Lab Report Practice: How Does Drop Height Affect Bounce?

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Science · Physical Science and Science Skills 6-8
SP-SCI68-020 · Free to print and use in your classroom · substituteplans.com
Page 2
Lab Report Practice: How Does Drop Height
Affect Bounce?
Science · Physical Science and Science Skills 6-8 · Grades 6-8 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write on the board: Independent variable =
what you change. Dependent variable = what you measure. Controlled variables = what you
keep the same.
Technology
Calculators optional.
Student
independence
High. Students work alone, then compare with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet, Calculators (optional), Whiteboard or chalkboard
Goal for today: Students will identify variables, calculate means, choose a graph type and scale, and write a
conclusion using claim, evidence and reasoning from provided experimental data.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write the three variable definitions on the board (see the prep line).
☐ Keep the answer key on your desk. The experiment was done earlier; the data is on the worksheet. Students
must NOT drop or bounce any objects in class.
Say this to start
Good morning! Today in science you are the lab analyst. Another class tested how the height a ball is dropped from
affects how high it bounces, and the results are on your worksheet. You will pick out the variables, find the average for
each height, sketch a graph and write a conclusion. This is all paper work. Please do not drop or bounce anything in
class.

SubstitutePlans.com
Science · Physical Science and Science Skills 6-8
SP-SCI68-020 · Free to print and use in your classroom · substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and ask
students to put names on it.
Settle in and write their names.
5–12
Read the three variable definitions on the board aloud.
Then read the experiment description on the worksheet
together.
Listen and follow along.
12–20
Tell students to complete questions 1–4 (variables and
hypothesis).
Identify the variables and write a
hypothesis.
20–30
Tell students to complete the data table by calculating the
mean of the three trials for each height. Remind them: add
the three numbers, then divide by 3.
Calculate and record the four means.
30–43
Tell students to complete questions 5–7, including the
graph sketch in the work box. Walk the room and
encourage them to label both axes.
Choose the graph and scale, and draw the
graph.
43–48
Tell students to answer questions 8–10 (conclusion, source
of error, true/false). Then read the key answers aloud if
time allows.
Write the conclusion and check their work.
48–50
Collect all worksheets and stack them for the teacher.
Hand in the worksheet.
If things go wrong
• If a student cannot tell the independent and dependent variables apart, ask: What did the scientist choose to
change? That is independent.
• If a student asks for graph paper, tell them to use the work box and a ruler is optional. Neatness matters less
than correct labeling.
• If students want to repeat the experiment, remind them this is a data analysis activity only; no objects should
be dropped.
• If a student says they have not learned this, walk them through the means for the first row.
Early finishers
• Calculate the bounce height as a fraction of the drop height for each row (for example, 13 ÷ 20) and describe
the pattern.
• Suggest one more variable a scientist could test with a bouncing ball, such as the type of ball.
Support and challenge
• Support: Let students work with a partner on the graph sketch and complete questions 1–7 first.
• Challenge: Ask students to predict the bounce height for a drop from 100 cm and to explain how confident
they are.

SubstitutePlans.com
Science · Physical Science and Science Skills 6-8
SP-SCI68-020 · Free to print and use in your classroom · substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: