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DISCUSS:
Why do you think marbles have been so popular for thousands of years?
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Teachers: If you are short on time, this is a good stopping point.
You can come back and use your Bumper Jumper to explore next time.
If you’re continuing right now, advance to the next slide.
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Teachers: If you are short on time, this is a good stopping point.
You can come back and continue using your Bumper Jumper to explore what happens when you change the material of the marbles next time.
If you’re continuing right now, advance to the next slide.
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DISCUSS:
What did you predict would happen in the collisions with the foil ball?
Why did you make that prediction?
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DISCUSS:
How could predicting what will happen in a collision be useful in the real world?
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Discuss (1 of 2):
Look at the "Wonder" column of your class See-Think-Wonder chart. Have any questions been answered by this lesson?
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Discuss (2 of 2):
In the Ok Go Rube Goldberg machine, many objects collide. How does the speed of the first object affect the speed of the second object (the object that is hit)?
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Grade 4
Energy & Energy Transfer
Collisions & Energy Transfer
4-PS3-3
| Bumper Jumper Game worksheet | 15 copies |
| Bumper Jumper Game with Foil worksheet | 15 copies |
| Collision Track printout | Print 15 copies |
| Landing Zones printout | Print 15 copies |
|
Scissors
|
15 pairs |
|
Scotch Tape
|
15 pieces |
|
Scrap Paper (8.5 x 11")
|
15 sheets |
|
Aluminum Foil
each pair needs a 5" x 3" piece to roll into a ball
|
Details
15 small pieces
|
|
Cup (18 oz, Solo)
|
15 cups |
|
Dixie Cups (3 oz)
|
30 cups |
|
Pencils w/ Erasers
|
30 pencils |
|
Sticker Labels (1" x 3")
Tape also works. We prefer stickers because they are easier to distribute in a classroom.
|
Details
113 stickers
|
|
Small Marbles
|
60 marbles |
We suggest students work in pairs.
We suggest doing this activity on the floor. If Bumper Jumper is played on a table the marbles may roll far away if they fall off the table.
We suggest building the Bumper Jumper apparatus where it will be used. Moving the apparatus can affect the connections and how marbles travel. If the Bumper Jumper must be moved after assembly, do so carefully.
This entire lesson with the activity will likely take more than an hour. There are two natural stopping points during the activity — the first one when students finish building their Bumper Jumper apparatus (after step 11) and a second one after they complete their first set of experiments (after step 22). If you are pressed for time or have a short class period, we recommend splitting this lesson into shorter sessions that might work better for you.
We strongly recommend using “regular” size marbles (14 mm).
IMPORTANT: All marbles used by a group must be the same size/weight. If two different size/weight marbles are used, the results of the Bumper Jumper game will be significantly altered.
Count out 5 full-length label stickers for each pair of students. Then cut the rest of the label stickers in half. Each pair of students will need 5 half-length label stickers. If label stickers aren’t sticking well enough, Scotch tape can be used instead.
Take half of the Dixie cups and place 4 marbles into each one. Distribute these during Step 12 of the activity.
Cut or tear aluminum foil into a small (about 5" x 3") piece. Distribute one piece to each pair of students in Step 23 of the activity.
Grade 4
Energy & Energy Transfer
Collisions & Energy Transfer
4-PS3-3
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