Grade 8 Math: Bouncing Silly Putty & Temperature Name: ______________

BACKGROUND:

Silly Putty was discovered in 1943 by scientist James Wright, who was working on a
synthetic rubber substitute for General Electric during World War II. While the
mixture of silicone oil and boric acid was a dud as a rubber
substitute, the substance did have some unique properties.
Wright found that it could be moulded, stretched and bounced.
No practical use for this "bouncing putty" was found until 1949,
when a toy shop owner was handed a piece at a party. Her
advertising consultant, Peter Hodgson, convinced her to include
one ounce pieces of the strange substance in her Block Shop
holiday toy catalogue. With only a simple description, bouncing
putty outsold the catalogue's hundred of items except one - a
50 cent box of Crayola® crayons. Certain of its marketing
potential, Hodgson, already $12,000 in debt, borrowed $147 to
buy another batch. After studying 15 names he settled on one -
Silly Putty. He packaged the pliable plaything in red plastic eggs and debuted Silly
Putty at the 1950 International Toy Fair in New York City. The rest, as they say, is
history.

THE TASK:

1. Design and perform an experiment that allows you to record how high a ball of SILLY
PUTTY bounces when dropped from different heights at room temperature & near
freezing. The following questions must be taken into consideration before you start:

a) Consider your variables: Independent (what you are changing each time) &
Dependent (what you are measuring because of the change)
b) What is your hypothesis?
c) How will you make your experiment fair each time?
d) How many different heights will take your measurements?
e) How many times will you measure the bounce at each height? How many times will
you repeat this?
f) How will you accurately measure the height of the bounce?
g) How will you record your data? What will your table look like?
h) How will you determine the height of the bounce if you get different measurements
each time?
i) What will your graph look like? How will you label it?

2. Determine the 2 equations that model the results of your experiment. Write the
equation in the form b=kh, where h is the height from which the Silly Putty ball is
dropped, b is the height of the first bounce, and k is the numerical coefficient that you will
determine from your experiment. Both results will be on one graph.

FORMAT: A neatly written or typed scientific lab report. (See sample format)
PLEASE USE THIS AS A GUIDELINE TO WRITE YOUR REPORT. BE CLEAR, &
CONCISE.
A Clear and Descriptive Title for the Experiment
Name:

Background:

This is where you give the explanation of what you are learning in math and how it is linked to linear
relationships.

Purpose:

This is where you explain what you are doing in the experiment. You clearly state your independent and
dependent variables. You also mention what you are controlling in each experiment.

Hypothesis:

This is where you make a prediction on what you believe the relationship will be between temperature and
bounce and explain why you think that. You do not have to be correct as long as you explain your
reasoning.

Materials:

This is a list of equipment that you will use in your investigation

Procedure:

This explains step by step how you performed the experiment. This allows someone else to replicate the
experiment.
1.
2.
3.

Diagram:

This is a 2-D diagram that shows how the equipment is used. A ruler is used as much as possible and all
parts of the diagram are labelled.

Results:

a) You will gather your results in the form of table(s). Give your table(s) a title.
b) Based on your results, you will draw a graph with both sets of data on the same graph. Give your graph
a title; label each axis, a key
c) Determine the equation for each measurement in the form b = kh
d) Comment on what you observe. Do not explain it, just state what you see.

Conclusion: (Your conclusion is to be written in a paragraph, not in separate statements)

a) Restate the purpose of this experiment

b) Indicate the results of the experiment. Was your hypothesis right or wrong?
c) Comment on the trends you observed in your data. Did any of your results appear not to follow any
patterns?
d) Did human error play a role in collecting your data? How did this impact your results?
e) What modifications would you do the next time to improve the results?
f) Conclude how this experiment illustrates how we can use algebra to communicate our understanding in
Science. How can we apply this information to real life experiments?
 Grade 8 Algebra Project: Investigating The Relationship
between Temperature and Silly Putty
CATEGORY 4 3 2 1
Experimental Experimental Experimental Experimental Experimental
Design design is a well- design is adequate design is relevant design is not
constructed test of to test the to the hypothesis, relevant to the
the stated hypothesis, but but is not a hypothesis.
hypothesis. leaves some complete test.
unanswered
questions.
Summary Summary Summary Summary No summary is
describes the skills describes the describes the written.
learned, the information learned information
information learned and a possible learned.
and some future application to a real
applications to real life situation.
life situations.
Variables All variables are All variables are Most variables are Variables are not
clearly described clearly described clearly described described OR the
with all relevant with most relevant with most relevant majority lack
details. details. details. sufficient detail.

Analysis The relationship The relationship The relationship The relationship

between the between the between the between the
variables is variables is variables is variables is not
discussed and discussed and discussed but no discussed.
trends/patterns trends/patterns patterns, trends or
logically analyzed. logically analyzed. predictions are
Predictions are made based on the
made about what data.
might happen if
part of the lab were
changed or how
the experimental
design could be
changed.
Data Professional Accurate Accurate Data are not shown
looking and representation of representation of OR are inaccurate.
accurate the data in tables the data in written
representation of and/or graphs. form, but no graphs
the data in tables Graphs and tables or tables is
and/or graphs. are labelled and presented.
Graphs and tables titled.
are labelled and
titled.

ƒ 5% will be taken off if your rubric is not handed in.

ƒ Be sure to use your checklist to make sure you included all components.
 Lab Report Checklist
SCIENCE PROCESS
Purpose/ Hypothesis
‰ You have explained what you are trying to find out, and it is something that can be found out in a school lab.
‰ Your hypothesis makes sense and you have explained why this is your prediction of what will happen (using the
information you know about the topic). **(If…Then…statement)**

Materials
‰ Your materials list includes everything that could possibly be needed for the lab.
‰ Your materials list included quantities for each material needed.

Procedure
‰ Your procedure steps are in the correct order and clearly describe what you need to do so that anyone could repeat your lab
EXACTLY.
‰ Step 1 is to “gather materials” and your last step is to “clean up”.
‰ You have included diagrams (with labels) to help understand what you need to do.
‰ You have included very detailed safety tips and helpful hints so people won’t make mistakes.
‰ You have made sure you are only testing one variable and ALL of the others are kept the same.

Data/ Observations
‰ Your measurements are correct and include labels (such as centimeters or seconds).
‰ You have put your measurements or observations into a scientific table, graph, or labeled picture.
‰ You have included every detail of what you saw happening (no inferences).
‰ You have shown any math work you did.
‰ You have written a paragraph which explains what your data is showing (analyzed your data).

SCIENCE CONCEPTS
Conclusion
‰ You have used scientific vocabulary (use word wall)
‰ You have explained (in detail) how the experiment and what we are learning about in class are related.
‰ You have explained the question for the lab and your hypothesis to that question.
‰ You have explained whether or not your hypothesis was supported by the data.
‰ You have identified and explained several sources of error.
‰ You have explained how the information learned in this lab can be used in the real world.
‰ You have shared things you’d still like to learn about the topic of the lab, OR you have explained how you’d like to change
this particular lab to learn something new.

WRITTEN COMMUNICATION
‰ You have clearly stated your hypothesis/ purpose and refer back to it throughout your conclusion.
‰ You used different types of transition statements (“For example…..” or “In addition…..”, etc.)
‰ Your report is organized and written so that it flows and makes sense.
‰ You sound like a scientist throughout the conclusion (you don’t say things like, “This lab was really cool”.)
‰ Your report is understandable and keeps the attention of the person reading it.
‰ You have used your scientific vocabulary correctly.
‰ You have used all possible data to support your hypothesis (or question if you didn’t have a hypothesis).
‰ You have no errors in grammar or spelling (this means you edited and proofread!).
‰ You have used different types of sentences (transition words at the beginning, compound sentences, etc.).