperative groups With the help of many classroom sci
12. it more stable and therefore easier to balance 2 Gyroscopes are used in airplanes as compasses Knowing what you do about gyroscopes why would this be so The axis of a spinning gyroscope can be set so that it always points in one direction north for example no matter what direction the airplane is going 3 How are gyroscopic action and conservation of angular momen tum alike How are they different Alike Both involve an object spinning around a rotational axis Different Gyroscopic action relates to the rotation axis remaining in a constant position Conservation of angular momentum relates to how mass is distributed around the rotational axis Try This Explore toy gyroscopes Try balancing a gyroscope on a fingertip or ona tightly stretched string Then tie string to both ends of the axis of rotation of a spinning gyroscope and knot them together so that the gyroscope hangs freely beneath the point where the strings join Hold the strings above the knot and note the direction of the hanging gyroscope s axis of rotation Walk in any direction while holding the gyroscope and observe the direction of that axis It should not change no matter what direction you walk That is the principle on which the gyrocom pass is based Discover precession Balance a spinning gyroscope on a smooth flat surface or on a gyroscope stand Pay attention to the direction of its axis of rotation as it slows down Notice that gravi
13. of the water around a ski Objectives After completing this activity students will be able to e explain how friction works on different shaped objects e demonstrate how the shape of an object affects the resistance of a fluid flowing around it e explain the difference between turbulent and laminar flow e describe the difference in flow patterns created by an object moving through a liquid Time Needed Preparation approximately 20 min Class Time approximately 40 min Materials For the teacher football 3 large 9 x 12 metal or glass baking pans 3 quart containers of white Dove brand dish washing liquid large mixing bowl large spoon for mixing 3 small bottles of red or green food coloring approx 1 gal of water sponges and paper towels for clean up For each student e chunk of non water soluble modeling clay about 5 cm x 5 cm x 5 cm in size e piece of string about 10 cm long Important Terms drag The horizontal part of the water force that the water exerts on the ski friction The resistance to movement caused by the contact between two surfaces laminar flow The movement of a fluid where the particles of the fluid move in distinct lines lift The upward force that the water exerts on the ski rheoscopic fluid A liquid with visibly suspended particles that allow direct observation of the liquid s movement and flow turbulent flow The movement of a fluid where the
14. on motion and angular momentum Educational materials developed under a grant from the National Science Foundation 7 ADT Multimedia Walker Jearl Roundabout The Physics of Rotation in the Everyday World A Scientific American Reader New York W H Freeman and Co 1985 Amuse ment park rides ballet and martial arts are among topics viewed from the perspective of physics Zubrowski Bernie Tops Building and Experimenting With Spinning Toys New York William Morrow and Co 1989 An activity book from the Boston Children s Museum with carefully designed demonstrations involving spinning Community Resources Ballet gymnastics or figure skating instructors Local college or university physics departments 8 Spinning Spinning Background Rotational motion may be a challenging physics concept to think about yet skaters and gymnasts without knowledge about the principles of angular momentum and gyroscopic stability apply these principles magnificently through their body movements The physics of rotational motion is often best understood by analogy to linear motion Think about a toy dump truck rolling along at a steady speed Now imagine that you drop a roll of candy into the truck s bed The truck immediately slows down Drop a heavier object into the truck s bed and it slows even more What s going on The total mass of the truck increases when you add the mass of the candy to it Its
15. one member of your group place the air ski on the ground They should hold the end of the string about eye level and pull the ski like a kite They should attempt to pull the ski fast enough to have it fly about head level 4 Compare the speed needed to lift each ski and record it in your journal Does the ski reach the level of your head at a walking speed a jogging speed or a running speed WHAT DID YOU FIND OUT Which ski needed the greatest speed to lift off the ground Which took the least Did the small ski ever get fully airborne If not what do you think you would have to do to get it in the air How do you think the skis would have reacted if you added weight to them to simulate a rider Do you think there are limits to how big or small a water ski can be Explain your answer Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Don t Be a Drag What characteristics must ski designers consider when making different types of water skis What happens to the flow of water as a water ski first moves through the surface Getting Ready Overview What ski shapes move best through fluid Students observe various ski designs and draw conclusions about the shapes of water skis and their ability to flow through a liquid Using modeling clay and a special rheoscopic fluid students test different ski shapes and learn how shape controls the flow
16. Button D Video A member of the Harlem Globetrotters Illustration Graphic of the inner ear the part of the shows how gyroscopic action helps him score with body that helps us maintain balance fans Unit Assessment Answer Key The Unit assessment on the following page covers the basic concepts presented in the video segment and the Background on the Unit Theme section in this guide The assessment does not require completing all of the activities However students should view the complete Newton s Apple video before doing this assessment The Unit Assessment may be used as a pre or post test There is additional assessment at the end of each activity Think about it 4 Theoretically the earth would spin faster 1 He extends them holding them straight out because its mass would not extend as far away from his body because the further the mass is from its rotational axis from the center of rotation the slower an object will spin He brings them in as close to his body as pos sible because it increases the amount of mass near the rotational axis Divers and gymnasts both keep their legs and arms tucked in closely to their bodies when they What would you say want to do a somersault in the air Other sports 6a 7 b 8d 9b 10c may be mentioned as well A meter stick is easier to balance than a pencil because the mass of the meter stick is spread out over a greater distance from its rotational axis A pencil is smaller therefore its
17. Explain how the principle of angular momentum applies to pendu lums A pendulum can be considered an object with a rotational axis The shorter the pendulum the more mass is distributed near its axis the closer its mass is to the axis of rotation and the faster it swings back and forth Try This Make two batons of equal size and weight but with different distributions of mass Use two 50 cm dowels about a centimeter in diameter On one of the dowels attach 30 washers in the center on the other attach 15 washers at each of the ends Twirl the batons and note the difference you feel between the two What is the differ ence Balance a meter stick vertically on the end of a finger or your hand Try it with a lump of modeling clay on it Put the lump of clay at the bottom of the stick near your hand Then try it again near the top Which is easier to balance Why How does the principle of distribution of mass affect your ability to balance it Educational materials developed under a grant from the National Science Foundation 17 ALE LETS ROLL Activity Sheet 2 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You ll modify a can to roll faster by attaching washers to it to change the distribution of mass You ll then compete against other groups to see which group makes the fastest can How To DO IT I Work with your group Your goal is to fasten washers to your can in a way that makes it roll fastest e
18. Fluids are gasses or liquids that can flow from one place to another Water and air behave in some similar ways Demonstrate this concept Have one student suspend a ruler with a string and have another student blow on the ruler What happens The ruler moves by deflecting the movement of the air Have the student hold the ruler over the pan of water and have the other student shoot a stream of water at the broad flat side of the ruler using the wash bottle What happens to the ruler Ihe force of the water is deflected by the ruler and the ruler moves The move ment of both fluids caused the ruler to move Explain that this is Newton s third law of motion at play for every action there is an equal and opposite reaction As the fluid exerts force on the ruler the ruler exerts an opposite and equal force on the water The result of these forces and the fact that the skier is holding the tow rope is that the ski rides over the water In the video SuChin asks What will happen when the boat stops Ask students for the answer Gravity and lift are no longer balanced Gravity is stronger so the skier sinks Activity 1 Explore Approx 30 minutes Explain to the students that they are going to test this theory by building their own deflecto meter Have students work in small groups Have the students straighten out a paper clip so that it has only one 90 bend in it Have them place the paper clip through the small hole
19. Pak learns about the power of air and water and demonstrates Newton s third law with a boat paddle in moving water 2 min 36 sec Video Clip 3 14 54 to 16 02 Amy Alving and SuChin Pak discuss how the size of a ski relates to the speed needed to keep it up the bigger the ski the slower you can go 1 min 8 sec Video Clip 4 14 54 to 17 41 SuChin Pak finds out that the shape of a ski is as important as its size 2 min 47 sec Additional Resources Button A Video Newton s Lemon of an invention for walk ing on water Button B Diagram Technical drawings of water skis Button C Table A chart showing the relationship between a skier s weight and the size of water ski needed Button D Video Newton s Lemon of a ski lift for water skiers Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the Background section in this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete Newton s Apple video before doing this assessment There is additional assessment at the end of each activity Think about it 1 Air pushes against a kite to keep it up in the air and water pushes against a water ski to keep it up in the water A difference is that once a kite is up the air moves and the kite is relat
20. ST nm ar rug pa peN N H j vae tom Video Menu Once you select a video and it loads you ll see the first frame of the video segment The video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by click ing on the Video button Multimedia Tools The Newton s Apple staff has designed a product that is flexible so that you can use it in many different ways All of the video clips used in the program are available for you to use outside the program You may combine them with other resources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You may use these clips for classroom use only They may not be repackaged and sold in any form You will also find a folder for UGather and UPresent These two pieces of software were developed by the Univer sity of Minnesota They allow you to create and store multimedia presenta tions All of the information for install ing and using the software can be found in the folder There is an Adobe Acro bat file that allows you to read or print the entire user s manual for the soft ware We hope you will use these valu able tools to enhance your teaching Students may also wish to use the soft ware to create presentations or other projects for the class Educational ma
21. ancy 8 Why are water skis rounded at the ends a to make them float better b to reduce drag in the water c to make them lighter d to make them look like snow skis 26 Waterskiing 4 What makes it possible for a person to waterski on bare feet 5 Why does a skier sink when the boat slows or stops 9 Why are the skis used for pyramid tricks wider than normal water skis a The greater surface area makes them more stable b The greater surface area means that the skiers can get up at a slower speed c The greater surface area deflects more water d All of the above 10 How would you correctly complete the following The larger the ski a the more slowly the boat needs to pull b the less weight it can support c the faster the boat has to pull d the lighter it is Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Deflection Detection How do water skiers stay up in the water Is the angle of the ski in the water related to the speed of the skier Are the forces that act on a water ski similar to those that act on a kite What does Newton s third law have to do with waterskiing Getting Ready Overview What holds a water skier up Students learn how different forces work together to keep a water skier on top of the water Students discover that fluid deflection and forward motion keep a kite in the air and water skiers on to
22. ange the positions of the skis on the water quickly Try This The video shows several varieties of skis each one for a different purpose Investigate different types of skies including trick skies boogie boards pyramid skies and slalom skies Compare them to regular skies and decide how they make use of special designs to help control the forces of lift Is it ever possible for a skier to go faster than the tow boat Certainly When a boat goes into a tight turn centrifugal force causes the skier to accelerate to speeds almost twice as fast as the boat Use geometry to try to figure out how this happens Educational materials developed under a grant from the National Science Foundation 33 ane GO FLY A SKI Activity Sheet 2 NAME O oo CLASS PERIOD WHAT YOU RE GOING TO DO You re going to investigate the relationship between a ski s surface area and how much speed is needed to lift it How To DO IT RECORDING YOUR DATA I Work with several classmates and Make a data table to record the size of make three air skis of different each air ski and how much speed it sizes according to your teacher s Tf took to get it in the air Make notes instructions 3 E about any other observations you A Aebi fedik may make during the experiment measure their lengths and widths calculate the surface area for each ski and record it in your journal ji gt Test your air skis in a large open area Have
23. ational Science Education Standards EACH CURRICULUM MODULE CONTAINS e a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources e a teacher s guide with lesson plans for six inquiry based activities e a Newton s Apple videotape 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing Boner Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerprinting Everglades Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Nicotine Smiles Greenhouse Effect Ozone Sports Physics Meteors Solar Eclipses Hang Gliders Surfing Phases of the Moon The Sun High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone call toll free Three CD collection 119 45 1 800 228 4630 Four CD collection 159 95 H N Fax your order to 1 800 306 2330 muu N mn E mail your order to P O Box 80669 gpn unlinfo unl edu Lincoln NE 68501 0669 Order today Distributed by Box 80669 Lincoln Nebraska 68501 800 228 4630
24. d to change the angle of the wheel s rotational axis Invite volunteers to sit on a stool and duplicate David Heil s spinning bicycle wheel test from the video Discuss their experiences as a class Activity 3 Explore Approx 25 min Tell students they are going to explore gyroscopic action with a spinning phonograph record You can explain that it s an ancient technology that was replaced by CDs Have them use an old 33 rpm phonograph record to demonstrate the physics principle that is involved in gyroscopes Tell students to tie a string around a tooth pick insert the toothpick through the hole in the record and hold the string so that the record hangs above the floor Have them swing the record gently The record will flop around as it swings back and forth and changes its direction Tell students to spin the record parallel to the floor and start it swinging again Have students record their observations This time the record will stay parallel with the ground seeming to float above the floor Point out to the students that if the record were to tilt its angular momentum would not change but its axis of rotation would change direction If it stays level the record has become a gyroscope and its constant direction is called gyroscopic stability Evaluate 1 Explain why it is easier to balance a spinning basketball on a fingertip than a stationary basketball The gyroscopic action of the spinning ball makes
25. dger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Credits Dave Iverson Imation Enterprises Corporation Vadnais Heights MN Dr Roger Johnson University of Minnesota Dr Mary Male San Jose State University Dr Carolyn Nelson San Jose State University Lori Orum Edison Language Academy Santa Monica CA Janet Walker B E T A School Orlando FL Michael Webb New Visions for Public Schools New York NY SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University of Nebraska State Museum Dr Fred Finley University of Minnesota Greg Sales Seward Learning Systems Inc Minneapolis MN LESSON WRITERS Jon Anderson Fred Bortz Sara Burns Pam Burt Jim Dawson Russ Durkee Vickie Handy Lorraine Hopping Eagan Sheryl Juenemann Chery Lani Juarez Mike Maas Mike Mogil Bruce T Paddock Linda Roach Phyllis Root Zachary Smith Sheron Snyder Caren Stelson Steve Tomecek Edward Voeller Anne Welsbacher REVIEWERS Charles Addison Minnesota Earth Science Teacher s Association Micheal John Ahern Mentor Teacher Science and Math Redwood CA Scott Alger Watertown Mayer Middle School Watertown MN Zan Austin Strickland Middle School Denton TX Jon Barber North Oaks MN Rebecca Biegon Macalester College St Paul MN Juan Cabanella University of Minnesota Rolando Castellanos St Paul Academy and Summit School St
26. e Use the Internet to research the history of water skis Modern skis are a far leap from the barrel staves that Ralph Samuelson first strapped onto his feet back in 1922 See what you can learn about the past and how some of these ideas may be coming back in the future Educational materials developed under a grant from the National Science Foundation 37 ars DONT BE A DRAG Multimedia Activity Sheet 3 NAME o CLASS PERIOD WHAT YOU RE GOING TO DO You re going to design a miniature water ski out of clay and use it to investigate the laminar flow of a liquid around the ski How To Do IT I Work with a small group of classmates Make a model ski with the plastic modeling clay Trace the shape of the ski in your journal and then test the ski by attaching a string to it and pulling it through the special rheoscopic liguid to see how much turbu lence it creates Observe the flow of liguid around the model ski and draw the flow around the ski you traced in your journal hu 2 Try to reduce the flow lines to eliminate turbulence Reshape your ski and trace it again Pull it through the water again and observe the flow of the liquid Draw flow lines again in your journal RECORD YOUR DATA Illustrate your observations in your science 3 Continue experimenting with your ski journal Trace the shape of your model ski design until you have eliminated as much Draw the flow lines of the liquid Write turbulence as possibl
27. e down any other observations including infor mation about how you modified your ski design WHAT DID YOU FIND OUT Which shape tends to make the most laminar flow through the liquid Which shape creates the most turbulence Compare your findings with those of other groups Were your results similar What might have caused any differences in results CD ROM PROJECT STAFF KTCA TV NEWTON S APPLE MULTIMEDIA Dr Richard Hudson Director of Science Unit David Heath Lee Carey Curriculum Development Managers Cori Paulet Paddy Faustino Curriculum Development Coordinators Edward Voeller Lesson Editor Jeffrey Nielsen Additional Resources Coordinator Michael Watkins Susan Ahn Sandy Schonning David Yanko Production Managers Lisa Blackstone Erin Rasmussen Producers Steve Flynn Producer Editor Videographer Lesley Goldman Danika Hanson Kim MacDonald Associate Producers Janet Raugust Screen Designer Ben Lang Production Assistant Linda Lory Blixt Field Test Coordinator Michael Johnston Joe Demuth Short Course Facilitators Nick Ghitelman Intern NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Media Project Manager Andy Frederick Interactive Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Diane Miller Diedre Miller Guide Design and Production NATIONAL ADVISORY BOARD Ro
28. e angle between the ski and the water decreases until it is almost horizontal or parallel with the surface of the water As boat engines became more powerful and tow boats became faster skiers soon realized that they didn t need as much surface area to keep them afloat As a result skis gradually became smaller and more aerodynamic Rudders were added to help control turns and specialized shapes were created for different stunts Pyramid skis those used in ski shows by people building a human pyramid are broad and flat This allows the skis to distribute a large amount of weight over a lot of water surface Many people ski on a single ski called a slalom ski It is wider and longer than normal skis and has a toe hold behind the normal foot binding to allow the rider to control the single ski The most experienced skiers can skim along the water using nothing but their feet Called barefooting this sport requires tow boats to move at speeds close to 60 kilometers per hour Not only does barefooting take a lot of practice but it requires courage and a whole lot of sole Vid o amp Stills Video Segments Introduction 10 15 to 10 50 Dave Huddleston introduces the physics of waterskiing and asks How do people stand up on water 35 sec Video Clip 1 10 50 to 12 18 With the help of physicist Amy Alving SuChin Pak finds out if water skiers float on the water 1 min 28 sec Video Clip 2 12 18 to 14 54 SuChin
29. e best body position for a diver who has to flip over twice before reaching the water Why Arms and legs tucked in as close as possible to the body This position brings the body mass close to the rotational axis making it possible to turn somersaults in the air rapidly and before hitting the water Try This Make identical tops from round margarine tubs or similar containers and a pencil or skewer On one of the tops add a lump of clay around the axis Add the same amount of clay to the outer edge of the other top Spin the tops and record your observations Set in motion a long pendulum and a short pendulum Why does one swing faster than the other Educational materials developed under a grant from the National Science Foundation 13 Multimedia Activity Sheet 1 NAME WHAT YOU RE GOING TO DO SCOTT HAMILTON S SPIN CLASS PERIOD You re going to observe and simulate the spinning that Scott Hamilton does on figure skates How Do IT I Work with a partner or small group View Video Clip 2 on the CD ROM in which Scott Hamilton changes his spinning speed 2 Make a rough sketch of Scott s body position as his spinning speed goes from slow to medium to fast If necessary view the segment frame by frame to make a close examination of Scott Hamilton s motions You can use the slider bar and arrows at the bottom of the video window to play the video forward and backward Observe his spin Figure out what he does to i
30. e information they saw in the video what is the relationship between speed and surface area Test the skis in a large open area Have students hold the string allowing the ski to rest on the ground behind them The string should be held at about eye level of the student Have students walk and then if necessary run until the ski is flying level with the moving student s head Have students compare the speed needed to lift each ski walking jogging running and record it in their journals Evaluate 1 How does changing the surface area of a ski affect the speed needed to lift it out of the water The larger the surface area the less speed is needed to lift the ski out of the water 2 Would it be better for beginning skiers to use short narrow skis or long wide skies Why Long wide skis would be better for begin ners to learn the sport The wider the skis are the more stability the skier has and the less speed that is necessary to tow the skier 3 How is the design of a ski related to its specific use Why would acrobatic skiers performing a pyramid trick want broad flat skis while those doing jumps and quick maneuvers require skis that are short and stubby Explain how specific forces are controlled in each case Pyramid skiers need great stability so wide skis are ideal because they provide more stability and do not require such high speeds Skiers doing tricks and other quick maneuvers need short skis so that they can ch
31. e relationship between the velocity of a moving fluid and the amount of lift produced by a water ski The faster the moving fluid the more lift is produced 2 What two forces balance to keep the skier on top of the water Gravity is pulling the skier down and the force of the water against the ski is holding the skier up 3 The video relates waterskiing to kite flying Based on your experi ments explain why you have to run with a kite to get it airborne You need the wind speed to create lift Try This Water skis aren t the only sports equipment that utilize the deflection of water and Newton s third law of motion Find out how water skis compare to things like air boats jet skis and hydrofoils Report your findings to the class Hydroplaning skimming over the surface of water is great for skis but it can be dangerous for drivers on water soaked roads While hydroplaning involves different physics principles than waterskiing it s a related phenom enon that most people have experi enced In what ways have tire manufac turers worked to minimize this prob lem Research tire design as it relates to hydroplaning and report your findings to the class Try building your own water ski out of a small piece of wood and testing it in a nearby pond or pool using fishing weights to simulate the skier and a string to be the tow rope How fast do you have to pull it to get it on top of the water with different amou
32. eblo CO Debbie Nelson Bay Trail Middle School Penfield NY Jack Netland Maple Grove High School Maple Grove MN Joyce Nilsen Technology Learning Campus Robbinsdale MN Ingrid Novodvorsky Mountain View High School Tucson AZ Jon Pedersen East Carolina University MaryBeth Peterson Roosevelt Elementary Minot ND Alberto Ramirez Spanish Translator Miami FL Bev Ramolae Technology Learning Campus Robbinsdale MN Brad Randall Osseo Area Schools North Maple Grove MN Gina Roetker Strickland Middle School Denton TX Fernando Romero University of Houston Dr Lawrence Rudnick University of Minnesota Hank Ryan Mounds View High School Arden Hills MN Jan Serie Macalester College St Paul MN Larry Silverberg North Carolina State University Jaine Strauss Ph D Macalester College St Paul MN Thomas Walsh Ph D University of Minnesota Steve Wartburg Fortuna Elementary Fortuna CA Randy Yerrick East Carolina University FIELD TESTERS Scott D Bell Chaminade College Prep St Louis MO Laura S Berry Orland Jr High Orland Park IL Lance Brand Driver Middle School Winchester IN 40 Credits Lorene A Chance East Ridge Middle School Russellville TN Elizabeth Cordle Montgomery Middle School El Cajon CA David Eggebrecht Kenosha Unified Kenosha WI Dennis L Engle East Lawrence High School Trinity AL Dave Fleischman Spring Valley Middle School Spring Valle
33. ence teachers the staff at Newton s Apple has developed a set of lessons activities and assessments for each video segment The content and pedagogy conform with the Na tional Science Education Standards and most state and local curriculum frameworks This Teacher s Guide presents lessons using an inquiry based approach If you are an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruction you will find information that will help you develop successful instructional strategies consistent with the National Science Education Stan dards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science WE SUPPORT THE NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the National Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of information recorded on a textbook page or handed down by a teacher The Standards call for students to become active participants in their own learning process with teachers working as facilitators and coaches Newton s Apple s goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have been field tested by a cross sectio
34. ertia goes down so the speed of the spin has to increase When the skater stretches her arms out the moment of inertia goes up so the speed goes down And what does all of this have to do with a gyroscope The angular momentum of a spinning object not only keeps it spinning it tends to keep the axis fixed in the same position That s why a spinning top tends to stay upright and why it s not too hard to spin a basketball on one finger Does all this make your head spin It s not so hard if you remember that the momentum of a moving body is conserved that is it stays the same It s the law Video amp Stills Video Segments Introduction 25 05 to 25 34 Dave Huddleston wonders how skaters can keep spinning when he finds it hard to spin a basketball on a finger Video Clip 1 Video Clip 3 25 41 to 28 02 Olympic Gold Medalist Scott 28 23 to 29 54 Scott Hamilton skates his way to a Hamilton demonstrates how angular momentum winning performance with the help of angular keeps him spinning 2 min 21 sec momentum 1 min 31 sec Video Clip 2 28 03 to 28 23 Scott Hamilton shows how he can change his spinning speed by changing the position of his arms and leg 20 sec Additional Resources Button A Button C Video Newton s Apple Science Try It Students Video Newton s host David Heil demonstrates how explore gyroscopic action with an old LP and some a spinning bike wheel is like a gyroscope string Button B
35. et 1 for each student Review the information in the Background on page 24 Before starting the lesson use waterproof tape to secure one end of the 10 cm string to the end of one of the wooden rulers so that the ruler hangs loosely from the string Wrap two or three rolls of pennies in a sheet of plastic sandwich wrap and seal them with waterproof tape Prepare the dishpan and wash bottle at the front of the room Engage Approx 15 minutes Ask students what they can tell you about waterskiing Have they seen it on TV Have they ever gone waterskiing themselves Show Video Clip 1 10 50 to 12 18 in which SuChin finds out if water skiers float on the water Ask students why water skis float The material they are made from is less dense than water Hold up a wooden ruler or a paint stirrer Explain that it will represent a ski Ask students to predict what will happen when you put it into a pan of water It will float Tape two or three rolls of pennies or several washers to the top of the ruler and ask students what they think will happen when you add the weight of a person to this water ski The water ski will sink Ask students what keeps a water skier on top of the water Accept all answers Show Video Clip 2 12 18 to 14 54 Ask students what a kite has to do with the way water skis stay up Accept all answers Ask what air and water have in common Accept all answers and then explain that both air and water are fluids
36. ey are Using plastic modeling clay they are going to design and con struct several different types of skis and compare how much resistance the skis have when they flow through a liquid To measure the resistance students are going to use a special liquid called a rheoscopic fluid which reveals flow patterns as an object moves through it Introduce the terms turbulent flow and laminar flow and if necessary draw the two flow patterns on the board Turbulent flow is the flow of a fluid in random or chaotic fashion around an object Laminar flow is the flow of a fluid in smooth or straight lines around an object Activity 3 Explain to the students that their job is to design a ski that will create the least amount of turbulence in the fluid as the ski moves from one end of the pan to another First have them use the clay to make a model of a ski Then have them draw the shape of their ski in their journals Finally have them test the ski in the fluid by placing it at one end of the pan and slowly pushing it through the fluid After they move the ski through the water have students draw diagrams of flow lines in their journals After they have built their first ski have students modify its design and try it two or three more times The ski that produces the smooth est flow lines in the fluid is the one that has the least amount of drag When drag is minimized the ski will flow very efficiently through the water After test
37. f water and the angle of the ski They use a deflecto meter and discover how the angle of the ski is critical to keeping a skier up Students also explore how Newton s third law of motion applies to waterskiing 2 Go Fly a Ski Approx 20 min prep 45 min class time Do small skis have to move faster than large skis to stay up Students find out for investigate the relationship between surface area and fluid velocity with air skis They learn that changing the surface area of a ski has a dramatic effect on how fast the water has to flow to keep a water skier up 3 Don t Be a Drag Approx 20 min prep 40 min class time Why are water skis rounded at their ends Is there a relationship between the shape of a ski and the way it flows through the water Students construct model skis and using a special liquid determine how the stream lined shape of a ski helps it go through the water Waterskiing Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities International Water Ski Federation http www iwsf com Home page of the International Water Ski Federation with links to other sites as well as news on waterskiing events and tournaments Global WaterSki Ventures http www globalski com link html A site that provides numerous links to
38. g 550 Cedar Court St Paul MN 55101 651 296 6104 http clf state mn us Fender Musical Instruments Corporation 7975 North Hayden Road Suite C 100 Scottsdale AZ 85258 606 596 7242 http www fender com W L Gore amp Associates Inc 551 Paper Mill Road PO Box 9206 Newark DE 19714 9206 302 738 4880 http www gore com National Science Foundation 4201 Wilson Boulevard Arlington VA 22230 703 306 1234 http nsf gov Regents of the University of Minnesota Twin Cities General Biology Program http biomedia umn edu Waltham Consumer Affairs RO Box 58853 Vernon CA 90058 800 525 5273 http www waltham com Consultants Dave Arlander John Marshall High School Rochester MN Bobbie Faye Ferguson NASA Chuck Lang University of Nebraska Maynard Miller Juneau Ice Field Research Project John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University NEWTON S APPLE Multimedia AT LAST a supplemental middle school science curriculum that helps you meet the chal lenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple television show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire pro gram is correlated to the N
39. gment on spinning after completing the activity 12 Spinning Spinning Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for the activity Make a copy of Activity Sheet 1 for each student Review the Background information on page 8 Engage Approx 20 min Before class assemble together two large balls of clay a drinking straw and a round glass casserole cover with a flat stem handle Insert each end of the straw into one of the balls of clay forming a dumbbell almost the diameter of the casserole cover The combined weight of the clay balls should be about the same as the casserole cover Flatten the clay balls slightly so they will not roll Begin by talking with students about figure skating Have they seen Olympic events on TV Have they ever seen a live performance Have they ever seen a skater spin Have they noticed how skaters spin faster and faster How do they do that Accept all answers Begin the class with a demonstration of the conservation of angular momentum Have a student spin the round casserole cover upside down on a table As the cover is spinning drop the clay dumbbell onto the center of it from a height of about 5 cm so that the balls of clay land at the same time Ask students what they observed The spinning slowed Next push the ends of the straw deep into the clay balls so that the balls come into contact with each othe
40. go to get the same lift that regular skis provide Ask students for the an swer The barefoot skier has to go almost twice as fast as regular skiers to get the same amount of lift out of the water Why Because the surface area of a foot bottom is much smaller than that of a ski and deflects much less water Explore Approx 30 min Have students work in groups of two or three Explain that they are going to investigate how the surface area of a ski affects the speed needed to get the ski out of the water Instead of using water and real skis students are going to construct and test kite like devices called air skis Show students how to build air skis Fold up the long edges of an 8 5 x 11 sheet of paper to make two 1 5 cm wide stabilizers Use cellophane tape to attach string to one end of the ski as shown in the diagram on Activity Sheet 2 Cut an 8 5 x 11 sheet of paper in half and use it to make a second air ski one half the width of the first one Fold up the long edges to make two 1 5 cm wide stabilizers just as you did with the first ski Attach the string to the ski in the same way that it was attached to the first ski Activity 2 Make a third air ski one half the width of the second one Follow the same construction procedure Have students calculate the surface area for one side of each ski and record the information in their journals Have students consider the following question Based on th
41. ience Foundation 19 Resource Button B Video A member of the Harlem Globetrotters shows how gyroscopic action helps him score with fans Resource Button C Video Newton s host David Heil demonstrates how a spinning bike wheel is like a gyroscope Guide on the Side o You may wish to begin the lesson by viewing the Introduction listed in the Video Menu on the CD ROM 25 05 to 25 34 Find out what students think about the topic As a class discuss the questions posed by Dave Huddleston o Students should understand that while gyroscopic action accounts for the tendency for a bicycle wheel to roll without falling over it does not account for the ability of a person to keep a bicycle balanced when it moves The rider s ability to balance or to keep his or her center of mass over the bicycle contributes to the bike s overall stability o If time allows you may wish to have students view the entire Newton s Apple video segment on spinning after completing the activity 20 Spinning Spinning Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 3 for each student Review the information in the Background on page 8 Engage Approx 20 min Begin with a demonstration of a spinning toy top Set a top spinning on a desk and ask students why it does not fall over Accep
42. in the record at several different angles and speeds Swing it on the string Record your observations WHAT DID You FIND OUT What happened to the record when you spun it and let it swing Did the spinning record behave as you expected Why or why not Did your predictions improve over the course of the activ ity Why do you think this happened Compare your observations with other groups and discuss them as a class Copyright O Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Multimedia Skimming the Surface How are water skis different from other kinds of skis How do water skis stay up on top ofthe water Does the size of a water ski affect how fast the tow boat has to go Can a person water ski barefoot How Themes and Concepts e motions and forces o action reaction e deflection of a fluid and fluid flow National Science Education Content Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard B Students should develop an understanding of motions and forces and transfer of energy Content Standard G Students should develop an understanding of the nature of science Activities 1 Deflection Detection Approx 20 min prep 45 min class time Why do water skiers always start out with their skis pointing almost straight up in the air Students calculate the relationship between the speed of the flow o
43. ing several ski designs have students discuss their results with classmates Evaluate 1 Which ski shapes seem to produce the least amount of turbulence in a fluid Skis that are curved or pointed in the front with a stream lined tapered back 2 Reflecting on your experiment with the model skis can you explain why fish such as sharks and sailfish are particularly fast swimmers They have the same type of streamlined body shape so they create very little turbulence in the water around them as they swim 3 If a streamlined shape helps a ski cut down on turbulence why aren t water skis made pointed in the front and broad in the back like a rocket or bullet For skis to get on top of the water they must deflect the maximum amount of water in the front of the ski As a result the greater surface area must be toward the front of the ski Try This Water ski designers aren t the only engineers concerned with turbulent and laminar flow Airplanes racing cars rockets and boats all have to overcome frictional drag to move efficiently Research how various industries test their products to see if they go with the flow Visit a sporting goods store and compare different types of water skis Are all skis created with the same basic shape or do they have specific designs for different purposes How do water skis compare to snow skis boogie boards surf boards and kneeboards How has the water ski evolved over tim
44. iples come together in a single sport The first person to successfully water ski was Ralph Samuelson in 1922 He first tried a pair of old barrel staves then standard snow skis Samuelson s early attempts left him all wet but they did lead him in the right direction Discovering that he needed to displace a greater amount of water to stay up he went to bigger and bigger skis Finally using a pair of pine boards that had a total surface area of more than one sguare meter 12 sguare feet he was able to ride the wake and the sport of waterskiing was born The key to keeping water skis moving over the surface is a function of the amount of water flowing against the bottom of the ski as well as the speed of the skis Just like a kite sailing on the wind a water ski is lifted by the force of water pushing against it The greater the volume of water pushing on the skis the greater the lift As the speed of the skier increases so does the volume of water hitting the skis The critical factor in controlling the amount of push is the angle of deflection A skier usually starts out in the water with the skies almost vertical This position means that when the boat begins to pull forward the on rushing water will hit the bottom of the ski straight on producing a great deal of opposing force Because the rope is pulling the skier forward the two forces balance and the skis are lifted up on top of the water As the speed of the skier increases th
45. ively station ary however the water ski is pulled through the water and the water is relatively stationary 2 As the skis are pulled through the water the water is deflected pushing the water skis up 3 The larger the water ski the slower the speed that is needed 4 The same principle is involved in keeping water skis up However because the surface area of bare feet is small the barefoot skier must be pulled faster than the person wearing water skis 5 When the skier slows or stops the water stops moving and no longer supports the skis Grav ity takes over and the skier sinks What would you say 6a f amp b 9d 10a Educational materials developed under a grant from the National Science Foundation 25 Multimedia APPLE Unit Assessment What do you know about Waterskiing Write your answers in your journal or on another sheet of paper Think about it 1 How is waterskiing similar to flying a kite How are they different 2 What keeps a water skier on top of the water 3 How does the size of a water ski relate to the speed at which the boat must pull it What would you say 6 When a water skier first starts off in what position do the skis have to be a almost vertical b almost horizontal c flat on top of the water d pointed out to the sides 7 What keeps a water skier up on top of the water a gravity b inertia c deflection of the fast moving water hitting the ski d buoy
46. lain why they chose one soup over the other Accept all suggestions Begin the race down a ramp Get students reactions and reasons why they think the chicken broth won the race The vegetable content moves away from the axis of rotation The can of broth on the other hand has more of its mass distributed near its center so it spins faster Also when the vegetable soup can is on its side the vegetables can create higher inertia so the can can t get rolling as quickly Try the race again using two transparent half liter plastic bottles Fill both of the bottles with water and in one of the bottles add six or seven coins Ask students which will win a race down a ramp The bottle that contains only water Why Like the can of vegetable soup the coins move away from the rotational axis The closer the mass is located to the center of rotation the faster the object will spin Remind the students that according to Galileo objects fall at a con stant rate regardless of their weight so a heavy bottle has no advan tage over a lighter one Ask the students what might account for the discrepancy in the ramp rolling activity in which the heavier bottle of water is slower Show Video Clip 3 28 23 to 29 54 Ask the students how the rolling object activity is related to the video segment in which Scott Hamilton spins and does a back flip on the ice Both revolve around an axis Activity 2 Explore Approx 45 min Tell studen
47. loat on the water 1 min 28 sec Video Clip 2 12 18 to 14 54 SuChin Pak learns about the power of air and water and demon strates Newton s third law with a boat paddle flat and moving water 2 min 36 sec Guide on the Side o You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 10 15 to 10 50 Find out what students already know about waterskiing As a class discuss the guestions posed by Dave Huddleston o Students may want to try out their deflecto meters with other sources of flowing motion such as the air from a hair dryer or from the end of a straw Allow them to test these and other devices to see how much force they produce The amount of deflection measures the amount of lift produced by the flowing fluid This force is generated by the total volume of fluid hitting the bottom of the cardboard over a given period of time e Have students think about the results they would get if they tried a wider or narrower piece of cardboard on the meter How does this relate to the size of the ski and the speed of the tow boat o If it is appropriate view the entire Newton s Apple video segment on waterskiing after completing the activity 28 Waterskiing PAPE Waterskiing Multimedia Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity She
48. m 1 min 31 sec Guide on the Side o You may wish to begin the lesson by viewing the Introduction listed in the Video Menu on the CD ROM 25 05 to 25 34 Find out what students think about the topic As a class discuss the guestions posed by Dave Huddleston o For the demonstration another clear broth and a soup that contains noodles or vegetables may be substituted for the chicken broth and chicken vegetable soup The cans should be the same size and weight o Forthe activity it is important that all students have identical cans and other materials to work with so that students are working with the same variables for the competition o If time allows you may wish to have students view the entire Newton s Apple video segment on spinning after completing the activity 16 Spinning Spinning Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Construct a ramp for rolling objects The ramp should be at least 2 meters in length and inclined between 10 and 20 degrees Plywood or fiberboard work well Make a copy of Activity Sheet 2 for each student Review the Background information on page 8 Engage Approx 15 min Begin by asking students which they think is faster chicken broth or chicken vegetable soup Explain that you are going to roll cans of these soups down a ramp Take a poll and get students to exp
49. mass is not distrib uted very far from its rotational axis Educational materials developed under a grant from the National Science Foundation 9 Multimedia DAPELE Unit Assessment What do you know about Spinning Write the answers in your journal or on a separate piece of paper Think about it 1 What does Scott Hamilton do with his arms and leg when he wants to spin slowly Why What does Scott do with his arms and leg when he wants to spin guickly Why Give an example of another sport or activity in which the principle of angular momentum is important What would you say 6 If two swings were given a push of equal force a swing with long ropes will swing back and forth more slowly around its axis than a swing with short ropes because a the swing with long ropes is farther from the rotational axis b gravity pulls more strongly on longer objects c angular momentum always works better with short ropes d the long swing covers more distance Momentum a means that an object will always continue to move for several moments b is the tendency for an object to continue to move in the direction it is going c is the tendency for an object to slow down d is the tendency for an object to speed up 8 Which of the following is not an example of the conservation of angular momentum a a child turning a somersault b an old tire rolling down a hill c a swinging pe
50. n of teachers from around the country Some of the activities are more basic other activities are more challenging We don t expect that every teacher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 SN S Teacher s Guide We suggest you take a few minutes to look through this Teacher s Guide to familiarize yourself with its features Each lesson follows the same format The first page provides an overview of the activ ity learning objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORE and EVALUATE ENGAGE presents discussion questions to get the students involved in the topic Video clips from the Newton s Apple segment are integrated into this section of the lesson EXPLORE gives you the information you need to facilitate the student activity EVALUATE provides questions for the students to think about following the activity Many of the activities in the collection are open ended and provide excellent opportunities for performance assessment GUIDE ON THE SIDE and Try Tun are fea tures that provide classroom management tips for the activity and extension activities 4 Introduction UsiNa THE CD ROM When you run the Newton s Apple CD ROM you will find a main menu screen tha
51. ncrease the speed of his spin 3 With your group come up with a way of testing your theory about how skaters in crease the speed of their spin You can use the weights and piano stool that your teacher has provided or come up with your own method Record your observations WHAT DID YOU FIND OUT RECORDING YOUR DATA In your science journal sketch Scott Hamilton s spin Draw sketches of his body position at slow medium and fast speeds Write a couple sentences that describes how Scott does it Write down the observations you made of your experiences spinning on a piano stool You may want to record the revolutions per minute rpm that are produced by different body positions From the video and from your experience on a piano stool or turntable what is the rela tionship between speed and the skater s body position Did you find that your experience on the piano stool was similar to how Scott Hamilton increased the speed of his spin Explain Are there other variations in body movement that affect your spinning speed What did you try How did your results compare to those of other groups Discuss any differences and why they may have occurred Copyright O Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Let s Roll What is an axis of a spinning object How does the distribution of the mass around the axis affect the rotational speed of the object Ho
52. ndulum d a ball bouncing up and down 10 Spinning 4 Theoretically how would the spinning motion of Earth change if all mountains were leveled Why 5 Which is easier to balance on your finger a meter stick or a pencil Why 9 If more of the mass or weight of a rotating object is near its axis a the object will tend to wobble b the object will tend to spin more quickly than if the mass is farther from the axis c there will be no effect d the object will spin more slowly than if the mass is farther away from the axis 10 A solid disk and a hoop with equal mass and diameter are dropped from one meter onto the top of a ramp Which of the following is true a The objects hit the ramp at the same time and they reach the bottom of the ramp at the same time b The objects hit the ramp at the same time but the hoop reaches the bottom of the ramp first c The objects hit the ramp at the same time but the disk reaches the bottom of the ramp first d The hoop beats the disk to the ramp and to the bottom of the ramp Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Scott Hamilton s Spin How do figure skaters gymnasts ballet dancers and divers increase their speed during spinning or rotating maneuvers What physics principles are they applying when they tuck in their arms and legs close to their body Getting Ready
53. nts of weight Educational materials developed under a grant from the National Science Foundation 29 NEWTON S ace DEFLECTION DETECTION Activity Sheet 1 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You re going to investigate the movement of an object that is deflecting a fluid against it How DO TO IT I Work with several students and follow your teacher s instructions to assemble the deflecto meter The completed deflecto meter should look similar to the one shown in the diagram e After you construct your meter explore how a fluid air striking the cardboard affects its angle Use a 3 speed fan to provide the moving fluid gt Turn on the fan to the lowest setting and hold the deflecto meter so that the bottom of the protractor is right in front of the fan Measure the angle that the flap makes on the deflecto meter and record it 4 Repeat the procedure with the fan at medium and high speeds and the deflecto meter in the same position 5 Eliminate as many variables as possible so that you test only the affect of the fluid on the cardboard RECORDING YOUR DATA In your science journal record your observa tions Be sure to include fan speed and angle of deflection WHAT DID YOU FIND OUT What happened to the angle of deflection as you increased the speed of the fan Why was it important to keep the deflecto meter in the exact same spot each time you made a measurement
54. oduce for classroom use Activity 3 Gyroscopes What is the secret of balancing a basketball on a fingertip What is necessary for a football to hit its target What is a gyroscope What does gyroscopic action have to do with the conservation of angular momentum Getting Ready Overview Students learn about the tendency of a rotating object to maintain a constant spin axis gyroscopic action Students observe the action in various objects and then they experience gyroscopic action in a spinning phonograph record and a spinning bicycle wheel Objectives After completing this activity students will be able to e explain how angular momentum has direction as well as magnitude e explain why a gyroscope resists changes in direction of its axis e discuss gyroscopic stability Time Needed Preparation Approx 20 min Classroom Approx 45 min Materials For the teacher o toy top e small rubber football e toy gyroscope e bicycle wheel with hub and handles to hold the hub Each team of students needs e old 33 rpm record e round toothpick e piece of string about a meter long Important Terms gyroscope A disk on a shaft which rotates on a support frame The direction of the disk s spinning axis will not change if the disk is spinning fast enough gyroscopic action The tendency of a rotating object to maintain a constant spin axis Educational materials developed under a grant from the National Sc
55. ott do to speed up his spin Students should notice that he brings his limbs in close to his body around his body s rotational axis Tell students that they are going to have the chance to spin on their own They will take turns sitting on a rotating stool or turntable and experience the effect of extending and retracting their arms on their rotating speed Each group should come up with a way of testing their observations and ideas of how Scott Hamilton increased the speed of his spin Students can use weights or other heavy objects to test their ideas about spinning They should record their observations and come to some conclu sions that they can share with the class Discuss students conclusions as a class Discuss how the distribution of mass around an axis affects the speed of the rotation The further the mass is distributed from the rotational axis the slower the spin Evaluate 1 Describe what a skater would have to do to achieve a very fast spin The skater would have to begin the spin with her arms and one leg extended from her body After beginning the spinning motion the skater would have to bring her arms and leg in close to her body The harder the push that begins the spin the faster the final spin will be 2 A space station has begun to spin out of control Where should the astronauts go in the craft to try to slow the spinning They should all be as far from the rotational axis as possible 3 What is th
56. p Time Needed Preparation approximately 20 min Classroom approximately 45 min Materials For the teacher e large plastic spatula e small plastic knife e dishpan full of water For each group of students o 3 pieces of typing paper 8 5 x 11 3 pieces of kite string each 1 5 meters long scissors cellophane tape metric ruler Educational materials developed under a grant from the National Science Foundation 31 Multimedia Video Clip 3 14 54 to 16 02 Amy Alving and SuChin Pak discuss how the size of a ski relates to the speed needed to keep it up the bigger the ski the slower you can go 1 min 8 sec Guide on the Side o You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 10 15 to 10 50 Find out what students already know about waterskiing As a class discuss the guestions posed by Dave Huddleston o Unless you have a large class room you might want to do this activity outside or in a gymnasium or hallway so that students don t run into each other o You may have to remind some students how to calculate surface area o Some practice may be required for students to pull the air ski without spinning it If the students use a steady velocity the ski will work best Paper clips may be attached to the air ski to provide added stability o Students may want to test a variety of different air ski designs to find out if other factors
57. p of the water Students test the relation ship between fluid velocity and the degree of lift produced Objectives After completing this activity students will be able to e explain what keeps a water ski up and describe what forces are at work e describe Newton s third law of motion and explain how it applies to waterskiing e explain how a change in fluid velocity changes the degree of lift in a ski Time Needed Preparation approximately 20 min Classroom approximately 45 min Materials For the teacher o wash bottle sgueeze bottle with spout full of water o dishpan or sink o two 30 cm wooden rulers or wooden paint stirs e 10 cm piece of string e roll of waterproof electric tape o 2 or 3 rolls of pennies e towel e aroll of plastic sandwich wrap For each group of students o 10cm x 20 cm piece of corrugated cardboard large paper clip protractor roll of cellophane tape 3 speed desk fan or portable hair dryer Important Terms action A force pushing on an object deflect To bend or turn aside from a straight course fluid A liquid or gas capable of flowing from one place to another Newton s third law of motion Where there is an action there is an equal and opposite reaction Educational materials developed under a grant from the National Science Foundation 27 Video Clip 1 10 50 to 12 18 With the help of physicist Amy Alving SuChin Pak finds Out if water skiers f
58. particles of the fluid move in a random manner wake The wave created by an object such as a boat or a water ski as it passes through the water Educational materials developed under a grant from the National Science Foundation 35 Multimedia Waterskiing Here s How Video Clip 4 14 54 to 17 41 SuChin Pak finds out that the shape of a ski is as important as its size 2 min 47 sec Preparation Guide on the Side o You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 10 15 to 10 50 Find out what students already know about waterskiing As a class discuss the guestions posed by Dave Huddleston e The model skis that are being tested are designed to show the flow through the water before the skis get fully on top of the water To see if the flow lines are the same or different on floating skis make skis out of balsa wood and test them e Have students investigate how other items flow through a liquid If time permits let them try model cars toy boats or even common objects like pencils and rulers in the rheoscopic fluid Discuss which shapes tend to cause the least amount of turbulence in the flow o You may wish to have students study the technical drawings of skis found at Resource Button B on the CD ROM o If it is appropriate view the entire Newton s Apple video segment on waterskiing after completing the activity 36 Waterskiing
59. r Have a student spin the casserole cover again and drop the clay onto the middle of the cover once more from the same height Ask students for their observations The cover slowed again but not as much as when the long dumbbell was dropped Ask students what accounts for the difference Accept all suggestions Show Video Clip 1 25 41 to 28 02 Tell students to observe Scott Hamilton s spinning action and ask them to explain how it is similar to the demonstration with the clay dumbbells When the dumbbells are moved closer to the axis of rotation the spinning speed increases Activity 1 Explore Approx 45 min Tell students that they are going to analyze Scott Hamilton s motions as he spins on his ice skates and then they are going to simulate the spinning that Scott Hamilton does so well Have students work in small groups with several classmates Show Video Clip 2 28 03 to 28 23 in which Scott changes his spinning speed by moving his arms and leg Allow students to view the video clip slowly or frame by frame so they can make a close examination of Scott s motions The slider bar and arrows at the bottom of the video window on the CD ROM allow you to play the video forward or backward frame by frame Have students sketch Scott Hamilton s arm movements while he is increasing his spinning speed Make sure they understand the connection between the spinning speeds and the position of Scott Hamilton s arms What does Sc
60. sites about waterskiing including the American Water Ski Association s site Internet Search Words water ski s waterskiing hydrodynamics Educational materials developed under a grant from the National Science Foundation 23 ADT Multimedia Books and Articles Duvall C and Crowell N Camille Duvall s Instructional Guide to Waterskiing New York Simon and Schuster 1992 The basics of how and why water skis work Kistler B Hit It Your Complete Guide to Water Skiing Champaign IL Human Kinetics Publishers Inc 1988 Great overview of the sport Michel M Waterskiing Without a Splash Sports Illustrated For Kids v 7 no 9 Sept 1995 p 13 Good story for kids about kids waterskiing Community Resources Waterskiing instructors classes or clubs American Water Ski Association 799 Overlook Drive Winterhaven FI 33884 813 324 4341 24 Waterskiing Waterskiing Background Watching an expert water skier is truly poetry in motion Skimming over the surface of the water at speeds approaching 60 kilometers per hour 40 miles per hour these champions seem to defy gravity as they fly over the water Unlike snow skis that have solid ground to support them water skis depend on the upward push of water to provide lift Combining the buoyant effects of a boat moving across water with the fluid flow of a kite riding the air water skis are a prime example of how different physical princ
61. such as shape and curvature have any effect on the amount of lift they produce Will the forces needed to lift an air ski change if stiffer material such as cardboard or foam core board is used If time permits have students experiment with other types of light materials to build the air skis o If it is appropriate view the entire Newton s Apple video segment on waterskiing after completing the activity 32 Waterskiing Waterskiing Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue tape Gather the materials for each team of students Make a copy of Activity Sheet 2 for each student Review the Background information on page 24 Engage Approx 15 min In front of the class have a student hold a spatula in one hand and a plastic knife in the other and pull them side by side through a dishpan full of water Ask the student which offered more resistance the knife or the spatula The spatula Why Because the spatula has a greater surface area the water offers more resistance to it The knife deflects less water Ask the students to think about how changing the size of a ski might affect its performance in the water Show Video Clip 2 14 54 to 16 02 Ask students which skier will have to be pulled faster the one with small skis or the one with large skis The small skis because they deflect less water The video tells how much faster a barefoot water skier has to
62. t all answers Ask students if they can think of an example of a similar spinning object whose axis does not change Toss a small rubber football into the air with a spinning motion Ask students what the similarity is between the football and the top Toss the football to a student in a way so that it does not spin Ask stu dents why the spin is important to football players The spin keeps the football on track to its target the axis of a rotating object does not change direction Spin the top on the desk again Let the top spin until it begins to wobble Ask students why the axis of the top begins to change directions Because the spinning became too slow Tell students that this is called precession the direction of the axis of a spinning object changes Show the short video clip at Resource Button B on the CD ROM Ask students how the spinning basketball is similar to a top It is revolving around its axis Set a bicycle wheel on its tire and ask students what they think will happen if you let go of it It will fall over Ask students if it will fall over if you roll it It tends to stay up as long as it is rolling Ask students what will happen if you tap the wheel gently on one side while it is rolling It may turn but it probably won t fall Ask the students if angular momentum is involved when the wheel is rolling Yes it is Show the video at Resource Button C Ask students if they think it would be really har
63. t allows you to choose either of the two Newton s Apple topics or the scientist profile Simply click on one of the pictures to bring up the menu for that topic Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose the information you want to display Topic Menu The Background button brings up a short essay that reviews the basic science con cepts of the topic This is the same essay that is in the Teacher s Guide PLAYING THE VIDEO The Video button allows you to choose several different clips from the video seg ment We have selected short video clips to complement active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the individual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity Pavie Hep ome jara mnen ey TERS rr ETAPA ialla Ps i COHN s TEE EHST ININ MALI POH big PLAET JECA I ONE SEY ee CSM DRE ROR SAJ RTL ad 3 05 OG ae a BEATEN fee Her saa Jera Armana jaa ssa UPP ITTE RT Em Hos b HACE GB 18 CMEC IE Sen MALLINE k fare HEIL upSHT T TE
64. t and experience the conservation of angular momentum 2 Let s Roll Approx 15 min prep 60 min class time Which will roll down a ramp faster a can of chicken broth or a can of chicken noodle soup What does the principle of angular momen tum have to do with the contest Students learn the role of distribu tion of mass in the conservation of angular momentum 3 Gyroscopes Approx 20 min prep 45 min class time How does a spinning object stabilize itself What is gyroscopic action and why is it important Students learn that angular momentum has direction as well as magnitude More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities Science Learning Network http www sin org Links to six prominent science museums across the country Internet Search Words angular momentum gyroscopes spinning ice skating Books and Articles Doherty Paul and Don Rathjen The Spinning Blackboard amp Other Dynamic Experiments on Force and Motion New York John Wiley amp Sons Inc 1996 One of the Exploratorium Science Snackbook Series the book includes activities on angular momentum Erlich Robert Turning the World Inside Out and 174 Other Simple Physics Demonstrations Princeton Princeton University Press 1990 Contains 19 relevant physics demonstrations
65. terials developed under a grant from the National Science Foundation 5 Multimedia Technical Information Refer to the notes on the CD ROM case for information concerning system re quirements Directions for installing and running the program are also provided there Make sure you have the most current versions of QuickTime and Adobe Acro bat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM Double click on the icons and follow the instructions for installation We recom mend installing these applications before running the Newton s Apple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might encounter while using the pro gram 6 Introduction INTEGRATING MULTIMEDIA We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All of the video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can also choose Spanish or English soundtracks for the scientist profile
66. ts they are going to use metal containers of equal size and weight and roll them down a ramp to determine the effect of the distribution of mass on a rolling object Their objective is to build a container that will roll faster than those of other groups Have students work in small groups Each group should have 16 washers a coffee can or cookie tin and lid and duct tape for attach ing the washers Students should experiment with the materials and attach washers to the can in different configurations They should figure out which configuration works the best and then enter their rolling can into the competition After groups have had time to experiment and test their entries hold a competition to find which group has the fastest rolling can After the competition discuss the winning design s and why they worked the best A design that has the washers attached at the axis on the bottom and lid of the can will work best Evaluate 1 Which is likely to lose a race down a ramp an empty 2 lb coffee tin or an empty 2 lb coffee tin with an empty 1 lb coffee tin secured in the center of it The empty 2 lb coffee tin with nothing inside of it Why Because its mass is distributed farthest from its axis 2 Two tires of equal size are rolling down a hill One is on a wheel and the other has no wheel Which reaches the bottom of the hill more quickly Why The tire on the wheel It has more mass closer to the axis of rotation 3
67. ty does not make it topple directly Instead the axis tilts slightly and leans and moves in a circle forming a cone shape Educational materials developed under a grant from the National Science Foundation 21 NEWTON S J RLE GYROSCOPES Activity Sheet 3 NAME CLASSPERIOD WHAT YOU RE GOING TO DO You re going to explore gyroscopic action and observe how it affects a spinning object gt Spin the record while it is parallel to the floor Gently move the string in a swinging motion again Write your observations in your journal How To DO IT I Work with classmates in small groups Tie a string around a tooth pick and insert the toothpick through the hole of an old 33 rpm phonograph record Read through each of the following steps Before performing each step write a predic tion in your journal of what you think will happen Perform the step and record your observations 2 Allow the o p RECORDING YOUR DATA record to hang above the floor Uh Z In your science journal record your Swing the record M EC D predictions and observations for each gently Write SS A Z step of this activity Be sure to note your observations anything that happened that was in your journal different from what you expected 4 Spin the record so that it is not parallel to the floor but at a 45 angle Again swing the spinning record on the string Write your obser vations in your journal 5 Sp
68. w do athletes and others use this physics principle Getting Ready N angular momentum The tendency Overview of a rotating object to continue to spin Students investigate the effect of the distribution of mass on rota tion With the help of a ramp canned food and other rolling objects the students discover that the relationship between the axis axis A straight line around which an object rotates or revolves and location of mass can affect how an object rotates rotation The spinning motion that takes place when an object rotates Objectives around an axis that runs through the After completing this activity students will be able to center of its mass o explain the role of the distribution of mass and rotation o accurately predict which objects will roll faster than others Time Needed Preparation Approx 15 min Classroom Approx 60 min Materials For the teacher o can of chick broth and a can of chicken noodle and vegetable soup o 2 transparent half liter plastic bottles e ramp For each team of students e ramp for rolling objects o stopwatch e three round cookie tins or coffee cans of the same size and shape with metal lids o 16 large heavy washers duct tape Educational materials developed under a grant from the National Science Foundation 15 b Multimedia Video Clip 3 28 23 to 29 54 Scott Hamilton skates his way to a winning performance with the help of angular momentu
69. y CA John Frugoni Hillsdale Middle School El Cajon CA Linda Furey Rising Star Middle School Fayetteville GA Rosemary Gonzales Greenfield Middle School El Cajon CA Liz Hendrickson Driver Middle School Winchester IN Bruce M Jones The Blake School Hopkins MN Dave Kahl Wadena Dear Creek High School Wadena MN Theresa Kistner Helen C Cannon Middle School Las Vegas NV Craig Klawitter Wadena Dear Creek High School Wadena MN Linda Love Hillsdale Middle School EI Cajon CA Virginia Madigan Montgomery Middle School EI Cajon EI Cajon CA Steven D McAninch Park Forest Middle School State College PA Robert J Nicholson Von Tobel Middle School Las Vegas NV Jim Parker Spring Valley Middle School Las Vegas NV Joyce Perkins Whatcom Day Academy Bellingham WA Sharon Reynolds Independence Secondary School Christiansburg VA Judy Stellato Jerling Jr High Orland Park IL Ralph V Thomas Helen C Cannon Middle School Las Vegas NV Credits Robin Tomasino Masconomet Regional Jr High Topsfield MA Donna Treece East Ridge Middle School Russellville TN Darrell Warren Von Tobel Middle School Las Vegas NV Janis Young Montgomery Middle School EI Cajon CA SPECIAL THANKS Partners American Psychological Association 750 First Street NE Washington DC 20002 202 336 5500 http www apa org Minnesota Department of Children Families and Learning Capitol Sguare Buildin

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