Unit Plan: Motion & Forces

Author: Megan StahlLength of Unit: 4 weeksGrade level & Course: 8th grade, Regular Physical ScienceTextbook: Borgford, Christie, Andrew Champagne, and Mapi Cuevas. Holt Science & Technology: Physical Science. Holt Rinehart & Winston, 2008. Unit Overview:

Students in middle school often begin to ask the question, “Why do we need to know about science? When will we ever use this in the real world?” The goal of the unit is to hopefully give some real world examples of forces, motion, acceleration, friction and Newton’s Laws. The unit is heavily based in experimentation due to the fact that it is easiest to learn about these concepts visually as opposed to with just worksheets. Students will be expected to properly perform a variety of tasks that relate to the chapters in addition to experiments, such as taking notes, writing vocabulary, and formative and summative assessments.

The unit encompasses chapters five and six in the textbook, which both focus on motion. We began the unit by reviewing knowledge the students should have learned in their previous science classes, and previous knowledge imparted from earlier in the course such as the difference between mass and weight. Students were then actively engaged by a succession of experiments that demonstrate speed and acceleration. In addition, students will be introduced to the different types of forces, including friction. Each chapter in this class also has a set of vocabulary words, a Line of Learning that uses the vocabulary words, and a test.

Chapter six is based on Newton’s Laws of Motion. Students continued to use experiments to explore how Newton’s Laws work, and how to distinguish between the three learned in class. Math was also used to make a connection between subjects, as well as to show students how different factors affect their outcomes. Online simulators were used heavily in this section for projectile motion, because it is unrealistic to do these types of experiments in the classroom. For this chapter, students also created a presentation based on the physics of sports. Students were allowed to get into groups if they wished and choose a sport. They were then required to create a flipbook based on different elements of the chapter. Finally, a test was administered.

Both of the included state standards are addressed in the unit. The first standard (MS-PS2-2) is addressed when students learn about balanced and unbalanced forces, the types of forces, and is reinforced multiple times through experiments and worksheets. The second standard is addressed during the online simulations, because projectile motion is only acted on by gravity. Students are also taught that everything in the universe is attracted to each other, and it depends on the mass of the objects how attractive the force is. Students are introduced to an equation that shows gravitational force of two objects during an enrichment section of a worksheet.

Students have been broken up into lab groups since the beginning of the year based on the cooperating teacher’s discretion. Students have been moved from the original seats when it is determined they would work more cooperatively and efficiently with a different group of students. For the majority of group work, students will work as a four top, or during most work on laptops in pairs. Students will be asked to work individually if they are creating a distraction or are not progressing in their work. During certain experiments, students will be asked to perform specific tasks based on their seat number, but generally students are trusted to work in independent groups to complete their work.

Outcomes: Students will fill out lab write ups and draw conclusions based on a variety of

experiments performed in the classroom. Students will begin learning how to perform inquiry throughout the unit with a wide

range of experiments. Students will understand the difference between speed and acceleration. Students will be able to create a product that provides evidence of their understanding of

the relevant vocabulary. Students will be able to accurately describe Newton’s Laws of motion. Students will present information about a sport of their choice and how physics affects

the sport. Students will use basic algebra to complete problems based on Newton’s Laws of motion.

Materials: Laptops with: internet access, word,

and access to a printer Textbooks Worksheets (See Appendix) Calculators

Miscellaneous other items including, but not limited to: Tape, measuring sticks, balls, stopwatches, cups, etc.

Laboratory books Projector/ Overhead

Standards:MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]

Safety Concerns:For this unit, there are not any outstanding safety concerns. It is always prudent to take into account that the students that are in the classroom are not always the best at managing themselves and their materials, so it was necessary to remind them that they were in a classroom setting. Most safety concerns for this unit would come from throwing balls down the hallway or misuse of meter sticks. A quick reminder at the beginning of the hour on how we use these tools was stated, and there were never any problems. Any problems that occurred during the class were related to behavior management, and did not affect the safety of the unit.

Graphic Organizer:

Schedule:Day One: EngageMotion Powerpoint

- Students will take notes on the powerpoint. The teacher will specify which points are most important and should definitely be written down into their note pages.

o What is motion?o How do we calculate speed?o What is a force?

Vocabulary into Laboratory Notebooks- Each chapter has a set of vocabulary that students need to master. Vocabulary squares are

used to help students learn the vocabulary. Students will write down the original definition, draw a picture describing the vocabulary word or concept, and then explain their drawing and how it relates to the vocabulary word.

Bell Work: What state of matter DOES NOT have definite shape or volume?- Bell work occurs nearly every day, except for days with tests or reviews. It goes onto a

calendar that students turn in at the end of each quarter.

Day Two: Explore/ExplainConstant vs. Average Speed Lab

- Students will work in groups to record the speed at which a ball rolls down the hall. Groups will be placed at 5 meter intervals, and will all begin timing as soon as the ball

rolls across the beginning line. A second trial will be conducted to calculate an average. Students will gain practice in calculating speed. Students will also learn to create speed and acceleration graphs.

o How do we calculate average speed?o What is a hypothesis?o How is acceleration different from speed?

BW: If the distance is 10m and it took 5 seconds to travel, what was the speed?

Day Three: Explore/ExplainAcceleration Lab

- Students will explore what must happen for an object to accelerate, by rolling a ball down a ramp at two different heights and recording what their velocity is for each run. They will record any additional qualitative observations. After all trials are complete, they will make a graph to see acceleration.

o Which ramp will cause the ball to roll faster?o What is making the ball move?o How do we calculate acceleration?o What are the units for acceleration?

BW: What are the three ways to change acceleration?

Day Four: ElaborateReinforcement worksheet

- Students will practice interpreting speed graphs, as well as practice calculating velocity and acceleration.

o What goes on which axis for a speed/ acceleration graphs?Forces worksheet

- The forces worksheet takes students through the big themes of the chapter, to reinforce their learning. This is also helpful because it can be used as a way to study for the future test.

o What force work against moving objects?BW: What is the definition of a force?

Day Five: Elaborate Interpreting Graphs worksheets

- There are two worksheets involved. They are both designed to give students interpreting speed and acceleration graphs. The graphs also help students to see the formulas for each in a different way. The results are broken down into a visual instead of mathematical way. Breaking down the information in this way should help to reinforce the concepts.

o What is the force keeping us on the ground?o What is the attractive force between everything single thing in the universe?

BW: What is the x axis of an acceleration graph? What is the y axis of an acceleration graph?

Days Six/Seven: Explore/ExplainForce Labs

- Students will be split up into six groups based on their pre-determined lab tables. At each lab table there will be one lab set up, and students will rotate through each lab. The labs are outlined in greater detail in the appendix, but each one is an example of a kind of force for students to see in person. As the students work through each station, they will fill out an observation form that specifies the agent, the reagent, the effect, and what type of force they observed.

o How many different kinds of forces are there? What are they?o What is a balanced force?o What is an unbalanced force?

BW: What happens when there is a net force of ZERO?/ If you’ve traveled 26 meters in 30 seconds, what was your speed?

Day Eight: Explore/ExplainScience Friction

- Students will conduct trials to see which form of friction (rolling, sliding, static) has the largest force. Students will use books and force scales to measure friction across a flat surface, and then create a rolling surface using dowel rods. Before the lab starts, the teacher will review the different types of friction and forces.

o What type do you think will have the greatest force?o What are other examples of the three types of friction?

BW: What are the three types of friction?

Day Nine: ElaborateFormative Product Assessment/ Line of Learning

- Students will use their knowledge gained from practicing vocabulary to complete a small project. Using magazines and newspapers, students will create a study guide for the chapter test. Students will find pictures that accurately describe their vocabulary words, then explain in their own words and any related formulas how the picture is relevant to the word.

o What is an example of each vocabulary word?BW: How far will a balanced force move?

Day Ten: ElaborateNotebook/Work Day

- Students will tape their vocabulary, lines of learning, and the constant vs. average speed lab into their notebooks. This day will be used as a catch up and review day for students. Those who finish early will receive a comprehension review sheet for extra credit.

No BW

Day Eleven: EvaluateChapter Five Test

- A straightforward test over the chapter. Includes multiple choice, completion, and short answer. There are modified versions for specific students that have trouble writing.

No BW

Day Twelve: Engage

Newton’s Laws Powerpoint- Students will take notes on the powerpoint. The teacher will specify which points are

most important and should definitely be written down into their note pages.o How many of Newton’s laws are we studying?o Can you give an example of each?

Vocabulary into Laboratory Notebooks- Each chapter has a set of vocabulary that students need to master. Vocabulary squares are

used to help students learn the vocabulary. Students will write down the original definition, draw a picture describing the vocabulary word or concept, and then explain their drawing and how it relates to the vocabulary word.

BW: What is the SI unit for Force?

Day Thirteen: Explain/ExploreNewton’s Labs

- Each lab group will receive a bucket with all of the materials needed to complete the labs designated on the worksheet. Each lab will demonstrate Newton’s Laws so that students can see their implications in real life.

o Which way should the balloon move?o Why do the other washers not move?o How do you calculate force?

BW: If your acceleration is 20 m/s2 and your force is 12N, what is your mass?

Day Fourteen: ElaborateMath in ScienceForce & Acceleration Enrichment

- Both of these worksheets are math intensive, and an example from each section will be completed by the instructor so that students have something to look back at.

o What equations will we be using?BW: If your mass is 16kg and your acceleration is 4m/s2, what is your force?

Day Fifteen: Explain/ExploreUniversal Law of Gravity online

- Students will follow the links to the websites on the worksheet to fill out the blanks. Students will be able to change factors to view what affects motion.

o What is the only force acting on a projectile in a vacuum? In the real world what other force would be acting on it?

BW: What is your momentum if your mass is 36kg and your velocity is 13 m/s?

Day Sixteen: EvaluateChapter Six Resource Quiz

- This will be the students’ study guide for the chapter six test. They will have most of the class period to work on it in individually. What they do not finish in class they will take home. It covers everything that is expected to be on the test.

Physics of Sports

- Students will get into groups and decide on their sport that they wish to research in the last five minutes of class so that they will be able to spend the next two days completely dedicated to the project.

No BW

Day Seventeen/Eighteen: EvaluatePhysics of Sports

- Students will work in groups no larger than four to create a flipbook on the physics of a sport of their choice. Students can pick their group mates, but they must be approved by an adult, and the sport they choose must be known by the teacher. The specifications are included in the appendix. This project will help students see again what the different elements of the chapter were before they take their test.

o How do Newton’s laws apply to your sport?o Are there projectiles?o How can you relate speed/acceleration/velocity to the sport?

No BW

Day Nineteen: EvaluateChapter Six Test

- A straightforward test over the chapter. Includes multiple choice, completion, and short answer. There are modified versions for specific students that have trouble writing.

No BW

Day Twenty: EvaluatePresent Physics of Sports

- Every group will give a short presentation on their sport, with each member presenting at least one concept. The teacher will ask questions that should be answered by the flipbook such as:

o How does Newton’s third law affect this sport?o What role does gravity play on this sport?

No BW

Assessment:Chapter 5 Name: _______________________ Date:______

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. Which of the following are two factors that determine speed?a. acceleration and time c. distance and time

b. velocity and time d. motion and time

____ 2. Which of the following best determines the net force when more than one force is acting on an object?a. a combination of all motions of an objectb. a combination of all motions of an object in two directionsc. a combination of all forces acting on an object

____ 3. When the net forces equal 0 N, they are which of the following?a. balanced c. a pushb. unbalanced d. a pull

____ 4. As the distance between two objects increases, the force of gravity between thema. decreases. c. increases only slightly.b. does not change. d. increases greatly.

____ 5. What is an object that appears to stay in place and that helps you detect motion in another object?a. a newton c. a black holeb. a lubricant d. a reference point

____ 6. To calculate an object’s average acceleration, you need to knowa. starting velocity, distance traveled, and speed.b. starting point, endpoint, and the object’s mass.c. starting velocity, final velocity, and time it takes to change velocity.

____ 7. Mass isa. different on the moon than on Earth. c. a measure of the amount of matter.b. a measure of gravitational force. d. measured in newtons.

____ 8. The difference between speed and velocity is thata. velocity involves time, while speed does not.b. speed involves time, while velocity does not.c. velocity has direction, while speed does not.

____ 9. To produce change in motion, a force must be a(n)a. balanced force. c. frictional force.

b. unbalanced force. d. gravitational force.

____ 10. Friction occurs because ofa. the roughness of any object’s surface. c. only the masses of any two objects.b. only the weights of any two objects. d. unbalanced forces.

____ 11. A hiker’s velocity begins at 1.8 m/s uphill and changes to 1.5 m/s uphill. How do you know that the hiker has a negative acceleration?a. The direction changed. c. The speed increased.b. The direction was unchanged. d. The speed decreased.

____ 12. An unbalanced force can cause an object’s motion to change bya. changing direction or speed; starting but not stopping motion.b. changing direction or speed, starting or stopping motion.c. changing direction or speed; stopping but not starting motion.

____ 13. The force of gravity is greater between two objects thata. have greater masses. c. are farther apart.b. have rougher surfaces. d. are moving at greater speed.

____ 14. What is a way to reduce friction?a. Wear batting gloves to bat. c. Push harder when cleaning.b. Press harder while sanding wood. d. Wax skis before skiing down a slope.

____ 15. Which of the following results in a helpful increase of friction?a. sandpaper used to smooth wood c. sand applied to a slick sidewalkb. wax applied to wooden skis d. ball bearings added to skate wheels

Use the graph below to answer the following question.

____ 16. The graph shows distance traveled during a bicycle race. Because the upward slope on the graph is straight and objects do not normally travel at a constant rate, what does it MOST likely represent?a. average acceleration c. average speedb. actual acceleration d. actual speed

Use the graph below to answer the following question.

____ 17. This is a graph of a roller coaster car moving up a hill. What does the straight upward slope on the graph show?a. positive velocity c. positive accelerationb. negative velocity d. negative acceleration

Completion

Complete each statement.

Use the terms from the following list to complete the sentences below.motion velocityforce gravityweight speedacceleration frictionmass

18. An object’s ____________________ can change with its location.

Use the terms from the following list to complete the sentences below.gravity frictionroughness

19. A force that opposes motion between two surfaces is ____________________.

20. When a push or a pull is acting on any object, a(n) ____________________ is being exerted on that object.

21. When a batter in a baseball game hits the ball, the ball changes direction and moves. These changes occur because a(n) ____________________ force has been applied to the ball.

22. When forces are ____________________the object of the forces does not move.

Short Answer

23. Describe how to determine average speed.

24. If a baseball is hit into an outfield in which the ground is very smooth, would the ball likely roll farther than if it were hit onto a rough outfield? What causes the difference, and what is its source?

25. When two students help the teacher push a large desk slowly across the classroom floor, what resistance opposes the faster movement of the desk?

Name: ______________Hour _______

Motion and Forces in Motion

Vocabulary: Choose a term from the box below to complete the statement.

Free fall terminal velocity projectile motion Speed Inertia momentum air resistance Velocity

1. An object at rest tends to remain at rest. This property is called ________________.2. _____________________ can occur only in a vacuum or space.

3. __________________ is the path that a thrown object follows.

4. A feather will not fall to Earth at the same rate as a marble due to _________________.5. _____________is a vector quantity that describes the _______________and direction that an

object is moving. Multiple Choice: Choose the best answer for each statement and write the answer on the line provided. (There will only be one right answer.)

1. _____ A feather and a rock dropped at the same time from the same height would land at the same time when dropped bya. Galileo in Italyb. Newton in Englandc. An astronaut on the moond. An astronaut on the space shuttle in orbit

2. _____ Acceleration of an objecta. decreases as the mass of the object increasesb. increases as the force on the object increasesc. is in the same direction as the force on the objectd. all of the above

3. _____ A golf ball and a bowling ball are moving at the same velocity. Which has more inertia?a. the golf ball, because it has less massb. the bowling ball , because it has more massc. they both have the same inertiad. there is no way to know without additional information

4. _____ If three balls of different materials were dropped at the same time form the same height, which would hit the ground first? (Assume there is no air resistance.)a. a tennis ballb. a solid rubber ballc. a solid steel balld. they would all hit at the same time

5. _____ Imagine you are holding a 6N book motionless in your hand. Which of the following is true?a. the book has a mass of 6N.b. the total downward force on the book is 12Nc. your hand exerts an upward force of 6N on the bookd. the forces are not balances

6. _____ According to Newton’s second law of motion, if more force is put on an object, which should be true?

a. there would be no affect on the object’s accelerationb. the acceleration should increasec. the object’s acceleration should decreased. the acceleration should first increase and then decrease.

7. _____ According to Newton’s first law, an object in motion, with no unbalanced force acting on it should………a. gradually slow down and stop b. gradually speed up c. remain at a constant speed in the same direction d. remain at a constant speed but change direction

8. _____ A car at rest has more inertia than a bicycle at rest mainly because the car has greater:a. massb. velocityc. decelerationd. reaction force

9. _____ A change in velocity to a lower speed is called:a. motionb. velocityc. accelerationd. terminal velocity

10. _____ Any change in position compared to a reference point is called: a. motionb. velocityc. terminal velocityd. acceleration

11. _____ An object falls freely from a rooftop and 20 seconds later reaches a velocity of 196m/s/s. What is the object’s acceleration?a. 9.8 m/s/sb. 98 m/s/s

c. 392 m/s/sd. 3.920 m/s/s

12. _____ Newton’s second law gives the relationship between force, mass anda. speedb. velocityc. accelerationd. none of the above

13. _____ In the picture the boys are Pulling their boulders with the same force, which one will have greater acceleration?

a. Leftb. Rightc. Left and Right will have the same accelerationd. Neither Left or Right will accelerate

Short Answer: Using complete sentences, write the answer to the following question.

14. Why would a feather dropped from the same height as an acorn fall to earth more slowly than the acorn?_______________________________________________________________________________________________________________________________________________________________________________________________________________

15. Use Newton’s 3rd Law of Motion to explain how a rocket takes off. Use the words action force and reaction force in your answer._______________________________________________________________________________________________________________________________________________________________________________________________________________

16. State the relationship between the velocity of a projectile and the path it will follow._______________________________________________________________________________________________________________________________________________________________________________________________________________17. If We did a lab in which we measured the distance a pom-pom would travel when it was shot from a catapult at different angles of release.a. What was the independent variable _________________________b. What was the dependent variable ___________________________c. Name three constants _____________________________________18. In the box draw and label a diagram describing a marble rolling off the edge of a table, ant the path would it follow?

19. Math in Science: SHOW YOUR WORK by writing the substitution of the numbers for the letters in the formula. Always include the units in the formula.1. Calculate acceleration for:Starting Velocity = 0 m/final Velocity = 30 m/s, Time = 10 s

2. The wind pushes a cup on the desk. If the cup has a mass of 43 grams (? kg) and accelerates at a rate of 10 m/s2. How much force was exerted on the cup?

3. What is the average speed of a jet plane that travels 664 meters in 4 seconds?

4. How far (in meters) will you travel in 15 minutes running at a rate of 8 m/s?

5. Maggie hits a golf ball (0.5 kg) which accelerates at a rate of 50 m/s2. How much force acted on the ball?

6. 10 eight graders are playing tug o’ war. Each team has 5 people and each person is pulling with a magnitude of 12 N.

A) What is the of the net force on the rope? ___

B) Is either team is winning? _____C) What if Ms. Laura joined team 1? _____

References:No other references were used besides the textbook, and websites included on the Online Gravitational Acceleration Worksheet. Students found many of their own resources for their end of the chapter projects.

Appendix:

Name _____________________ Class ______ Date___________

Background: The average speed of an object is the total distance it travels divided by the time it takes to travel that distance. Constant speed means that an object travels continually at the same speed. An example of constant speed might be when you are traveling on an interstate highway, and the cruise control of your car is set at 88km (55mi) per hour.

Challenge: You will work with your classmates to learn how to measure average speed and constant speed. You will graph and analyze your data independently.

Materials: hallway marked in 5 meter increments, stopwatches, tennis ball, calculators

Procedure:1. Your teacher has marked the hallway with strips of masking tape at 0, 5, 10, 15, 20, and 25

meters. 0 meters is the starting line.2. There will be 2 students with stopwatches at each line beginning with the 5 meter line. There

may also be a data keeper.3. Someone will roll the ball slowly down the hall. All timers should start their stopwatches on

the signal given when the ball crosses the 0 meter line and stop their watches when the ball crosses their assigned line.

4. You will average your times and report the average time the ball took to reach your line to the data keeper.

5. Repeat steps 3 and 4, but this time roll the ball quickly down the hall.6. Return to the classroom to record the shared data in Data Tables 1 and 2. 7. Beginning with this step, you will be working independently. Calculate the average speeds

to complete Data Tables 1 and 2 by using the following formula:Speed = distance (m) time (sec) [also written speed = distance/time]Observations:Data Table 1. Slow RollDistance (m) Time 1 (sec) Time 1 (sec) Average Time Average Speed(m/sec)0

5 10152025Data Table 1. Fast RollDistance (m) Time 1 (sec) Time 1 (sec) Average Time Average Speed(m/sec)

0

5 10152025

Describe what your qualitative observations for this experiment. (Things that happened that might have affected your data.) ________________________________________________________________________________________________________________________________________________________________________Results:

1. Graph your data. The graph should be titled and labeled correctly to show the relationship between the distance the ball traveled and the time it took to travel that distance. Put time on the horizontal axis. There will be two graphed lines – one for the slow roll and one for the fast roll. Make a key to distinguish between the two lines.

2. Analyze the results of your investigation. Describe the changes in speed shown by each line on your graph. Use your data to support each analysis. Check your analysis of the graph with the speeds you calculated in your data tables.

slow roll -______________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________fast roll - _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Does your graph show either ball moving at constant speed down the hall? How can you tell by looking at the graph line? __________________________________________________________________________________________________________________________________________________________________

4. Acceleration GraphYou will be graphing your average speed data. The graph should be titled and labeled correctly to show the relationship between speed at which the ball traveled and the time. Put time on the horizontal axis (X axis). There will be two graphed lines – one for the slow roll and one for the fast roll. Make a key to distinguish between the two lines.

Analyze the results of your graph. Explain what a velocity graph looks like and describe the differences between a speed and velocity graph.

Slow roll- ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Fast roll-___________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________Speedy Problems1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is

the automobile’s acceleration? (Remember that a negative value indicates a slowing down or deceleration.)

3. The table below includes data for a ball rolling down a hill. Fill in the missing data values in the table and determine the acceleration of the rolling ball.

Time (seconds) Speed (km/h)

0 (start) 0 (start)

2 3

6

9

8

10 15

Acceleration = ___________________________

4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop. How much time will it take for the car to stop if it decelerates at -4.0 m/s2?

Name ______________________________ Class: _____ Date: _______ Background: What happens when an object accelerates? The answer is, the object’s velocity may increase, the object’s velocity may decrease or the object may change direction. Sometimes acceleration may involve a combination of these. The formula used to calculate acceleration is: Acceleration = the change in velocity/the time for the change to occur. Since units for velocity are distance/time and you will be dividing by time, the units for acceleration become distance/time/time. This can be written as meters/time2 (m/S/S or m/S2).

Objective: In this lab, you will be measuring the velocity of a ball at different points as it rolls down a low ramp and then a high ramp. You will use this information to calculate the acceleration of the ball on each ramp. You will graph your data and compare the acceleration curves of the two ramps.

Problem: ___________________________________________________________________________Hypothesis: ____________________________________________________________________________________________________________________________________________________________Materials: ramp + support, meter stick, timer, masking tape, ballProcedure:1. Use a meter stick and masking tape to mark a starting line (0cm) on the ramp, followed by

marks at 25, 50, 75 and 100 cm from the starting line.2. Position the ramp so that its upper end is 10 cm above the table.3. Place the ball at the top of the ramp and release it. Use a stopwatch to time how long it takes

the ball to reach the 25-cm mark. 4. Do two trials and record your measurements in Table 1. Round off your measurements to the nearest hundredth (.00).5. Repeat Steps 3 and 4 for each of the remaining distances marked on the ramp.6. Use the average time measurements to calculate the velocity of the ball as it traveled down

each portion of the ramp - record data in Table 1. velocity = distance/time in a given direction

7. Complete your data table by calculating acceleration over each portion of the ramp. acceleration = ending velocity – starting velocity/time for change (For this lab, the starting velocity will always be 0cm/sec since you released the ball from the top of the ramp for each trial.)8. Raise the ramp to 30 cm. Repeat steps 1 – 6 for the second ramp. Record your data in Table

2.

Data Table 1 – Low Ramp (10cm off of table)Distance (cm)

Time for trial 1 (s)

Time for trial 2 (s)

Average time (s)

Velocity (cm/sec)(distance /time)

Acceleration(cm/sec/sec)

255075100

Data Table 2 – High Ramp (30cm off of table)Distance (cm)

Time for trial 1 (s)

Time for trial 2 (s)

Average time (s)

Velocity(cm/sec down)

Acceleration(cm/sec/sec)

255075100

Qualitative Observations:

Analysis: Make an acceleration line graph to show the relationship between velocity and time for this lab. Put time on the horizontal axis and velocity on the vertical axis.

Interpreting your graph: 1. Compare the acceleration curves for the ball as it rolled down the low ramp and the high

ramp. Be sure to note any similarities and differences between the two lines. ____________________________________________________________________________________2. Did either line show the ball to have constant acceleration? Explain your answer.

_________________________________________________________________________________

Conclusion: Remember the 5 Parts! ____________________________________________________________________________________________________________________________________________________________

KEY

10 cm

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Skills Worksheet: Bug Race

Complete this worksheet after you finish reading the section “Measuring Motion.”You and a friend are having a bug race. You both measure the distance your pet bugs travel along a straight race track and record their times as they race. The results are plotted in the graphs below. Take a look at the two graphs. Then answer the questions that follow.

1. What is the distance from the starting line to Point A? ______________________2. How long did it take your bug to travel that distance? ______________________3. To determine your bug’s average speed while traveling from the starting line to Point A,

divide the distance traveled by the time it took to travel that distance: average speed = distance traveled/time traveled = ______________________

4. What is the distance from Point A to Point B? ______________________5. How long did it take your bug to travel from Point A to Point B?

___________________________________________________________________________7.Calculate your bug’s average speed from Point A to Point B.

___________________________________________________________________________________

7. Compare the graphs of your bug and your friend’s bug. Which bug was traveling at a constant speed? Explain your answer.

___________________________________________________________________________

___________________________________________________________________________

DIRECTIONS: Solve the following situation problems using equations for velocity and acceleration.8. What is the speed of a jet plane that travels 528 meters in 4 seconds?

9. How long will your trip take (in hours) if you travel 350 km at an average speed of 80 km/hr?

10. How many seconds will it take for a satellite to travel 450 km at a rate of 120 m/s?

Force Lab

You have 10 minutes at each station: 8 min for the lab, 1, min for recording and 1 min for cleaning up

STATION #1- Materials: bucket of water, beaker1. With the open end of beaker up, push the empty beaker lowly into the bucket of water, then, submerge the beaker. Let the water fill the beaker.2. Remove the beaker from the water.

STATION #2 - Materials: paper, beaker, 5 paper clips, magnet 1. Place the paper clips on the paper and place the beaker, upside-down on top of the paper clips. Bring the magnet near the beaker until you can attract one or more clips (If one person does not succeed, allow others to try or brainstorm different ways to do this). Try to lift the paper clip(s) to the top of the beaker.2. Still hold the clips at the top of the cup, and then have someone lift the cup off of the paper.

STATION #3 - Materials: plastic bag, wool sock, scissors, ruler 1. Cut two one inch wide strips from the bag. The strips need to be at least 12 inches long.2. with one hand, hold up the strips. Observe them as they hang.3. Now rub the wool sock on both sides of the strips. Allow the strips to hang freely again. Observe and forces at work.4. Bring one of the strips near the table. Observe what happens.5. Throw your strips in the trash when you are done.

STATION #4- Materials: sheets of paper 1. One at a time, drop a piece of flat paper; a paper folded into fourths; and a paper that has been crumpled into a ball.2. Drop any two at a time, from the same height.3. Drop all three at a time, from the same height.

STATION #5 (do this station on the floor) - materials: 3 text books, ramp (board) bottle, plastic lining1. Set up a ramp that is the height of three books.2. Place the plastic lining under the lower end of the ramp so that it extends beyond the ramp.3. Roll the bottle down the ramp. Measure how far it goes.4. Repeat the demonstration, except have carpet under the ramp, instead of the plastic.

STATION #6-Materials: rubber band, book with string around it, book without string around it, paper clip, meter stick

1. Attach the rubber band to the paper clip.

2. Attach the paper clip to the string around the book

3. Place the book on the table so that when stretched, the end of the rubber band is off of the edge of the table.

4. Slowly pull the end of the rubber band until the book starts to move.(Be sure to keep the rubber band level with the book)

5. Measure in cm, the length of the rubber band when the book began to move.

6. Place another book on top of the book with the string and repeat steps 3, and 4

Name: _________________________ Date: ____________ Class: ________

Force Lab Observation

Observational Information

Station 1 Station 2 Station 3 Station 4 Station 5 Station 6

A) Identify the agent

B) Identify the receiverC) Identify the effectE) What type of force(s) did this station demonstrate

Conclusion: What do you know about forces now? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________

Science Friction Name: ___________ Class: ______ Date:_____

Purpose: In this experiment, you will investigate three types of friction – static, sliding, and rolling- to determine which is the largest and which is the smallest.

Ask a QuestionWhich type of friction is the largest force – static, sliding, or rolling? Which is the smallest?

Form A HypothesisWrite a statement that answers the question above and give a valid reason for your answer.______________________________________________________________________________________________________________________________________________________

Test the Hypothesis1. Tie a piece of string in a loop that fits in your textbook, as shown on page 650 of your book.

Hook the string to the spring scale or force probe.2. To measure the static friction between the book and the table, pull the spring scale (or force

probe) very slowly. Record the largest force on the scale before the book starts moving. Record this information in the data table.

3. After the book begins to move you can determine the sliding friction. Record the force required to keep the book moving at a slow, constant speed.

4. Place two or three rollers under the book. Make sure the rollers are evenly spaced. Place another roller in front of the book so that the book will roll onto it. Pull the force meter slowly. Measure the force needed to keep the book rolling at a constant speed.

Data Table for spring scale:

Type of Friction Trial 1 Trial 2 Trial 3 AverageForce

Static friction

Sliding friction

Rolling friction

Data Table for force probe:

Type of Friction Trial 1 Trial 2 Trial 3 AverageForce

Static friction

Sliding friction

Rolling friction

Analyze the Results:Which type of friction was the largest? ________________________________

Which type of friction was the smallest? _______________________________

Draw Conclusions:Do the results support your hypothesis? If not, how would you revise or rest your hypothesis? ______________________________________________________________________________________________________________________________________________________

Compare your results for the spring scale and the force probe. Are there any differences? If so, what are they?______________________________________________________________________________________________________________________________________________________What might cause some differences between the spring scale and the force probe?______________________________________________________________________________________________________________________________________________________Which results would you consider to be more accurate and why? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Chapter 5 Formative Product assessment: 25 points (20 content+5 Neatness)Name: _______________ Class: _____ Date Assigned: _______ Date Due: _______ Objective: To demonstrate your understanding of motion and Force and prepare a reference

for test and to tape in your note book as the chapter’s learning reflection. Material: Magazines, newspapers, internet, glue, large piece of paper,

1) Procedure: 2) Title your work (Project name, Your First and last name, class period and due date)3) Draw / cut from print media/ locate off of internet, illustrations presenting the following

contentA. Speed B. Velocity C. Acceleration D. Force E. Net force

F. BalancedG. force

H. Unbalanced Force

I. Inertia J. Gravity K. FrictionStatic / Kinetic (2 types)

4) Neatly portion off your paper into 10 sections, number title each section as a-j5) Glue in the pictures6) Explain how the picture presents the content, include any applicable formulas. 7) Attach this paper to your project.

Chapter 6 Math in Science Name___________________ Period________ Date___________

Useful formulas and facts for force:

1. A man hits a golf ball (0.2 kg) which accelerates at a rate of 20 m/s2. What amount of force acted on the ball?

Asking for? Work Answer

Know?

Formula?

2. You give a shopping cart a shove down the isle. The cart is full of groceries and has a mass of 18 kg. The cart accelerates at a rate of 3 m/s2. How much force did you exert on the cart?

Asking for? Work Answer

Know?

Formula?

3. A worker drops his hammer off the roof of a house. The hammer has a mass of 9 kg, and gravity accelerates it at the usual 9.8 m/s2. How much force does the earth apply to the hammer?

Asking for? Work Answer

Know?

Formula?

Formulas and facts for momentumi. Momentum = (mass) * (velocity)ii. Impulse = (Applied force) * (time)     and     Impulse = Change in Momentum

iii. Applied Force = (Change in Momentum) / (time)iv. For multiple objects: Total Momentum of everything before interaction = Total Momentum of everything after

1. Two objects, A & B, have identical velocities. Object A has 3 times the mass of object B. Find the value of the ratio of momentum A to momentum B. Justify your answer.

_____________________________________________________________________________________2. Objects, C and D, have identical masses. Object C has twice the velocity of object D, Find

the value of the ratio of momentum C to momentum D. Justify your answer. _____________________________________________________________________________________3. Circle or calculate the best answer for the following questions.  Check your work 1. Which

object has the least momentum?Object A: m = 1 kg, v = 100 m/sObject B: m = 10 kg, v = 12 m/sObject C: m = 0.5 kg, v = 1000 m/sObject D: m = 100 kg, v = 2 m/s 3. A car of mass 1100kg moves at 24 m/s. What is the braking force needed to bring the car to a halt in 2.0 seconds? (Use i and iii) Asking for? Work Answer

Know?

Formula?

4. What is the force on a 0.025 kg egg from a bed sheet as the egg hits the sheet at 4.0 m/s and takes 0.2 seconds to stop? (Use i and iii)

Asking for? Work Answer

Know?

Formula?

5. A 8.0 kg shell leaves a 2.0 x 103 kg cannon, at a speed of 4.0 x 102 m/s. What is the recoil speed of the cannon? (Use i and iv)

Asking for? Work Answer

Know?

Formula?

Name: ______________________ Date: ______________ Class: ____________Force and Acceleration

In rockets, the hot gases in the combustion chamber press against all sides equally. Water bottle rockets work the same way. The water bottle acts as the combustion chamber of the rocket.

When the bottle is opened, the pressure on the opposite side of the combustion chamber is now unbalanced and pushes the rocket

Force = Mass x Acceleration Or, Acceleration = Force ÷ Mass

Example: A rocket engine provides 28,913 Newtons of thrust. The rocket has a mass of 2,350 kilograms. Calculate its acceleration if it moves HORIZONTALLY (we don’t want to fight gravity yet) on some frictionless surface.

Solution:State the Unknown: State the Givens:State the Equation you plan to use:

Plug in values with units of measure:

That means that every second the rocket’s speed increases by ______.Force and Acceleration Exercises

Using F = m × a

1. Your bicycle has a mass of 9.1 kilograms. You accelerate at a rate of 1.79 m/s2. Calculate the net force that is accelerating the bicycle.

2. The Space Shuttle has a liftoff mass of 2,041,000 kg and accelerates at a rate of 16 m/s2. Calculate the force (thrust) that is accelerating the Space Shuttle.

3. A rocket accelerates at 56 m/s2. It has a mass of 800,000 kg. Calculate the force (thrust) that the rocket engines must supply.

Using a = F ÷ m

1. A runner has a mass of 89 kilograms. He produces a force of 84 Newtons between the ground and his running shoes. How fast does he accelerate?

2. Calculate the acceleration of a car if the force on the car is 450 Newtons and the mass is 1300 kilograms.

3. Calculate the acceleration of a jet car racing on the Bonneville Salt Flats if the force on it (the “Thrust”) is 500,000 Newtons and the mass is 2,100 kilograms

Fighting Gravity!

If we fire a rocket vertically, its acceleration will be a bit less since it must struggle against gravity. For vertical ascent (neglecting air resistance): arocket = Ftotal mrocket

If the rocket moves vertically, it sees (experiences) two forces: the upward thrust of 120 Newtons, and the downward pull of gravity, which is just the rocket’s weight, let’s say 15 Newtons (which is a mass of roughly 1.5 kilograms).Solve:Acceleration = Force ÷ MassAcceleration = (120 Newtons – 15 Newtons) ÷ (1.5 kilograms)Acceleration = 70 meters per second per secondNow you try a similar problem:

A water bottle rocket has a mass of 0.248 kilograms. On Earth, this is a weight of 2.43 Newtons. When the water sprays out the bottom of the bottle rocket, it creates a starting thrust of 77 Newtons. Calculate the water rocket’s starting acceleration:

Acceleration = Force × Mass

Acceleration = ( − ) × ( )

Name ____________________________ Hour ______ Date _______

Background: So far we have learned that weight is a measure of gravitational attraction on an object’s mass. As you go through the two web sites used for this activity, complete the questions to learn about the Universal Law of Gravitation and acceleration of falling objects due to the force of gravity.

Part 1: Go to http://library.thinkquest.org/27585/. Click on the words click here to view this site on the first screen, click enter here on the second screen and what is gravity? On the third screen: Read pages 2 – 4 to answer the following questions in complete sentences.

1. Write a definition of gravity: a force of attraction. It is produced by all pieces of matter in

the universe and pulls on all pieces of matter in the universe, regardless of matter type.

2. Why gravity is called a universal force? Because it comes from all matter, gravity is what we

call a universal force.

3. How does the force of gravity compare in strength to the other 3 universal forces- the

strong nuclear force, the weak nuclear force, and electromagnetism?

___________________________________________________________________________

_______

___________________________________________________________________________

_______

4. Why do we not notice the effects of gravity between a table and chair, but we do notice its

effects on planets?

___________________________________________________________________________

_______

___________________________________________________________________________

___________________________________________________________________________

______________

5. What are the 2 factors that gravitational attraction depends on?

____________________________

___________________________________________________________________________

______

6. According to Isaac Newton’s law of universal gravitation, gravity’s strength is directly

proportional to the product of two objects’ masses. Explain this statement.

_________________________________

___________________________________________________________________________

_____

7. According to Isaac Newton’s law of universal gravitation, gravity’s strength is inversely

proportional to the square of the distance between them. Explain this statement.

__________________________

___________________________________________________________________________

_______

Part 2. After reading page 4, click small scale effects on the sidebar. Click on page 5. Answer the following questions while reading pages 5 and 6.8. Why are a ball thrown up into the air, satellites and the planets all described as being in free

fall?

___________________________________________________________________________

______

___________________________________________________________________________

_______

9. At what rate are objects free falling toward the Earth accelerated? _____________________________________________________________________________________________________________

10. There is a common misconception that heavier objects will fall faster than lighter ones

because gravity is pulling on them harder. Well, it is true that gravity is pulling on heavy

objects harder, but they do not fall any faster than lighter objects. Why?

___________________________________________________________________________

___________________________________________________________________________

______________

11. If lighter object don’t fall slower than heavier objects, why does a feather fall to Earth more

slowly than a brick?

_______________________________________________________________________

___________________________________________________________________________

_______

Part 3. Go to http://www.fearofphysics.com/Fall/fall.html. This section allows you to explore how things fall because of gravity by allowing you to drop a tennis ball off of various objects, like bridges and tables. Select drop from the top and show the ball’s trail for each trial as you complete the table below.12.

Place the tennis ballis dropped from

Height ofthe drop above

the ground

Time it takesfor the ball tohit the ground

Speed of theball as it hitsthe ground

table

Statue of Liberty

Golden Gate Bridge

Empire State Building

13. Why is there more space between the tennis ball each time it is shown during its fall?

______________________________________________________________________________

_____

______________________________________________________________________________

_____

Name __________________ Hour _____ Date ________Directions: Complete this sheet to help reinforce your understanding of the content and to use for during the chapter test. Turn it in with your test for credit. Topic 1. Gravity1. The definition for gravity:______________________________________________________________________________

__________________________________________________________________

2. According to Newton’s Universal Law of Gravitation, the attraction between two objects depend on how big they are (their masses) and the distance between them. Explain how each of these two factors affects gravitational attraction between two objects.

______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

Topic 2. Acceleration of Falling Objects3. Explain free fall.______________________________________________________________________________

__________________________________________________________________

4. Be able to explain why a bowling ball and a marble dropped from the same height would hit the ground at the same time.

______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

5. Be able to explain why a bowling ball and a feather dropped from the same height would not hit the ground at the same time.

______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

Topic 3. Projectile Motion6. Explain why a projectile travels in a curved path as it falls toward Earth.______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________

7. Explain the relationship between velocity and the distance a projectile will travel.______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

8. Explain the relationship between the angle of launch and the distance a projectile will travel.

______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

Topic 4. Newton’s 3 Laws of Motion9. Be able to apply Newton’s 1st Law to explain the motion of an object.______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

10. Be able to explain the property of inertia and how it relates to Newton’s 1st Law of Motion.______________________________________________________________________________

__________________________________________________________________

11. Be able to apply Newton’s 2nd Law to explain the motion of an object.______________________________________________________________________________

__________________________________________________________________

12. Be able to apply Newton’s 3rd Law to explain the motion of an object.______________________________________________________________________________

______________________________________________________________________________

___________________________________________________________

Names _________________ Class: _____ Date: _____ Due Date: _____

Background: In some sports, such as swimming, track and cross-country, the winner of a competition is determined by who can accelerate quickest and maintain the greatest average speed or velocity. Other sports, such as basketball, figure skating and ultimate Frisbee depend on techniques that are influenced by forces such as air resistance, gravity and friction. Some sports, like football, volleyball and tennis, involve projectile motion and Newton’s three Laws of Motion can explain all sports.

Purpose: The purpose of this project is to use all of the ideas and laws of motion we have been learning about to analyze a sport of your choice (requires teacher’s prior knowledge). You may work with in groups of up to 4 people or by yourself to produce a poster/project that explains the motion in your selected sport. Due date is the same regardless of number of people per project. You need teacher’s permission for your group.

a) You will be given one day in the library and/or computer lab to collect information to answer the focus questions.

b) You will write a short paragraph to answer each focus question. c) You will present your research by assembling a poster using the paragraphs on the index

cards and pictures that you collected (see the example). You may choose other means of presenting your research with prior teacher’s approval.

d) Finally, you will present your poster to the class to share what you have done.

Focus Questions:1. What is the history of your sport? (Who invented it? When? Major changes in how it is

played over time?)2. What are speed and velocity and how do they affect your sport?3. What is acceleration and how does it affect your sport?4. What is gravity and how does it affect your sport?5. What is friction? Which of the 4 types of friction affect your sport and how?6. What is Newton’s 1st Law of Motion and how is it applied to your sport?7. What is Newton’s 2nd Law of Motion and how is it applied to your sport?8. What is Newton’s 3rd Law of Motion and how is it applied to your sport?

9. What is projectile motion and how is it applied to your sport?10. What is momentum and how is it applied to your sport?

Writing your paragraphs: You will write a paragraph for each of the focus questions. Each paragraph you write should include a topic sentence (often this will include a definition or explanation of the term), a minimum of 2 supporting sentences and a concluding sentence. These cards will be used on your poster.

Sample Paragraph:

Friction is defined as a force that resists motion between two surfaces that are moving against each other. Sliding friction is a very important force in the game of kickball. The friction between the kicker’s foot and the ball allows the ball to be sent into the field of play. If there were no friction, the ball would slip off of the kicker’s foot. Rolling friction slows the ball down as it rolls across the field. Players need friction between their feet and the ground to be able to run to field the ball and run the bases. Fluid friction is the force that slows the ball down as it moves through the air. Without friction, kickball would be a crazy game with people sliding around trying to kick and catch a big rubber ball!

FRICTION IN KICKBALLRubric for Physics of Sports Project 1. For complete title: 5 points are possible

2. For each of the 10 focus QuestionsGrading Category

3 points 2 points 1 point 0 pointsIdeas and content

The focus question is discussed with accurate and complete information.

The focus question is partially discussed with accurate and complete information.

The focus questions is discussed with some inaccurate or incomplete information.

There is no paragraph.

Topic andconcludingsentences

Both the topic sentence and the concluding sentence are clearly stated.

Topic sentence and concluding sentences are both present, but unclear.

Either the topic sentence or the concluding sentence is missing.

There is no topic or concluding sentence

Support There are at least There are at least There is one There are no

sentences 2 informative supporting sentences on the card.

2 supporting sentences.

supporting sentence. supporting sentences.

Sentence fluency and conventions (grammar, spelling, punctuation, etc.)

The paragraph is well written with no errors and has interesting sentence structure.

The paragraph is easy to follow and contains only a few errors.

The paragraph is difficult to follow with several errors.

The paragraph does not make sense or has many errors.

3. For Class Presentation: 10 total points are possible4. Completed work sheet for focus questions turned in: 25

Worksheet for Focus Questions Name _________________ Class _______ Date _____

This sheet is for taking notes to use when you compose your final paragraphs for the Physics of Sport Project

History

Focus Question Topic Definition of term(s) Applied to your sportSpeed / Velocity

Acceleration

Gravity

Friction

Focus Question topic Definition of term Applied to your sportNewton’s 1st Law

Newton’s 2nd Law

Newton’s 3rd Law

Projectile motion

Momentum