5-E CLASSROOM STEM ACTIVITY: THE PHYSICS OF BASE JUMPING Dr. Candace Walkington, Assistant Professor of Mathematics Education Southern Methodist University EXTREME SPORTS // BASE JUMPING
EXTREME STEM IN BASE JUMPING BASICS
BASEExtreme Jumping STEM Basics in BY DOROTHY CROUCH
When making a list of extreme sports as the extreme sport’s popularity the probability of success—which means that induce adrenaline-pumping results, soars and legal roadblocks disappear. survival in this sport—BASE jumpers STEM subjects are often overlooked on BASE jumpers can apply for a BASE must consider weather conditions, the list of thrilling careers. While they registration number upon completion speed of descent and the proper gear— don’t always receive the recognition of jumps from all four points: building, all of which have roots in STEM. they deserve, plenty of heart-pounding antenna, span and Earth, but this isn’t “...There is a huge benefit to activities—including BASE jumping—are required to gain or maintain credibility having a well-rounded knowledge of built upon STEM foundations. in the sport. mathematics to assist in the ease of the learning process,” explains Marie. ALL ABOUT THE BASE GIRL GOT BASE GAME “Having the ability to make accurate The letters B, A, S and E in BASE At the age of 16, Clair Marie became one calculations quickly would help you in jumping form an acronym for Building, of the world’s youngest female BASE many different ways.” Antenna, Span and Earth—the four jumpers. As an all-around extreme- types of locations from which jumpers sport enthusiast, Marie respects the THE S-T-E-M OF B-A-S-E can soar. The history of modern BASE activities in which she engages, whether STEM experts agree that promoting the jumping began during the 1970s when snowboarding, biking or BASE jumping, role of these subjects in BASE jumping Carl Boenish practiced jumping from and recognizes the importance of being will create a safer environment for stationary locations until his death in a responsible participant. athletes. Recognizing the importance of 1984 during an accident that occurred “The biggest preparation for learning STEM in this activity also affords non- while he engaged in the extreme sport to BASE jump was really more mental jumping opportunities for science and that he loved. than anything else in the beginning... math professionals to become involved As this extreme sport becomes more as I progressed in the sport and took in the promotion of extreme sports. widely accepted, greater opportunities on all the responsibility for my safety As a Ph.D. in mechanical engineering for STEM innovators will arise. While there was a lot more that I had to do to and now a senior graduate engineer with laws restricting BASE jumping still exist, prepare for each individual jump.” aerospace company Meggitt, Andrew sites such as Twin Falls, Idaho’s Perrine Safety is first and foremost when Dickerson has encountered many of the Bridge and events including the 37th- deciding to undertake BASE jumping. As STEM concepts that support safe BASE annual Bridge Day—which takes place with any extreme sport, BASE jumping jumping. Discussing how these extreme- on West Virginia’s New River Gorge can have tragic consequences, even for sport enthusiasts use STEM, Dickerson Bridge—have welcomed enthusiasts the most seasoned athletes. To maximize reveals that BASE jumping includes
12 LATE SPRING 2016 // STEMJOBS.COM basic principles of physics. a STEM enthusiast can incorporate Whether a deep drop from a “A jumper is susceptible to the academic strengths into an interest in bridge toward river waters below or laws of physics as any falling object. this extreme sport. leaping toward rust-colored desert There is a calculable amount of time “You’re not going to get to design from the top of a steep cliff, most between when they jump and hit BASE jumping gear without a degree in BASE-jump sites take place outdoors, the ground, when they should pull a STEM field. You can’t be a successful within nature. It is from nature that the parachute. [When considering] mechanical engineer without an Dickerson encourages STEM students the parachute they have and how it understanding of mathematics.” to find inspiration to design BASE- deploys, they need to understand how The importance of STEM jumping gear. fast they will be going to make the professionals in the BASE-jumping “There are people in STEM careers deployment happen.” field isn’t lost on those who engage who look at a natural phenomenon in the sport. Using quality gear that and model it mathematically. We GEARING UP FOR EXTREME STEM is manufactured by STEM experts think we’re big, bad and created this One of the most fulfilling STEM- is paramount at any level of BASE new sport that is thrilling, but there based careers in BASE jumping is jumping, from novice to expert. As are different mammals, such as flying designing products that will ensure this extreme sport gains a greater squirrels and insects, that do these the protection of jumpers while following, more designers with a things naturally…many mammals that maximizing performance. Blending a STEM background will be in demand are small and light, don’t have enough strong STEM sense with knowledge to create gear that safely satisfies the mass to hurt themselves when falling.” of the sport’s gear—such as the needs of BASE-jumping enthusiasts. Through studying creatures that differences between BASE-jump “STEM students would seamlessly have developed the ability to glide or parachutes, which are manufactured, transition into the design and float to safety from dangerous heights, chosen and packed to accommodate testing of parachutes and wing suits developers of BASE-jumping gear shorter descents, and those used using wind tunnels and computer provide solutions that expand our by skydivers—is the formula for an calculations to formulate and design human limitations, a point that excites exciting extreme career. By pursuing the best gear that is the most reliable jumpers, such as Clair Marie. an education in mechanical or and fastest technology around,” says “The human body can only do aerospace engineering, supported Marie. “There is tons of room for so much falling from a cliff, but with by study in general physics and growth in this area, which is one of the the right equipment the possibilities mathematics, Dickerson identifies how most exciting aspects of the sport!” are endless.”
STEMJOBS.COM // LATE SPRING 2016 13 5-E CLASSROOM STEM ACTIVITY: THE PHYSICS OF BASE JUMPING
Here are some ideas for how middle school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.
Part 1: Engage
1 Ask students: What is BASE Jumping? How is BASE jumping different from skydiving? What does “BASE” stand for?
2 Have the class read the STEM Jobs article “Extreme STEM in BASE Jumping Basics.”
3 Ask students: What STEM principles would you have to know to be a safe BASE jumper? To design BASE jumping equipment? How is physics involved in BASE jumping?
4 Show students the video on BASE jumping that can be found at edu.STEMjobs.com/teacher-resources.
5 How far do you think you could travel in a wingsuit? What factors (e.g., initial height, mass, wind speed, type of suit, etc.) do you think would be important for this?
6 What factors are important to consider when a BASE jumper decides how long to freefall and when they need to open their parachute?
Part 2: Explore Place students in groups of 4, and give groups the following prompt:
Today your group is going to be planning a fictional BASE jump off of the tallest building in your state. Look up what building this is and how tall it is. Then make a “flight plan” to present to the class that gives the following information:
1 Using the table given at edu.STEMjobs.com/teacher-resources, estimate how many seconds it would take to reach the ground when jumping off of this building. Does the number of seconds depend on the jumper’s mass? Why or why not? How fast would the jumper be accelerating in this scenario? What net force would be acting upon him or her?
2 Would a net force would be acting upon the jumper in this scenario? In what direction? Would there be nonzero acceleration? Are the forces in this system balanced or unbalanced? How does the magnitude of the force acting on the person relate to his or her mass?
3 Using the table given at edu.STEMjobs.com/teacher-resources, estimate what your velocity is when you reach the ground in this freefall scenario.
4 Would your actual time to the ground and actual final velocity be different if you took into account air resistance? Would each be higher or lower?
5 How long do you think you should you delay in opening your BASE jumping chute?
6 If you were wearing a wingsuit with a glide ratio of 2.5, how far from the building could you theoretically travel? Use Google Maps to look at where the building is, and decide where you would want to fly to from the building.
Additional suggested resources can be found at edu.STEMjobs.com/teacher-resources.
1 STEMjobs.com The Physics of BASE Jumping Part 3: Explain
1 Have each group present their flight plan to the class. Since all groups should be using the same building, be sure to point out any differences you see in the flight plans.
2 Ask students: How did you use the table to estimate the total time and velocity? What relationship did you see in the acceleration row? In the velocity row? In the distance row? How would our answers have changed if we used feet instead of meters? How could we get a more accurate time? A more accurate final velocity?
3 Ask students: What do you think are some of the dangers of BASE jumping? What if your parachute opens too late? Why do most BASE jumpers only use 1 parachute and do not have a backup? What are some of the different considerations when choosing BASE jumping gear that you discovered? What factors do you need to take into account about yourself and the jump?
Part 4: Elaborate Give students the following scenario to address in their groups:
Your older brother has informed your family that he wants to start BASE jumping, and has asked you to give him your feedback on his decision. Prepare a case for or against him pursuing BASE jumping for your brother. Be sure to include: 1 Statistics about the dangers of BASE jumping, including the fatality rates.
2 In what situations BASE jumping is legal versus illegal.
3 What properties of physics he should be aware of to stay safe if he chooses to jump, including considerations relating to training and education, the height of the jump, and BASE jumping equipment.
4 Your brother has never tried skydiving before. If you feel skydiving might be a better fit for him to start, then present this argument to him.
Use the resources listed in Explore section at edu.STEMjobs.com/teacher-resources and locate additional resources as necessary to answer the questions.
Part 5: Evaluate Tell students to individually respond to the following prompt in their science journals:
Describe how Newton’s second law of motion applies to BASE jumping. In particular, what is the net force acting on a BASE jumper, what direction is that force acting in, and how is that force related to the mass of the jumper and his or her acceleration? Finally, based on what you’ve learned about BASE jumping, do you think BASE jumping is a good idea? Why or why not?
2 STEMjobs.com The Physics of BASE Jumping Standards Addressed: Next Generation Science Standards MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. Common Core Math Standards CCSS.Math.Content.6.EE.C.9 Represent and analyze quantitative relationships between dependent and independent variables. Cross-Curricular Connections CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. CCSS.ELA-LITERACY.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. CCSS.ELA-LITERACY.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-LITERACY.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-LITERACY.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-LITERACY.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-LITERACY.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Texas Essential Knowledge and Skills - Science 8.6.C investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action- reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches
3 STEMjobs.com The Physics of BASE Jumping