Science Grade 08 Unit 06 Exemplar Lesson 01: Newton's Laws

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1 Grade 08 Unit 06 Exemplar Lesson 01: Newton's Laws Unit: 06 Lesson: 01 Suggested Duration: 10 days This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis Students will develop an understanding of the relationships between force, motion, and energy through the investigation of Newton s laws of inertia, force and acceleration, and action reaction. Students will describe applications of Newton s laws of motion in everyday life. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: 8.6C Investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. Scientific Process TEKS Readiness Standard 8.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 8.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 8.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 8.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 8.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 8.2B Design and implement comparative and experimental investigations by making observations, asking welldefined questions, formulating testable hypotheses, and using appropriate equipment and technology. 8.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. 8.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns. 8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. 8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: 8.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature. 8.3C Identify advantages and limitations of models such as size, scale, properties, and materials. 8.3D Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content. Last Updated 04/25/13 page 1 of 29

2 8.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: 8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum. Unit: 06 Lesson: 01 Suggested Duration: 10 days GETTING READY FOR INSTRUCTION Performance Indicators Grade 08 Unit 06 PI 01 Create a written scenario illustrating the application of each of Newton s three laws: law of inertia, law of force and acceleration, and law of action-reaction. Identify the law within each of the scenarios. Include the identification of the law, and use a labeled drawing (model) to demonstrate each scenario. Standard(s): 8.3B, 8.3C, 8.6C ELPS ELPS.c.1E, ELPS.c.3J, ELPS.c.5G Key Understandings An object s motion is the result of the combined effect of all forces acting on the object. How do Newton s laws explain the effect of all forces acting on an object? What is inertia? What are action reaction forces? What is the mathematical relationship between force and acceleration? How are force, mass, and acceleration related? The interaction between energy and matter creates forces (pushes and pulls) that produce predictable patterns of change. What pattern of motion is identified with the law of inertia? What pattern exists in the law of force and acceleration? What pattern exists in the law of action reaction? How is everyday life affected by the laws of motion? Give examples for each law. Vocabulary of Instruction Newton s law of inertia inertia Newton s law of force and acceleration Newton s law of action reaction Materials beaker (small, 1 per Station 3) books (small, 6 total needed, 3 per Station 1 and 3 per Station 7) box (empty tissue with a hole cut in one side, 1 per Station 7) coin (1 per Station 3) egg (hard cooked, 8 per class, per Station 2) egg (raw, 8 per class per Station 2) glue or tape (per group) index card (3 x 5, 1 per Station 3) marbles (3 different masses, 3 per Station 7) marbles (small, 7 per Station 4) paper (copy, 1 per student) petri dish (1 per Station 5) round beads (large, 5 per Station 5) round beads (small, 5 per Station 5) rubber band (thick, 1 per Station 6) ruler (grooved, 3 needed total, 1 per Station 4 and 2 per Station 7) ruler (thin plastic, 1 per Station 8) scissors (1 per student) spring scale (1 per Station 1) spring scales (2 per Station 6) string (kite string or similar, 1 meter at Station 1) tape (masking, 1 strip per Station 7) tape (transparent, 2 strips per Station 5) triple beam balance (1 per Station 2) various materials (see Advance Preparation, appropriate for descriptive investigation, varies per group: plastic tubing foam tube insulation Last Updated 04/25/13 page 2 of 29

3 Unit: 06 Lesson: 01 Suggested Duration: 10 days for roller coasters, marbles of different masses, rulers, meter sticks, stop watches, balls of different sizes and masses, toy cars, model rockets, ramps, film canisters, Alka Seltzer, Water, sports equipment, balloons, straws, tape, calculators, washers washers (medium, 10 per Station 8) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Teacher Resource: Exploring Motion Station Cards (see Adv. Prep., 1 half sheet per station) Teacher Resource: PowerPoint: Newton s Laws Handout: Exploring Motion Stations (1 per student) Teacher Resource: Exploring Motion Station Cards KEY Teacher Resource: Descriptive Investigation Stations (see Adv. Prep., 1 half sheet per station Handout: Agree/Disagree/Justify (1 half sheet per student) Teacher Resource: Agree/Disagree/Justify KEY Handout: Application of Newton s Laws Project Rubric (1 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Resources None Identified Advance Preparation 1. Prior to Day 1, locate, preview, and download video clips that demonstrate Newton's laws and meet the criteria deemed appropriate by your district policies. Prior to Day 1, collect, assemble, and set up all materials for the Exploring Motion Stations. You will need to hard boil eight eggs per class for Station 1. Print, copy on cardstock, laminate, and cut station cards. You will need one card per station. For Station 5, place five small beads and five large beads (twice the size (mass) of the smaller ones) inside a Petri dish. Replace the lid, and tape it closed. Refer to the Teacher Resource: Exploring Motion Station Cards for more information. 2. Prior to Day 5, collect and set up all materials and station cards for the Descriptive Investigation Inquiry Stations. Print, copy on cardstock, cut, and laminate station cards. You will need one card per station. The question for each station will dictate which materials are appropriate. See the Teacher Resource: Descriptive Investigation Stations for more information. Note: Setting up duplicate stations will allow for smaller group sizes. 3. Prior to Day 8, arrange for access to student computers/internet. Students may also use the materials gathered for the descriptive investigation to create 3D models in the Performance Indicator. 4. Prepare attachment(s) as necessary. Background Information This unit bundles student expectations that address Newton s three laws of motion and their application. In the previous unit, students studied the relationship between speed, velocity, and acceleration and also the calculation of the effects of unbalanced forces on an object. During this unit, students will be introduced to Newton s laws and their applications. The force/motion/energy relationship can be developed more fully now, and the difficult concept of inertia can be given more attention. Students add the concept that an object in motion will continue to move unless acted on by a force to their understanding that an object at rest stays that way unless acted on by a force. In the next unit, students will study forces that change the Earth. Newton stated that an object in motion stays in motion at the same velocity or an object at rest stays at rest until acted upon by an unbalanced (net) force. This is referred to as the law of inertia. Simply put, inertia is the resistance of an object to a change in its motion. The more mass an object has, the greater its inertia. The law of force and acceleration can be mathematically represented - force is equal to mass multiplied by acceleration (F = ma). If the mass of an object remains constant, then acceleration increases as the force increases. If the force remains constant, smaller masses will have greater acceleration compared to larger masses. The remaining law states that for every action force there is an equal and opposite reaction force. All forces act in pairs. (Action: Object A exerts a force on Object B. Reaction: Object B exerts an equal and opposite force on Object A.) It is possible to recognize Newton s laws in any situation where motion is occurring. It is important for students to understand that the laws work together to help describe how an object will move. STAAR Note: Applications of Newton s laws (8.6C) will be assessed as a Readiness Standard under Reporting Category 2: Force, Motion, and Energy on the STAAR Assessment. INSTRUCTIONAL PROCEDURES Last Updated 04/25/13 page 3 of 29

4 Instructional Procedures ENGAGE/EXPLORE Newton s Laws Stations Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Days 1 and 2 Unit: 06 Lesson: 01 Suggested Duration: 10 days 1. Say: In this unit, we will continue working on understanding the relationship between force, motion, and energy. An object s motion is the result of all of the forces acting on the object. The interaction between energy and matter creates forces (pushes and pulls) that produce predictable patterns of change. As we progress through the unit, look for patterns of change. By the end of this unit, you should be able to predict what is going to happen to the motion of an object based on your knowledge of Newton s laws. 2. Project and play a teacher selected video clip illustrating Newton s 1 st law of inertia (see Advanced Preparation). 3. Instruct students to write, in their own words, what Newton s first law states. They may do this in their notebooks. 4. Project and play a teacher selected video clip illustrating Newton s 2 nd law of mass and acceleration (see Advanced Preparation). 5. Instruct students to write, in their own words, what Newton s second law states. 6. Project and play a teacher selected video clip illustrating Newton s 3rd law of action and reaction (see Advanced Preparation). 7. Instruct students to continue to write in their own words what Newton s third law states. 8. Explain to students that they will be rotating through eight stations to explore the relationship between force, motion, and energy (see Advance Preparation, and refer to the Teacher Resource: Exploring Motion Station Cards). Remind students to read the instructions at each station carefully. 9. Instruct students to record all data, observations, and reflections from the stations in their science notebooks. 10. Divide the class into eight groups of students. 11. Allow students to rotate through each station at teacher direction. Monitor and facilitate student groups by asking Guiding Questions. books (small, 6 total needed, 3 per Station 1 and 3 per Station 7) string (kite string or similar, 1 meter at Station 1) spring scale (1 per Station 1) egg (hard cooked, 8 per class, per Station 2) egg (raw, 8 per class per Station 2) triple beam balance (1 per Station 2) beaker (small, 1 per Station 3) coin (1 per Station 3) index card (3 x 5, 1 per Station 3) marbles (small, 7 per Station 4) ruler (grooved, 3 needed total, 1 per Station 4 and 2 per Station 7) Petri dish (1 per Station 5) round beads (small, 5 per Station 5) round beads (large, 5 per Station 5) tape (transparent, 2 strips per Station 5) spring scales (2 per Station 6) rubber band (thick, 1 per Station 6) marbles (3 different masses, 3 per Station 7) box (empty tissue with a hole cut in one side, 1 per Station 7) tape (masking, 1 strip per Station 7) washers (medium, 10 per Station 8) ruler (thin plastic, 1 per Station 8) Attachments: Teacher Resource: Exploring Motion Station Cards (see Advance Preparation, 1 half sheet per station) STAAR Note: This is the first time students have been introduced to Newton s laws. Notebooks: After each video clip, students record, in their own words, what each of Newton s laws state. Students record all data, observations, and reflections from the stations in their science notebooks. EXPLAIN Newton s Laws Suggested Days 3 and 4 1. Distribute one piece of paper, a pair of scissors, and glue to each student. Instruct students to create a three tab note-taking graphic organizer. See the instructions below. Affix the organizers in science notebooks. paper (copy, 1 per student) Last Updated 04/25/13 page 4 of 29

5 scissors (1 per student) glue or tape (per group) Unit: 06 Lesson: 01 Suggested Duration: 10 days Attachments: 2. Project the Teacher Resource: PowerPoint: Newton s Laws. Instruct students to record the three laws on their three tab note-taking graphic organizers. 3. Refer students back to the F = ma sections of the previous unit, as a review of the mathematical relationship between force, mass, and acceleration. 4. Number the students 1 8. Assign one Exploring Motion station from Day 1 to each group of students. All of the 1 s will work together, and so forth and so on. 5. Distribute the Handout: Exploring Motion Stations to each student. 6. Instruct students to use the observations from their notebooks to determine how Newton s laws are evidenced at their assigned station and record the information on the handout. 7. Refer to the following information as students answer the questions on their Handout: Exploring Motion Stations: What pattern of motion is identified with the law of inertia? (Objects resist a change in their motion.) What pattern exists in the law of force and acceleration? (As force increases, so does acceleration if the mass is constant; as acceleration increases, so does force if the mass is constant; as mass increases, acceleration decreases if the force is constant; as mass decreases, acceleration increases if the force is constant) What pattern exists in the law of action-reaction? (Every action force has a corresponding reaction force.) What are the action-reaction forces? (Whenever one object exerts a force on a second object, the second object exerts an EQUAL and OPPOSITE force on the first object.) 8. Monitor and facilitate groups by asking Guiding Questions. Clarify any misconceptions immediately. 9. Once student groups are finished with their station explanation, reform groups to conduct a jigsaw type of sharing activity. Regroup students so that each group has one student representative from groups 1 8. (Each group has a 1, 2, 3, 4, 5, 6, 7, and 8.) 10. Instruct student representatives to share their explanation with their small group. 11. Remind students who are not presenting that they should be recording information on their Handout: Exploring Motion Stations. 12. Monitor the new groupings, and facilitate by asking Guiding Questions while checking for understanding. 13. Instruct students to affix the Handout: Exploring Motion Stations to their notebooks once completed. Teacher Resource: PowerPoint: Newton s Laws Handout: Exploring Motion Stations (1 per student) Teacher Resource: Exploring Motion Station Cards KEY Instructional Notes: Review F = ma from previous unit. Students may think that action/reaction is a cause/effect relationship when, in fact, the two are force pairs that act simultaneously on two different objects. Students may need a lot of help identifying action/reaction force pairs. The grouping and regrouping method used in this activity requires student accountability. It is imperative that the teacher monitor the groups closely for accurate explanations to prevent the sharing of misinformation. You will need to impose a time structure for each student to share to ensure that each student does share and has an appropriate amount of time to do so. Misconception: Students may think action-reaction forces are always applied to the same object. Check For Understanding: Use the Handout: Exploring Motion Stations explanations as a tool to assess student understanding. STAAR Note: Applications of Newton s laws (8.6C) will be assessed as a Readiness Standard under Reporting Category 2: Force, Motion, and Energy on the STAAR Assessment. Notebooks: EXPLORE/EXPLAIN Newton s Laws Descriptive Investigations Inquiry Suggested Days 5, 6, and 7 Students will affix the Newton s laws graphic organizer to their notebooks as well as the Handout: Exploring Motion Stations. 1. Say: Today, you will begin a series of Descriptive Investigations. Last Updated 04/25/13 page 5 of 29

6 Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or man-made system. A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. You will explore applications of Newton s laws in situations such as vehicle restraints, sports activities, amusement park rides, and rocket launches. Over the next few class periods, your group will progress through a series of stations. You should look for predictable patterns of motion. Your group will be using materials to design your own investigation in an effort to answer a question. You must provide examples and evidence to support your answer. All data will be recorded in your science notebooks. Labeled illustrations, tables, and graphs are efficient ways to communicate data and provide evidence. 2. Project the Teacher Resource: Descriptive Investigation Stations. 3. Discuss each question and station idea with the class. For example, you may ask students how they could go about setting up an investigation to explore seatbelts. Accept all answers at this point. The discussion of each station will prompt student thinking. Remind students that the purpose of the investigation is to answer the question at each station. 4. Note: The emphasis is not on memorizing the three laws, but applying them to the motion of objects. In this lesson, the laws are referred to by name not number. The TEKS state the laws by a descriptive name, which helps in describing the application of the laws. 5. Remind students that these are laws so they apply anytime motion is occurring. Additionally, more than one law will apply at any given time. Students should recognize that in most situations, one of the laws is easier to justify than the others. 6. Divide students into groups of 3 4. Note: Setting up duplicate stations will allow for smaller group sizes. 7. Instruct students to record all data from their descriptive investigations in their science notebooks. Data should include: materials, procedures, any safety precautions, observations, labeled illustrations, tables, and/or graphs, analyses, and conclusions. Again, remind students that the purpose of the investigation is to answer the question at each station. 8. Monitor and assist groups by asking Guiding Questions while encouraging quality design and implementation of investigations. Clarify any misconceptions through immediate and constructive feedback. 9. Facilitate a discussion using the following guiding questions: How is everyday life affected by the laws of motion? Answers may vary, but students should mention the application of the laws of motion to describe specific situations. How do Newton s laws explain the effect of all forces acting on an object? Students should be able to explain the patterns of motion in respect to inertia; the relationship between force, mass, and acceleration; and action/reaction force pairs. 10. Distribute the Handout: Agree/Disagree/Justify to each student. 11. Instruct students to agree or disagree with the statement and to justify their choice with evidence. Remind students to use complete sentences in their justifications. 12. Collect the handouts and use as a check for understanding. various materials (see Advance Preparation, appropriate for descriptive investigation, varies per group) plastic tubing foam tube insulation for roller coasters marbles of different masses rulers meter sticks stop watches balls of different sizes and masses toy cars model rockets ramps film canisters Alka Seltzer water sports equipment balloons straws tape calculators washers Attachments: Teacher Resource: Descriptive Investigation Stations (see Advance Preparation, 1 half sheet per station and for projection) Handout: Agree/Disagree/Justify (1 half sheet per student) Teacher Resource: Agree/Disagree/Jusitfy KEY Instructional Notes: Set up two sets of stations to allow for eight groups of students to work simultaneously. Students may request additional materials as they develop ideas. Note: On a test, students should select the law that is easiest to support with evidence. Check For Understanding: Use the Handout: Agree/Disagree/Justify to check for student understanding. STAAR Notes: According to TEA, a descriptive investigation is defined as the following: Unit: 06 Lesson: 01 Suggested Duration: 10 days Descriptive investigations involve collecting qualitative and/or quantitative data to draw conclusions about a natural or manmade system (e.g., rock formation, animal behavior, cloud, bicycle, electrical circuit). A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Retrieved from Notebooks: Last Updated 04/25/13 page 6 of 29

7 Students record all data from their descriptive investigations in their science notebooks. ELABORATE/ EVALUATE Performance Indicator Suggested Days 8, 9, and 10 Unit: 06 Lesson: 01 Suggested Duration: 10 days Grade 08 Unit 06 PI 01 Create a written scenario illustrating the application of each of Newton s three laws: law of inertia, law of force and acceleration, and law of action-reaction. Identify the law within each of the scenarios. Include the identification of the law, and use a labeled drawing (model) to demonstrate each scenario. Standard(s): 8.3B, 8.3C, 8.6C ELPS ELPS.c.1E, ELPS.c.3J, ELPS.c.5G 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY and the Handout: Application of Newton's Laws Project Rubric for information on administering the performance assessment. various materials (see Advance Preparation, appropriate for student models, varies per group) plastic tubing foam tube insulation for roller coasters marbles of different masses rulers meter sticks stop watches balls of different sizes and masses toy cars model rockets ramps film canisters Alka Seltzer water sports equipment balloons straws tape calculators washers Attachments: Handout: Application of Newton s Laws Project Rubric (1 per student) Teacher Resource: Performance Indicator Instructions KEY (1 for projection) Check For Understanding: The rubric evaluation will serve as evidence of understanding. Last Updated 04/25/13 page 7 of 29

8 Exploring Motion Station Cards Station 1: Force small books (3) string spring scale 1. Secure a spring scale to the book with the string attached. 2. Slowly pull the spring scale (and book) across the surface at a steady rate. 3. Record the force needed to move the book on a data table in your science notebook. # of Books Force in Newton s 4. Stack a second book on top of the first, and repeat steps 2 and Stack a third book on top of the first, and repeat steps 2 and Explain why the force for each set up was different. 7. Draw a diagram of this set-up, and label all forces in your science notebook. Station 2: Eggcentric Behavior Exploring Motion Station Cards hard cooked egg, labeled 1 with a permanent marker raw egg, labeled 2 with a permanent marker triple beam balance 1. Record the following in your science notebook: Mass of egg 1: Mass of egg 2: 2. Answer, in complete sentences, in your science notebook. Without breaking the eggs open, can you tell which egg is which? Will there be any difference in the way the two eggs spin? 3. Spin one egg. Be careful not to break the egg. Record observations in your science notebook. 4. Spin the other egg. Was there a difference in the two eggs? 5. Which egg will be easier to stop? 6. Spin each egg again, but this time, stop the egg by placing a finger on top of the egg, and then quickly remove the finger. 7. Describe any differences in the motion of the two eggs. Which egg is hard cooked? 8. Explain why the eggs react differently when you try to stop them in terms of inertia. 2012, TESCCC 04/25/13 page 1 of 4

9 Exploring Motion Station Cards Station 3: Cup-Magic small beaker or cup coin index card 1. Place the index card on top of the cup. 2. Place the coin on top of the index card, so that it is centered over the cup. 3. Remove the card so that the coin falls in the cup. Do not pick the card up, and dump the coin off. Simply flick the card with your finger. 4. Explain how you got the coin into the cup. Diagram the set-up, and label all forces. Exploring Motion Station Cards Station 4: Newton s Cradle marbles (7) ruler with a groove 1. Lay the ruler on the table. 2. Place six of the marbles in a row, in the groove of the ruler in the center. 3. Gently roll one marble into the row of marbles. 4. Observe and record what happened. 5. Repeat steps 3 and 4 with two marbles. 6. Repeat steps 3 and 4 with three marbles. 7. Explain why the marbles behaved in the manner observed. 8. Diagram the set-up, and label all of the forces. 2012, TESCCC 04/25/13 page 2 of 4

10 Exploring Motion Station Cards Station 5: Round and Round They Go Petri dish small round beads (5) large round beads (twice the size and mass of the small beads)(5) tape 1. Slide the Petri dish rapidly back and forth on the counter. 2. Observe and record what happened. 3. Explain why the beads behaved in the manner observed. 4. Diagram the set-up, and label all of the forces. Exploring Motion Station Cards Station 6: spring scales (2) thick rubber band 1. Make sure the spring scales are set to zero. 2. Hook one scale on each end of the rubber band. 3. Two people should gently pull on the scales and observe what happens. 4. One person pulls until the scale reaches 7 newtons, and the other person observes what happens on the other scale. 5. Students should take turns pulling the scales and observing. 6. Record all observations. 7. Explain why the scales behaved in the manner observed. 8. Diagram the set- up, and label all of the forces. 2012, TESCCC 04/25/13 page 3 of 4

11 Exploring Motion Station Cards Station 7: How Far? rulers (2) different masses of marbles (3) wood blocks (or books) empty tissue paper box with a hole cut in one side masking tape 1. Make a ramp from the wooden blocks/books and one ruler. 2. Put the box at the end of the ruler ramp. Face the hole in the box so that the marble can roll down the ramp and into the box. Use a small piece of tape to mark where the back edge of the box is. 3. Put the first marble at the top of the ruler ramp, and let it roll down the ramp and into the box. 4. Use the second ruler to measure how far the box moved. Record your data. 5. Repeat steps 3 and 4 exactly as before with the second marble. 6. Repeat steps 3 and 4 exactly as before with the third marble. 7. Explain how the three different masses of marbles affected the distance the box traveled. 8. Diagram the set-up, and label all of the forces. Exploring Motion Station Cards Station 8: Remove the Coin stack of 10 or more nickels or washers thin, plastic ruler 1. Remove the bottom coin from the stack using only the ruler. 2. Describe the process in your science notebook. 3. Draw a diagram, and label the forces acting on the nickels. 2012, TESCCC 04/25/13 page 4 of 4

12 Exploring Motion Stations Station Observation Explain: How is the law of inertia modeled with this motion? How is the law of force and acceleration modeled with this motion? How is the law of action-reaction modeled with this motion? What are the action-reaction forces? , TESCCC 04/25/13 page 1 of 3

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15 Exploring Motion Station Cards KEY Station 1: Force small books (3) string spring scale 1. Secure a spring scale to the book with the string attached. 2. Slowly pull the spring scale (and book) across the surface at a steady rate. 3. Record the force needed to move the book on a data table in your science notebook. # of Books Force in Newton s 4. Stack a second book on top of the first, and repeat steps 2 and Stack a third book on top of the first, and repeat steps 2 and Explain why the force for each set up was different. 7. Draw a diagram of this set-up, and label all forces in your science notebook. Newton s 1 st Law: Law of Inertia- As the books are stationary on the table, their inertia resists movement. When an unbalanced force acts on the string, the books are pulled. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. (If each stack of books was pulled with the same acceleration, the increasing mass would therefore increase the force needed to accelerate the books.) Students may not understand how the objects are undergoing acceleration with books at a constant speed. This is a great place to teach students about other outside forces on objects which slow things down on Earth (Friction). Newton s Law of Action-Reaction- As the books are stationary, the downward force of gravity (action force) is balanced by the upward force (reaction force) from the table. The pull (action force) is opposed by friction (reaction force). 2012, TESCCC 04/25/13 page 1 of 8

16 Exploring Motion Station Cards Station 2: Eggcentric Behavior hard cooked egg, labeled 1 with a permanent marker raw egg, labeled 2 with a permanent marker triple beam balance 1. Record the following in your science notebook: Mass of egg 1: Mass of egg 2: 2. Answer, in complete sentences, in your science notebook. Without breaking the eggs open, can you tell which egg is which? Will there be any difference in the way the two eggs spin? 3. Spin one egg. Be careful not to break the egg. Record observations in your science notebook. 4. Spin the other egg. Was there a difference in the two eggs? 5. Which egg will be easier to stop? 6. Spin each egg again, but this time, stop the egg by placing a finger on top of the egg, and then quickly remove the finger. 7. Describe any differences in the motion of the two eggs. Which egg is hard cooked? 8. Explain why the eggs react differently when you try to stop them in terms of inertia. Newton s 1st Law: Law of Inertia- As the egg is spun, the force of the spin overcomes the egg s inertia. Students may notice that one egg is easier to begin spinning. When it comes to stopping a spinning egg, the liquid inside the raw egg resists stopping. So, once the finger is lifted, the egg begins to spin again. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. The force needed to spin each egg was roughly the same since each egg has a similar mass. Newton s Law of Action-Reaction- As the rotational force is applied (action force), the material inside the egg pushed back against the spin (reaction force). 2012, TESCCC 04/25/13 page 2 of 8

17 Exploring Motion Station Cards Station 3: Cup-Magic small beaker or cup coin index card 1. Place the index card on top of the cup. 2. Place the coin on top of the index card so that it is centered over the cup. 3. Remove the card so that the coin falls in the cup. Do not pick the card up, and dump the coin off. Simply flick the card with your finger. 4. Explain how you got the coin into the cup. Diagram the set-up and label all forces. Newton s 1 st Law: Law of Inertia- As the coin is stationary on the index card, its inertia resists movement. If the card is slowly moved, the friction between the coin and card is not overcome. If the card is moved quickly, the frictional force is overcome and the coin drops into the cup. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. The force needed to overcome friction between the card and coin is fairly small. The key to this station is the acceleration. The faster the card is flicked, the more quickly the frictional force is overcome, causing the coin to land in the cup. Newton s Law Action-Reaction- As the downward force of gravity (action force) works on the coin, the card is applying an upward force (reaction force). When the card is removed, the coin falls. 2012, TESCCC 04/25/13 page 3 of 8

18 Exploring Motion Station Cards Station 4: Newton s Cradle marbles (7) ruler with a groove 1. Lay the ruler on the table. 2. Place six of the marbles in a row, in the groove of the ruler in the center. 3. Gently roll one marble into the row of marbles. 4. Observe and record what happened. 5. Repeat steps 3 and 4 with two marbles. 6. Repeat steps 3 and 4 with three marbles. 7. Explain why the marbles behaved in the manner observed. 8. Diagram the set- up, and label all of the forces. Newton s 1 st Law: Law of Inertia- The marbles are resisting change. They require an unbalanced force to be put into motion. They also require an unbalanced force to stop. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. The greater the force on the marbles, the greater the acceleration will be. The marbles will accelerate in the direction of the force. Greater mass needs more force to accelerate. Smaller mass needs less force to accelerate. Newton s Law of Action-Reaction- The marble pushes the row of marbles, and the row of marbles push back with equal and opposite force. 2012, TESCCC 04/25/13 page 4 of 8

19 Exploring Motion Station Cards Station 5: Round and Round They Go Petri dish small round beads (5) large round beads (twice the size and mass of the small beads)(5) tape 1. Slide the Petri dish rapidly back and forth on the counter. 2. Observe and record what happened. 3. Explain why the beads behaved in the manner observed. 4. Diagram the set- up, and label all of the forces. Newton s 1 st Law: Law of Inertia- The beads are resisting motion until an unbalanced force acts on them. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. The smaller beads have less mass, so they move accelerate more than the larger beads with more mass. The smaller beads will stop moving faster than the larger ones because they have less mass. Newton s Law of Action-Reaction- As the beads bump into one another, they push back. 2012, TESCCC 04/25/13 page 5 of 8

20 Exploring Motion Station Cards Station 6: spring scales (2) thick rubber band 1. Make sure the spring scales are set to zero. 2. Hook one scale on each end of the rubber band. 3. Two people should gently pull on the scales, and observe what happens. 4. One person pulls until the scale reaches 7 newtons, the other person observes what happens on the other scale. 5. Students should take turns pulling the scales and observing. 6. Record all observations. 7. Explain why the scales behaved in the manner observed. 8. Diagram the set-up, and label all of the forces. Newton s 1 st Law: Law of Inertia- The scale is resisting change in motion until an unbalanced force causes it to move. When the force becomes balanced, it no longer moves. Newton s law of force and acceleration- Force = mass times acceleration. Changing to position of the scale requires force. Greater force will cause greater change. Newton s law action-reaction- As one person pulls one way, the scale pushes back the opposite way with equal force. 2012, TESCCC 04/25/13 page 6 of 8

21 Exploring Motion Station Cards Station 7: How Far? rulers (2) different masses of marbles (3) wood blocks (or books) empty tissue paper box with a hole cut in one side masking tape 1. Make a ramp from the wooden blocks/books and one ruler. 2. Put the box at the end of the ruler ramp. Face the hole in the box so that the marble can roll down the ramp and into the box. Use a small piece of tape to mark where the back edge of the box is. 3. Put the first marble at the top of the ruler ramp, and let it roll down the ramp and into the box. 4. Use the second ruler to measure how far the box moved. Record your data. 5. Repeat steps 3 and 4 exactly as before with the second marble. 6. Repeat steps 3 and 4 exactly as before with the third marble. 7. Explain how the three different masses of marbles affected the distance the box traveled. 8. Diagram the set-up, and label all of the forces. Newton s 1 st Law: Law of Inertia- The marble, nor the box, will move until an unbalanced force acts on them. Gravity acts on the marble, where the mass of the marble acts on the box. They both come to a stop as a result of friction. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. The greater the mass of the marble, the more force it has. Therefore, it causes the box to move a greater distance. Newton s Law of Action-Reaction- As the marble pushes the box, the box will push back on the marble. 2012, TESCCC 04/25/13 page 7 of 8

22 Exploring Motion Station Cards Station 8: Remove the Coin stack of 10 or more nickels or washers thin, plastic ruler 1. Remove the bottom coin from the stack using only the ruler. 2. Describe the process in your science notebook. 3. Draw a diagram, and label the forces acting on the nickels. Newton s 1 st Law: Law of Inertia- As the coin is stationary on the table, its inertia resists movement. The force of the ruler causes the coin to move out from under the other coins, while the coins on top have inertia. Newton s Law of Force and Acceleration- Force = Mass x Acceleration. The force of the ruler is applied to the coin. Since the mass of the coin is less than the mass of the ruler the coin will have a larger acceleration than the ruler. Newton s Law of Action-Reaction- As the downward force of gravity (action force) works on the coins, the table is applying an upward force (reaction force). When the coin is removed, the other coins resist change. 2012, TESCCC 04/25/13 page 8 of 8

23 Descriptive Investigation Stations Station 1 How do Newton s laws (law of inertia, law of force and acceleration, and law of action/reaction) apply to vehicle restraints (seat belts)? One law may be more evident than others. Do your best to explain as many as possible. Set up an investigation, and collect data as evidence to answer the question. Record all data in your science notebooks using labeled diagrams, tables, or graphs. Station 2 How do Newton s laws (law of inertia, law of force and acceleration, and law of action/reaction) apply to sports activities? One law may be more evident than others. Do your best to explain as many as possible. Set up an investigation, and collect data as evidence to answer the question. Record all data in your science notebooks using labeled diagrams, tables, or graphs. 2012, TESCCC 09/13/12 page 1 of 2

24 Station 3 How do Newton s laws (law of inertia, law of force and acceleration, and law of action/reaction) apply to amusement park rides? One law may be more evident than others. Do your best to explain as many as possible. Set up an investigation, and collect data as evidence to answer the question. Record all data in your science notebooks using labeled diagrams, tables, or graphs. Station 4 How do Newton s laws (law of inertia, law of force and acceleration, and law of action/reaction) apply to rocket launches? One law may be more evident than others. Do your best to explain as many as possible. Set up an investigation, and collect data as evidence to answer the question. Record all data in your science notebooks using labeled diagrams, tables, or graphs. 2012, TESCCC 09/13/12 page 2 of 2

25 Agree/Disagree/Justify Scenario 50 N of force is applied to three different masses of balls. Ball A- 70 g ball Ball B- 50 g ball Ball C- 30 g ball 1. Use the formula F = ma to calculate the acceleration of each ball. Explain the process. Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams 1000). You may use a calculator to do this. 2. Agree or disagree with the following statement, and support your answer with evidence using Newton s laws. Ball C will travel the farthest distance, while Ball A will travel the least distance. Agree/Disagree/Justify Scenario 50 N of force is applied to three different masses of balls. Ball A- 70 g ball Ball B- 50 g ball Ball C- 30 g ball 1. Use the formula F = ma to calculate the acceleration of each ball. Explain the process. Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams 1000). You may use a calculator to do this. 2. Agree or disagree with the following statement, and support your answer with evidence using Newton s laws. Ball C will travel the farthest distance, while Ball A will travel the least distance. 2012, TESCCC 04/25/13 page 1 of 1

26 Agree/Disagree/Justify KEY Scenario 50 N of force is applied to three different masses of balls. Ball A- 70 g ball Ball B- 50 g ball Ball C- 30 g ball Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams 1000). 1. Use the formula F=ma to calculate the acceleration of each ball. Explain the process. The force divided by mass according to F = ma will give you the acceleration of the ball. A-50N 0.070kg = m/s/s B-50N 0.050kg = 1,000 m/s/s C-50N 0.030kg = 1, m/s/s Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams 1000). 2. Agree or disagree with the following statement, and support your answer with evidence using Newton s laws. Ball C will travel the farthest distance, while Ball A will travel the least distance. I agree. Ball C has the smallest mass, while Ball A has the largest mass. Smaller masses have greater acceleration when the force is constant. It would require a greater force to get Ball A to travel the same distance as Ball C. 2012, TESCCC 04/25/13 page 1 of 1

27 Application of Newton s Laws Project Rubric CATEGORY points points 5 9 points 0 4 points Describes Describes Describes Does not scenario using scenario with scenario with describe the Description of one or more of all three of two of Newton's scenario in Scenario Newton's laws Newton's laws laws clearly terms of but poorly clearly applied applied Newton's laws explained Total Points Content Knowledge Topic covered in depth; excellent knowledge of subject Essential topical knowledge included; good knowledge of subject Essential topical information included; contains 1-2 factual errors Minimal content OR multiple factual errors Model Quality of Writing Participation Demonstrates scenario with all three of Newton's laws clearly applied No misspellings or grammatical errors; visually appealing, not cluttered Workload equally shared by team members Demonstrates scenario with two of Newton's laws clearly applied Three or fewer misspellings and/or mechanical errors; visually appealing Workload shared, but some member s workloads are not equal to others Demonstrates scenario using one or more of Newton's laws but poorly explained Four misspellings and/or grammatical errors; cluttered, not visually appealing Workload initially divided, but some members are viewed as not carrying their weight Does not demonstrate the scenario in terms of Newton's laws More than four errors in spelling or grammar; not visually appealing Workload was not divided OR multiple members viewed as not carrying their weight Total Points Awarded: 2012, TESCCC 04/25/13 page 1 of 1

28 Performance Indicator Instructions KEY Grade 08 Performance Indicator Create a written scenario illustrating the application of each of Newton s three laws: law of inertia, law of force and acceleration, and law of action-reaction. Identify the law within each of the scenarios. Include the identification of the law, and use a labeled drawing (model) to demonstrate each scenario. (8.3B, 8.3C; 8.6C) 1E; 3J; 5G various materials (see Advance Preparation, appropriate for student models, varies per group) plastic tubing foam tube insulation for roller coasters marbles of different masses rulers meter sticks stop watches balls of different sizes and masses toy cars model rockets ramps film canisters Alka-Seltzer water sports equipment balloons straws tape calculators washers Attachments: Handout: Application of Newton s Laws Project Rubric (1 per student) Instructional Procedures: 1. Say: Today, you will write a descriptive scenario of an activity that illustrates the application of Newton s laws: law of inertia, law of force and acceleration, and law of actionreaction. 2012, TESCCC 04/25/13 page 1 of 2

29 Grade 08 You must include the name of the law (law of inertia, law of force and acceleration, and law of action-reaction) and use a model to demonstrate each scenario. Use scientific vocabulary terms in your explanations. Refer to Units 05 and 06 in your science notebooks. Models may be 2D graphic representations, multimedia, or 3D. Descriptive scenarios may be in multimedia format with instructor approval. You will work with assigned partner(s) to complete this task. Use the project rubric as a guide to make sure you include all required components. 2. Distribute the Handout: Application of Newton s Laws Project Rubric to each student. Review the requirements of the project. Answer any questions students may have regarding the performance task. 3. Divide the class into groups of two students. Explain that each student is responsible for their own written scenario, but they are allowed to work with their partner on the model. 4. Consider displaying the scientific vocabulary terms students are expected to include in their writing. This will provide additional support to ELL or struggling students. 5. Monitor groups as students are writing scenarios and developing or locating models of the application of Newton s laws. 6. Each student group should evaluate themselves using the rubric prior to submitting their work. Instructional Notes: Students may request additional materials as they develop ideas. Provide timely check points for students who require more structure. Consider preparing an enrichment activity for students who may finish before others. 2012, TESCCC 04/25/13 page 2 of 2