What a Drag!

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Learners investigate how drag affects the falling rate of objects. They construct paper objects of different shapes and sizes, use clay to make them all the same mass, and then drop them all from the same height. In this way, learners can see how cross-sectional area can affect drag and therefore falling speed. In further experiments, learners can test objects of the same size and shape but different masses to see how drag is affected. This activity gives learners a great opportunity to discuss experimental design as there are multiple variables to investigate or control. Resource has suggestions for assessment and extensions.

Quick Guide

Preparation Time:
Under 5 minutes
Learning Time:
45 to 60 minutes
Estimated Materials Cost:
1 cent - $1 per group of students
Age Range:
Ages 11 - 14
Resource Types:
Activity, Experiment/Lab Activity, Lesson/Lesson Plan
Language:
English

Materials List (per group of students)

Keywords

Subjects

  • Earth and Space Science
    • Earth Structure
      • Atmosphere
  • Mathematics
    • Data Analysis and Probability
      • Data Analysis
      • Data Collection
    • Geometry
      • Solid Geometry
    • Measurement
      • Units of Measurement
      • Rate
  • Physical Sciences
    • Motion and Forces
      • Gravity
      • Momentum and Velocity
      • Newton's Laws
      • Center of Gravity
    • States of Matter
      • Gases
  • The Nature of Science
    • The Scientific Process
      • About Inquiry
      • Asking Questions
      • Conducting Investigations
      • Gathering Data
      • Formulating Explanations

Audience

To use this activity, learners need to:

  • see
  • touch

Learning styles supported:

  • Involves hands-on or lab activities

Other

Includes alignment to state and/or national standards:

This resource is part of:

Access Rights:

  • Free access

By:

  • Rutkowski, Tom ; Conner, Alex ; Hill, Geoffrey ; Schaefer Zarske, Malinda ; Yowell, Janet

Source Collection

  • TeachEngineering

Rights:

  • All rights reserved, Regents of the University of Colorado, 2004

Funding Sources:

  • National Science Foundation, 0226322
  • Fund for the Improvement of Postsecondary Education (FIPSE)
  • U.S. Department of Education