![]() ![]() As an added bonus the catapults were ready to go home in the smaller baggie once we wrapped everything up and goggles are still separated out in case they are needed for another activity. This made materials management very easy after the initial work putting it all together. Separate plastic baggies (gallon and quart) labeled with the name of each student were set up so the supplies (quart sized baggie) could reside in the larger (gallon sized baggie) with the goggles and the paper copy of the lab report. This activity allowed me to separate out individual supplies and a pair of lab safety goggles. I talk a lot about safety in science class and this year has been no exception. The third model shown in the pictures (above, far right) was created to demonstrate a different pivot point with the cork and it allowed me to launch the same projectiles pretty far (into the hallway!), so I knew that would be a fun reveal prior to sending the catapults home for any further re-designs the kids might do on their own. ![]() Pandemic teaching in person means conserving energy and after a few takes I just took what I had to try to make it work - the students did just fine using it since I prepped them that the audio had issues in that video. Even though I was aware of it after recording I did not have the energy to re-record with all steps. Please note that the “B” design video has some issues with audio quality. ![]() See the videos I created for students (A and B designs) at the end of this post. Please note that the students still required support, but it was a lot easier for me to circulate through the room and answer questions as needed rather than trying to keep everyone on the same page with an in-person demonstration. The videos allow students to pause as needed or even have students who were absent catch up without needing direct intervention from the teacher. This served to let students know which of the two designs they were building and gave them some independence to follow the video versus watching me build them in real time. I took time to record the step-by-step process to build each design so I could push it out with the lab report document. Try different sizes, weights, and densities.There was no real solution diversity to speak of overall, but there are two student designs that I chose to give them something to compare and discuss. Experiment with launching different objects.Instead of making a popsicle stick "V" and gluing a lid on top, use a plastic spoon (if you have one) as the launcher.Can you come up with a different design for your popsicle stick catapult? Experiment with size and number of popsicle sticks.See how it affects distance when you launch your pom poms. Experiment with different numbers of popsicle sticks for your base.Turn this into a science experiment (a.k.a. Making a big stack of just jumbo sized craft sticks did not give us much distance when we launched our pom poms. When we were experimenting with the super sized version of the catapult, we found that we needed to add a stack of regular-sized craft sticks onto the base of the jumbo-sized ones. Make a "V" shape with 2 jumbo craft sticks and fit your "V" onto your 2 stacks of jumbo + regular craft sticks.Add another stack of 4 small craft sticks (popsicle sticks) on top of the stack of jumbo craft sticks.Use a stack of 5 jumbo sized craft sticks for the base of the catapult.To make our super-sized version, we just modified the materials a little bit. You can also use the jumbo craft sticks to make a super-sized popsicle stick catapult. Making a Super-Sized Popsicle Stick Catapult ![]()
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