Lesson Plan: Energy Transformations and Mouse Trap Car

Instructor:​ Alex Lang Date(s):​ 2-3 class periods

Class: ​High School Science Unit/Key Standard:

Wyoming State Standard- HS-PS3-3. Design, build,
and refine a device that works within given
constraints to
convert one form of energy into another form of
energy
​ ouse Trap Cars: Transformations of Energy
Title: M
Materials & Approximate Time: Topics Addressed:
-​2-3 class periods depending on class -Energy Transformation from spring potential to
length, ideally about 3 hours of in kinetic
class time and any addition time -Increasing force via torque
students do at home. -Spring Constant
-Mouse Traps -Friction & Rolling Friction
-String
-Various size and types of wheels
-Rubber bands and Tape
-Wooden skewers and loop screws
-Long space for testing cars

Brief Overview/Summary of the Unit:

-​Students will learn various concepts involving energy and energy transformations, friction,
torque, springs and spring constants, as well as concepts involving scientific thinking to
create, design, and build a device that converts stored energy in the spring of a mouse trap
into kinetic energy. Students will work complete various objectives such as:
-Building a car to travel the furthest and/or the fastest
-Build a car to pull the most weight the furthest
-Build a car to travel an exact distance
-Students will be formatively assessed on their ability to think, evaluate, and assess
scientifically in order to produce a device that can transform energy from one form to
another.

Understandings -Energy is not created nor destroyed, only transformed

from one form to another
-Through thinking with the lens of the scientific process,
applying specific concepts and ideas can allow for a device
or object to be improved upon to be more efficient and
effective.
Inquiry and Essential Questions - How can changes of energy and matter in a system be
(from standard) described in terms of energy and matter flows into, out
of, and within that system?

Evidence Outcomes and -I (students) will be able to ​identify​ energy stored as

Learning Targets potential and discuss how energy is transformed into
kinetic and thermal energy
-I will be able to construct a device that ​demonstrates my
understanding​ how energy can be converted from one
form to another.
-I will be able to ​apply learned concepts​ evolving energy,
friction, springs, and torque ​to problem solve and improve
the devices ability to transform energy.

Anticipatory Set -Ask students about what their prior knowledge involving
energy and forces
-Engage students with cool mouse trap video:
https://www.youtube.com/watch?v=ewGAmiLuYCw
-Introduce concepts of potential and kinetic energy, the
various types of forces (friction, tension, torque),
spring/spring constant, and key equations to help in
calculations (spring constant equation, velocity and
distance
-Introduce activity!! But be sure to not spoil the trick of
how to transform the energy, and make the car faster.

Procedures The strategy I intend to use is:​ Roaming the classroom to

meet with each group/student and touch base with the
progress on their device as well as making myself available
to anyone who needs assistance, has a question, or needs
clarification.
I am using this strategy here because:​ It will make the most
effective use of time to be available and help all students
as everyone will be working on their own devices.

Teacher Actions udent Actions Data Collected

the room, check in n, build, and test otal notes on student’s
with all students at various ways to ability of using
least once and convert the scientific process to
prioritize students spring potential overcome
who need of a mouse trap challenges/objectives
immediate into kinetic
help/assistance. energy motion,
using provided
materials
Closure To end the mouse trap car project, all students will
“complete” their cars with each other for maximum
distance and speed as well as the added challenges of
pulling the most amount of weight. Will end on closing
note that energy is transformed constantly in all ways of
life.
Assessments -Students will complete a self assessment in which they
reflect on their cars design and its function. Students will
also reflect on their process and identify strength and
weaknesses in terms of the scientific process.

Differentiated Instruction needed to ensure all learners have access to this learning
Modifications: Accommodations:
-If students complete a functional car that uses -Students can work in pairs or small
energy stored in the spring of the mouse trap to groups if students are stuck, do not know
propel itself and good distance (at least 5 where to begin, or if the task seems to
meters), students can then find ways to complex.
measure and calculate the spring constant of -As the class progresses through the
the mouse trap spring. Once students find the project, helpful hints and resources will
spring constant, students will then have the be provided to students who seem behind
added challenge of redesigning their cars to pull along with any needed guidance from
added weight. Students will be encouraged to myself.
keep working and improving their cars so that -Students will not be evaluated on the
they can pull more and more weight. success of their car but rather on
scientific process of thinking how to
convert potential energy to kinetic
energy.

Resources Used/Materials Needed:​ Websites, books, video, etc.

Type of Resource(s): Name of Resource(s):
Video (try to find better https://archive.org/details/NasaSciFiles-MouseTrapCarActivity
one)
General overview of http://girlsrisenet.org/Mousetrap%20Car%20Science.pdf
project, activities, and
tools needed: