Barbie Bungie Jump for STEM
1 Hook: Introduction to Bungie Jumping Science
Teacher will lead a discussion on bungie jumping using the following guiding questions to promote student engagement and response.
- Have any of you been bungie jumping? Where?
- What was it like?
- What kind of safety precautions were followed?
- Was it fun? Would you do it again?
After the discussion, students will view a video from TedEd on the science vocabulary for bungie jumping and complete the activities associated with the video.
TedEd link: Bungie Jumping: Science Behind the Fun
Introduce direct instruction components for the next day.
35 - 40 Minutes
Participate in discussion, contributing to conversation by providing insights from questions or others comments.
Watch video from TEDEd to learn key vocabulary on bungie jumping and complete forum component.
2 Direct Instruction
The educator will model the steps needed for the remainder of the project.
- Demonstrate how to connect rubber bands to Barbie
- Model how to loop rubber bands to create the scale bungie cord for Barbie
- Explain how to work cooperatively to measure peak distance fell for each jump
- Model recording data on chart
- Students will be assigned into groups of 3-5 participants
- Using the Desmos website or app, re-activate students knowledge of coordinate graphing of x,y point on a Cartesian graph
- Review how to create scatter plot and find the regression line
- Students will be directed to access the teacher website (housed on Weebly)to review information throughout the project
Some parameters students will need to know:
- Measure distance fell in centimeters (cm)
- Use a stable surface in the classroom: desk, table, bookcase, etc. Student FEET stay on floor.
- Start with a bungie cord of two rubberbands
- Perform several jumps at each length to increase accuracy of measurement
- After each test jump, add one rubber band
- Repeat until Barbie hits ground - find a higher surface to perform test
- The jump will occur from 442 cm
- Barbie's head should not hit ground - thrilling jump will allow her head to fall within 32 cm of ground
- Remind students they are not allowed to test from the culminating height
3 Guided Practice
The students begin collecting data for the bungie jumps. The jump will start with two rubber bands.
- Accuracy is important for each jump
- Record on chart
Low Tech Option: Teacher will assist students with Cartesian Graph paper and chart. Students will record data on chart and plot x,y point on graph. Student will need to label axis, units, and come up with scale for the graph.
High Tech Option: Teacher will assist students with the app Numbers for iPad. The app includes a template under Education for a Correlation Project (modified example available HERE) . If not using the linked spreadsheet, students will need to adapt the spreadsheet for the activity. This will include:
Incorporate lesson from Khan Academy scatterplots as a review on how to find slope of line as needed. Teacher will monitor students and assist as needed. Lesson: https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-data/cc-8th-scatter-plots/e/constructing-scatter-plots Scaffold students as needed with technology, math, or measurement aspects.
4 Independent Practice: Data Collection and Predictions
Students continue to aggregate data, record measurements, plot points, and complete the scatterplot. By the end of this session, students need a hypothesis of how many rubber bands will be needed for the thrilling jump by Barbie from 442 cm (this is the height of the roof at the school). The bungie needs to be assembled to include the required number of rubber bands as jumps occur the next class session.
Rubric for thrilling jump grade scale:
Distance from Ground (cm)
32 cm or less (without hitting head)
33 cm to 63 cm
64 cm to 94 cm
95 cm or greater
45 - 90 minutes
Gather data on Barbie drop length using a variety of heights that can be found in the classroom.
FEET stay on floor at all times!
Make sure to conduct multiple jumps for each bungie cord length and find the mean before plotting on you Cartesian graph. The goal is to estimate the number of rubber bands needed for Barbie to have a thrilling jump from 442 cm.
5 Culminating Jump and Extension Activity
Barbie will drop from the preselected height while students record the jumps using IOS devices. The scale for distance from the ground will be attached to the wall below the jump station and student observers will be in place to assist in determing drop distance. Groups will receive three oppportunities to drop Barbie, best "jump" will be scored using rubric.
Using Google Drive, Office 365, or other collaborative application, students will complete a reflection on the project from the group perspective. This will include open questions and ratings of group collaboration performance. Suggested questions:
- What were some challenges during the project? Explain
- Did adding rubber bands to the bungie cord always increase the distance Barbie fell? Was it proportional?
- What is the slope of your line of best fit?
- How did working as group enhance the project? What were some issues the group experienced?
Additionally, student will storyboard a video or trailer before editiing footage from the activities using iMovie. The video will include footage from all groups jumps. If permissable, students will share videos to social media.
45 - 90 Minutes
Key Standards Supported
Speaking & Listening
|SL.6: Presentation of Knowledge and Ideas|
|SL.6.4||Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.|
|SL.6.5||Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.|
|SL.6.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|SL.7: Presentation of Knowledge and Ideas|
|SL.7.4||Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.|
|SL.7.5||Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.|
|SL.7.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|SL.8: Presentation of Knowledge and Ideas|
|SL.8.4||Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.|
|SL.8.5||Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.|
|SL.8.6||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
Ratios And Proportional Relationships
|6.RP: Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems.|
|6.RP.1||Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”|
|6.RP.2||Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1|
|6.RP.3||Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.|
|6.RP.3.a||Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.|
|6.RP.3.b||Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?|
|6.RP.3.c||Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.|
|6.RP.3.d||Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.|
|7.RP: Analyze Proportional Relationships And Use Them To Solve Real-World And Mathematical Problems.|
|7.RP.1||Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.|
|7.RP.2||Recognize and represent proportional relationships between quantities.|
|7.RP.2.a||Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.|
|7.RP.2.b||Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.|
|7.RP.2.c||Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.|
|7.RP.2.d||Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.|
|7.RP.3||Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.|
Statistics And Probability
|6.SP: Summarize And Describe Distributions.|
|6.SP.5.a||Reporting the number of observations.|
|6.SP.5.b||Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.|
|7.SP: Use Random Sampling To Draw Inferences About A Population.|
|7.SP.2||Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.|
|8.SP: Investigate Patterns Of Association In Bivariate Data.|
|8.SP.1||Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.|
|8.SP.2||Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.|