Transcript Physics, Force, Motion - Region 11 Math and Science Teacher

FORCE AND MOTION
Physical Science, Force & Motion - Physics
MSTP Region 11 Teacher Center
Feb. 8, 2012
Today's Trainers: Emily Dare, Josh Ellis, Gillian Roehrig
University of Minnesota
TODAY’S AGENDA
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Discussion on PLC Meetings
Match it!
Newton’s 1st Law
Newton’s 2nd Law
Newton’s 3rd Law
What is Engineering?
Integrating Physics and Engineering
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Pasta Cars
Introduction to PLC C
SHARE PLC PROGRESS
What happened during your meetings?
 How did it go?
 What questions do you still have?
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STANDARDS THROUGHOUT THE DAY
9.1.1.2.1 – Formulate a testable hypothesis, design and conduct an
experiment to test the hypothesis, analyze the data, consider
alternative explanations, and draw conclusions supported by
evidence from the investigation.
9.1.1.2.2 – Evaluate the explanations proposed by others by examining
and comparing evidence, identifying faulty reasoning, pointing out
statements that go beyond the scientifically acceptable evidence,
and suggesting alternative scientific explanations.
9.1.3.3.2 – Communicate, justify, and defend procedures and results of
a scientific inquiry or engineering design project using verbal,
graphic, quantitative, virtual, or written means.
9.1.3.3.3 – Describe how scientific investigations and engineering
processes require multi-disciplinary contributions and efforts
9.1.3.4.4 – Relate the reliability of data to consistency of results,
indentify sources of error, and suggest ways to improve data
collection, and analysis
Motion
What is motion?
What words do we use to describe motion?
MATCH IT!
Tools Needed
o LabQuest Handheld
Computer
o Motion Detector
Tools recommended
o Meter Stick(s)
o Tape
Goals/Objectives
• To allow students to learn about
the relationships between
velocity/displacement,
speed/velocity, and time
• To allow students to learn the
relationship between these
concepts and acceleration
• To allow students the opportunity
to think critically about graphs and
their physical meaning
MATCH IT!
Set-Up Instructions
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o
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Set the switch of the motion detector to the
right (people/ball)
Set the length of sample collection on
LabQuest to 10 seconds
Set sample rate to 2 s/sample and interval to
0.5 s/sample
**Note: The length of sample and sample
rate/interval are usually decent, but you are
free to adjust as you see fit
MATCH IT!
o Mark floor at known
o
o
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distances
Use a clear path
Use a book or other solid
object as focal point for
detector (bodies move
too much)
"Collect" button on
probe to collect data
With Each Attempt:
• Plan your motion
• Make prediction of
graph
• Compare your
prediction to graph on
LabQuest
To really test your skills, try matching graphs by going to:
Analyze --> Motion Match --> New Position Match
MATCH IT!
o Change y-axis to show
velocity
o Repeat the steps as before
With Each Attempt:
• Plan your motion
• Make prediction of
graph
• Compare your
prediction to graph on
LabQuest
To really test your skills, try matching graphs by going to: Analyze -->
Motion Match --> New Velocity Match
MATCH IT!
As a Student:
o What can you say about the
relationship between
distance/displacement,
speed/velocity, and time?
o Why might it have been
difficult to exactly match the
graphs?
o Take some time to do one last
graph, but pay attention to the
velocity vs. time graph. What
does this tell you about
acceleration?
o What do the slopes of the
lines tell you in your graphs?
As a Teacher:
o What were some of the
challenging aspects of this
activity as a teacher? As a
student?
o How would you go about
bringing this to your
classroom with your
students?
NEWTON'S 1ST LAW
Watch the following demonstrations and
make note of your observations.
Newton’s 1st Law: Explained
• Newton’s first law states that an object in motion
stays in motion and an object at rest stays at
rest…
• Inertia – the tendency for things to keep doing
what they are doing
o
Really just another name for mass – it is not a
force!
Newton’s 1st Law: Explained
• Newton’s first law states that an object in
motion stays in motion and an object at rest
stays at rest…
• Inertia – the tendency for things to keep doing
what they are doing
o
Really just another name for mass – it is not a
force!
Why do objects slow down,
then?
Newton’s 1st Law: Explained
• Newton’s first law states that an object in
motion stays in motion and an object at rest
stays at rest…
... until acted upon by another force!
A HOVER WHAT?
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Materials:
Hovercraft
Meter sticks or
measuring tape
Timers
Long, smooth floor
How can we set up an
activity to be able to
collect data about
the motion of the
hovercraft once we
push it?
A Hover What?
Standards Met
6.2.2.1 - Recognize that when the forces acting on an object are balanced,
the object remains at rest or continues to move at a constant speed in a
straight line, and that unbalanced forces cause a change in the speed or
direction of the motion of an object.
6.2.2.2.2 - Identify the forces acting on an object and describe how the sum
of the forces affects the motion of the object.
9.2.2.2.1 - Recognize that inertia is the property of an object that causes it to
resist changes in motion.
INTRODUCING NEWTON'S 2ND LAW
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Materials:
1 cart/group
Books or other objects
Timer
Meter stick
Tape
Design and implement
procedures in which you
test how the weight on the
cart affects it's motion as
well as how
strength of
push affects the cart's
motion. Make sure to
present your data in a
meaningful way
INTRODUCING NEWTON'S 2ND LAW
Ideally, you should have seen the following
patterns:
o The harder I push my cart, the faster it goes.
o The softer I push my cart, the slower it goes.
o The more mass I have on my cart, the slower it
o
goes.
The less mass I have on my cart, the faster it goes.
INTRODUCING NEWTON'S 2ND LAW
Standards Met
6.2.2.2.1 - Recognize that when the forces acting on an object are balanced, the
object remains at rest or continues to move at a constant speed in a straight
line, and that unbalanced forces cause a change in the speed or direction of the
motion of an object.
6.2.2.2.2 - Identify the forces acting on an object and describe how the sum of
the forces affects the motion of the object.
9.2.2.2.1 - Recognize that inertia is the property of an object that causes it to
resist changes in motion.
9.2.2.2.2 - Explain and calculate the acceleration of an object subjected to a set of
forces in one dimension (F=ma).
More With Carts…and Newton
Observe two carts pushed
together
Observe two carts pushed apart
(people on carts)
• Empty
• One has a heavier mass
• Both have equal mass
• People of similar mass
• People of vastly
different mass
More With Carts…and Newton
Observe two carts pushed
together
Observe two carts pushed apart
(people on carts)
• Empty
• One has a heavier mass
• Both have equal mass
• People of similar mass
• People of vastly
different mass
Despite differences in scenarios, we saw
that...
MORE WITH CARTS...AND NEWTON
Despite differences in scenarios, we saw
that...
For each force, there is an equal
and opposite force
MORE WITH CARTS...AND NEWTON
Despite differences in scenarios, we saw
that...
For each force, there is an equal
and opposite force
(Forces are like shoes - they come in pairs!)
MORE WITH CARTS...AND NEWTON
Despite differences in scenarios, we saw
that...
Standards Met
9.2.2.2.3 – Demonstrate that whenever one object exerts force on another, a
force equal in magnitude and opposite in direction is exerted by the second
object back on the first object
For each force, there is an equal
and opposite force
(Forces are like shoes - they come in pairs!)
WHAT IS ENGINEERING?
Break into teams of 2-3 and create a concept
map that portrays "What is engineering?"
Be as detailed as possible
Share your map with the class
Engineering Design Process
INTEGRATING PHYSICS AND EDP
o
Why is integration important?
o
How can you integrate physics and EDP so it
becomes more than just physics with EDP
(or vice versa)?
o
What parts of your current instruction
already do this?
EXAMPLE: PASTA CARS
o
One common example of
integrating physics concepts
with the engineering design
process is the pasta car project
o
Students are provided with:
• Physics content
• Construction materials
• A goal for their pasta car
o
Teams of students work
together to create a car made
out of pasta that accomplishes
the goal
WHAT'S INTEGRATED?
o
o
This activity could serve a wide number of physics
concepts
• Force and motion
• Friction
• Energy
We are going to choose one concept to integrate
(and do it well!)
MATCHING TO STANDARDS
9.1.1.2.1 – Formulate a testable hypothesis, design and
conduct an experiment to test the hypothesis, analyze
the data, consider alternative explanations, and draw
conclusions supported by evidence from the
investigation.
9.1.1.2.2 – Evaluate the explanations proposed by others
by examining and comparing evidence,
STEP 1: BRAINSTORM
What's the goal?
• Farthest distance?
• Fastest time?
• Quickest down the ramp?
What do we know about...
• Acceleration?
• Velocity?
• Distance?
• Mass?
• Friction?
• Kinetic and potential
energy?
STEP 2: DESIGN
• Plan out your car with accurate measurements
• This is a great opportunity to talk about scale and units
• Use your eraser! Stress the importance of revision
•
Each member of the
group can create a
rough draft of their
design
•
The group as a whole
can create the final
draft
AVAILABLE MATERIALS
o
o
o
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Spaghetti (long and thin)
Penne (tubes)
Lasagna (wide and wavy)
Hot glue gun
STEP 3: ANALYZE
• Review your peer's designs and offer
feedback
• What seems obvious to the designer
may not be obvious to the reviewer
(and vice versa)
• Big question: Could another
group correctly build your
pasta car with just your
plans?
STEP 4: BUILD
Go up to the front of
the room and pick up
the materials you
outlined in your
design
STEP 5: TEST
• The moment of truth! How
does your pasta car measure
up on the rubric?
• You can allow three trial runs
and record the best of those
three
• Students have the option to
make tweaks in between
runs if necessary
STEP 6: REDESIGN
Now that you've seen other designs and their
results, think about how you would modify
your pasta car
DEBRIEF: EDP
Review: What did you did in each step?
Step 1: Brainstorm
 Step 2: Design
 Step 3: Analyze
 Step 4: Build
 Step 5: Test
 Step 6: Redesign
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EXTENSIONS
• One option is to provide the
students with all the pasta materials
they can use
• Another option is to have a "store"
where students can purchase
materials from their given budget
• Students learn about real-world
constraints that engineers face
o Your design must be under budget
o Some materials may be more
valuable (read: expensive) than
others
STANDARDS MET
9.1.2.1.1 – Understand that engineering designs and
products are often continually checked and critiqued
for alternatives, risks, costs, and benefits, so that
subsequent designs are refined and improved
9.1.2.2.1 – Identify a problem and the associates
constraints on possible solutions
9.1.2.2.2 – Develop possible solutions to an engineering
problem and evaluate them using conceptual,
physical, and mathematical models to determine the
extent to which solutions meet the design
specifications
9.1.3.3.1 – Describe how values and constraints affect
science and engineering
INTRODUCTION TO PLC A
Session 1
•Review Standards and K-12 Science Frameworks
•Discuss integrating subjects and engineering
Session 2
•Review EDP models
•Review previous lessons
•Work on EDP/Physics lesson
Session 3
•Work on EDP/Physics lesson
Implement
Session 4
Implement EDP/Physics lesson in classroom
•Reflection
•Posters
•Brainstorm
EXIT SLIP
What new ideas do you have about teaching physics
this year?
 What questions do you still have about integrating
EDP with physics?
 Anything else that you would like to share with the
MSTP Instruction Team?
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Please turn this in as you leave.
Thank you!