| Testing the value of a ball full of air is a great science | | | | Do the same with ball #2 and #3. |
| project idea. | | | | Record these findings on a sheet of graph paper. |
| With more students being involved in sports today we | | | | What did you determine from this ball drop? Probably |
| can easily do science experiments around sports | | | | that the ball with the most air bounced the highest. It is |
| issues. We are going to test by the amount of air in a | | | | actually the lightest because of its air buoyancy even |
| ball how it affects the ball by testing the bounce, | | | | though it feels heavier. It dropped faster because of |
| throwing ability and hitting ability. | | | | the amount of air inside and the pressure of contained |
| Use 3 volleyballs for this experiment. Make sure they | | | | air inside the rubber ball exterior caused it to have a |
| are all the same size and type of ball with the same | | | | large reflex. |
| covering, fill the first volleyball full to a normal weight as | | | | Test #2 |
| listed on the ball for its size and pressure. | | | | Draw a line on the ground or place something on the |
| Fill the second ball over full past the normal pressure. | | | | ground as a place marker. Hold ball #1 in your throwing |
| You do not want the ball to pop but the ball will be | | | | hand and with one arm throw the ball as far as you |
| very hard if you try to press on the sides. Fill the third | | | | possibly can. Have someone further away from you |
| ball with less air. You do not need to make it flat but | | | | to mark the exact location of the first ball drop. You |
| you should be able to press on the sides and be able | | | | can use cones or any means to mark this. Do the |
| to push in a fair distance. The ball should still be useable | | | | same with Ball #2 and Ball #3. Record which ball flew |
| but just not totally full with air. | | | | the farthest. What did you find? |
| Do 3 tests with the balls. | | | | Test #3 |
| Test #1 | | | | Stand at the same line or place marker as for test #2 |
| Hold a ball and drop it onto a concrete or hard surface | | | | and toss the volleyball and hit it overhand. Have |
| using something nearby or a measure to make sure | | | | someone further away to mark and determine the |
| you hold each ball at the same height before dropping | | | | furthest path easy volleyball makes. Which volleyball |
| it. Hold the first ball at this measured height and drop | | | | flew the farthest by striking it? Why do you think this |
| the ball on the ground. Have someone hold a yardstick | | | | occurred? |
| by your side to measure the height the ball bounces | | | | Using sports you can find great science project ideas. |
| after it is dropped. | | | | |