I - PBworksdpisciencejanewright.pbworks.com/f/Grade+7+Goal+6+Motion+... · Web view1.09 Using...

I. Grade Level/Unit Number: 7th grade

II. Unit Title: Motion & Forces

III. Unit Length:32-40 days, based on 60 minute class periods

IV. Essential concepts: (major goals & learning outcomes)

What variables are used to calculate speed and velocity?

What is the relationship between velocity and acceleration?

What are the differences between balanced and unbalanced forces?

What are Newton’s Three Laws of Motion?

How do simple machines make work easier?

How is the force direction changed by a simple machine?

What is the mechanical advantage provided by each of the simple machines?

V. Objectives Included:

Unit Title: Motion & Forces Number of Days: 32-40 days

Number Competency or Objective RBT Tag1.01 Identify and create questions and hypotheses that can be

answered through scientific investigations.A3

1.02 Develop appropriate experimental procedures for student and teacher generated questions.

A3

1.03 Apply safety procedures in the laboratory and in the field studies:

Recognize potential hazards. Safely manipulate materials and equipment. Conduct appropriate procedures.

A3

1.04 Analyze variables in scientific investigations: Identify dependent and independent. Use of control Manipulate Describe relationships between Define operationally

A3, A4

1.05 Analyze evidence to: Explain observations Make inferences and predictions Develop the relationship between evidence and

explanation

A3, A4

1.06 Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:

Measurement Analysis of data

A2, A3

7th grade Motion- 10/2008 1

Graphing Prediction models

1.07 Prepare models and/or computer simulations to: Test hypotheses Evaluate how data fit

A6

1.08 Use oral and written language to: Communicate findings Defend conclusions of scientific investigations

A3, A4

1.09 Use technologies and information systems to: Research Gather and analyze data Visualize data Disseminate finding to others

A3

2.01 Explore evidence that “technology” has many definitions. Artifact or hardware Methodology or technique System of production Social-technical system

A2, B2

2.02 Use information systems to: Identify scientific needs, human needs, or problems

that are subject to technological solution. Locate resources to obtain and test ideas.

A3

2.03 Evaluate technological designs for: Application of scientific principles. Risks and benefits Constraints of design Consistent testing protocols

A5

2.04 Apply tenets of technological design to make informed consumer decisions about:

Products Processes Systems

A3

6.01 Demonstrate ways that simple machines can change force. B26.02 Analyze simple machines for mechanical advantage and

efficiency.B4

6.03 Evaluate motion in terms of Newton’s Laws The force of friction retards motion For every action there is an equal and opposite

reaction The greater the force, the greater the change in

motion. An object’s motion is the result of the combined effect

of all forces acting on the object. A moving object that is not subjected to a force will

continue to move at a constant speed in a straight line. An object at rest will remain at rest. An object’s motion is always judged relative to some

other object or point.

B5

6.04 Analyze that an object’s motion is always judged relative to some other object or point.

B4


6.05 Describe and measure quantities that characterize moving objects and their interactions within a system:

Time Distance Mass Force Velocity Center of mass Acceleration

C4

6.06 Investigate and analyze the real world interactions of balanced and unbalanced forces:

Sports and recreation Transportation The human body

B4

VI. English Language Development (ELD)/ Exceptional Children (EC) Modifications appear in gray boxes throughout the unit. Additional handouts and diagrams will appear after each unit. ELD modifications are mainly for novice low- intermediate low Limited English Proficient (LEP) students.

VII. Materials and Equipment:

The following is a list of all materials needed to complete the entire Motion Unit. Consult individual lessons for specific materials lists.

Stop watches – at least one per collaborative group Metric measuring tape for track measurements Chalk or cones for marking the track Calculators for each student 3 meters of ramp material (*any material will work, just stay consistent) Metal balls of different sizes (marbles, hot wheels, bouncy balls, things that roll) Scale or balance Wooden block or solid flat object with ring through which a string can be tied Spring scale that measures in Newtons String Weights or heavy objects to place on the block 3-4 Textbooks Graph paper One toy car that can roll, (such as a Hot Wheels car) The following materials will be optional for students to choose from:

o Straws, toothpicks, bubble wrap, books, bricks, fabric pieces, foam strips, carpet strips, tile strips, paper towels, cardboard, plastic wrap

Rulers or yard sticks Balloons Styrofoam meat trays Flexible straws Push pins


Scissors Masking tape or transparent tape A variety of household items that act as simple machines including the following:

Nutcracker, screwdriver, broom, pulley, board, wood cutting wedge/doorstop, hammer – with a claw on the back to pull nails, large construction screw (one with threads that are easily seen far away), wood cutting wedge, and doorstop

Index cards Short, thick screw & long, thin screw Handouts from this unit

VIII. Big Idea- Motion & Forces

A force is a push or pull on an object that can either cause it to start moving, change direction or slow down until it finally stops. Forces always act in pairs. Balanced forces are opposite in direction and equal in size which causes no change in motion. Objects will either remain at rest or continue to move at a constant velocity, unless acted upon by additional forces. Thus, unbalanced forces cause a change in motion.

An object is said to be in motion if it is changing its position with respect to a frame of reference whose position appears to be stationary. Speed is a comparison of the change in distance over time. Velocity describes speed in a given direction. A change in speed or direction is acceleration. The constant change in speed is an example of acceleration or deceleration (negative acceleration).

For an object in motion will continue to keep moving at a constant velocity unless acted on by an outside force. In real world situations, what causes an object to come to a stop is a force that will oppose the motion (friction). When objects are in contact with each other, friction will act in the direction opposite to the motion and change the motion of the moving object.

Gravity is a universal force that causes objects to be attracted to each other. When no other outside force, such as friction or air resistance, acts upon a falling object, its speed increases. An object constantly gains speed for every second it falls until it reaches a maximum speed, which differs depending upon the shape of the object and the friction with the air.

Sir Isaac Newton is credited with describing laws of gravity and motion. His three laws of motion explain objects at rest, constant motion, and acceleration due to balanced or unbalanced forces exerted on objects. The first law describes inertia, the tendency of an object to remain in motion or stay at rest. The second law explains the dynamics of unbalanced forces. The third law notes that for every action (force), there is an equal and opposite reaction. Newton’s Laws have been important in describing the motion of falling objects, projectile motion, planetary motion and the gravitational effects of objects upon each other.


People use simple and complex machines to perform “everyday” tasks, which require a force to move objects. The amount of effort saved when using machines is called mechanical advantage. Machines can make work seem to be easier by changing the size or direction of an applied force. Each machine makes work easier by providing some trade-off between the force applied and the distance over which the force is applied. Through a better understanding of forces and motion, scientists and engineers have been able to design more efficient systems related to sports, recreation, transportation and human health.

IX. Notes to the teacher/ storyline

The first set of lessons begins with a lesson on speed, velocity and acceleration. It will provide a basic foundation around observing & measuring movement. Students will be collecting data, creating data tables and calculating speed and velocity. The next set of lessons focus on Newton’s laws of motion. Students will collect data on velocity, acceleration and force. They will be introduced to and practice solving equations related to Newton’s laws of motion. For the set of lessons on simple machines students will use a spring scale to measure force, effort, resistance and mechanical advantage. Additional resources, websites, a culminating activity and a unit assessment are located at the end of the unit.

X. Global Content – 21st Century Skills

Lesson-Location-Activity Title NCSCOS Grade 7

21st century skills

Communication SkillsSpeed–elaborate-discussionInertia-engage-ball toss

1.01, 1.02, 1.08,6.01

Conveying thought or opinions effectively

Accel-explore-exper design 1.10 When presenting information, distinguishing between relevant and irrelevant information

Inertia-elaborate-exper discuss 1.04,6.05

Explaining a concept to others

Interviewing others or being interviewed

Computer KnowledgeSpeed–elaborate-datachartNewLaws-exten-lab report

1.09 Using word-processing and database programs

Speed-evaluate-datatable 1.07 Developing visual aides for presentations

Inertia- engage–videos 1.08 Using a computer for


communication2.04 Learning new software programs

Employability SkillsInertia-evaluate-testing device 1.02 Assuming responsibility for own

learningPersisting until a job is completed

SmplMach-exten-Rube Gold 1.03 Working independentlyDeveloping career interest/goals

1.08 Responding to criticism or questions

Information-retrieval Skills1.09 Searching for information via the

computer1.08 Searching for print information1.09, 2.02 Searching for information using

community membersLanguage Skills – Reading

SmplMach-explore-screw 1.03, 1.05 Following written directionsNewLaws-exten-lab report 1.05 Identifying cause and effect

relationshipsInertia–engage-frictionSmplMach-exten-graphic org.

1.10 Summarizing main points after reading

Lesson-Location-Activity Title NCSCOS Grade 7

21st century skills

New2nd-extension-foldable 1.07, 1.08 Locating and choosing appropriate reference materials

1.10 Reading for personal learningLanguage Skill – Writing

Velocity- elaborate-description Using language accuratelyVelocity-elaborate-comments 1.07,

1.08, 1.10Organizing and relating ideas when writing

New2nd-extension-lab report 1.10 Proofing and Editing2.04, 6.06

Synthesizing information from several sources

1.10 Documenting sources2.03 Developing an outline

NewLaws-evaluate-questions 1.05 Writing to persuade or justify a position

1.09 Creating memos, letters, other forms of correspondence

TeamworkSpeed- engage-demonstrate 1.01,1.05 Taking initiativeInertia–evaluate–testingdevice Working on a team


SmplMach-explore-screwThinking/Problem-Solving

SkillsSpeed-engage-demoInertia-evaluate-testing device

1.02 Identifying key problems or questions

Accel–engage–video segmentNew2nd–explore-ramp activityAccelerate-engage-video seg.

1.05, 1.07, 1.10, 2.03,6.03

Evaluating results

SmplMach-exten-Rube GoldNew3rdlw-explore-ballooncar

1.06, 6.02,6.04,6.06

Developing strategies to address problems

SmplMach-exten-Rube Gold 1.09 Developing an action plan or timeline



II. Unit Title: Speed, Velocity & Acceleration- (3 lessons)

III. Unit Length:~9 days

IV. Objectives Included:

1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.07, 1.08, 1.09, 2.01, 2.03, 6.04, 6.05, 6.06

V. Materials Stop watches – at least one per collaborative group Meter measuring tape for track measurements Chalk or cones for marking the track Calculators for each student Data tables

VI. Notes to TeacherThe following 3 lessons are separate but intended to be done sequentiallywith speed being first, velocity being second and acceleration third Students must work in collaborative groups of 3 or 4 students in order to effectively experience and learn the concepts associated with speed, velocity, and acceleration. The concepts experienced and learned through the investigations are the foundation to understanding Newton’s Laws.

Students need a science folder or notebook in which to keep notes, data tables, definitions and reflections from the investigations.


Language Objectives: The student will… Use comparative adjectives to describe data. (Example, runner A was

faster than runner B, etc.) Use ordinal numbers to describe results. (Example, walker A was first

and walker B was second.)

Lesson Title – Speed

Focus Objectives: 6.04 Analyze that an object’s motion is always judged relative to some other

object or point.6.05 Describe and measure quantities that characterize moving objects and their

interactions within a system: Time Distance Mass Force Velocity Center of mass Acceleration

Length of lesson: 3 days

Materials: Stop watches – at least one per collaborative group Meter measuring tape for track measurements Chalk or cones for marking the track Calculators for each student Data tables Students need a science folder or notebook in which to keep notes, data tables,

definitions and reflections from the investigations.

Engage -Have students a point in the front of the classroom (marked as point A with a sign) and a point in the back of the classroom (marked with point B) with a sign in meters. (Have this be a straight path.) Allow the class to make observation for each situation about position, time, movement, location, etc. Have 2 students act out the following situations:

1) Ask a student to stand at point A. Ask another student to stand at point B. Have students describe the positions of the students in the demonstration.

Listen carefully for how they define the position. 2) Ask student at point A to walk at a steady rate toward point B.

Have students explain what just happened. Describe what they saw. What did the students change? (position in the classroom)

3) Ask students to return to point A. Now have the class observe as one student walks to point B and the other student runs.

What did the students change? (position in the classroom) How do we know student A and student B changed their position? (went

from front to back of classroom) How would you describe the term “movement”? (change in position)


How do you know their position changed as they moved from point A to point B? (position changed in reference to the objects, or background in the classroom)

How would you define the term “point of reference”? (comparing moving object to an object that is in a fixed position in the path of the moving object)

Explore -1) Instruct student demonstrators to move from point A to point B at different rates,

one arriving at point B before the other.2) Instruct students to discuss the following questions in collaborative groups:

How do we know that student A arrived at point B before student B? (Visual proof, less time, beat, etc.)

Did both students move the same distance?(yes) What two measurements are needed to prove that student A “beat”

student B to point B? (distance walked and the time it took to move from point A to point B)

What is the relationship of the two measurements to one another in determining which walker is faster? (The time it takes to move from point A to point B – the distance - for each walker).

What word describes the “rate” at which a person or an object moves from one point to another? (speed)

An alternative engagement strategy for introducing the concept of speed is the Aesop’s Fable - “The Tortoise and the Hare”. It is a great story for illustrating distance, time, and speed.

Explain -Provide time for each small group to explain their answer to at least one question. Allow the other groups to explain why they disagree. Listen carefully to the answers and provide clarification of misconceptions the students might have in reference to the key terms introduced that should be highlighted in this opening activity: frame of reference, position, distance, time and speed.

1. Allow students to write their definition of frame of reference, position, distance, time and speed in their science notebook. Students should also place the measurements in this activity in their notebook.

2. Have students measure the distance between point A and B and record the distance the students are walking on the board in meters.

Distance=____meters

3. Assign a time keeper for each walker. Have the timekeepers record the time it takes each student to walk the distance. Record the data on the board/notebooks.


_______ went _____ meters in _______ seconds_______ went _____ meters in _______ seconds

4. Ask students how to define speed? (Speed indicates how fast something is moving. Speed indicates how far something goes in a given amount of time).

5. What relationship is there between the distance and the time? Develop a formula for determining the speed of each student? (Allow student

groups time to discuss, analyze and develop their response). Record responses and analyze the information provided by the groups. Lead

students through discussion and analysis to the distance ÷ time relationship. Speed = distance ÷ time (speed is distance divided by time).

6. Can the speed of the two students be determined? (yes)

7. Have students calculate the speed of each walker. Instruct students to compare their answers with group members to validate

understanding and computation. Give each group a transparency to record how they came up with their answer. Have a spokesperson from the group explain the answer.

Each group reports their answer to confirm class consensusEmphasize the importance in writing the units within the calculations and label the answer.

Elaborate - In this activity students apply their ability to collect data, organize data, calculate speed and analyze data to determine the fastest student power walkers. Power walking is walking at a brisk pace with at least one foot consistently on the ground at all times.

Before beginning this investigation the teacher should: demonstrate power walking provide an opportunity for students to learn how to use stop watches as they

observe student movement discuss as a class the factors that affect the accuracy of timing moving objects Establish a power walking course in an appropriate area such as: sidewalk,

athletic field, gym, track field, etc. (course should be 10-20 meters in length). This course must be in straight line to avoid a thorough discussion of displacement.

with the class participation, design a data table for collecting data (an example is provided)

You may set the following activity up with a few students and give a class demonstration or divide your class into groups and allow them to work together.


1. Each collaborative group will determine the fastest power walker in their group. Collaborative groups report to the power walking track with data table Each group will need a stop watch for timing each member. Enter distance and time on the data table. Calculate the speed of each walker. Determine the fastest walker. Have the students journal in their notebook how they completed this collaboration

to determine the fastest power walker.

2. Enter each group winner’s data and calculated speed on the class data table (large data table in central location for class entries). Students should continue the data collection and analysis in their notebooks.

Power Walking Data TableName Distance: d

(meters)Time: t(seconds)

Speed: s = d/t (meters/second)

Ranking from fastest to slowest

3. Rank the group’s power walkers from fastest to slowest

4. Discuss difficulties in being accurate, factors affecting the race, and how these obstacles are addressed in school and professional athletic evens such as track meets.5. Provide an opportunity for the student to brainstorm ways to increase the accuracy in track events. Implement key ideas in the next activity.


Evaluate -1. Organize the winners for a “walk off” to determine the fastest power walker in the

classroom.

2. Have the students create a data to record the distance and time for each walker.

3. After collecting all data have the groups calculate the speed of each walker.

4. Gather information from each group and enter the data on the class data table.

5. Establish class ranks.

6. Continue to discuss and analyze speed problems such as:

a. A student walks 100.m in 70.s. What is the student’s speed? s = d/t s = 100m/70s s = 1.4m/s

b. A bird flies 5km (5000.km) in 10.minutes (600.s). What is the bird’s speed? s = d/t s = 5000.0m/600s s = 8.33m/s

c. What is the distance of a car which travels at 50.0km/hour for 3.hours? s = d/t d = st s = 50.0km/hr * 3hr s = 150km

d. What is the time needed for a car to travel 300.km when traveling 60.km/hr? s = d/t t = d/s s = 300.km/60km/hr s = 5.0hr


Lesson Title – Velocity






definitions and reflections from the investigations. Skills developed in collecting and organizing data, using stop watches, calculating speed, and analyzing data will be used in learning about and calculating velocity.

Engage -Pose the following questions to the students to answer in their notebooks: In the power walking race if the starting line and finish line were reversed, would the results of the race be affected? (No) Why? What factor would be changed? (Direction in which walker is moving because of reversal of starting and ending points).

Explore -1) Return to the power walking course.2) Ask students to mark the following directions on the course and Practice

finding: east (direction of sun rise), west (direction of sun set), north, and south

3) Ask students to determine the direction in which the walkers moved in the race. How? Should they use a compass?

4) What information could be included with the speed of each power walker to more accurately describe their movement? (direction) Explain that the change in position in a given direction is displacement.


5) Emphasize to the students when describing speed with a direction this is velocity. (In a straight line the speed in a given direction is velocity. Velocity is the change in displacement divided by the change in time.)

6) Allow students to use the directions that they have marked on the course to list the velocity for each participant from the speed lesson. Students will take the calculated speed and add the direction to list the velocity. (Note: Velocity is not simple if the students walked around a gym or track. If one complete loop is made around a track, the displacement equals 0 thus the velocity is zero.)

Explain -Class challenge: Design a course in which 8 competitors power walk with half moving in one direction and half moving in the opposite direction. Include safety measures to prevent body collisions.

1. Select a walker from each collaborative group, or pick students for a class demonstration.

2. Designate starting point and finish line for each walker

3. Have each group collect the following data for their walker: displacement (distance and direction) and time and use that data to collect the velocity

4. Collect group data and enter the information on the class velocity data table #1.


Velocity Data Table #1

Name Displacement d (meters) and direction

Time t (seconds)

Velocity: v = d/t (meters/second) and direction


Analyze the data for: Greatest velocity for each direction Greatest velocity Ranking velocity for each group from greatest to least velocity

Elaborate -Write a description in the notebook of each group of walkers from the prospective of TV sports commentator. Explain why velocity be a more accurate and clearer description of the walkers than just speed.

Evaluate -Have student discuss this situation in their notebook:The following data was collected at the school track meet. Determine the speed of each runner and enter the information in the chart provided. Once you calculate their speed, rank the runners from 1 -4, with 1 being the fastest runner.


Remind the students: The formula for velocity is:

Velocity = Displacement ÷ Time

Name Displacement d (meters) and direction

Time t (seconds)

Velocity: v = d/t (meters/second) and direction


Emily 60 m East 10 secJamella 60 m East 15 secMarquette 60 m East 8 secFran 60 m East 12 sec

What information would provide a more exact description of the movement of the runners? ________________

What would you need to know in order to provide this information?_______


Lesson Title – Acceleration






definitions and reflections from the investigations. Skills developed in collecting and organizing data, using stop watches, calculating speed, calculating velocity and analyzing data will be used in learning about and calculating acceleration.

Engage -Show a video segment of a car race, horse race, track meet or some type of competition that is based on speed. You may be able to find a clip on the internet or unitedstreaming.com. (If a video segment is not available, base the questions on the power walking race performed by the class.)Ask the following questions and consider having the students answer in their notebooks:

Did all the racers move at the same speed? (no) Did the racers move at a constant speed from the beginning to the end of the

race? (no) How can this be concluded? As a group, illustrate and describe the race, emphasizing the starting point, point

at which one racer passed another, and the results at the finish line.


Explore -Sketch the diagram and chart on the board:

Timer: A B C D E

Time in ____ _____ ____ ____ ____seconds:

Assign a student to be the power walker and 6 students to be timers. Each timer will record the time it takes the power walker to move from the starting line to the timer’s assigned position along the track.

Timer A – 2 meter markTimer B – 4 meter markTimer C – 6 meter markTimer D – 8 meter markTimer E – 10 meter mark (finish line)

Return to the power walking course: The power walker reports to the starting line. All timers position themselves at their appointed distance from the starting line. All timers begin timing at the “go” signal and stop timing when the power walker

reaches the timer’s assigned position on the track. Timers record their data on the data sheet. Transfer the data to the class data

table and have students recreate this in their notebooks. Provide students with the formula to solve for velocity. Allow students to

complete calculations in their notebooks.


Velocity = displacement time

Velocity Data Table #2Timer Displacement d

(meters) and direction

Time t (seconds) Velocity: v = d/t (meters/second) and direction

Starting line (0 meters)

A 2 meters

B 4 meters

C 6 meters

D 8 meters

E 10 meters

Explain -Have each group use the data entered on the class data table and compute the velocity of the walker at each segment of the track and discuss the following questions:

1) What was the velocity of the walker at the starting line? (0m/sec)2) How can the point at which the walker was increasing their velocity be

determined? (Comparing the velocity between each two meter segments of the track).

3) How will you determine at what point the walker increased their speed the greatest amount? (subtract the velocity between each two meter segment):

Starting line and 2 meter, 2 meters and 4 meters, 4 meters and 6 meters, 6 meters and 8 meters, 8 meters and the finish line4) When did the walker begin to slow down?5) How do we know that the velocity of the walker was not a constant velocity?

(Data proves the velocity changed along track).6) What is a word that describes a change in velocity such as a car going from 0

to 60mph or a walker going from 0m/sec to 3m/sec?(Acceleration)


Elaborate –By referencing information on the data table explain the formula

Acceleration= Δ velocity/Δ time (A= Δv/Δt)

(acceleration = change in velocity divided by change in time)

Another way of expressing the formula:velocityf ( final velocity) – velocityi ( initial velocity) time

Acceleration = (Vf –Vi )÷ T

Example: Jan ran from the staring line to the 6 meter mark in 6 seconds. She ran from the 6 meter mark to the 10 meter mark in 2 seconds. What is Jan’s acceleration from the 6 meter mark to the 10 meter mark?

Acceleration = Δ velocity/time 6 meters/6 seconds = 1m/sec4 meters/2 seconds = 2m/sec

Acceleration = 2m-1m/sec/sec = 1m/sec2

Evaluate -Discuss how acceleration is measured and what units should be used for acceleration. Ask students if acceleration should have a direction.



II: Unit Title: The Law of Inertia: Newton’s First Law of Motion

III. Unit Length:2 days


1.01, 1.02, 1.03, 1.05, 1.06, 1.07, 1.08,1.09, 2.03, 6.03

V. Materials Needed: (per team of 2-3 students) Stopwatch (digital watch) 3 meters of ramp material* (*any material will work, just stay consistent) Metal balls of different sizes (marbles, hot wheels, bouncy balls, things that roll) Balance

VI. Notes to TeachersUpon completion of this lesson, students will have a working knowledge of Newton’s 1st Law – the Law of Inertia. The activity will utilize the concepts of velocity, acceleration and mass, to understand their effects on the force exerted by an object.


Language Objectives: The students will… Write a hypothesis. Use a KWL chart record prior knowledge, questions, and information

learned from experimentation and media.

Lesson Title – Newton’s First Law of Motion

Focus Objectives: 6.03 Evaluate motion in terms of Newton’s Laws

The force of friction retards motion For every action there is an equal and opposite reaction The greater the force, the greater the change in motion. An object’s motion is the result of the combined effect of all forces acting on

the object. A moving object that is not subjected to a force will continue to move at a

constant speed in a straight line. An object at rest will remain at rest. An object’s motion is always judged relative to some other object or point.


Engage -Begin by tossing a ball across the classroom, shooting baskets at the trash can, pushing a dry erase marker along the marker holder of the board, anything that involves movement. Curiosity should get the best of your students and they will begin asking you questions. “What are you doing?” “Why are you doing that?” Your answer should be “Physics – I’m doing physics.” Whatever object is being moved; just keep moving it over and over again. If the students don’t ask, then start up a discussion, while continuing to toss the ball. “What am I doing?” “What things are affecting the _______?” “How can I change the path of the ______?” Write the student’s answers on the board. If gravity is not one of the answers given, then hold the ball in front of you and drop it – then someone should say gravity. The brainstormed information is the beginnings of a KWL activity. The K section considers what is known by the students about the topic at hand. Other pre-assessment could be used to get the students started. If available, have a student write the “known” information on a large piece of paper and hang it on the wall for future reference. A KWL sheet is included as attachment 1 or students may create a KWL chart in their notebook.

Begin explaining that the science of physics helps explain why objects stay still, why they move and the factors that influence how they move. If it has movement associated with it, there is physics at work. The science of physics was developed by many great scientists, but some of the founding principles – known as the Laws of Motion – where developed by Sir Isaac Newton. Students may know Newton for the concept of gravity. For most everyday things, Newton’s Laws of Motion provide a good explanation as to why things happen.

Refer back to the opening discussion and answers given by the students for the object that was moving. Address each possible answer given in the aforementioned discussion. Introduce the term force (a push or a pull) and its unit of measurement (Newtons - N) – A Newton is the unit of measurement for a force needed to move a 1 kg mass, one meter per second per second (kg x m / s / s). This can be seen in the


equation for force: F = ma. Discuss how some forces act with the motion of an object, while other forces work counter to the motion of an object. If the force applied in one direction is equal to the force exerted in the opposite direction, the forces are balanced and the object remains in one spot (balanced forces). If the force in one direction is greater than the opposing force, the object will move (unbalanced forces). Newton’s 1st

Law of Motion, also known as the Law of Inertia, states that “An object in motion will remain in motion unless acted upon by another force, while an object at rest will remain at rest unless acted upon by another force.” Some outside force(s) acted against the object that you were initially moving at the beginning of this lesson. The force(s) caused the object to stop. If the motion was the dry erase marker sliding across the holder, explain that the force applied was your push while the force working against the motion was friction. Friction is the force opposing motion caused by the microscopic interaction between the surface of one object and the opposing surface of the second object.

Most students are familiar with friction using the “rubbing your hands together example”. Friction is felt in the form of heat. Explain that friction is also at work to stop an object that is rolled or one that is thrown (air resistance is friction). Ask the students to suggest ways that friction can be reduced. Explain that lipid-based molecules or lubricants (oils, butter, and lotion) help coat the connections on surfaces thereby reducing the friction between them.

After this introduction, ask the students – “As a scientist, or at least as a curious student, what types of information about how the ___________ is moving would you like to know?” Collect the legitimate information and summarize it for the class. This is the W of KWL (What would you like to know, or learn). Complete the chart as with K information.

Consider using video clips from TeacherTube, YouTube, or United streaming movie: http://www.unitedstreaming.com/ (Always preview all videos for appropriateness before presenting them to students.)

Laws of MotionIntroduction: 00:57Gravity and Mass: 02:34Inertia 01:52First Law of Motion 02:09Friction 02:13


LEP Modification: Watch video clips one by one, discussing and explicitly pointing out key

concepts and vocabulary. Teachers can provide a note sheet or a cloze activity to help students organize information. Enable closed captioning.

http://www.unitedstreaming.com/

Explore -Discuss the basics of inertia. Many activities are available this is adjusted from A Teacher’s Supplement to “Teaching Concepts in Physical Science Using a Learning Cycle Approach” by P. Wish and T. Ritter from the University of North Carolina at Pembroke.

This activity will enable students to investigate the concepts of velocity, acceleration and force. Provide a basic lab set up for each group: ball, track (part elevated and part level), stopwatch, and meter stick.

Have the students brainstorm what variables they need to calculate velocity. They should name distance with direction and time. In order to use this, the velocity must hold constant. If a ball was released from the elevated portion, rolls down, and then along the level section, it would accelerate while the traveling down the track and then roll at a constant rate on the level section. Help the students see they could measure the distance between 2 places on the level track and the time to travel between these points and find velocity. Have the students create their own data table. They may want to look back at the velocity lab from this unit to see what is necessary. Students may write up the procedure, data table, and analysis with multiple trails to get an average velocity.

Next have the students brainstorm what variable they need to calculate acceleration. Since they know that acceleration is a change in velocity, they know that they need 2 velocities. The velocity along the level track this they just measured is the final velocity. Ask students what the initial velocity of the car is. The answer is zero. If they measure the time from release till it hit the bottom of the ramp, this would be the time in which the object accelerated. Have the students create their own data table. They may want to look back at the acceleration equation from this unit to see what is necessary. Students may write up the procedure, data table, and analysis with multiple trails to get an average acceleration.

Finally have the students brainstorm what variable they need to calculate force. Since they know that mass and acceleration is needed, they have acceleration and must simply mass the object. Then the students may use F=ma to solve for the force.

Explain -Analyze the data from the different student teams. Discuss variances within the data. Revisit the key terms of velocity, acceleration, force, inertia, and friction. Be sure to correct any misconceptions that students have about these terms and how each is used appropriately. Get the students to draw conclusions about how changing the height of the initial force (ball, car, etc.) influences the physics of the second ball. Have students develop some generalizations regarding how the objects in motion react to each other. We now have the L (learn) part of the KWL that was started at the beginning of this unit.


Elaborate -Change the parameters of the activity. Have the students pick one variable to change, and have them develop a hypothesis regarding the influence the change will have on the velocity, acceleration or force applied depending on the experiment. Collect data and compare the data to the initial hypothesis. Discuss all the findings from the class, and have students suggest ways to improve the experiments. Throughout this activity, have students write their hypothesis, new experimental procedure, data, analysis, and conclusion.

Evaluate -Evaluate student understanding of the Law of Inertia by giving the following problem. Have students build their own velocity (v), acceleration (a) and force (F) testing devices using a variety of novel materials. (Pipes, troughs, angle iron, carpet scraps, Hot Wheels track, marbles, croquet balls, skateboard wheels, billiard balls, etc.). Students may either bring in materials from home, or the teacher can provide materials for their use. The teacher should stress that the students may not reuse an example that was previously used in class. Due to the variability of examples that can be developed in one-school verses another, it will be up to the teacher’s discretion on the validity of the student model. All devices must permit accurate measures of velocity, acceleration and force using the stopwatch, balance and meter stick. In addition have students explain in writing how reducing friction can be beneficial or potentially detrimental to velocity, acceleration and force using real world examples.


Topic: Newton’s First Law of Motion

KWhat I Know

WWhat I Want To Learn

LWhat I Have Learned


(Attachment 1)



II. Unit Title: Newton’s Second Law of Motion

III. Unit Length: 3 days


1.01, 1.02, 1.03, 1.05, 1.06, 1.07, 1.08,1.09, 2.03, 6.03, 6.06

V. Materials Needed: Wooden block or other solid flat-topped object with a hook or ring through which

you can tie a string Spring Scale that measures in Newtons String Weights or heavy objects to place on the block Wooden Ramp 4 Textbooks Scale or balance Graph paper

VI. Teacher Notes:This lesson will demonstrate the interactions between force, mass and acceleration. The second law is the mathematical portion of Newton’s Laws of Motion, and gives students a good visual example of how Force = mass x acceleration.


Language Objectives: The student will… Create and read graphs to compare data. Write explanations or draw diagrams that explain how changing a

variable influences the results of an experiment.

Lesson Title – Newton’s Second Law of Motion





6.06 Investigate and analyze the real world interactions of balanced and unbalanced forces:

Sports and recreation Transportation The human body


Materials Needed: Wooden block or other solid flat-topped object with a hook or ring through which

you can tie a string Spring Scale that measures in Newtons String Weights or heavy objects to place on the block Wooden Ramp 4 Textbooks Scale or balance Graph paper

Engage -Review Newton’s First Law of Motion—Newton’s First Law of Motion, An object in motion will remain in motion unless acted upon by another force, while an object at rest will remain at rest unless acted upon by another force.”

Ask students to discuss football. Have the students consider which is harder to move a 40kg student or an 80kg student. Also discuss why the 80kg student is harder (need more force) to move (because of the greater mass). Have the students consider if it is harder (need more force) to accelerate a 10kg object 1m/s2 or 2m/s2 (because of the greater acceleration). This connection between mass and acceleration being linked to force can lead to the discovery of the equation F=ma (Newton’s Second Law of Motion). We also know that the unit of force is measured in Newtons (N) and can be calculated by multiplying the mass of an object by its acceleration (F=ma). The Second Law of


Motion is the mathematically robust portion of Newton’s Laws. The mathematical relationship can be applied to any measurable thing that is in motion.

For example, our weight, as in scale weight, is actually a force. Weight is a combination of the mass of an object multiplied by the acceleration due to gravity. On Earth, the acceleration due to gravity is 9.8 meters/sec2. On other celestial bodies, however, the acceleration due to gravity is different. This difference in gravitational acceleration was observed first hand by astronauts as they bounded across the moon surface with little effort. The physical mass of the astronaut (m) did not change, but the acceleration due to gravity (a) pulling him toward the center of the moon was far less than on Earth. Thus the force of gravity (F) acting on the astronaut by the moon is lower than the force of gravity acting on the astronaut by the earth.

The force exerted by a moving object on something will change depending on how fast it accelerates. For example, a 1500 kg car traveling at 2 m/sec2 will exert a force of 3000 N upon any object that it hits from F=ma. It is possible to get the same relative force with a 1000 kg car traveling at 3 m/sec2, 1000 x 3 = 3000 N.

For a brief video about Newton’s Second Law go to http://www.unitedstreaming.com/ and search: Exploring the Laws of Motion:

Show Newton’s Second Law of Motion (2:40)

Explore -This section of the activity will allow students to see Newton’s Second Law in action. Break students in to small groups. This activity will require 2-3 students. Place the wooden ramp on top of the textbooks. Attach the string to the wooden block (or a flat-topped object). Mass the block and string on the balance. Attach the spring scale to the other end of the string. Slowly pull the block up the ramp. Record the force (measured in Newtons) needed to pull the block to the top of the ramp. Record the information on a table, a sample is provided below. Place additional objects on the block, and mass the block and objects. Pull the block with added weight up the ramp at the same relative speed as the first trial, and record the force from the spring scale. Repeat the procedure for three additional masses and record all measurements on the same table.

Sample Data TableMass m (kg) Force F (N)

BlockBlock with the objectItem 1Item 2Item 3



Explain -Remind the student of the following formula for students:

Force= Mass x Acceleration

Note that if you rearrange the equation by dividing by mass on each side you move to F/m=a. Now you can graph the force needed to move the block on the x-axis against the mass of the object on the y-axis.

Analyze the graph of force and mass. What type of line is made if you draw of line of best fit through the data points? If the students pulled the block up the ramp at approximately the same rate, then the points should connect to make a straight line. Ask the students why? The answer is Newton’s 2nd Law, Force=Mass x Acceleration. If the acceleration remains relatively constant, then the force needed to move an object should be directly related to the mass of the object. Note that the slope of the F vs. m line is the acceleration.

Elaborate -To test how well Newton’s 2nd Law can be used, allow students to try to find acceleration due to gravity on earth. To do, this students need to mass (measure in grams and change to kilograms) several different objects. Next use the spring scale to measure the force (measured in Newtons) needed to lift each object. Now that a force and mass are known for each object, students can calculate the acceleration due to gravity by graphing the F vs. m for all the objects on the same graph. Note that the line of best fit is a straight line. Students may use their math skills to then calculate the acceleration due to gravity on the earth, which are approximately 9.8m/s2.

Evaluate -Students will need to display a working knowledge of Newton’s 2nd Law by providing written examples of F=ma using common household items. The teacher should choose some items such as a broom, hammer, etc. and bring in for a class demonstration. Examples need to also include changing one variable and explaining how the change of one variable influences the other two.

For Example: A door. If you stand at the door and apply a small force, it may move a little or not at all. If you apply greater force it will move faster (greater acceleration) and may even shut. Examples from students need to also include changing one variable and explaining how the change of one variable influences the other two. (Push the door soft, it may or may not move, push it harder it will move faster and maybe even close shut)


See LEP modification box below for additional modifications.

Extensions -Dueling Darts Activity

Concept: Newton’s Second Law tells us that if a similar force is applied to two distinctly different masses, the object of greater mass will experience a lesser acceleration. If you launch two projectiles at the same time from identical launchers (dart guns), the differences in their paths should reflect differences in their masses.

Materials: 2 identical toy store dart guns 2 identical toy store darts 2 spheres of identical diameter but vastly different mass (a steel ball and a cork

ball, or a glass marble and plastic ball). The diameter of the balls should be comparable to the diameter of the suction cup surface of the dart.

1 roll of masking tape or sheet of contact paper. 10 meters of light string or yarn.


LEP Modification: Provide specific visual samples to help students understand how they

should write their examples. For example:

A B

Circle the variable has changed from picture A to picture B.1. mass2. acceleration

Circle the picture of the hammer that will use greater force.

Complete the sentences with the correct word.

Hammer________ will use greater force because it has more ____________. Hammer ________ will use less force because it has less _____________.

Safety Precautions:You can do this activity as a demonstration or with small groups.DO NOT ALLOW THE STUDENTS TO POINT THE GUNS AT EACH OTHER. Call them projectile launchers and treat them as scientific apparatus, not toys!

Procedure:Setup

1. Tape a different sphere to the end of each of the two darts. Cover the spheres completely with tape so they look identical to one another. You may want to use a sheet of contact paper and wrap the spheres onto the darts as if you were wrapping a lollipop.

2. (optional) Tie a string to each dart just behind the suction cup. Attach the loose ends of the strings to the projectile launchers at the trigger guard. The strings should be long enough to allow for an unobstructed flight of the projectile, 5m should do it. The strings will help to illustrate the path of the projectiles. They can be added after an initial demonstration to help students see the difference.

3. Draw a target on the chalkboard or hang a paper target on the wall. Position the target so that the class can see a profile of the projectile path. (The launchers should not point toward anyone.) Position a “launch pad” (desk, podium, lab table, chair back) some distance away from the target.

Demonstration:1. Choose two students to be the designated projectile launcher operators. Give

them each a launcher and a dart. Do not allow them to handle the other person’s dart.

2. Have the students take aim at the target from the launch pad. Make sure each of the students keeps the wrist of their shooting hand in contact with the launch pad.

3. Have the students launch their projectiles simultaneously on command.4. Based on their projectile each group will make observations and form hypotheses

about why there are differences in the paths. 5. Repeat the launch a number of times and then add the strings.

VariationsA) Try different angles.B) Try different heights.C) Monitor the time of flight. (It should be the same if the darts are launched from

the same height when aimed parallel to the ground.)D) Try A, B and C with projectiles of similar mass.E) Do all of the above quantitatively. Make measurements. Layout a firing range in

your classroom with calibrations.F) Point the launchers down from a reasonable height, 3 m would be great. These

results may surprise you.

Explanation:


The object of greater mass will experience the lesser acceleration when pushed with a comparable force. The springs supplying the force were manufactured under the same conditions and should be nearly identical. If the projectiles are launched from the same height from a launcher aimed parallel to the ground, they will have equal flight times.

Remember, the time they are in flight is determined by how far they have to fall to the ground. The horizontal velocity resulting from the acceleration by the spring does not affect the vertical acceleration due to gravity. Since the lighter dart is moving faster when it leaves the launcher, it can travel further than the heavier dart in the same amount of time. Launching the projectile from a higher point may buy you a little more time for horizontal flight.

Changing the angle of the launch will sacrifice some of the horizontal velocity but may buy you considerably more time by working against gravity in the vertical dimension. (It wouldn’t be too difficult to figure out the optimal launch angle using this set-up and a protractor.)

Consulted WorksUniversity of Northern Colorado, Institute for Chemical Education, Physics

Fundamentals WorkshopHewitt, Paul Conceptual Physics, seventh edition. Harper Collins, New York, 1993.Holton, et al. Project Physics. Holt, Rinehart and Winston, New York, 1975.Koebert, Joshua and Timothy James. “Let’s Be Cowboys” ICE PFW, Greely, CO,

1995.



II. Unit Title: Newton’s Laws of Motion

III. Unit Length: 7-8 days


1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03, 2.04, 6.03, 6.04, 6.05, 6.06

V. Materials Needed: Each group will need: One toy car that can roll, (such as a Hot Wheels car), stopwatch, measuring

tape or ruler, masking tape, wood board The following materials will be optional for students to choose from: Straws, toothpicks, bubble wrap, books, bricks, fabric pieces, foam strips,

carpet strips, tile strips, paper towels, cardboard, plastic wrap

VI. Notes to Teacher: At this point, student should have a working knowledge of the 1st and 2nd Laws of Motion. In this activity, several concepts from the first two laws as well as the third law will be combined in a demonstration of Newton’s Laws of Motion in action. Students can work in pairs or groups. You can assign tasks such as recorder, architect, official measurer, and stopwatch controller. Encourage them to design the ramp that would produce the slowest car. Students may need time to brainstorm ideas and materials they plan to test. When measuring the distance the car traveled, the students must measure from the front wheel of the car (at the starting point) and end at the front wheel of the car (where the car actually stops).


Language Objectives: The student will… use science vocabulary to communicate with group members during an

experiment. use graphic organizers to record notes about Newton’s Laws. Read

and follow directions to create a ramp.

Lesson Title – Newton’s Laws of Motion





Length of lesson: 7-8 days

Materials Needed:Each group will need: One toy car that can roll, (such as a Hot Wheels car), stopwatch, measuring

tape or ruler, masking tape, wood board The following materials will be optional for students to choose from: Straws, toothpicks, bubble wrap, books, bricks, fabric pieces, foam strips,

carpet strips, tile strips, paper towels, cardboard, plastic wrap

Engage-Introduce Newton’s Laws of Motion. Explain and discuss what students think each law means to them. Choose the law you want to focus on (or use all 3). Provide examples that students can use and relate to, and allow them to fill in the graphic organizer(s) attached. (Attachments 1, 2, & 3)

Explanations of each law:

Newton’s First Law: An object will keep doing whatever it is doing, whether it is sitting still or moving, unless the forces acting on it become unbalanced. If you have ever left your roller skate lying in the hallway, it will stay there until someone or something moves it. If you are riding your skateboard and you hit a rock, the board will stop but you will keep moving until something stops you.


LEP Modifications: Actually bring in objects and demonstrate the three laws while you are

explaining or provide some other visual cues that will help LEP students understand what is being said.

Newton’s Second Law: The smaller the mass of an object, the greater its acceleration when a force is applied to the object. If you apply the same force to an object with a small mass, like a tennis ball, and an object with a large mass, like a bowling ball, the object with the small mass will accelerate more than the object with the large mass. The greater the force applied to an object, the greater the object’s acceleration. If you drop a heavy object and a light object at the same height, they will accelerate at the same rate and hit the ground at the same time because the force of gravity is acting on the objects.

Newton’s Third Law: When one object exerts a force on a second object, the second object exerts a force back that is equal, but in the opposite direction. If you stand on a skateboard and push against a wall, you will roll backwards. The wall pushes back on you with the same force.

Explore- Share the attached activity for building the car ramp. (Attachment 4) Each group of students will plan their own procedure for constructing a ramp that will produce the slowest moving car. The students will conduct a minimum of at least 5 trials. After each trial they will redesign their ramp and test the car. Provide several options of materials that may be used to redesign the ramp after each trial.

During each trial they will collect the following data: *Height of the ramp *Time the car traveled *Total distance the car traveled *Average speed the car traveled

Explain- Introduce and explain the vocabulary below. Provide examples to help them apply the definitions to the activity.

Inertia- is an object’s tendency to resist a change in motion. All objects have inertia. The greater the mass, the greater its inertia and therefore the larger the amount of force needed to overcome the inertia.

Time- how long the car will actually be moving. Units will be seconds. Average speed- the distance traveled divided by the time of travel. Friction- the force that opposes motion. Force- the push or pull on an object. Balanced force- When the net force on an object is zero. There will be no

change in the motion of an object. The object is either motionless or maintaining a constant speed.

Unbalanced force- When the net force on an object is greater than zero. There will be a change in the motion of an object. A motionless object will begin to move, while an object already moving will change its speed and or direction.


* Explain how to use the data collected during the activity to solve for average speed. Average speed = total distance travelled ÷ time. The units will be cm/sec.

Elaborate-The students will use the facts collected to fill in the data table.First they will find the average speed for each trial, by substituting their times and distances into the formula. They will then need to find the total average of all 5 trials. The units will be centimeters/second. The groups will then sketch the ramp that produced the slowest traveling car and list the materials that were used. Remind them to make sure the diagram is labeled appropriately, so that the experiment can be reproduced if necessary.

Evaluate-Questions for students to answer in groups and discuss as a class:

What could you have done to further slow down your car? Which Newton’s Law can you relate to this activity? Why? How did the height of your ramp affect the movement of your car? Which factor slowed down your car the most? (height of the ramp or materials used) What forces were acting on the car? Where they balanced or unbalanced, and how do you know? Where did the forces become balanced? Where would the car have the greatest inertia?

Extensions -Using the information student’s learned and gathered throughout the lesson have them create a lab report using the template provided. (Attachment 5)

If additional reinforcement is needed a foldable project on balanced and unbalanced forces is included. (Attachment 6) Provide a visual example to increase student success.


LEP Modification: During the explanation, use visuals that will show examples of each

term or show short clips of video that illustrate the term. For example, www.brainpop.com has several brief video clips to supplement the explanation. Brain Pop also has a closed captioning feature and several of the videos can be found in Spanish on Brain Pop’s Spanish language version for students who need native language support.

http://www.brainpop.com/

Newton’s First Law:

An object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.


(Attachment 1)

Newton’s Second Law:

The greater the force on a given object, then the greater the change in motion (acceleration). An object’s motion is the result of the combined effect of all forces acting on an object.


(Attachment 2)

Newton’s Third Law:

For every action there is an equal and opposite reaction.


(Attachment 3)

Names _____________________________________________________

Purpose: To design an experiment demonstrating acceleration and reinforcing Newton’s Laws of Motion

Materials: toy car, stopwatch, measuring tape or ruler, books,masking tape, wood board

The following materials will be optional for students to choose from:Straws, toothpicks, bubble wrap, waxpaper, bricks, fabric pieces, foam strips, carpet strips, tile strips, paper towels, cardboard, plastic wrap, or sandpaper

Procedure: Design an experiment where you build a ramp for your car. The purpose is to get the car to the bottom of the ramp in the slowest amount of time.

RULES:1. You must start your car at the top of the ramp.2. The car must remain in motion until it leaves the ramp.3. The car must completely leave the ramp before you stop the stopwatch.4. You must have a minimum of 5 trials.5. You may use any of the materials listed above or others available in the

room.6. You may change the height of your ramp if needed. 7. Do not push the car down the ramp, just let it go!

After designing your ramp you will place the car at the top. Before letting your car go, get ready to record the following data for each trial.

The height of the ramp. Measure from the floor to the front wheel of the car.


The time the car traveled. Start from the time the car is let go, at the top of the ramp, until the time the car stops.

The total distance the car traveled. Start from the spot the car is let go, at the top of the ramp, until the spot where the car stops. Use the front wheel as the starting and ending point.

The average speed for each trial. Average speed = distance ÷ time

(Attachment 4)


Trial Ramp Ramp Distance Time Average Speed # Materials Height Traveled Traveled (distance ÷ time) (cm) (cm) (sec) (cm/sec)12345 Average:

Diagram:Draw a sketch of the ramp that produced the slowest traveling car. Be sure to label all the materials that were used.

Follow up questions:1. What else can you do to make your car go slower?

2. Which Newton’s Law is shown in this activity?

3. How did the height of your ramp affect the movement of your car? - What happened to the car when the ramp was taller?

- What happened to the car when the ramp was shorter?(Attachment 4 continued)

(Attachment 5)


Lab Report Unit - Motion

Date Lab Performed: Lab: Race Car Ramp

Student Name:

The Lab Question: Which type of ramp can produce the slowest car?

Student Hypothesis:

Materials you used:

Procedures/ Steps Observations/Drawings


Conclusion/ Results: (how does your data support or reject your hypothesis)

* Explain 3 possible sources of error (factors that could have affected your results)

Use the foldable directions below to create a three-tab book about forces. When folding, leave a small tab at the bottom for a title. The center flap will be labeled forces and the end flaps will be labeled balanced and unbalanced forces. When the flap is lifted write a definition for each of the three terms and an example to reinforce the meaning. Opposite the definition, include a hand drawn example to help someone visualize the term. Make sure to include labels with your illustrations.


Three-Tab Book

1. Fold a sheet of paper horizontally, leaving space at the bottom for a title.

2. With the paper horizontal, fold the right side toward the center.

3. Fold the left side over the right side to make a book with three folds.

4. Open the folded book and cut the top flap only. This will form 3 flaps or tabs.

Rubric:

______ __________ _______ ________ _________title cover terms definitions examples illustrations

(Attachment 6) Foldable diagram adapted from Dinah Zike

Forces:definition:

example:

illustration:

Balanced Forces:definition:

example:

illustration:

Unbalanced Forces:

definition:

example:


illustration:

(Attachment 6 continued)



II. Unit Title: Newton’s Third Law of Motion

III. Unit Length:4 days


1.01, 1.02, 1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.03, 6.03, 6.04, 6.05

V. Materials Needed: Stopwatches, rulers or yard sticks each student needs: balloon, 1 meat tray, 1 flexible straw, 4 push pins, scissors, tape

VI. Notes to Teacher: This activity most specifically addresses Newton’s Third Law of Motion. In addition, the prior student knowledge of Newton’s 1st Law will also assessed. Before assembling the car, have the students connect the balloon and the straw with tape. Ask them to inflate the balloon through the straw and listen for any escaping air. It will be much more difficult to fix this once the straw and balloon is attached to the car. Students can work in groups to collect data (time and distance) for each other. They also need not worry about the tires on their car being totally round, the purpose is not for them to turn like a wheel, but to just provide lift off the ground.


Language Objectives: The student will… use media to define vocabulary related to Newton’s Third Law of

Motion. read and follow written directions to build a Rocket Racer, collect data

on an experiment and write a lab report using pictures, simple vocabulary and newly learned terms.

Lesson Title – Newton’s Third Law of Motion






Materials Needed: Stopwatches, rulers or yard sticks each student need to create a balloon racer: Students may experiment with

different recyclable materials. A variation of this lab may be found in NASA’s Rocket Racer in Rockets: A Teacher’s Guide with Activities in Science, Mathematics, and Technology.

Engage-Use a movie to introduce this topic.

Visit- http://www.unitedstreaming.com/. Search the United Streaming video- Basics of Physics, Exploring the Laws of Motion. (21:16 minutes) This video goes over terms and formulas associated with motion and gives real world applications. Segment four directly related to the activity, but all segments are relevant and engaging. The video creates several discussion topics which can lead into the following activity.

Segment 1- Speed, velocity, acceleration & deceleration (4:16 minutes) Segment 2- Newton’s first law- force, friction, inertia (6:04 minutes) Segment 3- Forces, mass, momentum (2:34 minutes) Segment 4- Newton’s third law (3:00) Segment 5- Motion review (1:15) Segment 6- Video quiz (3:26)


LEP Modification: Watch the video segments one by one with the students, pausing to

point out and explain key vocabulary and concepts as you go. Enable the closed captioning feature on the video so students can hear

as well as see the words being spoken. Ask students to write down key points from the video as you write them

down on the board.


Explore- Share the project for building the balloon race car with the students. Brainstorm materials to use in making the car. Use a balloon taped to a straw as the “fuel” for the car. Brainstorm ideas and designs. Record this in the science notebook.

Allow the students to explore in the design process and record their successes and failures in their notebooks. Each student will construct their own car and practice making it work. They may cut their car into any shape, and can have 4, 3, or 2 wheels. Once the car has been completed, it would be ideal to practice run and race the cars on a tile floor or smooth table, they will move much slower on a carpet floor.

Some students may want to add hubcaps or fancy details. Students are allowed to test run and try it out before the official 1st trial. You may want to allow them one class period to build and one class period to practice run and race their cars against each other.

Explain-After assembly of the cars discuss the vocabulary that will be used.

Speed- the distance traveled by an object in a given amount of time. Motion- when the distance from another object is changing. Reference point- a place or object used for comparison to determine if something

is in motion. Distance- is the amount of space between two objects. Units will be meters. Time- how long the car will actually be moving. Units will be seconds.

Incorporate how the car is an example of Newton’s 3rd lawfor every action there is an equal and opposite reaction.Let the students form groups and have their first trial run. Group members should give each student only one turn. They need to record the distance the car traveled and the time it continued moving, and record it on the data table. (Attachment 1)

After everyone’s first trial discuss the following questions: How did you know your car was moving? In which direction did you expect your car to move? What are some factors that may affect the movement of your car?


LEP Modification: Though it is acceptable for LEP students to work individually on the car,

it may be helpful for novice English speakers to have a partner close by with whom they can collaborate and from whom they can seek clarification of directions.

Speed = d t

Elaborate-Allow students the opportunity to modify or make changes to their car and then proceed to trial 2 and 3. They need to collect the same data and fill in the chart. Once all data is collect practice application of the speed formula.

Speed = distance ÷ time.Students need to calculate the speed of their car for all three trial runs. The final units when calculating the speed of their car will be meters per second.

Evaluate-Questions to discuss during and after construction of the car:

How did the movement of your car reinforce Newton’s 3rd law? What forces caused your car to move? To stop? To change direction? What are some examples of the friction that did or could have affected your car? What would happen to your car if there were no friction?

Using the information student’s learned and gathered throughout the lesson have them create a lab report using the template provided. (Attachment 2)

Extension-Have students complete the graphic organizer provided to summarize what they have learned from the activity. (Attachment 3)

Trial 1 distance time

set upformula

speed

Changes made to your car after trial


set upformula speed


Speed = d t



set upformula

speed


Lab Report Unit - MotionDate Lab Performed: Lab: Balloon Race Car

Student Name(s): The Lab Question: Student Hypothesis: Materials used:

Procedures/ Steps Observations/Drawings (attach graphs)


Speed = d t

Conclusion/ Results: (How does your data support or reject your hypothesis?)

Explain 3 possible sources of error (factors that could have changed your results)

1.

2.

3.

Rocket Racer


LAWFor every action there is an equal and opposite reaction.

Name _______________________________________ Date ________________

Show how you calculated the speed of your car. (Include the formula, how you solved it, and the actual speed of your car.


II. Unit Title: Simple Machines

III. Unit Length: 9 days


1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.09, 2.03, 6.01, 6.02

V. Materials Needed:A variety of household items that act as simple machines including the following: Nutcracker, Screwdriver


Describe the process of how your car worked. (What force enabled it to move?)

Diagram/Picture of your car

Language Objectives: The student will… recognize and repeat key vocabulary related to simple machines. use a data sheet to record observations. Use recorded data to answer

questions about the efficiency of simple machines.

Hammer – with a claw on the back to pull nails Large Construction Screw (threads of the screw are easily seen from a

distance) Broom, Pulley, Wood cutting wedge, doorstop, Board

VI. Teacher NotesAfter learning about Newton’s Laws of Motion, students will learn about using the concept of force to make tasks in life easier. Simple Machines are a way to multiply and redirect forces to make work easier.


Lesson Title – Simple Machines

Focus Objectives: 6.01 Demonstrate ways that simple machines can change force.6.02 Analyze simple machines for mechanical advantage and efficiency.


Materials Needed:A variety of household items that act as simple machines including the following: Nutcracker, Screwdriver Hammer – with a claw on the back to pull nails Large Construction Screw (threads of the screw are easily seen from a

distance) Broom, Pulley, Wood cutting wedge, doorstop, Board

Engage -Before the days of computers, robotics, gasoline powered motors and electronics people did everything by hand. In order to make most things, it was necessary to use human power rather than machines or computers. People had to think of ways to make simple tasks easier and more efficient. Ask the class – “How many of you like pecans or any other type of nuts (walnuts, almonds, cashews) either by themselves or in food?” If you try to break most nuts with your hands, you either have a very hard time doing it, or your hands begin to hurt after a short period of time. The solution was the invention of the shell cracker or nutcracker. A metal device that when squeezed would apply enough pressure to crack the shell of a nut, while not hurting the hands of the person squeezing the handle. The nutcracker is an example of a simple machine. Another example of a simple machine is a hammer. You’re probably thinking “Well sure, it would be much harder to pound in a nail with my hand than with a hammer.” Well, it’s actually the claw end of the hammer that works as a simple machine. Imagine how difficult it would be to pull a nail out of a piece of wood. The claw end of the hammer does the work for us.

United Streaming Videos: http://www.unitedstreaming.com/Work, Energy, and the Simple Machine: Lever, Wheel & Axle, Pulley (15:00)Work, Energy, and the Simple Machine: Inclined Plane, Wedge, Screw (15:00)

Explore -


LEP Modification: Bring in the real object and demonstrate what you are saying. Physically

show how hard it is to crack nuts by hand as opposed to using a nutcracker, etc. Involve the students by allowing them to take part in the demonstration(s).


To demonstrate how simple machines change the amount of force needed to move an object, students will examine different pulley types. Divide students into small groups and explain/demonstrate how to use a pulley. Pulleys can either be attached to an object (fixed) and a rope attached to the mass to be moved, or the pulley can be attached to the mass (movable) and move freely after the rope is pulled. Each group should write a hypothesis that considers which type of pulley would work best (use the least amount of force). Write the hypothesis and sketch of the set up in the science notebook.

Materials Needed: 2 pulleys, String, Objects of different masses Spring scale (Newtons), Ring stand or some other type of upright apparatus

Procedure:Attach the string to the first mass. Attach the spring scale to the other end of the string and raise the mass off the ground. Record your value on an index card labeled “Force without pulley”. Attach one pulley to the ring stand. Place the string through the pulley and attach to the object and the spring scale. Pull on the spring scale until the object is lifted off the ground. Record this force value as “Fixed pulley force” on the index card. In the last data collection, attach the pulley to the object. Attach one end of the string to the ring stand and the other end to the spring scale after threading the string through the pulley. Pull upward on the spring scale until the object lifts off the ground. Record this value as “Movable pulley force”. Compare these different force values with your original hypothesis. Do your results support your hypothesis? Why or Why not? Try the same series of experiments with different objects. Do the results from the second set of experiments match the first? (Attachment 1)

Secondly, use the follow experiment to determine mechanical advantage of a screw. (Attachment 2)


Name: ___________________________

Task: To examine different pulley types. To demonstrate how simple machines change the amount of force needed to move an object.

Background:There are two types of pulleys-

Fixed Pulley : pulleys that can be attached to an object (fixed) and a rope attached to the mass to be moved.

catalog.pitsco.com/.../L_Pulley_dia1_fixed.gif

Movable Pulley : pulleys that can be attached to the mass (movable) and move freely after the rope is pulled.

catalog.pitsco.com/.../L_Pulley_dia2_movble.gif

Question: Which type of pulley would work best (use the least amount of force)?

Our hypothesis: __________________________________________________________________________________________________________________________________________________________________________________________________________________

Materials: 2 pulleys String Objects of different masses Spring scale (Newtons) Ring stand or some other type of upright apparatus Index Card

Procedure:


1. Attach the string to the first mass. 2. Attach the spring scale to the other end of the string and raise the mass off the

ground. 3. Record your value on an index card labeled “Force without pulley”. 4. Attach one pulley to the ring stand. 5. Place the string through the pulley and attach it to the object and the spring

scale. 6. Pull on the spring scale until the object is lifted off the ground. 7. Record this force value as “Fixed pulley force” on the index card. 8. In the last data collection, attach the pulley to the object. 9. Attach one end of the string to the ring stand and the other end to the spring

scale after threading the string through the pulley. 10.Pull upward on the spring scale until the object lifts off the ground. 11.Record this value as “Movable pulley force”.

Observations:

Compare these different force values with your original hypothesis. Do your results support your hypothesis? (Circle one) YES NO

Why or Why not?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Try the same series of experiments with different objects.

Do the results from the second set of experiments match the first?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Which Is the More Efficient Screw?

Purpose: Calculating mechanical advantage will enable you can to determine which type of screw is more efficient, a short thick screw or a long thin screw.

Hypothesis: ______________________________________________________________

Materials 1 index card Short, thick screw Long, thin screw 1 metric ruler

Procedure:1) Gently press a small hole in the index card with the tip of the short, thick screw.2) Slowly turn the screw in a clockwise direction until half of the shaft is inserted

through the card.3) Reverse the direction of the turn (turn counter clockwise) until the screw is

completely out of the card.4) Repeat steps 2 and 3 above three times. (Insert the screw at the same location

each time).5) Measure the diameter of the hole with a metric ruler. Record your measurement

in millimeters on the data table.6) Determine the number of threads that your screw has in one centimeter by using

the ruler. Record the information on the data table.7) Repeat steps 1-6 using the long, thin screw. Enter the data on the data table.

Data1) Determining effort of the screw: the effort of the screw can be determined by

finding the circumference. Circumference = diameter of hole (x) 3.14. Place your answer in the data table.

2) Determining resistance: the resistance can be determined by finding the pitch. Pitch: count the number of threads in one centimeter and divide this number into ten. This calculation will give you the pitch in millimeters.

Diameter of hole (mm)

Effort (mm) Number of threads in one cm

Resistance (mm)

Mechanical Advantage

Circumference: diameter X 3.14

Pitch: 10mm/number of threads

M.A. = effort/resistance

Adapted from Carolina Academic Press


Diagram adapted from Carolina Academic Press

Explain –Encourage students to explain how simple machines work with key terms such as force, resistance, effort, distance, mechanical advantage, and efficiency. Understanding force and the factors that influence force is important when trying to describe things that happen in the world around us. To solve the dilemma of limits to applicable force, man has developed simple machines. Simple machines are mechanical devices that use a relatively small applied force, and change it into a larger produced force. The difference between the applied force and the produced force is called the mechanical advantage. The greater the mechanical advantage, the more efficient the machine. In general terms, mechanical advantage is calculated by dividing the resistance force by the effort force. Each simple machine has a specific formula for calculating mechanical advantage (see formula sheet). The following teacher notes are included on each simple machine. Briefly explain the types of simple machine and allow students to fill in the graphic organizer with notes about each. (Attachment 3)

Teachers notes for you to review:Simple machines- devices that make work easier. There are 6 types: inclined

plane, wedge, screw, lever, wheel and axle, and pulley. All simple machines transfer force. Some change the direction of force, while others change the magnitude, or strength of force. Others may change both the direction and the magnitude of force. Most simple machines make work easier by allowing you to use less force to move an object, though the force must be applied over a greater distance. Some machines make work easier by allowing you to move things farther and/or faster -this would require larger force, but over a shorter distance.The mechanical advantage of a simple machine can be calculated by dividing the output force (Fout) by the input force (Fin) MA= F (out)

F (in)Inclined plane- a ramp or a flat surface that slopes. It is the only simple machine

that does not move; instead objects are moved over it in order to raise them. It takes less force to move an object up an inclined plane than it does to lift the object straight up. The tradeoff is that the object must be moved a greater distance- the entire length of the inclined plane in order to achieve the same height.

Wedge- an inclined plane that moves. They are used to split or lift objects. Force is applied to the wide end of the wedge and gets transferred to the sides. In the process, the object either splits apart of gets lifted. It takes less force to drive a wedge into or under an object than it does to separate or lift the object yourself. The wedge must be driven a long distance (the length of the wedge) in order to move the object a short distance (the width of the wedge). The following cutting tools are examples of wedges: axes, scissor blades, saw blades, nail points, and plows.

Screw- an inclined plane wrapped around a cylinder. The spirals around the shaft of the screw are called threads. As the screw is turned, the threads pull the object up the shaft. It takes less force to turn a screw than to pound a nail the same size. However, the screw must be turned many times, while a nail can be driven in just a few blows of a hammer. The more threads there are on a screw, the longer the inclined plane, and the easier it is to turn.


Lever- a long rigid bar that rests on and pivots around a support, called a fulcrum. Applying a force (called the effort) to one part of the lever causes the load at another place on the lever to move. There are 3 types of levers- 1st class, 2nd class, 3rd class. A lever is classified by the location of its fulcrum in relation to the effort and load.

first class load effort

fulcrum

second class load

effort fulcrum

third class load

fulcrum effort

Wheel & axle- a simple machine that consists of a shaft, called the axle, inserted through the middle of a wheel. Any force that gets applied to the wheel gets transferred to the axle, and vice versa. When force is applied to the wheel, the difference in size between the wheel and its axle causes the force to get magnified as it is transferred to the axle. A screwdriver is an example of a wheel & axle. When force is applied to the axle, the distances get magnified. A bicycle wheel is an example.

Input forcetop

Output forcebottom


Applying a small amount of force to the handle….results in the magnification of force at the shaft.

Pulley- a wheel with a rope (or chain) wrapped around it. The wheel rotates around a fixed axle. The rope rides in a groove in the wheel. When the rope is pulled, the wheel turns. There are 2 kinds of pulleys: fixed and movable. A fixed pulley is one that does not move; this type of pulley is often used to lift something. One end of the rope is attached to a load. When the other end of the rope is pulled down, the load gets lifted. A fixed pulley changes the direction of force, but does not reduce the amount of force needed to lift the load. A movable pulley is one that moves. One end of the rope is tied to a stationary object and the other is free for you to pull on. The load is attached directly to the pulley. The pulley moves along the rope as the free end of the rope is pulled. Since half of the weight of the load is supported by the stationary object and half is supported by you, it takes only half as much force to lift the load. However, you must pull the rope twice as far in order to move the load half the distance. A block and tackle is a system of pulleys. Using more than one movable pulley reduces the amount of force needed to lift the load. The more pulleys that are used, the smaller the applied force but the farther the rope must be pulled to move the load a certain distance.

(Notes adapted from ScienceSaurus)

Elaborate -Many of you may be familiar with the board game MOUSETRAP. Briefly, the game requires one to place together seemingly unrelated items in an attempt to capture a plastic “mouse”. The more common name for this type of apparatus is a Rube Goldberg Machine. If you would like to know more about Rube Goldberg and his inventions, go to http://www.rube-goldberg.com. The class assignment is as follows: Working in small group (2-3) students are to construct a Rube Goldberg type apparatus incorporating simple machines. Each apparatus must include examples of all three lever types, as well as, the additional 5 simple machine types. The apparatus must begin with the drop of an object no larger than a tennis ball, and must end with a small hot wheels car moving at least 20 cm forward from its starting point. An accurate, detailed drawing of each apparatus must also be completed by each group. In addition, a written explanation that is clear and thorough will also be turned in at the completion of the project. Points will be based on the attached Rube Goldberg Grading Rubric. (Attachment 2) The following website has several examples that can be shown to enhance student understanding. http://www.rubegoldberg.com/ , click on artwork gallery. This can also be used as a unit assessment. Students may chronicle their design process in their notebooks from brainstorming to production.


LEP Modification: LEP students would benefit from actually seeing a demonstration of how a

Rube Goldberg Machine works as the teacher explains. Bringing the game of MOUSTRAP or another example of the Rube Goldberg Machine to enhance the teacher elaboration is recommended. This will also give student greater understanding of what they need to do as they construct their own apparatus.

http://www.rubegoldberg.com/

http://www.rube-goldberg.com/

Evaluate -Reissue a new simple machines graphic organizer. As an informal assessment have the students list the 6 simple machines and look through magazines, catalogs or newspapers to find visual examples of each. (Attachment 3)

Extension -For additional reinforcement a word search and crossword puzzle is included to reinforce vocabulary. (Attachment 3 & 5)


LEP Modification: Allow LEP students with low proficiency in writing English to draw and label

their responses as opposed to using only words to show their knowledge or simple machines.

Name ________________________________________

Assignment: Working in small group (2-3) students. Construct a Rube Goldberg type apparatus using simple

machines. Include examples of all three lever types, and the other 5

simple machine types. Start the apparatus with dropping object no larger than a

tennis ball. End with a small hot wheels car moving at least 20 cm

forward from its starting point. Complete an accurate, detailed drawing of each apparatus. Write a clear explanation of what happened when you finish

the project.

1 2 3 4

Use of simpleMachines

2-3 4-5 6 All types

Completion ofDesignated task

Task was incomplete

Task was mostly complete

Majority of tasks were complete

All parts completed

Drawing of invention

Drawing wasincomplete

Drawing was missing major details

Drawing was missing a few key points

Drawing was labeled and accurate

Written explanation of events

Explanation was incomplete

Explanation was not thoroughly planned

Explanation was missing a few key points

Explanation was through and understood

(Attachment 2)Name ___________________________________________


Put the main topic in the center circle.Put related terms in the attached boxes and an example of each.

(Attachment 3)

w h e e l a n d a x l e e s f u s t e e n t


a c c e l e r a t i o n e i v o s i s r n l

d y h y w n n f a a a n p e t o r t e g r c

r c y e w n o i e l i c a u c r i c e a i e

e e r n e f g n p h a o e f l r o n e u u l

t c f m o s o d c m e m i s e l o n e e v t

s g h e s r e a e d b a t s l o e f n t e p

p e w c r n m l n i f s l s a e o y j t l e

e f b n i e s e n r l s h c i w v t c d o c

i o v l l s n f i a s r h n m t n p k o c t

e f c p e t a c i o d h e e n t t c i l i i

i n m m v d t a e s e e n o r a f a g l t n

i i o t n i e y c p d e c n a l a b n u y v

s s i l o e f e l n o m t n r o v f i r o e

o i h n w f e e p w e i g r a v i t y e i o

a s e t c o s m t s l w n a a l e s a d l r

s h b b c e l g r a g t t t e x a w a o g d

y p w o a c a f r c e d t o g r a b e i n s

e f e i o o o h c n o e e e n l d s t d r o

i l r e n e t n a u t s l e v e r d n d g a

l p r b d e t m c n o a e e w n h o a o a e

n o i t o m i i e s n r a p o t c a e e o e

Reference point simple machines inclined plane acceleration wheel and axle friction gravity Isaac Newtonmotion pulley force speed unbalanced

screw wedge lever mass net balanced velocity

Simple Machines


Across

1. An inclined plane in a cylinder.2. An example of a wedge4. An example of a pulley.9. A shaft inserted through a wheel.10. A flat surface that slopes.11. A long bar that rests on and pivots around a fulcrum.

Down

1. An example of an inclined plane.3. An example of a lever.5. The two types of pulleys are movable and ____.6. A wheel with a rope around it.7. An inclined plane that moves.8. The number of simple machines.

Wordlist :screw fixed wedge zipper lever

seesaw

pulley inclined plane staircase three axe six

wheel and axle hammer flag pole fulcrum seven (Attachment 5)


Motion & Forces

Websites Amusement Park Physics- http://www.learner.org/exhibits/parkphysics/ Ed Heads- http://www.edheads.org/activities/simple-machines/index.htm Physics/ Force & Motion- http://www.physics-net.com/force/sf000.htm Inventor’s Toolbox-

http://www.mos.org/sln/Leonardo/InventorsToolbox.html Simple Machines WebQuest-

http://outreach.rice.edu/~dgabby/science/simp_mach/ Simple Machines (interactive)- http://www.mikids.com/Smachines.htm Simple Machines (quiz)-

http://www.mikids.com/SimpleMachines/smquiz.htm NOVA- Physics & Math-

http://www.pbs.org/wgbh/nova/archive/int_phys.html Brain POP - http://www.brainpop.com/ Forces in action (interactive)-

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/science_10_11.shtml Science News for Kids (physics)-

http://www.sciencenewsforkids.org/pages/search.asp?catid=12 Physics (kids games)- http://classroom.jc-schools.net/basic/sci-phys.html Creating Graphs- http://nces.ed.gov/nceskids/createagraph/ TeAchnology (rubric maker)-

http://www.teach-nology.com/web_tools/rubrics/sciences/ The Physics

Classroom-http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/newtltoc.html

Force & Motion (student activities) http://www.learner.org/channel/workshops/force/

Marvelous Machines (experiments)- http://www.galaxy.net/%7Ek12/machines/index.shtml

NASA (Newton’s Laws)- http://www.lerc.nasa.gov/WWW/K-12/airplane/newton2.html

Newton’s Third Law- http://swift.sonoma.edu/education/newton/newton_3/html/newton3.html

Physics for Beginners- http://physics.webplasma.com/physicstoc.html Motion Dynamics- http://www.physics-net.com/force/sf500.htm Force & Motion (student activities)-

http://wings.avkids.com/Curriculums/Forces_Motion/index.html The Physics Classroom

http://www.physicsclassroom.com/Class/1DKin/U1L1e.html Middle School Science

http://www.middleschoolscience.com/


http://www.physicsclassroom.com/Class/1DKin/U1L1e.html

http://wings.avkids.com/Curriculums/Forces_Motion/index.html

http://www.physics-net.com/force/sf500.htm

http://physics.webplasma.com/physicstoc.html

http://swift.sonoma.edu/education/newton/newton_3/html/newton3.html

http://www.lerc.nasa.gov/WWW/K-12/airplane/newton2.html

http://www.galaxy.net/~k12/machines/index.shtml

http://www.learner.org/channel/workshops/force/

http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/newtltoc.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/newtltoc.html

http://www.teach-nology.com/web_tools/rubrics/sciences/

http://nces.ed.gov/nceskids/createagraph/

http://classroom.jc-schools.net/basic/sci-phys.html

http://www.sciencenewsforkids.org/pages/search.asp?catid=12

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/science_10_11.shtml

http://www.brainpop.com/

http://www.pbs.org/wgbh/nova/archive/int_phys.html

http://www.mikids.com/SimpleMachines/smquiz.htm

http://www.mikids.com/Smachines.htm

http://outreach.rice.edu/~dgabby/science/simp_mach/

http://www.mos.org/sln/Leonardo/InventorsToolbox.html

http://www.physics-net.com/force/sf000.htm

http://www.edheads.org/activities/simple-machines/index.htm

http://www.learner.org/exhibits/parkphysics/

Resources Zike’s, Dinah. Big Book of Science. San Antonio: Dinah-Might Adventures, LP,

2001, p.24 Website: www.dinah.com

VideosUnited Streaming (videos) - http://www.unitedstreaming.com/

Basics of Physics: Exploring The Laws of Motion (21:16) Exploring the Laws of Motion (18:06) Laws of Motion (17:00) Let’s Move It: Newton’s Laws of Motion (15:00) Magic School Bus: Plays Ball in Frictionless Space (24:00) Physics of Motion (1:00:17) Work, Energy, & the Simple Machine: Lever, Wheel and Axle, Pulley (15:00) Work, Energy, & The Simple Machine: Inclined Plane, Wedge, Screw

(15:00)



http://www.dinah.com/

Throughout the unit, have the students create a glossary of terms, such as: Glossary of Terms

Acceleration: Distance: Effort force: Fixed: Force: Friction: Fulcrum: Gravity: Inclined plane: Inertia: Isaac Newton: Lever: Mass: Mechanical advantage: Motion: Pitch: Pulley: Reference point: Screw: Resistance force: Wedge: Simple machines: Speed: Velocity: Wheel and axle:


LEP Modification: Provide a list of words and definitions pertinent to the lesson being taught to

LEP students. Use the glossary to create vocabulary posters that will be posted around the

room during the unit. Create word walls for the unit Distribute the glossary to students as a reference source to be kept in the

science folder

English-Spanish Glossary

machine: máquinaforce: fuerzafriction: friccióngravity: gravedadeffort: esfuerzo resistance: resistencia

pulley: polea

fulcrum: fulcro inclined plane: plano inclinado fixed: fijo, fijawheel and axle: rueda y ejetool: herramienta device: aparato

lever: palanca

7th grade Motion- 10/2008

LEP Modification:Native language support when possible is recommended for LEP students. Research has shown that when students develop their native language, proficiency in the second language increases.In addition to using glossaries of words, consider creating picture glossaries or picture banks for the students to use during the unit. Free images for vocabulary presented in this unit can be found through searching http://etc.usf.edu/clipart.

74

http://etc.usf.edu/clipart/

Formulas

Acceleration = final velocity – initial velocity final time- initial time

Acceleration = Force Mass

Average Speed = Total distance traveled time of travel

Constant Velocity (V) = Position Time

Distance = Speed x Time

Energy = Work ÷ Time

Force = Mass x Acceleration

Inclined plane = Length of plane Height

Lever = Length of effort arm Length of resistance arm

Momentum = Mass x Velocity

Mass = Density Volume

Mechanical AdvantageMultiply the forces applied


Power = Work Time

Pressure = Force Area

Pulley = # of supporting strands

Screw = 2 (3.14) (radius of top of screw) Gap between the ridges

Speed = Distance Time

Velocity = Change in position Time (with direction)

Wedge = Length of wedge Thickness of wedge

Weight = Mass x Acceleration due to gravity (Fg = mg)

Work = Force x Distance

Wheel & Axle = Diameter of wheel Diameter of axle

Motion Forces & Energy assessment questions7th grade

6.01- Demonstrate ways that simple machines can change force. RBT tag- B2

1. How do you know that a screwdriver is a wheel and axle?a. a wheel and axle requires an inclined planeb. a screw driver can be used as a leverc. in using a screwdriver properly the handle and the shaft turn.

6.02 – Analyze simple machines for mechanical advantage and efficiencyRBT tag- B4

2. Why is it more efficient to ride a bicycle 5 blocks, than to walk 5 blocks?a. The pulley of the bicycle chain allows you to go faster, so it takes less time.b. A bicycle is a first class lever, therefore it requires less force to cover the same distance.c. Because the bicycle wheels are larger than your feet.d. The wheel and axle of the pedals multiply the force sent to the wheels, so its easier to cover the distance.

6.03- Evaluate motion in terms of Newton’s LawsRBT tag-B5

1. Considering the Law of Inertia, all of the following events could occur in a frictionless environment except:

a. Walking to the storeb. Hitting a homeroomc. Kicking a soccer ball across a 300 meter fieldd. Spaceflight

2. Considering Newton’s 2nd Law of Motion (F=m x a), why can’t you roll a 10kg bowling ball as quickly as a 2kg bowling ball with the same force applied?

a. A normal bowling lane is too short.b. The force of gravity is stronger on a 10 kg bowling ball.c. The acceleration of an object is related to the mass of the object and

the force acting on it.d. For every action there is an equal and opposite reaction


6.04- Analyze that an object’s motion is always judged relative to some other object or point. RBT tag- B4

6.05 – Describe and measure quantities that characterize moving objects and their interactions within a system.RBT tag- C4

1. John walked 4 blocks to school each day for a week. Monday – Wednesday it took John 5 minutes. Thursday and Friday it took him 3 minutes. John’s speed:

a. was constant each dayb. decreased Thursdayc. increased Thursday

6.06- Investigate and analyze the real world interactions of balanced and unbalanced forces.RBT tag- B4

1. If you are in a car accident and you are wearing a seatbelt, why do you stop moving, but the soccer ball in the back of the car does not stop?

a. Law of Inertiab. Force equals mass times acceleration.c. For every action there is an equal, but opposite, reactiond. Weight is mass times the acceleration due to gravity.

Motion Forces & Energy assessment questions


7th grade

LEP MODIFIED ASSESSMENT FOR INTERMEDIATE STUDENTS


1. How do you know that a screwdriver is a wheel and axle?a. a wheel and axle requires an inclined planeb. a screw driver can be used as a leverc. in using a screwdriver properly the handle and the shaft turns.


2. Why is it better to ride a bicycle 5 blocks, than to walk 5 blocks?a. The pulley of the bicycle chain allows you to go faster, so it takes less time.b. A bicycle is a first class lever, so it needs less force to cover the same distance.c. Because the bicycle wheels are larger than your feet.d. The wheel and axle of the pedals multiply the force sent to the wheels, so it’s easier to travel the distance.


6. Considering Newton’s 2nd Law of Motion (F=m x a), why can’t you roll a 10kg bowling ball as quickly as a 2kg bowling ball with the same force applied?

a. A normal bowling lane is too short.b. The force of gravity is stronger on a 10 kg bowling ball.c.The acceleration of an object is related to the mass of the object and the force acting on it.d. For every action there is an equal and opposite reaction




1. John walked 4 blocks to school each day for a week. Monday – Wednesday it took John 5 minutes. Thursday and Friday it took him 3 minutes.

John’s speed:a. was constant each dayb. decreased Thursdayc. increased Thursday

6.06- Investigate and analyze the real world interactions of balanced and unbalanced forces.RBT tag- B4

1. If you are in a car accident and you are wearing a seatbelt, why do you stop moving, but the soccer ball in the back of the car does not stop?

e. Law of Inertiaf. Force equals mass times acceleration.g. For every action there is an equal, but opposite, reactionh. Weight is mass times the acceleration due to gravity.


Motion Forces & Energy assessment questions7th grade

LEP MODIFIED ASSESSMENT FOR NOVICE STUDENTS



2. Why is it better to ride a bicycle 5 blocks, than to walk 5 blocks?a. A bicycle is a first class lever, so it needs less force to cover the same distance.b. The wheel and axle of the pedals multiply the force sent to the wheels, so it’s easier to travel the distance.




2. John walked 4 blocks to school each day for a week. Monday – Wednesday it took John 5 minutes. Thursday and Friday it took him 3 minutes.

John’s speed:a. was constant each dayb. decreased Thursdayc. increased Thursday

6.06- Investigate and analyze the real world interactions of balanced and unbalanced forces.


RBT tag- B4

2. Why does the man in the picture keep going when the bicycle stops?

blog.lib.umn.edu/.../bikeAccident.jpg

i. Law of Inertiaj. Force equals mass times acceleration.k. For every action there is an equal, but opposite, reaction


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