Transcript Force and Motion

May the force be with you!
By: Olivia Cason
Welcome Students!
For the next several days you will be exploring many different aspects of force and
motion. I spent a long time finding the coolest, most interactive and fun websites
on the web. I’m sure you will have a great time during these lessons! While you
go through the lessons, please make sure to read the PowerPoint instructions
carefully and follow along in your science journal. I look forward to reading your
answers and seeing your finished projects! Remember, science is suppose to be
fun! If you are ever confused or frustrated at all during your lessons ask for help.
© Olivia Cason
Standard 1:
SC.C.1.2: The student understands that types of
motion may be described, measured, and predicted.
Benchmark:
SC.C.1.2.1 Understands that the motion of an object can be described and
measured.
Description:
The student will explain and measure the motion of an object in terms of
speed (slow or fast moving), distance (how far it traveled), and velocity (the
rate in which the object changes position).
Link: http://www.explorelearning.com/index.cfm?method=cResource.dspView
&ResourceID=660
© Olivia Cason
Measuring Motion
Today you will learn how to measure motion in terms of distance and
speed using a fun and interactive website!
Can you answer these questions…?
1. How is distance measured?
2. How is speed calculated?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. Begin by clicking this link: Measuring Motion
2. Answer the first two questions found on your science journal.
3. Click “Launch Gizmo”
4. Wait for an animal to come into view and click “record,” when the animal passes
click “stop.”
5. Answer questions 3 and 4.
6. Now click “Playback” and answer question 5.
7. Click “Rewind” then the “Advance Film” one second. Answer questions 6,7, and 8
8. Follow the instructions on the science journal to answer questions 9 through 13.
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. A photographer runs away from a rhino towards the Jeep. What will happen given…
The photographer is 10 meters from the Jeep.
The photographer runs 6 meters per second.
The rhino is 16 meters from the Jeep.
The rhino runs 8 meters per second.
The Jeep is not moving.
Which of the following is the correct answer?
a. The photographer will get to the Jeep before the rhino catches her.
b. The rhino will catch the photographer before she reaches the Jeep.
c. The rhino and the photographer will reach the Jeep at the same time.
2. There are 1,000 meters in a kilometer, and 3,600 seconds in an hour. You can convert units of
meters per second (m/s) into kilometers per hour (km/h) by multiplying by 3,600 and dividing by
1,000. (Hint: That is the same thing as multiplying by 3.6.)
What is the speed of a cheetah in kilometers per hour? ______________________
What is the speed of a person in kilometers per hour? _______________________
© Olivia Cason
More questions on the next slide!
Now, let’s see what you learned…
3. Name two ways motion can be measured
4. Explain three ways you could make an object move.
5. What are three ways you could stop an object from moving?
6. Place the following in order by their speed (slowest to fastest).
a. driving a car
__________________________
b. walking
__________________________
c. running
__________________________
d. flying a plane
__________________________
e. riding a bike
__________________________
f. skateboarding
__________________________
7. Predict who would win if a dog and a squirrel were racing. Justify your
answer using concepts learned about speed and motion..
© Olivia Cason
Show what you know!
Follow these steps and then turn in your findings to me.
1.
Get a partner, a stopwatch, and a tape measure.
2.
Go outside to the playground.
3.
Measure how far it is from the slide to the monkey bars. Record this
distance.
4.
One person will time the other running from the slide to the monkey bars
using the stopwatch. Record this time.
5.
Switch roles and do this again. Record the time for the second runner.
6.
Calculate the speed of each person.
7.
Who was the fastest?
© Olivia Cason
Standard 1:
SC.C.1.2: The student understands that types of
motion may be described, measured, and predicted.
Benchmark:
SC.C.1.2.2 Knows that waves travel at different speeds through different
materials.
Description:
The student will know that there are different kinds of waves (i.e. sound and
light), and that each wave travels through different forms of matter at varying
speeds.
Link: http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&SWF=
sound%2Fscience_desk&App=Science+Lab&SkipGuestWarning=true
© Olivia Cason
Waves
Today you will learn about how waves form, travel, and are measured using a
really cool sound wave simulator as your guide!
Can you answer these questions…?
1. What is a sound wave?
2. How do sound waves travel?
3. How do we measure sound waves?
4. Does air affect how a sound wave travels?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the instructions
carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. Begin by answering questions 1 and 2.
2. Then click this link to open the application: Sound Waves
3. Click the “clap” button and describe the movement of the sound wave.
4. Click the blue ring and write the word and definition, then do the same for
the green ring, and answer question 3.
5. Click on the picture of the textbook, answer question 4, and then click the
red arrow.
6. Click “Exploring Pitch and Volume”
7. Follow the instructions on your journal
and answer questions 5 through 9.
© Olivia Cason
Did you know that…
In the Arctic it is possible to carry on a
conversation with someone at a
distance of more than a mile! This is
because cold dense air and smooth
ice help sound travel farther & faster!
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. Match these words to their definition.
Frequency Compression Rarefaction Amplitude
Echo Hertz
________________ is the unit of measurement used for measuring sound waves.
________________ is the high-pressure region of a sound wave where the molecules are
pressed closer together than they are normally.
________________ is the height of the waves crest.
________________ is the number of waves that pass a point in a certain amount of time.
An ________________ is a repeated sound caused by sound waves reflecting from a surface.
________________ is the low-pressure region of a sound wave where the molecules are spread
farther apart than they are normally.
© Olivia Cason
More questions on the next slide!
Now, let’s see what you learned…
2. How is sound measured?
3. Why would a "slinky' toy be a perfect
example of how sound waves move? Explain
4. Propose why ear plugs prevent us from hearing certain sounds
5. Do waves travel faster though air or through a vacuum? Why?
6. Tell me something interesting you learned about waves that you didn’t
already know.
7. Compare and contrast high pitched sounds to low pitched sounds.
8. Would you agree that some music could be labeled noise ? Justify your
answer.
© Olivia Cason
Show what you know!
On a sheet of paper or poster board, draw a diagram showing a sound wave.
Be sure to label the following:
Amplitude
Compression region
Rarefaction region
Wavelength
Crest
Trough
Medium of sound wave
Discuss your drawing with the teacher for evaluation.
© Olivia Cason
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.1 Recognizes that forces of gravity, magnetism, and electricity
operate simple machines.
Description:
The student will recognize that magnetism is responsible for moving electricity,
and will know that this results in the creation of the motor. They will also
realize that forces of gravity are essential with simple machines because they
allow gravitational pulls to do the bulk of the work (i.e. pulley systems).
Link: http://www.edheads.org/activities/simple-machines/index.htm
© Olivia Cason
Forces Operate Simple Machines
During this lesson you will learn about several different kinds of machines and
the forces that allow the machines to do their job. The great thing about this
site is that you get to snoop around a house to find objects that use simple
machines! I bet a lot of the objects you find on the site can be found in your
own home as well!
Can you answer these questions:
1. Can you name seven different simple machines?
2. What causes a lever to move up and down?
3. How does electricity play a role in simple machines?
4. What forces help to operate simple machines?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the instructions
carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. Before starting the application, answer question 1.
2. Then click this link: Operation of Simple Machines
3. Click “choose an activity,” then click “Garage.”
Did you know that…
All machines, regardless
how complex, are really just
made up of the different
simple machines discussed
in this lesson!
4. Find a gate, click on it and then answer questions 2, 3, and 4.
5. Click “choose an activity,” then click “Kitchen.”
6. Find a sink, click on it, and answer questions 5, 6, and 7.
7. Click “choose an activity,” then click “Bathroom.”
8. Find a bathtub, click on it, and answer questions 8, 9, and 10.
9. Click “choose an activity,” then click “Bedroom”
10. Find three simple machines and answer questions 11, 12, and 13.
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. Machine
Pulley
Wheel & Axle
Gear
Lever
Inclined Plane
Screw
Wedge
Force for Operation (Gravity/Electricity/Magnetism)
______________________
______________________
______________________
______________________
______________________
______________________
______________________
2. How would the lack of gravity effect the use of an inclined plane?
3. How would the lack of electricity effect the use of a lever?
4. How would the lack of magnetism effect the use of a wheel and axle?
5. Explain how you would use a lever to move a rock.
More questions on the next slide!
© Olivia Cason
Now, let’s see what you learned…
6. Give one reason why an inclined plane is an important simple machine- explain
your answer.
7. Find five simple machines in your house and list their importance to you (most to
least).
8. In problem 7, why did you choose “a” as your most important?
Defend your answer.
Show what you know!
Name 5 simple machines that your family uses regularly. On a poster, make a
chart that explains the following:
Item
Type of Simple Machine
© Olivia Cason
Use
Force
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.1 Recognizes that forces of gravity, magnetism, and electricity
operate simple machines.
Description:
The student will recognize that magnetism is responsible for moving electricity,
and will know that this results in the creation of the motor. They will also
realize that forces of gravity are essential with simple machines because they
allow gravitational pulls to do the bulk of the work (i.e. pulley systems).
Link: http://www.bbc.co.uk/schools/ks2bitesize/science/activities/magnets_
springs.shtml
© Olivia Cason
Forces Operate Simple Machines
In the last lesson you learned about different kinds of simple
machines, today you will learn more about simple machines and
forces that operate them.
Questions to answer:
1. What is a magnet?
2. How does a magnet work?
3. Why do magnets have both north and south poles?
4. What types of materials attract magnets?
5. Which materials repel magnets?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. First answer questions 1 and 2 in your science journal.
2. Then click this link: Magnetic Force
3. Click on “1. Magnets” and read about magnets.
4. Click on “2. Magnetic materials” and read
5. Answer questions 3, 4, and 5.
6. Click the next button, read about springs, and then click the “activity” button.
7. Click “Okay!” and try the different colored springs to see which one picks up
the objects. Answer questions 6 through 10.
8. Click on the green “Quiz” button and test your knowledge
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. Magnets create ________ or __________ forces when close together.
2. When magnets are pushed together with the same poles facing each
other, they will _______ each other.
magnet
3. Magnets have both ________ and _________ poles.
4. Magnetism is a type of __________.
Motors Use Magnetism
5. Test different items in the classroom to see if they are magnetic. Write
down 3 items you discovered were magnetic.
More questions on the next slide!
© Olivia Cason
Now, let’s see what you learned…
6. Write down one thing you thought was magnetic; but now you know it is
not. How did you discover it was not magnetic?
7. Draw a picture of two magnets in the box below. Label their north and
south poles. Show the two magnets attracting each other. Draw arrows
showing which way the magnetic force is pulling the two magnets.
8. Compare the materials that attracted magnets to materials that did not
attract materials.
9. Using what you learned yesterday about simple machines, give an example
of a machine (motor) that uses magnetism!
© Olivia Cason
Show what you know!
Design your own simple machine that uses magnetism in some way and then
draw your machine on a poster board.
Label it’s parts
Explain how and why magnetism is needed for your machine to work
Explain the purpose of your machine (what does it do and why?)
Determine how your machine would affect people
© Olivia Cason
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.2 Knows that an object may move in a straight line at a constant
speed, speed up, slow down, or change direction dependent on net force
acting on the object.
Description:
The student will know that all objects move at a steady pace in a straight line
until stopped, sped up, turned around, or slowed down by a force; or will
remain stationary until it is moved by a force.
Link: http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.
shtml
© Olivia Cason
Net Force
Today you will learn about net forces, pushes, and gradient using a
fun interactive website as a guide.
Questions to answer:
1. What is a push?
2. What is a gradient?
3. What is a net force and how is it different from regular force?
4. How does net force effect the movement of an object?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. Before starting the application answer questions 1 and 2.
2. Click this link: Force and Motion
3. Select a truck and place it on the track. Drag the handle to the yellow light
and release.
4. Answer question 3.
5. Drag the handle to the red light and release, then answer question 4.
6. Switch trucks and drag the handle to the yellow light and then the red light.
7. Answer question 5.
8. Click the yellow gradient arrow, and answer question 6.
© Olivia Cason
Newton’s First Law of Motion
Sir Isaac Newton was a mathematician a long time ago that discovered gravity. He
also wrote three laws to describe the motion of items.
This first law is:
An object at rest tends to stay at rest and
an object in motion tends to stay in motion with the same
speed and in the same direction unless acted upon by an
unbalanced force.
For example, if you place a ball on a level ground, it will sit still until you kick it!
If you kick the ball it will continue to roll until a force of some kind (friction, a push,
etc.) make it stop.
Inertia- is the tendency of an object to remain at rest if it's already at rest, or to keep moving
if it's already moving.
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. A net force is all the forces acting on the object, what four forces are found in
this application?
a. Gravity, pushes, friction, and gradient
b. Pushes, gradient, mass, and pulls
c. Pushes, gradient, mass, and friction
Net Force= 0
2. Pushes and pulls are example of …
a. forces
b. stretches
c. twists
Why?
Both men are pushing in
the opposite direction
As a result the forces of
both men are canceled
out (balanced) and the
box stays still .
3. When you push a toy car, it eventually stops. This is due to something called…
a. friction
b. gravity
c. Twisting
© Olivia Cason
More questions on the next slide!
Now, let’s see what you learned…
4. What is the force called that makes things fall when we drop them?
a. Friction
b. Gravity
c. Stretching
5. Pretend you are an inventor who can invent anything and the president
asked you to create a way to get rid of all the gravity on Earth. What would
you say to convince the president that this isn’t a good idea (back it up
with facts).
6. How does a gradient effect the acceleration of an object?
7. Rewrite this false statement so that it is true. “A force is a push or pull
that causes an object without mass to stay still. ”
8. Give an example of Newton’s first law of motion (other than the ball
example I gave).
© Olivia Cason
Show what you know!
Answer the following:
List 5 items that are often pushed:
List 5 items that are often pulled:
Compare and contrast these objects…can the commonly pushed objects be
pulled, can the pulled objects be pushed? What are the similarities and
differences between the pushed objects and the pulled objects?
Net Force =
Box moves to the right
Why?
One man is pushing the box
to the right while the other
man is pulling it to the right.
Only friction is pushing the
box to the left.
As a result the box moves.
© Olivia Cason
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.2 Knows that an object may move in a straight line at a constant
speed, speed up, slow down, or change direction dependent on net force
acting on the object.
Description:
The student will know that all objects move at a steady pace in a straight line
until stopped, sped up, turned around, or slowed down by a force; or will
remain stationary until it is moved by a force.
Link: http://www.learner.org/interactives/parkphysics/
© Olivia Cason
Net Forces
Today you will learn about force, friction, and acceleration and how these
three concepts relate to each other.
Questions to answer:
1. What is friction?
2. What is acceleration?
3. What is force?
4. How does force affect acceleration?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what the students will do…
1. Answer questions 1 and 2.
2. Click this link: Net Force Determines Motion
3. Click on the link titled “The Roller Coaster,” read
Did you know that…
Net force is measured in
“newtons” after Sir Isaac
Newton. If an object is pushed
with 5 newtons on one side
and 3 on the other, the net
force will be 2 newtons.
the page, and then click “design a roller coaster” and “begin”
4. Answer questions 3 and 4.
5. Follow the instructions in your science journal for questions 5, 6, and 7.
6. At the bottom of the site find the link that says “bumper cars” and click it.
7. Answer question 8, then click on “colliding cars” and answer questions 9
and 10.
8. Follow the instructions in your science journal to answer questions 11
through 16.
© Olivia Cason
Newton’s Third Law of Motion
Newton’s Third Law (the 2nd law is in the next section!):
For every action there is an equal and opposite reaction.
For example: If you kick a wall, your force could put a hole in the wall,
but the wall will push back and hurt your foot!
Your push on the wall is the action and the wall’s force on you is the reaction.
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1.Define acceleration:
2.How does friction affect acceleration?
3.Name two different types of forces?
4.When two or more forces are acting on an object it is called net force. What
are two forces found on a playground?
5.Compare the forces found on a roller coaster to those found in a car, are
they the same or different? Explain your answer.
6. Explain the action and reaction in this image.
© Olivia Cason
Show what you know!
Create a poster that depicts a roller coaster OR bumper cars.
Explain how the force applied to the object affects the direction and speed in
which the object moves.
No Motion
Net Force=0 Newtons (N)
3 N
3N
Balanced Force (equal force on both sides)
© Olivia Cason
Accelerated Motion to the Right
Net Force= 5 Newtons (N)
5N
10 N
Unbalanced Force (more force on one side)
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.3 Knows that the more massive an object is, the less effect a given
force has.
Description:
The student will understand that objects with more mass require more force
when attempting to move or throw them, whereas objects with less mass are
moved or thrown with little force applied.
Link: http://www.harcourtschool.com/activity/newton/
© Olivia Cason
Mass Effects Motion
Today we will discuss how the mass and the amount of force used on
an object effect the acceleration. This is a really grown up topic, but
I’m sure you will do wonderful!
Can you answer these questions?
1. What is mass?
2. What is force?
3. What is acceleration?
4. How does mass and force effect acceleration?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
Newton’s 2nd Law of Motion
Newton’s 2nd Law
1. Begin by answering questions 1 and 2.
2. Click this link: More Force, More Acceleration
3. Click the smallest mass (1.0) and largest force (3.0), and then click GO!
Click the largest mass (5.0) and the smallest force (1.0), and then click GO!
4. Answer question 3 and 4
5. Click reset and follow the instructions in your science journal for questions
5 through10
6. Now select every other combination so that the chart is completely filled
in.
7. Answer questions 10 through 14
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. Finish these sentences
The less mass an object has the __________ (more/less) force it needs to accelerate.
The more mass an object has the __________ (more/less) force it needs to accelerate.
For mass to accelerate it needs _______________.
2. Match these words to their definition.
Acceleration
Mass
Force
________________ is the amount of matter there is in an object.
________________ is what causes a body of matter to move.
________________ is the speed in which matter moves from one place to another.
© Olivia Cason
More questions on the next slide!
Now, let’s see what you learned…
3. How is kicking an example of force?
4. If you wanted to kick a ball to a friend 10 feet away, how would you decide
how hard to kick the ball so that it would reach them? What criteria would
you consider?
5. A big sister (age 11) and a little sister (age 3) each have a ball. The big
sister’s ball weighs 2 pounds and the little sister’s ball weighs 1 pound.
Who will probably be able to throw their ball farther- the big sister or the
little sister? Explain your answer.
6. Why do you think force, mass, and acceleration are so important in sports?
7. What do you feel is the most interesting thing you learned from this lesson
and why? How will you use this concept in your life?
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.3 Knows that the more massive an object is, the less effect a given
force has.
Description:
The student will understand that objects with more mass require more force
when attempting to move or throw them, whereas objects with less mass are
moved or thrown with little force applied.
Link: http://www.wonderville.ca/v1/activities/strongman/strongman.html
© Olivia Cason
Mass Effects Motion
Over the last few days you have been learning about different types of
forces. Today you are going to learn the names for a few other kinds of
forces using one of my favorite websites!
Questions to answer:
1. What is compression?
2. What is shearing?
3. What is torsion?
4. What is tension?
5. How does the mass of an object effect the amount of force needed?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Now, let’s see what you learned…
3. How is kicking an example of force?
4. If you wanted to kick a ball to a friend 10 feet away, how would you decide
how hard to kick the ball so that it would reach them? What criteria would
you consider?
5. A big sister (age 11) and a little sister (age 3) each have a ball. The big
sister’s ball weighs 2 pounds and the little sister’s ball weighs 1 pound.
Who will probably be able to throw their ball farther- the big sister or the
little sister? Explain your answer.
6. Why do you think force, mass, and acceleration are so important in sports?
7. What do you feel is the most interesting thing you learned from this lesson
and why? How will you use this concept in your life?
Step #1
Instructions for what you will do…
No Force
Applied
Torsion
1. Open this link: Forces of Wonder
2. Select the wood block, answer question 1
3. Select the concrete block, answer question 2
Tension
Compression
4. Select the rubber ring, answer question 3
5. Select the metal bar, answer question 4
6. Now identify the object that best fits the force Stronginsky wants to use.
7. Answer questions 5 through 9.
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. Which force would you use to break a rubber band?
If you step on a soda can, what force are you using?
If you bend a straw, what force are you using?
If you twist a plastic ruler, what force are you using?
Look at question 1
2. Which item would require the most force to break, which would require the
least force? Why:
3. Have many types of compression can you apply to a soda can? List them
below.
4. Design (in an illustration on the back of this sheet) a machine that will
apply enough force to crush, snap, twist, or bend massive objects. Then
explain the type of force used and why it took a machine to accomplish the
task rather than just using your hands.
Show what you know!
Pick one activity to do…
1. Find 5 objects that you can break, crush, snap, or rip. Determine which
force is used, and write a paper to explain your findings. Do you notice a
relationship between the mass of the object and the force you needed to use?
2. Find 5 objects that you can break, crush, snap, or rip. Write down your
predictions as to which force you will need to use to break each object. Then
apply that force to each object. Write down which of your predictions worked
and which didn’t. Answer these questions
• Were there any objects that you couldn’t bend or break?
• Why do you think some objects were harder to break or bend than others?
• Were any items really easy to bend/break? If so- which?
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.4 Knows that the motion of an object is determined by the overall
effect of all the forces acting on the object.
Description:
The student will understand that when an object is in motion it has both
pushes (normal force, friction, and tension) and gravitational pulls working for
and against the movement of the object. If the pushes and pulls are balanced
the object will stay still, if they are unbalanced the object will move as a result
of force being strong on one side than the other (net force).
Link: http://www.seed.slb.com/en/scictr/watch/skydiving/galileo_pisa.htm
© Olivia Cason
Forces Cause Motion
A few days ago you learned about net force. Today we will discuss net
force more and you will learn about the findings of a really cool man
named Galileo who lived a long time ago!
Questions to answer:
1. What is gravity?
2. How is mass related to gravity?
3. How can wind resistance effect an item that is dropped?
4. If you drop a heavy item and a light item which will hit
the ground first?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read
the instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. Click this link: Galileo Drops the Ball
2. Drag the big ball to Galileo’s right hand & the small ball to his left hand. Watch how
they fall and answer question 1.
3. Drag the big ball to Galileo’s right hand and the feather to his left hand. Watch how
they fall and answer question 2.
4. Drag the small ball to Galileo’s right hand and the feather to his left hand. Watch
how they fall and answer question 3.
5. Now press the Vacuum mode. Drag the big ball to Galileo’s right hand and the small
ball to the left hand. Watch how they call and answer question 4.
6. Still in Vacuum mode, drag the big ball to Galileo’s
right hand and the feather to the left hand. Click drop
and watch how they fall.
7. Read the passage on your science journal
© Olivia Cason
Did you know…
Isaac Newton claimed
to discover gravity when
he was sitting under a
tree and an apple fell
on his head!
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. Match the word with the correct definition
_____Gravity
a) The weight of an object
_____Mass
b) The pull of objects towards Earth
_____Wind Resistance
c) An empty space without any matter/air
_____Vacuum
d) Drag produced when an object moves
through air
2. If a toy car and a cotton ball were dropped in a vacuum, would
they land at the same time or at different times?
Why?
3.If a toy car and a cotton ball were dropped off of a building with wind
resistance, would they land at the same time or at different times?
Why?
More questions on the next slide!
© Olivia Cason
Now, let’s see what you learned…
4. What if a big fish and a little fish were dropped at the same time from an
airplane, would they land at the same time or different times?
5. Explain (in your own words) the force of gravity.
6. Explain why wind resistance causes some objects to fall slower, but has no
effect on other objects.
7. Develop a list of 3 items that would drop slower as a result of wind resistance.
8. Do you believe Galileo’s findings are accurate? Why or why not? Justify your
answer.
9. What is one interesting thing you learned from this lesson that you didn’t already
know?
© Olivia Cason
Show what you know!
Now you are going to conduct your own experiment! Pair an object from List
#1 with an object from List # 2, drop them simultaneously, and record which
item hits the ground first. Once you have done all five experiments write a
sentence for each group of objects explaining why the items hit the ground at
the same time, or why they hit the ground at different times.
Object #1
Object #2
Penny
Paper Clip
Rock
Pencil
Feather
Marble
Egg
Magnet
Battery
Spoon
© Olivia Cason
Standard 2:
SC.C.2.2: The student understands that the types of
forces that act on an object and the effect of that force
can be described, measured, and predicted.
Benchmark:
SC.C.2.2.4 Knows that the motion of an object is determined by the overall effect of all
the forces acting on the object.
Description:
The student will understand that when an object is in motion it has both pushes (normal
force, friction, and tension) and gravitational pulls working for and against the movement
of the object. If the pushes and pulls are balanced the object will stay still, if they are
unbalanced the object will move as a result of force being strong on one side than the
other (net force).
Link: http://www.funderstanding.com/k12/coaster/
© Olivia Cason
Forces Cause Motion
You made it to your last journal entry on force and motion! Today you
are going to learn even more about force and how combined forces
cause an object to move!
Questions to answer:
1. How does gravity affect acceleration?
2. What is friction?
3. What is work?
4. What is force, what does it consist of?
Don’t worry, after this activity you will be able to!
Now go to the next slide to begin the activity. Be sure to read the
instructions carefully and use your science journal as a guide.
© Olivia Cason
Step #1
Instructions for what you will do…
1. Answer questions 1 and 2.
2. Click this link: Force Effecting Motion
3. Adjust the sliders in either direction (-- or +) for hill#1, hill #2, loop, speed,
mass, gravity, and friction. Click the green play button.
4. Answer question 3.
5. Adjust the sliders to where hill#2 is lower than hill#1 and the speed is set
in the middle.
6. Answer question 4.
7. Follow along in your science journal to answer questions 5, 6, and 7.
8. Click the blue highlighted terms at the bottom of the screen.
9. Answer questions 9, 10, 11, and 12.
© Olivia Cason
Now, let’s see what you learned…
Answer the questions found in the “Apply What You Learned” part of your journal!
1. What effect would centripetal force have on a bucket of water being swung
around in a circle?
2. What effect does friction have on moving objects?
3. How would it feel if we didn’t have any gravity?
4. Do you think friction is a good or bad thing? Why?
5. What would happen if a car didn’t have breaks to create friction?
6. What forces (net force) are found acting on a roller coaster?
© Olivia Cason
Show what you know!
It’s time for you to draw and name the ultimate thrill-ride roller coaster!
Design the coaster with two hills and a loop.
Label the areas with arrows showing where the forces of gravity, friction and
centripetal force will be the strongest.
Discuss your drawing with me when you are finished. I can’t wait to see what
you design!
***You can work with a friend on this project if you would like to!***
© Olivia Cason
Final Project!
For this assignment we will combine everything you have learned about Force
and Motion. You can work on your own or with two group of 2 or other 3 people.
1. Set up the game “Mouse Trap” and observe the forces, motion, waves, and simple
machines involved in the game.
2. Once you have observed the game you can use this site to do further observation and
note taking  http://www.youtube.com/watch?v=E5rv48hBgeI
Prepare a poster or report to record your findings.
You must identify and explain following in your project:
• Describe the motion of 2 different objects and the forces that cause the items to move,
change direction, and stop.
• Find 2 simple machines and identify the force used to operate each
• Explain why the block/man on the seesaw was launched into the basket
o Would he still be launched if the large ball was replaced with the small ball?
• Explain the “net force” of one moving object
• Find 1 example of push
• Find 1 example of a wave
• Find 2 examples of gradient
• Find 3 examples of gravity
Final Assessment!
1. Compare and contrast (using a Venn Diagram) two different forces of your choice (I.e.
gravity, friction, pushes, pulls, etc.).
2. Write one paragraph arguing for or against the need for gravity. Support your
argument with at least 3 facts.
3. Design and draw an object that uses three different simple machines.
4. Define net force in your own words and explain its effect.
5. Visualize yourself at the top of a hill on your bicycle. You start to pedal downhill…you
go faster…and faster…and faster! Identify three kinds of force that will affect your
downhill adventure.
© Olivia Cason
More questions on the next slide!
Final Assessment!
6. Explain the relationship between mass, force, and acceleration.
7. Describe the effect friction, wind resistance, and pushes have on a skateboarder.
8. Why do you think waves can't travel through a vacuum (an area with no air)?
9 . List two facts you learned the past few days that you found the most interesting
and would like to learn more about.
10. Choose either Galileo or Sir Isaac Newton and explain what they discovered and
why their discovery was important.
© Olivia Cason
I am happy to announce that you have now successfully completed an entire unit on
Force and Motion! During the last few weeks you have worked very hard, visited a
lot of great websites, answered a lot of questions, and hopefully really developed an
understanding for force and motion….and now…..
Thank you for your hard work and dedication! Next week we will begin our study on
“The Processes that Shape the Earth.”
© Olivia Cason
BENCHMARKS
SC.C.1.2.1 understands that the motion of
an object can be described and measured.
SC.C.1.2.2 knows that waves travel at
different speeds through different materials.
SC.C.2.2.1 recognizes that forces of gravity,
magnetism, and electricity operate simple
machines.
SC.C.2.2.2 knows that an object may move
WEBSITES
Measuring Motion
Sound Waves
Simple Machines
Magnetic Force
in a straight line at a constant speed, speed
up, slow down, or change direction dependent
on net force acting on the object.
Pushes and Gradients
SC.C.2.2.3 knows that the more massive an
More Force, More Acceleration
object is, the less effect a given force has.
Force of Wonder
SC.C.2.2.4 knows that the motion of an
Galileo Drops the Ball
object is determined by the overall effect of all
of the forces acting on the object.
Net Force
Forces of Nature
Website References
1. http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=
660
2. http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&SWF=sound%2Fs
cience_desk&App=Science+Lab&SkipGuestWarning=true
3. http://www.edheads.org/activities/simple-machines/index.htm
4. www.bbc.co.uk/schools/ks2bitesize/science/physical_processes.shtml
5. http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
6. http://www.learner.org/interactives/parkphysics/
7. http://www.harcourtschool.com/activity/newton/
8. http://www.wonderville.ca/v1/activities/strongman/strongman.html
9. http://www.seed.slb.com/en/scictr/watch/skydiving/galileo_pisa.htm
10. http://www.funderstanding.com/k12/coaster/
© Olivia Cason
Clipart References
1.
http://www.a1losangeleshomeappraisal.com/Clip%20Art/Tape%20Measure-150w.jpg Tape Measure
2.
http://mmem.spschools.org/grade3science/3.sound/musicnoise.jpeg Pure vs. Noise
3.
http://fc.bryanisd.org/~jlpope/02130CE6-00870B1B.46/clip_art_magnet_01.jpg Magnets
4.
http://digilander.libero.it/idste/roller-coaster-force.gif Roller Coaster
5.
http://www.met.tamu.edu/class/ATMO203/tut/force/hpgfballon.JPG Net Force
6.
http://www.blazelabs.com/pics/towergal2.gif Galileo
7.
http://www.physics4kids.com/ Square pictures
8.
http://clear.msu.edu/dennie/clipart/ Push and Pull
9.
http://surfaquarium.com/newsletter/inventors_2006.htm Mouse Trap
10. http://www.jmsonline.net/ppp/images/28471.gif Watch
11. http://www.howmagnetswork.com/attractrepel2.gif Roller Coaster
12. www.pyroelectro.com/.../dc_motor/dcmotor.html Motor
13. http://updatecenter.britannica.com/eb/image?binaryId=93320&rendTypeId=34 Simple Machines
14. http://www.ascendingparachutes.com/parachut.gif Parachute
15. http://sol.sci.uop.edu/~jfalward/physics17/chapter2/chapter2.html Clip-art
16. http://www.fairfield.k12.ct.us/tomlinson/motion/new_page_3.htm Tug-o-war
17. http://www.opencourse.info/astronomy/introduction/06.motion_gravity_laws/ Animations