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LearnLauncher Mini Catapult Kits

Explore force, momentum, and accuracy on a smaller scale launching beanbags on this desktop catapult!
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At only 13-1/2”H, these catapults are ideal for classroom use. To start, set the mini catapult on a desk, table, or the floor. Next, place one end of the rubber band over the launching arm and secure the other end on the cross bar. Have one student in each group place a beanbag on the launching pad, pull back, and let go to launch the beanbag. Other students measure the distance and accuracy of each throw. Add more rubber bands to experiment with force or launch more than one beanbag at a time. Frame is made of ABS tubing, making it durable and lightweight.

Kit includes 1 catapult (17-1/4”L x 9-1/2”W x 8”H; 2 lb), 6 beanbags, and rubber bands. Set of 4 also includes lesson direction to guide students through activities. Patented. Kit accommodates 4 students. Set of 4 accommodates 16 students. Recommended for Elementary and up.

For an overview of the lesson direction, click here.

Next Generation Science Standards*:

  • K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

  • K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

  • 2-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.

  • 2-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

  • 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

  • 3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

  • 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

  • 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

  • 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.

  • 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

  • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

  • MS-ETS1-1: 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.

  • MS-ETS1-3: 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.

  • MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

  • 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.

  • MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

  • MS-PS3-5: Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.

*The Next Generation Science Standards are a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

 

Common Core Math Standards*:

  • CCSS.Math.Content.3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

  • CCSS.Math.Content.3.NF.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

  • CCSS.Math.Content.4.NF.2: Compare two fractions with different numerators and different denominators, and justify the conclusions.

  • CCSS.Math.Content.6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

  • CCSS.Math.Content.6.SP.B.5: Summarize numerical data sets in relation to their context, including describing the nature of the attribute under investigation, how it was measured, and its units of measurement.

  • CCSS.Math.Content.7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems, including simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.

  • CCSS.Math.Content.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population.

  • CCSS.Math.Content.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest.

  • CCSS.Math.Content.HSS.ID.A.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

*National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.