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We take a trip back in time around 100 million years ago to study the Norbesaur - Norbert’s fictitious ancestor. Norbesaur was a theropod that was capable of running and walking. How do scientists know that dinosaurs ran when they weren’t there to study them? They learn by studying dinosaur tracks left as fossils. Your students will make measurements on the fictitious Norbasaur and his cousins and show that there is a relation between his stride length and how fast he is moving. Armed with data they plot, your students will be able to determine how fast one of Norbesaur’s other fictitious cousins was moving by analyzing its tracks. To extend the activity, students should take data as they walk and run and compare their results to data on the Norbesaur and other animals.
This activity employs many research-based strategies. Check them out for valuable tips and downloads. You may want to try the activity yourself first so you will be better prepared to help your students. Involve other students and have them work cooperatively (follow the link for advice).
Be sure Squeak is installed successfully on your computer. It will take about 15 seconds for the project to load for a fast connection (up to 5 minutes for a slow modem connection). Wait until you see an orange flap at the lower left labeled Navigation. Click the flap to open and close it and access some neat tools. If you click Escape Browser, you will have more space. Click Browser Reentry to get back your Browser controls.
Norbesaur: The Norbesaur and his cousins are ready for your students to study their motion. If your students want to play first, they can try experimenting without reading the directions. However, your students will probably need more direction and background and they should go through the book. You may wish to review measuring position and velocity with your students. However you start, try to have your students complete the first two challenges and encourage them to try the third and fourth. Click the NORBESAUR button at the left to start.
Tracks: Once your students have completed Challenge 2, they are ready to use their data and analysis to determine how fast one of Norbesaur's other cousins was moving. This completes a cycle in the working of science - take data, analyze the data and extend the data to other cases. Click the TRACKS button at the left to start.
Plotting Tool: They will need to plot data in Challenges 2 and 3. Scientists often plot data to help them understand. If your students are already in the Norbesaur activity, they should click Browser Reentry and then click the browser back button to return to this page to review plotting data. They should click the PLOTTING button at the left to access the review.
Challenge 5: Challenge 5 requires a knowledge of how Squeak works. Before trying it, your students should first watch the recording of how to use Squeak to make the objects on the page perform for them. Playing is a great way to learn. They must click Escape Browser and their resolution must be set at 800x600 to view the recording properly. They should click the PLAYING button at the left to start the recording. Then they should return to NORBESAUR. It would also be very helpful to download and print the Etoy Quick Start Guide to hand out to your students. Your students need to make a SaberZot. There are many levels to this challenge ranging from just assembling a SaberZot to making him move so that his data fall on the universal curve. You should explain that the SaberZot is modeled after the saber-toothed tiger and lived at a much different time (living as recently as a million years ago). Go to the NASA CONNECT web site and have your students submit their Squeak projects.
After your students are familiar with the Squeak Norbesaur project, have them try these additional challenges as extensions. They should explore, create, and have fun learning.
Activity Objectives:
- Students will study biomechanics with an engaging and fun Squeak activity.
- Students will measure speed and distance.
- Students will use ratios to normalize their data.
- Students will plot their data using a scatterplot and use the data to analyze a new situation.
- Students will work together cooperatively and analyze and present their results.
Teacher Information
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