Science of Golf: Why Golf Balls Have Dimples
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Science of Golf: Why Golf Balls Have Dimples

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blue sky golf ball
Subject Science — Physical Science, Physics, Science and Engineering Practices
Grade Level Grades 6-12
Resource Type Lesson Plan
Standards Alignment
Common Core State Standards, Next Generation Science Standards
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About This Lesson

USGA engineer Steve Quintavalla explains why a golf ball is designed with tiny dimples, or impressions, on its surface.

In this lesson students will:  write formal and operational definitions for all concepts, compare the aerodynamic features of balls from different sports, brainstorm and discuss innovations for golf balls and technology to study all features of the golf ball, conduct a video analysis of air flow around golf balls and cars, examine dimple patterns from several brands of golf balls, interact with online simulations of projectiles, and design, produce, test, and communicate the results of a new ball.

"Science of Golf" is produced in partnership with the United States Golf Association and Chevron.

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Science_of_Golf_-_WHY_GOLF_BALLS_HAVE_DIMPLES_(lesson_plan).doc

Lesson Plan
February 10, 2020
174.5 KB
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Standards

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Read More About CCSS.ELA-Literacy.RI.7.1
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RI.7.2
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Read More About CCSS.ELA-Literacy.RI.7.3
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Read More About CCSS.ELA-Literacy.RI.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.W.7.4
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.
Read More About CCSS.ELA-Literacy.W.7.10
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read More About CCSS.ELA-Literacy.L.7.6
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Read More About CCSS.ELA-Literacy.RI.8.1
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RI.8.2
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Read More About CCSS.ELA-Literacy.RI.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.W.8.4
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.
Read More About CCSS.ELA-Literacy.W.8.10
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read More About CCSS.ELA-Literacy.L.8.6
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Read More About CCSS.ELA-Literacy.RI.9-10.1
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RI.9-10.2
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Read More About CCSS.ELA-Literacy.RI.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.W.9-10.4
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Read More About CCSS.ELA-Literacy.W.9-10.5
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 tasks, purposes, and audiences.
Read More About CCSS.ELA-Literacy.W.9-10.10
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read More About CCSS.ELA-Literacy.L.9-10.6
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Read More About CCSS.ELA-Literacy.RI.11-12.1
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Read More About CCSS.ELA-Literacy.RI.11-12.2
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Read More About CCSS.ELA-Literacy.RI.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Read More About CCSS.ELA-Literacy.W.11-12.4
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Read More About CCSS.ELA-Literacy.W.11-12.5
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 tasks, purposes, and audiences.
Read More About CCSS.ELA-Literacy.W.11-12.10
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Read More About CCSS.ELA-Literacy.L.11-12.6
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Read More About HS-PS2-3
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Read More About HS-PS3-3
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
Read More About MS-PS2-1
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Read More About MS-ETS1-2
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Read More About MS-ETS1-1
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Read More About MS-ETS1-3
Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Read More About HS-PS2-1
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Read More About HS-PS2-2
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Read More About HS-PS3-1
Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Read More About HS-PS2-3

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