| Introduction |
Imagine playing basketball on a
basketball court made out of grass or playing soccer on a soccer field made out
of asphalt. Changing the surface that a game is played on totally changes the
game! But this is exactly what tennis players do. Tennis is one of
the only sports that isn't played on the same type of surface for every game.
How do you think the surface of a tennis court affects the game?
| Task |
In this investigation you will gather information on tennis and different types of tennis surfaces. You will then create a hypothesis for the following problem: On what type of surface would a tennis ball bounce the highest? Finally, you will design an experiment to test your hypothesis and construct a data table that is appropriate for your experiment. Think about the different surfaces around your school and include them in your experiment.
NOTE: Before you do this investigation, review the steps of the scientific method by clicking on the bunsen burner below. Keep them in mind while you are doing the investigation.
| Process |
Step #1
Use the Internet Resources to answer the questions below. You will need to explore the Online Tennis Resources (scroll down) to find the answers. Please write down the answer to each question on a sheet of paper or type them in a word processing program and give them to your teacher when you have finished.
The Questions
1. Why is it important to understand
what type of tennis surface you are playing on?
2. What are the four different types of
tennis courts?
3. How does the fuzziness of tennis balls
affect the friction of the tennis ball?
4. In the Basketball and Air Pressure
experiment, what is the independent variable in the experiment?
5. How will increasing the diameter of the
tennis ball slow a ball in the air? How will increasing its diameter
change the way it bounces?
6. What characteristics of a ball change
when you keep the ball the same size but make it harder?
7. Having standards for tennis balls
(keeping them all basically the same) is like what step of the scientific
method?
8. What other things do they try to keep
the same in tennis?
9. What it the difference in how a tennis
player runs and stops on different court surfaces?
10.Why does an indoor court normally play faster
than an outdoor court?
Online Tennis Resources
Click on the Links below to Get Background Information
on
Bouncing, Tennis, and Tennis Surfaces
The Tennis Court: Describes the different tennis court surfaces
How Things Work: Basketball and Air Pressure
Encyclopaedia Britannica:Court and equipment
Step #2
Now write your hypothesis. Base your hypothesis on the information that you gathered in step #1. Write your hypothesis on a sheet of paper or type it in a word processing program. Keep this sheet of paper. You will be using it to write the experiment and to construct your data table. This hypothesis should be a possible answer to the original problem: On what type of surface would a tennis ball bounce the highest? Make sure that you site evidence from the web sites above in your hypothesis. Be sure to include information from to support your hypothesis.
Now plan your Scientific Report. Do you need to look at the steps of the scientific method again? Click on the bunsen burner below.
Write the Steps of the Scientific Method including an experiment for the Problem "On what type of surface would a tennis ball bounce the highest?"
Make sure that you include the following in your Experiment Write up.
| Evaluation |
The ten questions will be assessed by the teacher.
The rubric below will be used to assess your lab report.
|
Lab Report: Biology 1-2
|
|
CATEGORY
|
4
|
3
|
2
|
0
|
|
Question/Purpose
|
The purpose of the lab or the question to be answered
during the lab is clearly identified and stated. |
The purpose of the lab or the question to be answered
during the lab is identified, but is stated in a somewhat unclear manner. |
The purpose of the lab or the question to be answered
during the lab is partially identified, and is stated in a somewhat
unclear manner. |
The purpose of the lab or the question to be answered
during the lab is erroneous or irrelevant. |
|
Background Sources
|
Several reputable background sources were used and cited
correctly. Material is translated into student's own words. |
A few reputable background sources are used and cited
correctly. Material is translated into student's own words. |
A few background sources are used and cited correctly, but
some are not reputable sources. Material is translated into student's own
words. |
Material is directly copied rather than put into students
own words and/or background sources are cited incorrectly. |
|
Experimental
Hypothesis |
Hypothesized relationship between the variables and the
predicted results is clear and reasonable based on what has been studied. |
Hypothesized relationship between the variables and the
predicted results is reasonable based on general knowledge and
observations. |
Hypothesized relationship between the variables and the
predicted results has been stated, but appears to be based on flawed
logic. |
No hypothesis has been stated. |
|
Procedures
|
Procedures are listed in clear steps. Each step is numbered
and is a complete sentence. |
Procedures are listed in a logical order, but steps are not
numbered and/or are not in complete sentences. |
Procedures are listed but are not in a logical order or are
difficult to follow. |
Procedures do not accurately list the steps of the
experiment. |
|
Materials
|
All materials and setup used in the experiment are clearly
and accurately described. |
Almost all materials and the setup used in the experiment
are clearly and accurately described. |
Most of the materials and the setup used in the experiment
are accurately described. |
Many materials are described inaccurately OR are not
described at all. |
|
Experimental
Design |
Experimental design is a well-constructed test of the
stated hypothesis. |
Experimental design is adequate to test the hypothesis, but
leaves some unanswered questions. |
Experimental design is relevant to the hypothesis, but is
not a complete test. |
Experimental design is not relevant to the hypothesis. |
|
Data
|
Professional looking and accurate representation of the
data in tables and/or graphs. Graphs and tables are labeled and titled. |
Accurate representation of the data in tables and/or
graphs. Graphs and tables are labeled and titled. |
Accurate representation of the data in written form, but no
graphs or tables are presented. |
Data are not shown OR are inaccurate. |
|
Analysis
|
The relationship between the variables is discussed
and trends/patterns logically analyzed. Predictions are made about what
might happen if part of the lab were changed or how the experimental
design could be changed. |
The relationship between the variables is discussed
and trends/patterns logically analyzed. |
The relationship between the variables is discussed
but no patterns, trends or predictions are made based on the data. |
The relationship between the variables is not
discussed. |
|
Conclusion
|
Conclusion includes whether the findings supported the
hypothesis, possible sources of error, and what was learned from the
experiment. |
Conclusion includes whether the findings supported the
hypothesis and what was learned from the experiment. |
Conclusion includes what was learned from the experiment. |
No conclusion was included in the report OR shows little
effort and reflection. |
|
Components of the
report |
All required elements are present and additional elements
that add to the report (e.g., thoughtful comments, graphics) have been
added. |
All required elements are present. |
One required element is missing, but additional elements
that add to the report (e.g., thoughtful comments, graphics) have been
added. |
Several required elements are missing. |
|
Appearance and
Organization |
Lab report is typed and uses headings and subheadings to
visually organize the material. |
Lab report is neatly handwritten and uses headings and
subheadings to visually organize the material. |
Lab report is neatly written or typed, but formatting does
not help visually organize the material. |
Lab report is handwritten and looks sloppy with cross-outs,
multiple erasures and/or tears and creases. |
|
Spelling,
Punctuation and Grammar |
One or fewer errors in spelling, punctuation and grammar in
the report. |
Two or three errors in spelling, punctuation and grammar in
the report. |
Four errors in spelling, punctuation and grammar in the
report. |
More than 4 errors in spelling, punctuation and grammar in
the report. |
|
Participation
|
Used time well in lab and focused attention on the
experiment. |
Used time pretty well. Stayed focused on the experiment
most of the time. |
Did the lab but did not appear very interested. Focus was
lost on several occasions. |
Participation was minimal OR student was hostile about
participating. |
|
Safety
|
Lab is carried out with full attention to relevant safety
procedures. The set-up, experiment, and tear-down posed no safety threat
to any individual. |
Lab is generally carried out with attention to relevant
safety procedures. The set-up, experiment, and tear-down posed no safety
threat to any individual, but one safety procedure needs to be reviewed. |
Lab is carried out with some attention to relevant safety
procedures. The set-up, experiment, and tear-down posed no safety threat
to any individual, but several safety procedures need to be reviewed. |
Safety procedures were ignored and/or some aspect of the
experiment posed a threat to the safety of the student or others. |
|
Drawings and/or
Diagrams |
Clear, accurate diagrams are included and make the
experiment easier to understand. Diagrams are labeled neatly and
accurately. |
Diagrams are included and are labeled neatly and
accurately. |
Diagrams are included and are labeled. |
Needed diagrams are missing OR are missing important
labels. |
| Conclusion |
Now comes the best part. You get to perform the experiment. Use the procedure that you wrote to do the experiment. Write your results in the data table that you created.
Next time someone asks you play tennis, ask them what type of tennis court you will be playing on. That way you will know how high the ball will bounce and where it might go when it is served to you.
