Motion and Momentum - Science Class 3000

[Pages:47]Glencoe Science

Chapter Resources

Motion and Momentum

Includes:

Reproducible Student Pages

ASSESSMENT Chapter Tests Chapter Review

HANDS-ON ACTIVITIES Lab Worksheets for each Student Edition Activity Laboratory Activities Foldables?Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheets

TRANSPARENCY ACTIVITIES Section Focus Transparency Activities Teaching Transparency Activity Assessment Transparency Activity

Teacher Support and Planning

Content Outline for Teaching Spanish Resources Teacher Guide and Answers

Glencoe Science

Photo Credits

Section Focus Transparency 1: Gjon Mili/TimePix; Section Focus Transparency 2: Guy Sauvage/Photo Researchers; Section Focus Transparency 3: R. Al Simpson/Visuals Unlimited

Copyright ? by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Motion and Momentum program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-867153-1 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

Reproducible Student Pages

Reproducible Student Pages

Hands-On Activities

MiniLAB: Try at Home Measuring Average Speed . . . . . . . . . . . . . . . . 3 MiniLAB: Modeling Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lab: Collisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lab: Design Your Own Car Safety Testing . . . . . . . . . . . . . . . . . . . . . . 7 Laboratory Activity 1: Pushing People Around . . . . . . . . . . . . . . . . . . . 9 Laboratory Activity 2: Motion of a Bowling Ball . . . . . . . . . . . . . . . . 13 Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

Meeting Individual Needs

Extension and Intervention Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19 Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23 Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Assessment

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Transparency Activities

Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Motion and Momentum 1

Hands-On Activities

Hands-On Activities

2 Motion and Momentum

Copyright ? Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

Name

Date

Class

Measuring Average Speed

Procedure

1. Choose two points, such as two doorways, and mark each with a small piece of masking tape.

2. Measure the distance between the two points. 3. Use a watch, clock, or timer that indicates seconds to time yourself walking

from one mark to the other.

Data and Observations

Distance

Time (s)

Speed (m/s)

Fast

Slow

Varied

Normal

Analysis

1. Calculate your average speed in each case.

2. Predict how long it would take you to walk 100 m slowly, at your normal speed, and quickly.

Motion and Momentum 3

Hands-On Activities

Name

Date

Class

Modeling Acceleration

Procedure

1. Use masking tape to lay a course on the floor. Mark a starting point and place marks along a straight path at 10 cm, 40 cm, 90 cm, 160 cm, and 250 cm from the start.

2. Clap a steady beat. On the first beat, the person walking the course should be at the starting point. On the second beat, the walker should be on the first mark, and so on.

Analysis

1. Describe what happens to your speed as you move along the course. Infer what would happen if the course were extended farther.

2. Repeat step 2, starting at the other end. Are you still accelerating? Explain.

Copyright ? Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

4 Motion and Momentum

Copyright ? Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Hands-On Activities

Name

Date

Class

Collisions

Lab Preview

Directions: Answer these questions before you begin the Lab.

1. How many large marbles do you need for this lab? How many small marbles?

2. How will you limit the marble's range of motion to a straight line?

A collision occurs when a baseball bat hits a baseball, or a tennis racket hits a tennis ball. What would happen if you hit a baseball with a table-tennis paddle, or a table-tennis ball with a baseball bat? How do the masses of colliding objects change the results of collisions?

Real-World Question

How does changing the size and number of marbles in a collision affect the collision?

Materials

small marbles (5) large marbles (2) metersticks (2) tape

Goals

Compare and contrast different collisions. Determine how the speeds after a collision

depend on the masses of the colliding objects.

Safety Precautions

Procedure

1. Tape the metersticks next to each other, slightly farther apart than the width of the large marbles. This limits the motion of the marbles to nearly a straight line. Record your observations in the table in the Data and Observations section.

2. Place a small target marble in the center of the track formed by the metersticks. Place another small marble at one end of the track. Flick the small marble toward the target marble. Describe the collision.

3. Repeat step 2, replacing the two small marbles with the two large marbles.

4. Repeat step 2, replacing the small shooter marble with a large marble.

5. Repeat step 2, replacing the small target marble with a large marble.

6. Repeat step 2, replacing the small target marble with four small marbles that are touching.

7. Place two small marbles at opposite ends of the metersticks. Shoot the marbles toward each other and describe the collision.

8. Place two large marbles at opposite ends of the metersticks. Shoot the marbles toward each other and describe the collision.

9. Place a small marble and a large marble at opposite ends of the metersticks. Shoot the marbles toward each other and describe the collision.

Motion and Momentum 5

Hands-On Activities

Name

Date

Class

(continued)

Data and Observations

Marble Shoot 1 2 3 4 5 6 7 8

Collision

Conclude and Apply

1. Describe In which collisions did the shooter marble change direction? How did the mass of the target marble compare with the shooter marble in these collisions?

2. Explain how momentum was conserved in these collisions.

Copyright ? Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Communicating Your Data

Make a chart showing your results. You might want to make before-and-after sketches, with short arrows to show slow movement and long arrows to show fast movement.

6 Motion and Momentum

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