Difference between pages "AY Honors/Toy Boat Regatta - Advanced/Answer Key" and "AY Honors/Toy Boat Regatta"

Revision as of 18:32, 2 January 2021

Other languages:

English • ‎español • ‎français • ‎português do Brasil

[[:Tab Name/Overview]][[:Tab Name/Requirements]][[:Tab Name/Answer Key]][[:Tab Name/Lesson Plans]][[:Tab Name/Worksheet]]

Template:Honor tab

Overview

The Challenging Part

The most challenging requirement of this honor is probably this:

8. Participate in an organized wind-powered (sail) boat race using a boat you have made to complete this honor. 9. Participate in an organized rubber band boat race using a boat you have made to complete this honor.

[[AY Honors/Toy Boat Regatta/Requirements|Tab Name/Printable Version]]

1. Draw a schematic of a wind powered (sail) boat showing pertinent features and how they function. Features should include, but not be limited to a boom, hull, jib, keel, mainsail, mast, and rudder. How do features commonly removed from toy boats affect functionality?

2. Draw a plan for a rubber band-powered toy boat of a design of your choosing showing pertinent features that differ from a wind powered boat.

3. Be able to describe Archimedes’ Principle of Buoyancy and how this principle applies to all boats.

4. Be able to describe Newton’s First Law of Motion and how this principle applies to all boats.

5. Be able to describe Newton’s Third Law of Motion and how this principle applies to a wind-powered (sail) boat.

6. Be able to describe the difference between Potential Energy and Kinetic Energy. Discuss how and when a toy rubber band powered boat uses both types of energy.

7. Use recycled materials to make at least one toy wind powered (sail) boat and at least one toy rubber band powered boat. Each toy boat will be no wider than 4 inches (10 cm) and suitable for travel in a 6-inch (15 cm) wide lane of water.

8. Participate in an organized wind-powered (sail) boat race using a boat you have made to complete this honor.

9. Participate in an organized rubber band boat race using a boat you have made to complete this honor.

10. Identify and tell a short story of at least two instances in the Bible that describe floating boats/objects and two that defy Archimedes’ Principle of Buoyancy.

Printable Answer Key Tab Name/Edit Answer Key

1

Draw a schematic of a wind powered (sail) boat showing pertinent features and how they function. Features should include, but not be limited to a boom, hull, jib, keel, mainsail, mast, and rudder. How do features commonly removed from toy boats affect functionality?

There are many websites that show the parts of a sailboat. Instructors should discuss that in toy boats, missing parts do affect movement such as: a missing keel may cause the sail to tip the boat over, or keep the boat from going straight; and a missing rudder would not allow the boat to be turned. One reference website is How Stuff Works - Sailboat

Hull: The outer shell of the boat.
Mast: The tall pole that rises vertically from the boat to support the sails.
Boom: A horizontal pole attached to the mast. It can swing 360 degrees around the mast.
Mainsail: The sail attached to the mast along its front edge, and to the boom along its bottom edge. Its angle can be changed to catch (or release) the wind by moving the boom.
Jib: A fixed sail at the front of the boat attached to the mast by its rear edge, and to the very front of the boat in its front corner.
Keel: A weighted structure on the underside of the boat that keeps the boat from flipping over when the wind acts on its sails. Without a keel, the boat would just tip over when the wind hit the sail.
Rudder: A paddle-like structure on the back of the boat that is used for turning the boat.

More terms:

Deck: The floor on the top side of the boat.
Bow: The front of the boat.
Stern: The back of the boat.
Starboard: The right side of the boat
Port: The left side of the boat. Large boats (and airplanes) dock on their port side.
Fore: Towards the bow of the boat.
Aft: Towards the stern of the boat.
Tiller: A control arm that can move the rudder.
Cockpit: A recessed area where the pilot sits to steer the boat.

2

Draw a plan for a rubber band-powered toy boat of a design of your choosing showing pertinent features that differ from a wind powered boat.

These boats typically have a water paddle that is in some way connected to the hull with a rubber band. The paddle is wound which in turn winds the rubber band and motion is initiated when the paddle/rubber band is released. YouTube, Pinterest, and general searches on an internet web search will provide many videos and step-by-step instructions showing a multitude of designs.

3

Be able to describe Archimedes’ Principle of Buoyancy and how this principle applies to all boats.

An upward buoyant force that is exerted on a body immersed in a fluid, whether fully or partially submerged, is equal to the weight of the fluid that the body displaces. A boat will float if the weight of the boat and all of its cargo is less than the weight of water that it displaces (62.4 lbs/cf or 998 kg/m3)

Water expands over a thousand times when it becomes steam. One may place a zip-lock baggie in a microwave with a teaspoon of water and see the vapor expand the baggie.

You can find more information on Wikipedia about Archimedes’ Principle.

4

Be able to describe Newton’s First Law of Motion and how this principle applies to all boats.

According to Newton's first law of motion, an object (boat) at rest will remain at rest unless acted on by an unbalanced force (wind, rubber bands, pushing, waves, paddles, etc.). An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force (opposing wind, friction of water, shore line, etc.).

5

Be able to describe Newton’s Third Law of Motion and how this principle applies to a wind-powered (sail) boat.

According to Newton's third law of motion, every action has an equal and opposite reaction. The wind imposes a force on a sail and the boat will move when the force can overcome the resistance from the boat in the water. The larger the area of the sail, the more wind "force" is collected to overcome the boat resistance. The lighter the boat, the less force needed to overcome resistance.

6

Be able to describe the difference between Potential Energy and Kinetic Energy. Discuss how and when a toy rubber band powered boat uses both types of energy.

The rubber band contains the energy. When the rubber band is wound up, the energy is stored energy = potential energy. When the rubber band unwinds it is releasing energy by moving = kinetic energy.

7

Use recycled materials to make at least one toy wind powered (sail) boat and at least one toy rubber band powered boat. Each toy boat will be no wider than 4 inches (10 cm) and suitable for travel in a 6-inch (15 cm) wide lane of water.

YouTube, Pinterest, and general searches on an internet web search will provide many videos and step-by-step instructions showing a multitude of designs.

8

Participate in an organized wind-powered (sail) boat race using a boat you have made to complete this honor.

Two or more "tracks" may be made with 6-inch house aluminum guttering, sealing the ends, and filling with water. At the start, participants are to use same size straws to blow on sails and the first boat to the end is the winner. Winners from each heat are then paired together until a final winner is determined for the group.

9

Participate in an organized rubber band boat race using a boat you have made to complete this honor.

Two or more "tracks" may be made with 6-inch house aluminum guttering, sealing the ends, and filling with water (may be the same tracks as used for the wind boat race). The participants are to place a wound-up boat in the water and released at the start of the race. The first boat to the end is the winner. Winners from each heat are then paired together until a final winner is determined for the group.

10

Identify and tell a short story of at least two instances in the Bible that describe floating boats/objects and two that defy Archimedes’ Principle of Buoyancy.

Noah's Ark: Genesis 7
Baby Moses in the Nile: Exodus 1
Jonah's sea voyage: Jonah 1
Paul's shipwreck: Acts 27
Defy buoyancy: Jesus walking on water -- Matthew 14, Mark 4, and John 6
Defy buoyancy: Floating ax head -- 2 Kings 6

References

Content on this wiki is generated by people like you, and no one has created a lesson plan for this honor yet. You could do that and make the world a better place.

See AY Honors/Model Lesson Plan if you need ideas for creating one.

AY Honors/Toy Boat Regatta/Worksheet

@@ Line 1: / Line 1: @@
-<languages /><br />
+<languages />
-<noinclude><translate><!--T:1-->
+<tabs>
-</noinclude>
+<translate>
+{{honor_tab
-<!--T:2-->
+|honorname=Toy Boat Regatta
-{{honor_desc
+|skill=1
-|stage=00
-|honorname=Toy Boat Regatta - Advanced
-|skill=2
 |year=2021
 |category=Arts and Crafts
 |authority=North American Division
 |insignia=No Patch.png
 }}
+</translate>
+<!--Start the Overview Tab -->
+{{#tag:tab|
+<translate>
+==Overview== <!--T:2-->
-<noinclude></translate></noinclude>
+==The Challenging Part==
-<section begin="Body" />
+The most challenging requirement of this honor is probably this:
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=1}}
-<noinclude><translate></noinclude>
-<!-- 1. Have the Toy Boat Regatta Honor. -->
-<!--T:4-->
-{{honor_prerequisite|category=Arts and Crafts|honor=Toy Boat Regatta}}
-<noinclude></translate></noinclude>
-{{CloseReq}} <!-- 1 -->
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=2}}
-<noinclude><translate></noinclude>
-<!-- 2. Draw a schematic of a pop pop boat (sometimes known as putt-putt boat) showing pertinent features and how they function. Show options of a looped tubing engine (copper coil engine) and a diaphragm engine. -->
-<!--T:6-->
-A boat will float if the weight of the boat and all of its cargo is less than the weight of water that it displaces (62.4 lbs/cf)
-<noinclude></translate></noinclude>
-{{CloseReq}} <!-- 2 -->
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=3}}
-<noinclude><translate></noinclude>
-<!-- 3. Describe what happens to liquid water when it turns to steam and demonstrate this phenomenon using any experiment of your choosing. -->
-<!--T:8-->
-Water expands over a thousand times when it becomes steam. One may place a zip-lock baggie in a microwave with a teaspoon of water and see the vapor expand the baggie.
-<noinclude></translate></noinclude>
-{{CloseReq}} <!-- 3 -->
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=4}}
-<noinclude><translate></noinclude>
-<!-- 4. Describe what happens when water steam cools and demonstrate this phenomenon using any experiment of your choosing. -->
-<!--T:10-->
-Water condenses and creates a vacuum. One may place a paper juice carton with a screw on lid. While carton is open, insert a small amount of  water in a microwave, heat until the water boils for a minute, then immediately close the carton to see the carton crush from the internal vacuum pressure.
-<noinclude></translate></noinclude>
-{{CloseReq}} <!-- 4 -->
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=5}}
-<noinclude><translate></noinclude>
-<!-- 5. Describe how a pop pop boat engine utilizes Newton’s first law of motion. -->
-<!--T:12-->
-Using [[w:Newton%27s_laws_of_motion|Newton's first law of motion]], once water starts moving in the straws, it will continue moving in that direction.
-<noinclude></translate></noinclude>
-{{CloseReq}} <!-- 5 -->
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=6}}
-<noinclude><translate></noinclude>
-<!-- 6. Make at least one pop pop engine boat utilizing recycled materials powered by one tea-candle for a heat source. -->
-<!--T:14-->
-YouTube, Pinterest, and general searches on an internet web search will provide many videos and step-by-step instructions showing a multitude of designs. You can start your search with the website of [https://sciencetoymaker.org/putt-putt-boat/ Sciente ToyMaker].
-<!--T:15-->
-{{#widget:YouTube|id=0ki9Kta8g14}}
-<noinclude></translate></noinclude>
-{{CloseReq}} <!-- 6 -->
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=7}}
-<noinclude><translate></noinclude>
-<!-- 7. Modify the pop-pop boat in the previous requirement or make multiple pop pop boats to determine how changes to capacity of reservoir and/or diameter of tubes affect the boat’s operation. Hypothesize the outcomes before experimenting on the modified boat(s), evaluate the performances, and document the results. -->
-<!--T:17-->
+<b>{{reqreq|page={{PAGENAME}}|num=8}}</b>
-Have the Pathfinders write down their scientific method process:
+<b>{{reqreq|page={{PAGENAME}}|num=9}}</b>
-* Ask a question. Ex. What happens if X is modified?
-* Construct a hypothesis. Ex. Changing X makes the boat go faster. Or changing X will require a longer time to get the engine going? Etc.
-* Test with an experiment. Ex. Record multiple times for before and after alteration.
-* Compare data with hypothesis.
-* Draw a conclusion.
-* With new knowledge confirmed, ask new questions and repeat procedures with additional modifications. Ex. Since modifying X made the boat go faster, will X+Y modifications increase the speed?
-<noinclude></translate></noinclude>
+</translate>
-{{CloseReq}} <!-- 7 -->
+|name={{:Tab Name/Overview}}{{GetLangSuffix}} }}
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=8}}
-<noinclude><translate></noinclude>
-<!-- 8. Participate in an organized pop pop boat race using a pop-pop boat you have made to complete this honor. -->
-<!--T:19-->
+<!--Start the Requirements Tab -->
-Two or more "tracks" may be made with 6-inch house aluminum guttering, sealing the ends, and filling with water. Devices to restrict forward travel for all lanes are used to allow all boats sufficient time to light candles and start propulsion. Restriction devices are lifted for all lanes at the same time and the winner of the heat is determined once it has reached a defined distance. Winners from each heat are then paired together until a final winner is determined.
+{{#tag:tab|
+[[{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}}|{{:Tab Name/Printable Version}}{{GetLangSuffix}}]]
+{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Requirements{{GetLangSuffix}}|Body}}
+|name={{:Tab Name/Requirements}}{{GetLangSuffix}} }}
-<noinclude></translate></noinclude>
+<!--Start the Answer Key Tab-->
-{{CloseReq}} <!-- 8 -->
+{{#tag:tab|
-{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=9}}
+[[{{#titleparts:{{PAGENAME}}|2|1}}/Answer Key{{GetLangSuffix}}|<translate><!--T:6--> Printable Answer Key</translate>]]
-<noinclude><translate></noinclude>
+[{{fullurl:{{#titleparts:{{PAGENAME}}|2|1}}/Answer Key{{GetLangSuffix}}|action=edit}} {{:Tab Name/Edit Answer Key}}{{GetLangSuffix}}]
-<!-- 9. Use the Biblical dimensions of Noah’s Ark, independently theorize how much the animals and other cargo could have weighed. Remember to consider the weight of the wood used in ship building. If possible, compare your assumptions and answers with others working on this honor. Based on that available weight for cargo, how many animals could have fit on the Ark using your assumptions? -->
-<!--T:21-->
+{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Answer Key{{GetLangSuffix}}|Body}}
-There is no correct answer, only a correct effort. The student should go through the exercise of calculations based on research and best guesses. Below is an outline for instructors to guide the students:
+|name={{:Tab Name/Answer Key}}{{GetLangSuffix}} }}
-* Student should independently search for dimensions and descriptions found in [https://www.biblegateway.com/passage/?search=genesis+6-7&version=NKJV Genesis 6 & 7.]
-* Student should then independently search resources to make conversions from cubits to feet (meters) and then calculate displaced water at 62.4 lbs/cf (998 kg/m3).
-* Student should then independently theorize the number of levels, number of rooms, etc. and associated lumber to build the ship, walls, floors, and animal crates. What dimensional lumber is needed for each component and how much of each board type would be needed?
-* Instructor should discuss concept of "board-feet" (12” x 12” x 1”) and convert the lumber needed to construct the Ark as assumed above to "board-feet."
-* Students should then independently search for references on density of wood. Note that the meaning of the Hebrew word for this wood is uncertain, but many assume it is a type of Cyprus wood. There are many online charts for density of woods. One example may be found at the [https://www.engineeringtoolbox.com/wood-density-d_40.html Engineering Toolbox] website.
-* Subtract the weight of the wood in (e) from the displaced weight of water in (b).
-* Have students compare results and discuss the different assumptions that caused different answers.
-* To consider the animals that could have been on the ark, start with assumptions on a weight of a cow, and how many cattle could have fit? Could all of the animals at the local zoo have fit on the ark using their assumptions? If not, revisit the assumptions.
-* If possible, a field trip to the Ark Encounter in Kentucky is highly encouraged. If not possible, a related website, [https://answersingenesis.org/noahs-ark/how-could-all-animals-fit-ark/ How Could All ANimals Fit?] has a lot of information related to this question.
-<noinclude></translate></noinclude>
+<!--Start Lesson Plan Tab-->
-{{CloseReq}} <!-- 9 -->
+{{#tag:tab|
-<noinclude><translate></noinclude>
+{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Lesson Plans{{GetLangSuffix}}|Body}}
-==References== <!--T:22-->
+|name={{:Tab Name/Lesson Plans}}{{GetLangSuffix}} }}
-<!--T:23-->
+<!--Start Worksheet Tab-->
-[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
+{{#tag:tab|
-<noinclude></translate></noinclude>
+{{#lst:{{#titleparts:{{PAGENAME}}|2|1}}/Worksheet{{GetLangSuffix}}|Body}}
-<section end="Body" />
+|name={{:Tab Name/Worksheet}}{{GetLangSuffix}} }}
+</tabs>