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Milemes.

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Phenomenon q-tip tip launcher

In this Milestone, students will examine the phenomenon of launching a q-tip tip out of a pen launcher. The constructed

q-tip tip launcher

. Students will answer two Big Questions.

Here’s some maybe useful information about the q-tip tip launcher

Here are two images of the q-tip tip launcher when the spring is uncompressed. The teacher Ã‚Â put an identical spring next to the spring inside the pen so that the student can see how far the spring goes up into the portion of the pen the student cannot see through. The teacher put a black line there for comparison when it compress the spring. Remember, the definition of the equilibrium position of the spring is the spring’s position when it is neither compressed or stretched. The definition of distance is from that equilibrium position.

These two images show the q-tip tip launcher when the spring is compressed.

Ki Oi Oi Ã‚Â The Teacher massed the q-tip tip and found:

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mQ?tip tip=0.0012kg

The teacher also did an experiment and used a Force Model lens (the students Ã‚Â will learn this at the end of the semester) to determine the spring constant k of the pen’s spring. Below are maybe useful constants and equations:

????????? =154?/M

?= 9.8 ?/?2 (square)

????????? =??? ??

??????? =? ? ?

?????????? =????

?????????????? = Ã‚Â½ ? ? ?2 (x square)

??? ??????? = Ã‚Â½ Ã‚Â ? ? ?2 ( x square)

???????? =Ã‚Â½ Ã‚Â ? ? ?2

?= ?//?

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Big Question 1: What is the maximum height the q-tip tip can reach if the launcher is pointed straight upwards?

Construct a model of the q-tip tip launcher to get a

to the question:

How high does the q-tip tip go if the launcher is pointed straight upwards?

Be sure to include a “physical scenario” / “picture” as well as any other representations / diagrams that will serve as evidence when constructing the argument. The student Ã‚Â will also need to make some

assumptions

in order to create the model. Be sure to

explicitly state these assumptions in the model.

Finally, answer the question in the form of an argument using the CER( claim, evidence which will be diagrams and reasoning) framework.

Be sure to complete Big Question 1 before moving on

______________________________________________________________________

Now that the student has a prediction from question number 1 of how high the q-tip tip will go, the student will check to see if that is what actually happens. Watch

this video of my dad and me launching the q-tip tip Ã‚Â (https://www.youtube.com/watch?v=ToMHOLL-0j8)

(pause the movie, then use the comma and period keys to go frame by frame in the video). Now that the student has to decide: did the q-tip tip in the video match the teacher prediction? If it does, then the answer to Big Question 1 makes physical sense! If it doesn’t, the answer to Big Question 1 does not make physical sense.

Big Question 2: Does the answer to Big Question 1 make physical sense?

But, remember, it will need to have evidence to support the claim.

stone Hint: There is

a lot

many

tiIf the answer is yes, the answer to Big Question 1 makes sense – use the CER Framework to point out what specific elements of the Big Question 1 model that make physical sense and why it was able to accurately predict how high the q-tip tip went.

If the answer is no, the answer to Big Question 1 does not make sense – the student will need to refine / update the model by

drawing new representations/diagrams

that will serve as

evidence

for Ã‚Â why the claim that the answer to Big Question 1 did not make physical sense. Describe what elements of the refined model are different from the Ã‚Â Big Question 1 model and why it was included.

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Be sure that the answer to Big Question 2 is in the form of an argument describing how the diagrams are consistent with one another as well as consistent with the observations from the video and the prompt. Don’t forget to use the Claim, Evidence, and Reasoning Framework in the argument.

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For the evidence part make sure to use energy interaction diagram

Milestone Hint: There is a lot of information packed into this description of the Milestone
Information about Q-tip tip Launchers page many times.
Phenomenon q-tip tip launcher
In this Milestone, students will examine the phenomenon of launching a q-tip tip out of a
pen launcher. The constructed q-tip tip launcher
Questions. Here’s some maybe useful information about the q-tip tip launcher
Here are two images of the q-tip tip launcher when the spring is uncompressed. The teacher
put an identical spring next to the spring inside the pen so that the student can see how far the
spring goes up into the portion of the pen the student cannot see through. The teacher put a
black line there for comparison when it compress the spring. Remember, the definition of the
equilibrium position of the spring is the spring’s position when it is neither compressed
or stretched. The definition of distance is from that equilibrium position.
These two images show the q-tip tip launcher when the spring is compressed.
Ki Oi Oi The Teacher massed the q-tip tip and found:
mQÃ¢Ë†â€™tip tip=0.0012kg
The teacher also did an experiment and used a Force Model lens (the students will learn this at
the end of the semester) to determine the spring constant k of the pen’s spring. Below are
maybe useful constants and equations:
Ã°Ââ€˜ËœÃ°Ââ€˜â„¢Ã°Ââ€˜Å½Ã°Ââ€˜Â¢Ã°Ââ€˜â€ºÃ°Ââ€˜ÂÃ¢â€žÅ½Ã°Ââ€˜â€™Ã°Ââ€˜Å¸ =154Ã°Ââ€˜Â/M
Ã°Ââ€˜â€= 9.8 Ã°Ââ€˜Å¡/Ã°Ââ€˜Â 2 (square)
Ã¢Ë†â€ Ã°ÂÂÂ¸Ã°Ââ€˜â€¡Ã¢â€žÅ½Ã°Ââ€˜â€™Ã°Ââ€˜Å¸Ã°Ââ€˜Å¡Ã°Ââ€˜Å½Ã°Ââ€˜â„¢ =Ã°Ââ€˜Å¡Ã°ÂÂÂ¶Ã°Ââ€˜Â Ã¢Ë†â€ Ã°Ââ€˜â€¡
Ã¢Ë†â€ Ã°ÂÂÂ¸Ã°Ââ€˜Æ’Ã¢â€žÅ½Ã°Ââ€˜Å½Ã°Ââ€˜Â Ã°Ââ€˜â€™ =Ã°ÂÂÂ» Ã¢Ë†â€  Ã°Ââ€˜Å¡
Ã¢Ë†â€ Ã°Ââ€˜Æ’Ã°ÂÂÂ¸Ã°ÂÂÂºÃ°Ââ€˜Å¸Ã°Ââ€˜Å½Ã°Ââ€˜Â£Ã°Ââ€˜â€“Ã°Ââ€˜Â¡Ã°Ââ€˜Â¦ =Ã°Ââ€˜Å¡Ã°Ââ€˜â€Ã¢Ë†â€ Ã¢â€žÅ½
Ã¢Ë†â€ Ã°Ââ€˜Æ’Ã°ÂÂÂ¸Ã°Ââ€˜â€ Ã°Ââ€˜ÂÃ°Ââ€˜Å¸Ã°Ââ€˜â€“Ã°Ââ€˜â€ºÃ°Ââ€˜â€Ã¢Ë†â€™Ã°Ââ€˜Å¡Ã°Ââ€˜Å½Ã°Ââ€˜Â Ã°Ââ€˜Â  = Ã‚Â½ Ã°Ââ€˜Ëœ Ã¢Ë†â€  Ã°Ââ€˜Â¥2 (x square)
Ã¢Ë†â€ Ã°Ââ€˜Æ’Ã°ÂÂÂ¸ Ã°ÂÂÂ¸Ã°Ââ€˜â„¢Ã°Ââ€˜Å½Ã°Ââ€˜Â Ã°Ââ€˜Â¡Ã°Ââ€˜â€“Ã°Ââ€˜Â = Ã‚Â½ Ã°Ââ€˜Ëœ Ã¢Ë†â€  Ã°Ââ€˜Â¥2 ( x square)
Ã¢Ë†â€ Ã°ÂÂÂ¾Ã°ÂÂÂ¸Ã°Ââ€˜â€¡Ã°Ââ€˜Å¸Ã°Ââ€˜Å½Ã°Ââ€˜â€ºÃ°Ââ€˜Â  =Ã‚Â½ Ã°Ââ€˜Å¡ Ã¢Ë†â€  Ã°Ââ€˜Â£2
Ã°Ââ€˜Å = Ã°ÂÂÂ¹//Ã°Ââ€˜â€˜
Big Question 1: What is the maximum height the q-tip tip can reach if the
launcher is pointed straight upwards?
Construct a model of the q-tip tip launcher to get a particular numerical answer to the
question: How high does the q-tip tip go if the launcher is pointed straight
upwards? Be sure to include a “physical scenario” / “picture” as well as any other
representations / diagrams that will serve as evidence when constructing the argument.
The student will also need to make some assumptions in order to create the model.
Be sure to explicitly state these assumptions in the model. Finally, answer the
question in the form of an argument using the CER( claim, evidence which will be
diagrams and reasoning) framework.
Be sure to complete Big Question 1 before moving on
______________________________________________________________________
Now that the student has a prediction from question number 1 of how high the qtip tip will go, the student will check to see if that is what actually happens. Watch
this video of my dad and me launching the q-tip tip
(pause the movie, then use the comma and period keys to go frame by frame in
the video). Now that the student has to decide: did the q-tip tip in the video match
the teacher prediction? If it does, then the answer to Big Question 1 makes
physical sense! If it doesn’t, the answer to Big Question 1 does not make physical
sense.
Big Question 2: Does the answer to Big Question 1 make physical sense?
But, remember, it will need to have evidence to support the claim.
Ã¢â€”Â If the answer is yes, the answer to Big Question 1 makes sense – use the
CER Framework to point out what specific elements of the Big Question
1 model that make physical sense and why it was able to accurately
predict how high the q-tip tip went.
Ã¢â€”Â If the answer is no, the answer to Big Question 1 does not make sense the student will need to refine / update the model by drawing new
representations/diagrams that will serve as evidence for why the claim
that the answer to Big Question 1 did not make physical sense.
Describe what elements of the refined model are different from the Big
Question 1 model and why it was included.
Be sure that the answer to Big Question 2 is in the form of an argument
describing how the diagrams are consistent with one another as well as
consistent with the observations from the video and the prompt. Don’t forget to
use the Claim, Evidence, and Reasoning Framework in the argument.
Ã¢â€”Â For the evidence part make sure to use energy interaction diagram