Learning Goals:

1. Students will compare and contrast forces acting on the system by examining the results of the airboat, speedboat and surface submarine races.
2. Students will collect quantitative and qualitative data points that denote the effectiveness of each boat design.
3. Students will compare observations made during the race and draw conclusions from these observations.

Handouts

• Box and T-Chart Student Sheet
• Rubric

Classroom Supplies

• Solar boats from Building Solar Boats
• Stopwatches
• Pool/Racetrack with at least 4-6″ of water
• Sunlight or halogen lights

Important Links

• Lesson Plan
• Sample Track Diagram

Next Generation Science Standards

• 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
• 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
• 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
• PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
• PS2- 2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
• PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.