Text Box: Subject(s): Physics   Grade/Level: 7-9   Time Required: 1 class period prior to visit for preparation 1 hour at Valley Worlds of Fun for this activity 1 hour in the resource room or your classroom for completion of worksheet and discussion   WV State Standards: SC.8.1.1 realize that scientists formulate and test their explanations of nature using observation, experiments and theoretical models. SC.8.2.1 cooperate and collaborate to ask questions, find answers, solve problems, conduct investigations to further an appreciation of scientific discovery. SC.8.2.2 formulate conclusions through close observations, logical reasoning, objectivity, perseverance and integrity in data collection. SC.8.2.3 apply skepticism, careful methods, logical reasoning and creativity in investigating the observable universe. SC.8.2.4 use a variety of materials and scientific instruments to conduct explorations, investigations and experiments of the natural world (e.g., barometer, anemometer, microscope, computer). SC.8.2.5 demonstrate safe techniques for handling, manipulating and caring for science materials, equipment, natural specimens and living organisms. SC.8.2.6 utilize experimentation to demonstrate scientific processes and thinking skills (e.g., formulating questions, predicting, forming hypotheses, quantifying, identifying dependent and independent variables). SC.8.2.7 construct and use charts, graphs and tables to organize, display, interpret, analyze and explain data. SC.8.2.8 use appropriate technology solutions to gather, graph and interpret data and analyze information. SC.8.2.9 use inferential reasoning to make logical conclusions from collected data. SC.8.4.22 graph and interpret the relationships (e.g., distance versus time, speed versus time, acceleration versus time). SC.8.4.23 describe Newton’s Laws of Motion; SC.8.4.24 illustrate quantitatively mechanical advantage of simple machines.   Objective(s): · Students will be able to design a homemade accelerometer. · Students will be able to use the Pasco accelerometer and analyze the data generated to determine acceleration.     Procedure:   Pre-trip discussion: 1. Discuss with students the concept of acceleration. http://www.fearofphysics.com/Xva/xva.html 2. Have students brainstorm incidents when they have experienced acceleration. 3. Point out to students that acceleration can also cause a change in direction without increase in speed. Pre-trip activity:  Make and conduct experiments using homemade accelerometer. 1. Tie a piece of thread around the metal point of a push pin, then insert it into the cork. 2. Glue the other end of the thread to the inside of the bottle cap.  The thread should be long enough that the cork will hang down ½ to 2/3 the length of the bottle. 3. Fill the bottle completely full with water. 4. Lower the cork into the water. (It will want to float at the top.) Screw the cap tightly on the bottle. 5. Turn the bottle upside down, allowing the cork to float inside the bottle. 6. Test the accelerometer by holding the bottle firmly, walking slowly, and then break into a run. 7. Observe what happens to the cork. Valley Worlds of Fun Activity:  Students will use the What Causes Acceleration Worksheet to perform the following experiment.   Using the Pasco accelerometer or the home-made soda bottles, students describe what happens as they engage in each activity on the worksheet. · Standing still · Walking slowly · Going down the inflatable slide · Riding the Himalayan Mini Coaster · Student choice of  site activities   Upon conclusion: 1. Students will write a paragraph comparing their site accelerometer observations with those of their pre-trip experiment. 2. Do you experience more acceleration on the Himalayan Mini Coaster or going down the slide?  Why? Instructional Materials: · Pre-trip:  two liter plastic soda bottle with cap, push pin, small cork, pin, thread, waterproof glue. · Valley Worlds of Fun Site: an accelerometer, What Causes Acceleration Worksheet   Differentiated Instruction: · Students may research the effects of large amounts of acceleration (G forces) on the human body. · Have students find out how many G forces an astronaut in a space shuttle experiences at lift off.  Compare this to the number of G forces the early Mercury, Gemini, and Apollo astronauts experienced at lift-off.   Assessment/Evaluation: Completion of the What Causes Acceleration Worksheet