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Instructional Design Project - Field Experience Martha McGlasson Block II: Fall 2012 Unit: Forces and Motion; Seventh Grade Science Internship: Johnson County Middle School North Carolina Standard Course of Study 7.P.1.1: Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object. 7.P.1.2: Explain the effects of balanced and unbalanced forces acting on an object (includingfriction, gravity, and magnets). Tennessee Curriculum Standards0707.11.3 [SPI]: Apply proper equations to solve basic problems pertaining to distance, time, ????speed, and velocity. 0707.11.4 [SPI]: Identify and explain how Newton’s laws of Motion relate to the movement ??????of objects ?0707.11.4 [Check]: Recognize how a net force impacts an object’s motion. ?????Horizontal AlignmentNorth Carolina Common Core Standards:Mathematics7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions ????????and equations English Language Arts:6.8.3: Follow precisely a multistep procedure when carrying out experiments, taking ????????measurements, or performing technical tasks6.8.4: Determine the meaning of symbols, key terms, and other domain-specific words and ????????phrases as they are used in a specific scientific or technical context relevant to grades ????????6–8 texts and topics.6.8.7: Integrate quantitative or technical information expressed in words in a text with a ????????version of that information expressed visually (e.g., in a flowchart, diagram, model, ????????graph, or table).Vertical Alignment North Carolina Essential Standards: ScienceConnection to curriculum prior to current grade year (seventh): 4.P.1: ???Explain how various forces affect the motion of an object5.P.1: ???Understand force, motion and the relationship between them5.P.1.1: Explain how factors such as gravity, friction, and change in mass affect the motion of ??objects.5.P.1.2: Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in which they travel.5.P.1.4: Predict the effect of a given force or change in mass on the motion of an object Connection to curriculum after the current grade year (seventh): PSc.1.1.1: ?Explain motion in terms of frame of reference, distance, and displacement.PSc.1.1.2: ?Compare speed, velocity, acceleration and momentum using investigations, graphing, ??????scalar quantities and vector quantities.PSc.1.2.1: ?Explain how gravitational force affects the weight of an object and the velocity of an ?????object in freefall.Tennessee Curriculum StandardsConnection to curriculum prior to current grade year (seventh): GLE 0507.11.1 Design an investigation, collect data and draw conclusions about the relationshipamong mass, force, and distance traveled.GLE 0507.11.2 Prepare statements about the relationship among mass, applied force, anddistance traveled.GLE 0507.11.3 Design and conduct experiments using a simple experimental design to demonstrate the relationship among mass, force, and distance traveled.Connection to curriculum prior to current grade year (seventh) :Physics 3231.1.1 Explore displacement, velocity, and accelerationPhysics 3231.1.5 Evaluate the dynamics of systems in motion including friction, gravity, impulse ???and momentum, change in momentum, and conservation of momentum.21st Century Skills AddressedCreativity and Innovation: Students will be presented with a problem or goal, and design a way to solve the problem, or reach the goal. This skill is especially addressed in lesson five, Newton’s Third Law of Motion through the pop rocket experiment. Students will figure out a procedure to the given lab, and then carry out the procedure to see if it solves the problem. Critical Thinking and Problem Solving: Science as Inquiry approach allows students to think critically on a daily basis. It takes away traditional lecture, and replaces it with a series of guided questions and activities to allow the students to innovate solutions. Communication and Collaboration: Students participate in several group/partner activities to increase their communication and collaboration skills. They will learn how to work as a team to design a procedure, and achieve the desired goal. This is especially seen in lesson five of this unit where students will work together to create a balloon rocket. Student Background, Knowledge, and ExperienceBefore students begin this unit, they will have extensive knowledge on friction, gravity, and magnets. They have also had lessons on the difference between mass and weight. Being familiar with these terms will allow a chance to dive deeper into the relationship between applied force, mass, and acceleration. Students in the seventh grade are beginning to develop critical thinking skills. Each day I will lead them through guided questions to help them increase this skill. Research shows that middle school students work their best when they have several opportunities to move around and switch activities during class. ?The lesson will be broken up into eleven minute sections to help keep their attention focused on the class. They also need time to talk to their neighbor, so group/partner work will be done on a daily basis. Sometimes with the age group, they try to get away with lower level work. The work load, and extent of problems sometimes seem overwhelming to them. I will encourage them on a daily basis to push themselves to hard work, and show them that they can succeed with this new level of coursework. There are several different developmental levels within the classroom. This requires differentiation on my part. Students above grade level will be challenged to harder math problems, as well as expect to articulate their thoughts on a deeper level. They will be expected to make more connections to the applications and real life. ?The students who are below the seventh grade developmental level will be given opportunities everyday to succeed. The concepts addressed throughout the level will not change, but the math problems will be fewer and easier in nature. Each lesson will be translated into Spanish via word document for the ESL students. There will be many hands on demonstrations so that students who are below reading and writing levels will have opportunities to fully grasp the science concepts. For this unit I have collaborated with the EC specialists. They have helped me translate the lessons into Spanish, enlarge my lessons for those with eyesight problems, and shorted mathematical problems. Plan for Assessment and Evaluation of Student Learning Pre-AssessmentFormative AssessmentSummative AssessmentLesson One: Measuring MotionGuided questions to assess prior knowledgeGuided questionsTicket out the doorFinal Test (end of unit)Lesson Two: Net Force, Balanced, and Unbalanced ForcesGuided questions to assess prior knowledgeGuided questions WorksheetsFinal Test (end of unit)Lesson Three: Newton’s First LawGuided questions to assess prior knowledgeGuided questions after inertia stationsJournal entryTicket out the doorFinal Test (end of unit)Lesson Four: Newton’s Second LawGuided questions to assess prior knowledgeGuided questions after Newton’s Race experimentF=ma worksheetsJournal EntryFinal Test (end of unit)Lesson Five: Newton’s Third LawGuided questions to assess prior knowledgeGuided questions after pop rocket experimentMotion in the Ocean worksheetJournal entryFinal Test (end of unit)The 21st Century Skills that are being addressed throughout this unit will be evaluated by observing the class. At the beginning of the unit they will be told that 10% of their final unit grade will be on how well they demonstrated creative thinking and innovation, critical thinking and problem solving, and collaboration and communication. If students are giving their best in every activity they will have no problem achieving a high score for this portion. Points will be deducted for students who do not work well with their partner, refuse to try to think critically, and do not give their best in each activity. Opportunities for observation: Creativity and InnovationCommunication and CollaborationCritical Thinking and Problem Solving Lesson OneBalloon experimentBalloon experimentGuided engaging questionsMath problemsElaboration tornado scenarioLesson TwoCreate a foldableNet force partner activityFinal assessment worksheetLesson ThreeInertia StationsJournal EntryInertia StationsGuiding questionsJournal entryLesson FourNewton’s RaceNewton’s RaceNewton’s RaceMath ProblemsLesson FivePop Rocket ExperimentJournal EntryPop Rocket ExperimentPop Rocket Experiment Motion in the Ocean WorksheetEssential Content Knowledge (Teacher candidate's knowledge)Global Awareness: This unit on forces and motion is a great time to teach students about the roles of science throughout history. Laws in science, such as Newton’s Laws of Motion, took years and years to develop. Newton’s Laws of Motion dramatically changed the way we viewed the motion of the Universe and all matter within the universe. We now understand that our planets remain in orbit because the forces in Space are perfectly balanced. The concept of inertia began to be developed by Aristotle, then by Galileo, and was finally written as a Scientific Law after Newton’s discoveries and research. Understanding the role that science has had through history will help students grasp the global impact that science has on us. It will also help students understand how theories that we are developing today can become Law’s by the time they are older. Revised Bloom’s Taxonomy Chart: StandardBloom’s Taxonomy LevelImplementation NCES 7.P.1.1: Explain the motion of an object2Guided questions (lesson one)Balloon experiment (lesson one - follow up questions)Inertia station worksheet (lesson three)Newton’s Race (lesson four)Pop Rocket Lab (lesson five)motion in the ocean worksheet (lesson five)NCES 7.P.1.2: Explain the effects of balanced and unbalanced forces2Guided questions (lesson two)Foldable (lesson two)Ticket out the door (lesson three)Newton’s Race (lesson four) Tennessee Curriculum Standards 0707.11.3 [SPI]: Apply proper equations3Worksheet (lesson one and two)Tennessee Curriculum Standards 0707.11.4 [check]: Recognize how a net force affects motion1Exploration activity of net forces (lesson two)ticket out the door (lesson three)Tennessee Curriculum Standards 0707.11.4 [SPI]: Identify and Explain how Newton’s Laws relate to motion 1, 2Inertia stations (lesson three)Journal Entry (lesson three and five)Newton’s race activity (lesson four)balloon rocket activity (lesson five)Motion in the ocean worksheet (lesson five)Resources, Materials, and Preparation Throughout this unit a variety of resources have been chosen to meet the diverse needs of the students. Lesson One: Includes a short lecture, experiment, drawing exercise, word problems, and discussion. This will ensure that every student has a chance to fully grasp the topic of balanced and unbalanced forces. Students are also given an option to work independently or with a partner during one of the activities. This will allow students to share their ideas with each other, or simply work by themselves to focus on what they need to practice and understand the most. Lesson Two: This lesson includes a variety of learning strategies to insure each student has the opportunity to understand the content. The lesson includes a short discussion, an inquiry exploration, group work, independent work, drawing exercises, and writing exercises.Lesson Three: Includes a short lecture, guiding questions, several demonstrations, hands on experiments, journal entries, and collaboration with peers. Multiple opportunities are given to the students to help them grasp the concept of Newton’s first law of motion. Lesson Four: This lesson includes a variety of learning strategies. Students will do an inquiry based experiment. Following the experiment students will be asked a series of guided questions to engage in a meaningful discussion which will lead them to Newton’s second law of motion. There will be tiered math problems to challenge the advanced students, and still allow the other students to succeed. Lesson Five: This lesson includes a variety of learning strategies to insure that each student has the opportunity to understand the content. A short youtube video will be shown to help demonstrate the third law of motion. Students will conduct an experiment to allow them a hands-on, minds-on, learning approach. Students will answer a series of guided questions. A short reading with questions about how the third law of motion is observable in some of the oceans animals will help students apply the concept to everyday life. Impact of Diversity This unit has been designed to meet the developmental needs of middle school students. All lessons include a relative, integrative, challenging, and exploratory approach to allow every student in the classroom a chance to succeed. Small group activities give students a chance everyday to improve their leadership abilities. Small groups require everyone to participate and take on a roll. Throughout the week students will have the opportunity to try different roles, to see which ones they have the most strengths and weaknesses in. 78% of the students attending Johnson County Middle School are living in poverty. Poverty can have a profoundly negative affect on a child’s learning if the teacher does not properly prepare each lesson. Students need things like additional wait time, allowance for verbal communication of concepts instead of written ones, and many different chances to succeed. An inquiry based classroom has the opportunity to make these students feel included in the process of science. The students will need activity and transition throughout each class period. Each lesson provides a change of activity on average of every ten minutes. When a segment is supposed to last more than fifteen minutes it is one that the kids are moving around in, such as the pop rocket lab. Rationale for Guided QuestionsThis unit is designed as an inquiry-based approach to forces and motion. Inquiry-based learning allows students to feel like they are part of the process of learning. They are engaged in problem solving and design creative solutions to problems presented. One way I incorporate inquiry into this unit is through guided questions. The questions are not meant to be reciprocal, having students recite their content knowledge. Guided questions are meant to provoke discussion in the science classroom and student lead answers to the problems. These types of questions also open the classroom for meaningful dialogue where students take charge of their learning.There are several type of questions used throughout this unit to help guide students to the answers through their own prior knowledge.Soliciting ideas: getting the student’s opinion on the topic??????????Example: What is the difference between these two toys???????????I do not give the students any prior knowledge on how to answer this question. It allows them a chance to start think for themselves in a critical manner.Ask for evidence: Shows deeper understanding of the problem. Instead of just replying “Yes” ask students to say why they do that??????????Example: How do you know it is moving???????????Because it was walking away from the object staying stillChecking for Interpretation: Asks a student to verify my interpretation??????????Example: So you are saying that to tell if an object is moving you actually have to watch it in relation to another object that appears to stay in place?Pushing for elaboration: Requires students to expand on their ideas??????????Example: What do you do to find the net force of this problem???????????You subtract??????????What do you subtract???????????You subtract the two net forces??????????In what order do you subtract the net forces???????????You subtract the smaller number from the bigger number*This shows me that the students are really grasping the concept. Perhaps they know to subtract when two forces are moving apart from each other, but do they know to subtract the smaller number from the bigger number?The order of questioning is very important as well. In lesson one I started with the very basic questions – I asked the students if the described object was moving. From there I asked asked a series of questions that will eventually lead them to tell me if an object is moving, and what the reference point in a picture is. From here the students go on to explain how an object in motion can be used to describe a reference point. From here they figure out the definition of motion: a chance in position with respect to its surroundings. So from these guided questions the students have given me the definition of motion, instead of me giving it to them. This creates an inquiry-based approach to science. It allows an active process in learning, allowing students a chance to speak, getting positive response for their questions, and then pushing them further along. It allows students a sense of accomplishment. For once, they are not getting taught a concept – they are actually teaching themselves the concept. Rational for Inquiry-Based Learning/ Global Awareness on the Nature of ScienceInquiry based learning is a hands-on and minds-on technique that allows students to understand the nature of science better, increase their critical thinking skills, and understand the need for continuing scientific research. Science is done by forming hypothesis, collecting evidence, testing hypothesis, and reaching evidence based conclusions. It is an active discipline, that requires very little lecturing from a teacher. By allowing students to create their own experiments to test a relationship, it allows them firsthand experience in the nature of science. Inquiry based learning allows students a chance to constantly refine and develop their critical thinking skills. This skill is necessary for advancement in sciences, but also for everyday life. Today’s children need to grow up and know how to find and evaluate information. By practicing scientific inquiry students are able to discern events with a critical perspective, and be comfortable asking good questions.Students also learn the importance of scientific research through inquiry based learning. Change is constant, and through this approach to science, students learn how change impacts the environment. Constant research allows us to make informed decisions related to a more positive individual lifestyle, and that will positively impact our community. Through inquiry students gain insight as to how knowledge influences choices. The ultimate goal is that students will be excited about being life-long learners. Scientific Inquiry aligns with the middle school concept. It is integrated, allowing a chance for students to see how science, math, history, language arts, culture, and environment, and perspective are all related. It allows the students to be challenged in a way that builds critical thinking skills, creativity, innovation, and collaboration. Inquiry makes it relevant to the the students by tying in their interests and allowing them to take control of their learning. It is also exploratory; it is an approach that leads students to the answers through experiments instead of a teacher based lecture. Results and Analysis of Student LearningTechniques used for assessmentGuided questionsWorksheetsTestDiscussionPre-AssessmentPre-assessment data was accumulated through guided questions and discussions. On the first day of the unit I had students come in and write down everything they already knew about forces and motion. After having some time to work on this we had a class discussion on it. From this first discussion I learned the students knew that gravity and friction were forces and when applied could change the motion of an object. These were concepts that the students were taught in the fifth grade. This assessment showed me they were ready for the first lesson on unbalanced and balanced forces. Formative assessmentFormative assessment was done often throughout the day. The first thing students did every day was answer a bellringer. Students would answer the question which was almost always based on the lesson from the day before. This showed me how well the students had understood the material, and if they were ready to go on. During this time I was able to give quick individual help to students who needed it. Throughout a lesson I would call on the majority of the class to help me with problem. I would different students tell me how to solve different parts of the problem. If I did an experiment I called on students to tell me about the different parts of their observations. Through these questions I was able to get a lot more information out of the students. Newton’s third law rocket demonstration: (I put vinegar and baking soda in a bottle. After mixing, as the pressure was building up the cork shot off of the bottle. As the pressure was being released it caused the bottle to shoot backwards, in the opposite direction from the cork). What is going on here? The bottle explodedWhat do you mean by that? Well, the baking soda and vinegar shot out of the top causing it to go farWhat was going far? The cork shot out! What happened to the bottle? It went backwards! It went backwards in relation to what? It went the opposite way from the cork! How does that relate to Newton’s third law? There was an equal reaction, that sent a reaction in two opposite directions By asking the students to elaborate on their observations, critical thinking skills were established. The students were able to fully explain to me how this relates to Newton’s third law of motion, thus addressing the SPI 0707.11.4 standard (Identify and explain how Newton’s laws of motion relate to the movement of objects).Throughout the lessons I used a “thumbs-up, thumbs-down” technique. I would ask students questions and have them give me a thumbs up for true or false, or if they were understanding the content or not. Whiteboards were also used in this manner, for problem solving and showing me their answer. This was a quick way to gauge if I was ready to move on to the next problem/concept. I would always call on a student to justify their answer. Having students justify their answer helped them be engaged in the critical thinking process. Summative AssessmentAt the end of the unit I gave a test to assess the student’s understanding of the objectives. Student’s showed their understanding of balanced and unbalanced forces through identifying all the forces acting on an object, and then combining them correctly to find the net force. They then told me if the object was moving, base don the net force of the object. The students addressed the motion of objects as described by Newton’s laws of motion through a series of word problems asking them to identify examples of each law. The examples dealt with the motion of an object, requiring the students apply newton’s laws of motion. Many of them were adapted questions from practice TCAP test questions.Two different versions of the test were administered. Identification A was given to the three inclusion classes. It did not include the hardest concept of Newton’s second law of motion which dealt with the math problem. Reflecting on this now, I would have shortened the examples used to describe each of Newton’s laws. The test has to be read out-loud to the students, and I feel that they would have benefited more from questions and examples that had fewer words in them. The majority of the students were very efficient in the math portion of the section, dealing with balanced and unbalanced forces. They showed weakness in identifying Newton’s laws of motion. I felt like I rushed through the material towards the end, after I found out my unit was cut a day short. The assessment data showed me that I did not spend enough time explaining how to tell the difference between the laws. The more advanced students solved problems relating to F=ma. Most of the students did exceptionally well on this portion of the test. There were some careless mistakes of students forgetting decimals and using the wrong units. In the student feedback I had several students tell me they did not like the math, but I also had several students tell me if that they loved the challenge. The biggest difference I would make overall is differentiating more within the inclusion and higher level classes. I differentiated between the classes, but struggled with specifically individual instruction. Often times I encouraged students to come see me before and after school if they were not understanding the content matter. I had four or five students come by and get help from me. On the test they succeeded in those portions, but did not do as well in other topics they did not get extra help in. As the unit progressed students showed advancement in the 21st century skills that were being addressed throughout the unit. I could see the critical thinking and problem solving skills increasing by the way students were answering the questions being asked. For example, at the beginning of the net force lesson, students would simply tell me the net force of a certain problem was 50. It would take a few more questions to have the give me that the net force was 50N towards the right. By the end of the week students were giving me answers after the first or second questions that were very detailed like the box was being pushed 20N towards the left. Or instead of just saying the lighter ball went farther they would tell me that the lighter ball went farther because it had less mass. Collaboration was also improved over the unit. For the Newton’s Race activity there was a little hesitance to the assigned groups. After some practice, by the end of the experiment (which typically lasted one or two class periods), the students were taking on roles, including everyone, and working together to solve problems. A copy of student work from this activity can be found in the “student work” section of this instructional design project. ?TEST ID: A Class Period# of tests Class Average100-9089-7069 & Below12873.54910942378.9587862978.037148TEST ID: BClass Period# of testsClass Average100-9089-7069 & Below287.921744390.231052688.952573Lesson One: Measuring Motion (Speed, Velocity, Acceleration)Learning Goals and ObjectivesNorth Carolina Essential Standards 7.P.1.1: Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object Tennessee Curriculum Standards: SPI 0707.11.3: Apply proper equations to solve basic problems pertaining to distance, time, speed, and velocity. 21st Century Skills:Critical Thinking and Problem SolvingCommunication and Collaboration Learning Goals and Objectives At the end of this lesson students will be able to use formulas to solve for speed velocity and accelerationStudents will be able to explain how the motion of an object can be described with respect to some other object Cross-Curricular AlignmentNorth Carolina Common Core (Mathematics):7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and equations Incorporation of TechnologyThe use of smartboard will be incorporated throughout this lesson. On the smartboard students will have visual aids. Students will be using stopwatches and calculators throughout this lesson. Plan for Assessment and Evaluation of Student Learning Pre-Assessment: During the “engage” phase of this lesson I will be able to gauge student’s prior knowledge of how they describe an objects motion. Formative Assessment: Throughout the lesson I will be asking students questions to help me know if they are understanding the content. I will allow for more time on particular topics if it is needed. If students are understanding the topic well, I can move on to the next topic. At the end of the class period I will have students complete a “ticket-out-the-door” assignment. This assessment will allow me to gauge my students understanding of acceleration and average speed. They will show me that they can properly use equations.Summative Assessment: A culminating test will be given at the end of this unit. Classroom ManagementWhen students enter the classroom they will get right to work on a “bell ringer” activity. This will allow students a chance to get focused on the science lesson, as well as avoid chaos at the beginning of class. Students will be broken in to groups that have been pre-determined. Grouping will be done in consultation with the master teacher, who will know what students work well together and what students should be separated. For each activity students will have an allotted amount of time to work on the assigned task. This will let students gauge their time properly and to promote staying on task. The materials for each activity will be set out before class begins. This will allow transitions to run smoother, and time to not be wasted. Special AccommodationsStruggling readers and writers: For periods 1,4,6 the majority of the class is below reading and writing levels. I will utilize oral assessments throughout the class period. Instead of having students write down examples I will call on each student to give an example out loud. This is a quicker form of assessment, since it requires a lot of time for many of the students to write down their thoughts. These students might also need a list of procedures for the “explore” phase. ESL Students: a one-on-one teacher will help translate the lesson into Spanish. Tickets out the door can be written in SpanishI will also give an extra ten minutes at the end of class for students to work on their “ticket-out-the-door”. Providing more time for the students allows them to work diligently on the task instead of rushing through. Instructional ProceduresDemonstrations: A demonstration is used in this lesson to help students being the scientific talk on how to describe motion. It opens the floor for discussion on how we describe if an object is in motion. Questions: Asking many questions throughout this lesson will increase student’s ability to analyze problems, synthesize ideas, make reasonable judgments, clarify answers, and recall scientific concepts. In this lesson by asking students a series of ordered questions they discover an in depth way to describe motion, and then are able to discover the definition of motion. The ordering of questions is crucial to get to the end point. Every question builds upon the other question to eventually get to the main idea – what the definition of motion is. Small-Group Investigation: The balloon experiment within this unit allows for students to design an experiment that will test the relationship between speed, time, and distance. Working collaboratively to come up with a hypothesis, design an experiment, test the results, and then report their findings is key to the nature of science. This activity allows students firsthand experience on how to solve problems. Materials Needed: This list is assuming the class will be broken up into groups of five (2) Identical Wind-up toys (5) Balloon (5) stop watch(5) 15 ft. string(5) StrawsMasking tape ScissorsMeter stickCalculators (Enough for each person in the class if available) LESSON PLANBell RingerDescribe your position in the classroom. For example “I Sit three desks in front of Johnny” or “I am south of the fire extinguisher” Engage: Demonstration: Place two identical wind-up toys on a table, one wound, the other not wound, so that one toy moves across the table while the other one remains motionless. What is the difference between these two toys?One of the toys is moving – and one is not movingHow do you know one is moving?Because it is walking away from the object staying still So you are saying that to tell if an object is moving you actually have to watch it in relation to another object that appears to stay in place?YesVery good, so to detect motion, you watch it in relation to another object that appears to stay in place. This object that appears to stay in place is called a reference point. Have you ever been in a situation where you were moving really fast, but it looked like you weren’t moving? Allow several students to answer this question. Ask them what their reference point was in each of these scenarios Has this hot air balloon moved? How can you tell? You can tell because it is at a different position in relation to the mountainSo what is the reference point in this picture?The mountainVery Good. How can an object in motion be used as a reference point?Have students discuss this question … here is an example: If you were in a hot-air balloon you could watch a bird fly by and see that the bird was changing position in relation to the moving balloonSo motion can be described by a change in position in relation to its surroundings? YesGreat job, you have just discovered the definition of motion: a change in position with respect to its surroundings How to we measure motion? By how fast something is movingSo you think speed has something to do with measuring motion. YesHow do you define speed?Answers may vary for this – don’t let students know if they are right or wrong! Interesting…. I am going to give you all some materials, and want you to try to devise a way to define speed. Explore: Each group will have the following materials: balloon, stopwatch, string, tape, meter stick, straw, scissorsUsing some or all of these materials design a way to measure speed. It is important for the students to have a chance to come up with the ideas on their own. This allows students to ignite their curiosity, come up with their own questions, and a way to solve them. The teacher’s roll in this experiment is to guide students learning by walking around, observing, and asking questions that will deepen students understanding. Example questions:How do you think the level of air in the balloon affects the distance it travels? Do you think the shape of the balloon affects the distance it travels? If so, how? How do you know when to start the stopwatch?*Asking these types of questions helps stimulate student thinking. It allows for a deeper understanding of the concept. Procedure: (only give it to students if they need it!)Tie one end of the string to a sturdy object in the room. A pole, table leg, or wall will work great for this. Blow up a balloon and have a student hold the end of it (Don’t let it go until it’s time!! ), tape the balloon to the straw. Put the sting through the straw. Release the balloon. How long does it take for the balloon to stop? How far does it go? How can you relate these to variables to speed? Explain:What factors contribute to define speed?Students should have determined that distance and time are the key components Very good, you all have figured out the definition of speed: the distance traveled over a period of time Does speed stay constant throughout a period of time? No, speed often varies – maybe you start off fast and end slow, or start off slow and end fastVery good, this is why in calculating speed we use average speed So what is the definition of speed again? The distance traveled Over A period of timeRight! This is exactly how we calculate speed as well: Average Speed = Distance traveled Total TimeIf it takes a train 4hours (h) to go 360kilometers(km) what is its average speed? Average Speed = Distance traveledAverage Speed= 360km = 90km/h Total Time 4hLet’s try another one! What is your average speed if you take 0.5hours(h) to jog 4,000meters (m)?Average Speed = Distance traveledAverage Speed= 4,000m =8,000m/h Total Time 0.5hWhat if I gave you this…. If the average speed of a car is 110km/h, how long will it take the car to travel 715 km? How would I set this problem up? Average Speed = Distance traveled110km/h= 715km Total Time ?Great! And what is the answer?6.5 hours Now imagine this… Two birds leave the same tree at the same time. They both fly at 10km/h for 10 minutes. Why don’t they end up at the same place????They are traveling in different directions!!! Exactly! So when two objects are traveling at the same speed, but in different directions they have different velocities Velocity: The speed of an object in a particular directionSo what is the difference between speed and velocity? Velocity has a direction attached to it. Formative Assessment: Alright, everyone think of an example of velocity and write it down. After everyone has had a chance to do this call on several students to share their examples. This will allow the teacher a chance to see if they are understanding the concept. Activity: Write these problems on the board and have students work out the answers. After students are finished call on students to come up to the board and work the problems out for the class. A vehicle travels 2345meters in 315seconds toward the evening sun. What is its velocity? Answer= 7.44m/s towards the evening sun You leave the Middle School and drive 1.3 miles south to the Subway, it takes you 6 minutes to get there. What is your velocity? Answer= 22m/h south If velocity is speed with direction – when does velocity change? If the speed or direction changeGreat!The change in velocity is described as its acceleration Who has heard this term before? What do you think it means? This is a great opportunity to clear up misconceptions about the science version of acceleration. Students probably associate acceleration with speed. But in science while defining motion Acceleration is the change in velocity over timeSo when does an object accelerate? If its speed, or direction change Which of the following is NOT an example of acceleration? A person jogging at 3m/s along a winding pathA car stopping at a stop signA cheetah running 27 m/s eastA plane taking off The answer is C, because this only depicts the cheetah’s velocity. All of the other examples show a change in speed or velocity or both Make sure when you call on a student to answer this question they are able to explain why they chose that answer!! Based on the definition of acceleration – what do you think the component are to measuring acceleration? Velocity, and the time it takes to change velocityAverage Acceleration = final velocity – starting velocity Time it takes to change velocityLet’s do a couple problems together… What is the average acceleration of a subway train that speeds up from 9.6m/s to 12m/s in 0.8 s on a straight section of track? Average Acceleration = final velocity – starting velocity Time it takes to change velocityAverage Acceleration= 12m/s – 9.6m/s= 3m/s?0.8sA skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s acceleration?Average Acceleration = final velocity – starting velocity Time it takes to change velocityAverage Acceleration= 10m/s – 2m/s= 2.7m/s?3.0sElaborate: Why is it more important to know a tornado’s velocity rather than its speed? Knowing only the tornados speed does not tell you the direction that it is moving in. If you know the tornadoes velocity you will know the direction and speed – so you will know if you are in dangers way!A Kangaroo is hopping around Johnson County. It stops at a nearby creek to take a drink of water and then starts hopping again to the south. Each second, the kangaroo’s velocity increases 2.5 m/s. What is the kangaroo’s acceleration after 5 seconds? Average Acceleration = final velocity – starting velocity Time it takes to change velocityAverage Acceleration = 12.5m/s - 0m/s=2.5 m/s? south 5/s Evaluate: Ticket-out-the-door: Describe whether or not acceleration occurred in this scenario:You ride your bike around the block at a constant speed of 11km/hAcceleration occurred because direction changed around the blockIf Steve throws the football 50 meters in 3 seconds what is his average speed? Average Speed= distance time Average Speed= 50 m= 16.67m/s3sLesson Two: Net Force, Balanced and Unbalanced Forces StandardsNorth Carolina Essential Standards: 7th Grade Science7.P.1.2: Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity, and magnets)Tennessee Science StandardsSPI 0707.11.4: Recognize how a net force impacts an object’s motion. 21st Century SkillsCreate and InnovateCollaborate and CommunicateCritical Thinking and Problem SolvingCross-Curricular AlignmentNorth Carolina Common Core Mathematics7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and equations English Language Arts6.8.3 Follow pa multistep procedure when carrying out experiments, taking measurements, or performing technical tasksIncorporation of TechnologyThe use of smartboard will be incorporated throughout this lesson. On the smartboard students will have visual aids. Students will use calculators throughout this activity. Youtube videos will be shown to help engage the students. Plan for Assessment and Evaluation of Student LearningPre-Assessment: During the “engage” stage I will be able to evaluate students prior knowledge of forces through questions.Formative Assessment: Throughout the lesson I will be asking students questions to make sure they are understanding the concept. I will allow for more time on particular topics if needed. They will make a foldable that will compare and contrast unbalanced and balanced forces. Students will also complete a worksheet at the end of class that will allow me to evaluate their progress. Summative Assessment: A culminating unit test will be given at the end of the unit. Classroom ManagementWhen students enter the classroom they will get to work on their bellringer activity. When students are working with a partner for their group, they will get up and move to their preassigned partner. Partners are chosen from consultation with the master teacher based on attitudes and skill levels. Students who are struggling with content matter will have an opportunity to work with students who are more advanced in the subject matter. Each activity will have an allotted amount of time that will be written on the board to encourage students to stay on task. All materials will be ready before class to avoid confusion during transition periods. Special Accommodations Students below reading level will have directions read orally to them Poor Eyesight: Activities will be enlarged ESL Students: Directions will be translated in Spanish. Written work can be done with the one-on-one ESL teacher. Instructional ProceduresDemonstrations: A demonstration is done at the beginning of class to engage the students in scientific talk. This discussion will help pull out prior knowledge, and show the students that they already know a great deal about forces and motion. Partner Activity: In this lesson students will complete a net force activity with a partner. It will give them hands on practice to find the net force. By working with a partner students will have a chance to communicate their ideas on how to solve the problems. It will increase their collaboration and communication skills within the classroom.Guided questions: Guided questions are used throughout the lesson, especially in the math portion. They are used to help students elaborate on their understanding of the content. It is a good form of assessment as well, to help me understand where they students are strong in their understanding, and what they need more help in. Materials NeededSheets of paper with various forces (with vectors) Calculators Long thick rope for tug-of-warMagnet and magnetic object Rolling chair Markers, Crayons, Colored PencilsPaper (for foldable)LESSON PLANBell RingerList everything you already know about forces and motion! ?Engage1. Roll a chair across the room, and open a door. Ask the students what had to be done to get the objects to move. The response should be push and pull. Ask them what the push and pull are (forces). 2. What if someone is pushing on the chair the same time as I am? How many forces are acting on the object (2)3. Have the students do a quick game of tug-of-war outside. Why did one side eventually pull everyone over (they applied more of a force). Would you say the forces were balanced or unbalanced (unbalanced).Why?Because to be balanced is stable – not moving Draw a diagram of the tug-of-war game on the smartboard.Have a student come draw in what forces they think each side are during the final stage. From this picture we can see that the right side had more force applied to it. By combining the forces to find the net force (the net force is the combined forces acting on an object) we can see how much more force the right side is applying. How do you think you would combine the forces to find the net force? You would add them together!Why do you think you add them togetherBecause you are combiningWell, you combine all of the numbers together to find the net force, but depending on the direction they are going depends on how you would do that. Are the forces in this picture working together or against each other? Against each otherAlright, so do you think you would add them together, or subtract them? You subtract forces when they are moving in opposite directions – they are not working together to apply a forceWhen do you think you would add forces?When they are moving in the same directionWhy?Because they are working together to apply a force on this object ExploreThe students will be assigned to their predetermined partner. The slips of paper with forces on them will be passed out to each group as well as a worksheet. You will choose two slips of paper out of the bag. Each sheet has a force and direction on them. You will combine the forces together and write down the net force, and determine if it is balanced or unbalanced. The teacher’s role through this activity is to go around and make sure the students are combining the forces together correctly, as well as deciding if it is balanced or unbalanced. If student’s are having trouble with this explain again… Are the forces working in the same direction, or opposite directions?For opposite directions are they working against the same object? If they are working against an object does it make since to subtract from it or add? For forces moving in the same direction are they adding to that object or are they taking away from it? They are adding to that object, so does it make since to add or subtract the forces?ExplainWhat did you all think it meant when you got a net force of zero? A net force of zero means that all of the forces working on an object are equal. It means that the object is balanced, not moving, or moving at a constant velocity. So what does a net force greater than zero mean?The object is unbalanced! Do a couple more problems on the board with additional variables 5N 20N 5N How would you solve this problem? You subtract, since the forces are moving in opposite directions! Are all the forces moving in opposite directions? No, you have to 5N forces moving to the leftSo what do you think that you would do?Add the forcesAdd all of the forces?No, just the two forces moving in the left directionSo you add the two forces moving in the left direction and then you are done?No! Then you have to subtract the two forces moving in opposite directionsAlright! Very Good can someone reiterate what was just figured out?When you have multiple forces in a problem, you add the forces moving in the same direction before you subtract the forces moving in the opposite directionVery good you all! Let’s do a couple more just to nail the concept home. Three boys are pushing on a box. Two are pushing to the left with forces of 30N and 40N. One is pushing towards the right with a force of 50N. Find the net force30N left+40N left=70N left70N left – 50N right =20N leftMisconception: Students sometimes believe that when a?force is applied to an object it is carried along by that object completely. For example, when you kick a ball the force of the kick stays with a ball as it rolls, and as the force dissipates the ball stops rolling. The contact force only applies while they are in contact. Long range forces such as friction and gravity are working to slow the ball down. 1. If I kick a ball across this floor, what forces are working to slow it down? (Gravity) 2. If I roll a ball across the carpet what forces are working to slow it down? (Friction and gravity). 3. Demonstrate a magnetic pull. What force is causing this metal object to move? (Magnet) Gravity, Friction, and Magnets are forces that can make objects unbalanced. ElaborateCreate a foldable that compares and contrasts balanced and unbalanced forces. An example has been provided. (Outside of Foldable)(Inside of foldable)There is an additional worksheet attached within this unit that can be used as an extra credit incentive. EvaluateStudents will complete a worksheet with math problems and a short answer to demonstrate their knowledge of net force, balanced, and unbalanced forces. Name:___________________________Class Period: __________________________Net Force, Balanced, Unbalanced Problem SolvingShow your work!!!1. Jasmine is outside playing fetch with her ball. She throws the ball with a force of 30N to the North. A strong wind is blowing in from ?the south with a ?force of 10.5 N.What is the net force? ???_____________________________________________What direction will the ball travel? _____________________________________Are the forces balanced or unbalanced? _________________________________Draw a picture of the event, make sure to include the ball, wind, and the direction both are traveling in. Label the forces! 2. Four people are pulling on ropes attached to a cart. Each person is pulling with a force of 1N. Two people are pulling to the right and two people are pulling to the left.What is the ?the net force? _____________________________________In which direction will the cart move? _____________________________Is the cart balanced or unbalanced? _______________________________Draw a picture of the event. Be sure to include the correct number of people, the amount of force exerted, and the direction it is applied. Net Force Partner ActivityName: ____________________________________________________________Name: ____________________________________________________________Class Period: _______________________________________________________Trial One:1st Force: 2nd Force: Net Force: Trial Two: 1st Force: 2nd Force: Net Force: Trial Three: 1st Force: 2nd Force:Net Force:Trial Four: 1st Force: 2nd Force: Net Force: Trial Five:1st Force: 2nd Force: Net Force: Lesson Three: Newton’s First Law of Motion StandardsNorth Carolina Essential standards: 7th Grade Science 7.P.1.1: Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object7.P.1.2 Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity, and magnets). Tennessee Science Standards SPI 0707.11.4: Identify and explain how Newton’s laws of motion relate to the movement of objects. 21st Century Skills Create and InnovateCollaborate and CommunicateCritical Thinking and Problem Solving Cross-Curricular Alignment Mathematics7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions???????and equationsEnglish Language Arts:6.8.3: Follow precisely a multistep procedure when carrying out experiments, taking???????measurements, or performing technical tasks6.8.4: Determine the meaning of symbols, key terms, and other domain-specific words and???????phrases as they are used in a specific scientific or technical context relevant to grades???????6–8 texts and topics.6.8.7: Integrate quantitative or technical information expressed in words in a text with a???????version of that information expressed visually (e.g., in a flowchart, diagram, model,???????graph, or table).Incorporation of TechnologyThe use of smartboard will be incorporated throughout this lesson. On the smartboard students will have visual aids. Students will use calculators throughout this activity. Youtube videos will be shown to help engage studentsPlan for Assessment and Evaluation of Student Learning Pre-Assessment: Guided lessons at the beginning of the lesson will help me gauge students prior knowledgeFormative Assessment: Ticket out the door will be used at the end of the lesson to gauge students understanding of material covered during this lesson. Guided questions throughout the lesson will also be used. Summative Assessment: ?Culminating Unit test will be given at the end of the unit. Classroom Management When Students enter the classroom they will get to work on their bellringer activity. For the group activity students will have pre-assigned groups. Partners are chosen from consultation with the master teacher based on attitudes and skill levels. Students who are struggling with content matter will have an opportunity to work with students who are more advanced in the subject matter. each activity will have an allotted amount of time that will be written on the board to encourage students to stay on task. All materials will be ready before class to avoid confusing during transition periods. Special AccommodationsStudents below reading level will have directions read orally to themPoor Eyesight: Activities will be enlargedESL students: Directions and worksheets will be translated in Spanish. Written work can be done with one-on-one ESL teacher Instructional Procedures:Demonstration: An inertia demonstration is done at the beginning of this lesson. It will help begin to engage students in scientific dialect for the class period. It also helps the teacher understand the students preconceived notions. By understanding what the kids are already thinking about a situation it is easier to change their thinking to line up with scientific data.Small-Group investigation: The inertia stations allow for students to conduct an experiment by following a procedure, and then deciding on the outcome. They are not told what the outcome is supposed to be, or even the concept they are trying to demonstrate. This allows for critical thinking and problem solving skills to increase throughout this lesson. Enrichment Reading Activity: Students will access the physics classroom website and read about Newton’s first law of motion. This will reinforce what they have just learned through the inertia stations and the follow up discussion. A reading guide has been provided to ensure that students are focusing on the main concepts of the article. Discussion: A discussion follows the inertia stations in this lesson. This discussion will allow students to discuss why they think their observations at each station occurred. Through a series of guided questions the intended outcome of the discussion is for students to figure out what Newton’s first law of motion is. Materials Needed coinTable clothflat surfaceDinnerware (plates, saucers, bowls) - the heavier the betterPer group materials: cupindex cardcoin(2) 20oz. soda bottlespaper towel/toilet paper tubedollar billbeakerraw eggpie panLesson PlanBell RingerThere are three people pushing a box. Cindy is pushing it 2N to the left. Logan is pushing it 10N to the right. Jasmine is pushing it 5N to the left. What is the net force? Are they balanced or unbalanced? Answer: 3N to the right EngageTablecloth demonstration: 1. Spread the tablecloth over the table, make sure there are no wrinkles2. Set up the dinnerware on the tablecloth3. Grab the ends of the tablecloth and pull it quickly down and away from the???tablecloth - pull it down and not out! Guiding questions: What is going on here? Why did the objects move? What would I have to do to make the objects move?-Acknowledge all answers - be sure not to give away the right answer! Students will spend the entire class period discovering the law of inertia. The goal is to get the students thinking that objects will stay in the current state unless acted on by an outside force. Once students have gotten to this point lead them into the explore stage of the lessonExploreStudents will travel to each inertia station with their partner. There is a worksheet attached at the end of this lesson with directions for the studentsThe role of the teacher throughout this stage of the learning cycle is to observe what connections the students are making between the experiments and inertia. Do not give the answers to them!! Possible observations they should be coming up with… Even when the index card, pie pan, or table cloth moved the objects resting on top of the objects stayed put. ExplainGo through all the questions from each station and ask for student response. Why did the objects that were resting on top of the index card, pie pan, paper towel tube, and table stay put? They were too heavyThey were too heavy for what? For the force to overcome themWhat force are you talking about? FrictionVery good! Do you think this trick would have been easier or harder with a tablecloth that wasn’t smooth? HarderWhy do you think that?Because the ridges of the table cloth cause more friction, which is a greater force. The objects would have to try harder to overcome it. So the heavy dishes want to stay still? YesWhy do you think that is? Well, because they are heavier and it takes more of a force to move themGood. Does anyone know what the term is for this concept of objects wanting to resist a change in motion? Inertia: an objects ability to resist change Inertia is an objects tendency to be lazy!Guiding questions: How do you overcome inertia? You have to apply an outside forceWhat are some forces that affect an object’s motion? Friction, gravity, magnets Isaac Newton discovered this concept of Inertia back in the 1600’s through his First Law of Motion. He realized that objects wanted to keep their natural state. They either wanted to stay still, or stay in motion. They would keep those natural states until an outside force acted upon themNewton’s first law of motion: an object will stay at rest or in motion in a straight line until some force acts on itHave students access the physics classroom online tutorial of Newton’s first law of motion: A reading guide has been provided at the end of this lesson. ElaborateHave students answer the following question. Have the student’s think of their answer. Once everyone has had adequate wait time (30 seconds may be needed at first) have students raise their hands for A, then for B, then for C, lastly for D. Call on a student who chose the right answer to justify why they chose that answer. Asking students to justify their answer will help show the teacher the students understanding of the concept. It also allows the students to increase their cognitive skills and engage in meaningful discussion. Which of these best demonstrates Newton’s first law of motion?a. A rower’s arms push the oars against the water. The boat moves forward after the water pushes against the oars. b. A rock moves slower when shot out of a slingshot than a pebble shot out the same slingshot. c. A ball rolling across the floor eventually comes to a stop due to gravity.d. Wind moves a piece of paper, but not a large rock, in the direction of a force. Journal Entry: Students will come up with examples of Newton’s first law of motion in their lives. Write a paragraph that includes three examples, and the correct use of the word inertia. Correct Answer= C. Newton’s first law says that the ball wants to keep rolling in a straight line forever. However the force of gravity acted upon it to cause it to come to a stop. If gravity was nonexistent what would happen to the ball? It would keep rolling foreverWhy?Because an object that is in motion will stay in motion in a straight line until acted on by some other force. What other force could slow the ball down?FrictionVery good. EvaluateTicket out the door: Explain how balanced and unbalanced forces relate to Newton’s first law of motionA balanced force is an objects natural state. If the object is moving at constant velocity, or is not moving at all the object is balanced. To create an unbalanced for the object has to have a net force acting on it. So all objects will stay balanced in their natural state until an unbalanced force acts on it. Physics Classroom –Newton’s First Law of Motion Reading GuideBefore you begin reading write down one thing that you want to know about Newton’s first law of motion. Answer these questions as you are reading:1. What does Newton’s law of motion tell us about an object’s motion? 2. Write down Newton’s First Law of Motion3. What causes an object to change its maintained state of motion?4. After reading the “Everyday Application” station, write down two examples of Newton’s first law in your life. Including drawings is encouraged! 5. Return to the beginning of this reading guide, where you wrote down one thing that you wanted to learn. Did you learn it, if so, what was it? If you did not learn it, what steps will you take now to answer your question? Lesson Four: Newton’s Second Law of Motion StandardsNorth Carolina Essential Standards: 7th Grade Science7.P.1.1: Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object7.P.1.2: Explain the effects of balanced an unbalanced forces acting on an object (including friction, gravity, and magnets). Tennessee Science standardsSPI 0707.11.4: Identify and explain how Newton’s laws of motion relate to the movement of objects. 21st Century SkillsCreate and innovateCollaborate and CommunicateCritical Thinking and Problem Solving Cross-Curricular AlignmentMathematics7.EE: Solve real-life and mathematical problems using numerical and algebraic expressions and equationsEnglish Language Arts:6.8.3: Follow precisely a multistep procedure when carrying out experiments, takingmeasurements, or performing technical tasks6.8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.6.8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).Incorporation of TechnologyThe use of smartboard will be incorporated throughout this lesson. On the smartboard student’s will have visual aids. Students will use calculators throughout this activity. Youtube videos will be shown to help engage students. Plan for Assessment and Evaluation of Student LearningPre-Assessment: Guided questions at the beginning of the lesson will be used to gauge students prior knowledge. Formative Assessment: A worksheet will be given for the students to complete. Guided questions will also be used throughout the lesson to gauge students understanding.Summative Assessment: A culminating test will be given at the end of the unit. Classroom ManagementWhen students enter the classroom they will get to work on their bellringer activity. for the group activity students will have pre-assigned groups. Partners are chosen from consultation with the master teacher based on attitudes and skill levels. Students who are struggling with content matter will have an opportunity to work with students who are more advanced in the subject matter. Each activity will have an allotted amount of time that will be written on the board to encourage students to stay on task. All materials will be ready before class to avoid confusion during transition periods. Special AccommodationsStudents below reading level will have directions read orally to themPoor eyesight: activities will be enlargedESL students: directions will be translated in Spanish. Written work can be done with one-on-one ESL teacherInstructional Procedures Demonstration: A demonstration is done at the beginning of this lesson to begin engaging students in scientific dialogue. It also is a way for the teacher to learn what the student’s preconceived notion of the relationship between mass, acceleration, and force is. By knowing what students are already thinking about the topic, teachers can better align their lesson to change their ideas to align with science. Small Group Investigation Newton’s Race experiment within this unit allows for students to design an experiment that will test the relationship between force, mass, and acceleration. Working collaboratively to come up with a hypothesis, design an experiment, test the results, and then report their findings is key to the nature of science. This activity allows students firsthand experience on how to solve problems. Discussion: A discussion follows Newton’s race experiment in this lesson. This discussion will allow students to discuss what the results of the experiment were. Through a series of guided questions the intended outcome of the discussion is for students to figure out the relationship between force, mass, and acceleration that Newton described in his second law. References Needed (per group)Meter stickSeveral books Toy car10 washers Lesson Four: Newton’s Second Law of MotionBell RingerWhich example best demonstrates Newton’s first law of motion? a. The ground pushes up with the same force with which a basketball player pushes downb. The leaves of a tree do not move until wind blows on themc. A tennis ball accelerates more than a bowling ball when equal forces are applied to eachd. A baseball bat breaks when a batter hits a ballCorrect Answer = B since according to Newton’s first law the leaves on the tree are not going to move until a force acts upon them. EngageHave a several different size balls and ask students if you threw each ball with the same force, which one would go the farthest. Ask the students to justify their answer. By justifying their answer the student’s can gauge the dispositions students already have about force and mass. Make a chart of student’s hypothesis BasketballClosets distanceMiddleFarthest distanceTennis ballVolleyball Return to this chart during the ‘explain’ phase. Ask the students to fill in the chart again. Then follow through the demonstration. This is best done in a hallway, the gym, or outside. ExploreThe students will divide up into their predetermined group (see the classroom management portion for grouping information). Give the students the following materials. Meter sticksToy car BooksWeights (fishing weights or washers work best - they need to be all the same)Masking tapeAsk the students to design an experiment that will show the correlation between mass and acceleration. The first thing they need to do is come up with a hypothesis as to what the correlation between mass and acceleration is. From here they will come up with a procedure and test it. Things to ask the students to consider once the experiment is underwayDo you think the experiment would benefit from more than one trial? Why or why not?What are the controls in your experiment?The rampThe carThe force being applied What are the variables?The weight on the carDo you think the height of the ramp affects the outcome? The higher the ramp, the faster the car will accelerate. For this experiment it Is best to keep the ramp at a low level (eight-twelve inches off the ground)After the experiment is done compare class data through a chart. A sample chart has been provided. The chart is based on 3 different amounts of weights, and three trial practices for each weight. # of WeightsDistance Traveled (trial one)Distance Traveled(trial two)Distance Traveled(trial three)0 weights5 weights10 weightsIf the experiment is done accurately the students will see that the more weight added to the vehicle the less distance it will travel. ExplainAsk the students to share their hypothesis and procedures. Allow for students to share what they think went especially well, and what did not go so well. How does increasing mass affect the force of objects in motion? ?????Increasing mass?slows down the distance that the ?car will travel What would you have to do to make a car with more mass go the same distance as a car with less mass? ?????You would have to push the car harderYou think that there is a correlation between the force applied to the car and the acceleration?YesWhat is it?The harder you push the car the faster it will go. And if you pushed on a heavy car and a light car which one would go faster?The lighter carWhat would you have to do to make the heavier car go farther? Push it harderSo an object’s acceleration depends on the mass of the object and the amount of force applied? YesVery good. You all have just figured out Newton’s Second Law of Motion: An object’s acceleration depends on the mass of the object and the amount of force applied. Force is equal to mass multiplied by acceleration (F=ma)Let’s return to the ball demonstration. Would any of you like to change your hypothesis before we test it? BasketballClosets distanceMiddleFarthest distanceTennis ballVolleyball What will be the control in this experiment?The force applied to each ballWhat are the variables?The weight of the balls (the basketball is the heaviest, the tennis ball is the lightest)If done correctly the experiment should show the tennis ball traveling the farthest, followed by the volleyball and then the basketball going to least distance. With this experiment show students how to use the formula F=maIf a scale is available weight all three balls. If no scale is available then have students come up with a mass for each ball – knowing that the basketball is the heaviest, the tennis ball is the lightest, and the volleyball falls somewhere between the two.Units: Force – Newtons (N)Mass – kilograms (kg)Acceleration- meters per second squared (m/s?) Have a student come up with a number for the force. It has to be consistent for every trial. ExampleForce: 40NMass: basketball 14kg; volleyball 9kg; tennis ball 5kgBasketball: 40N=(14kg)(a) 40N = (14kg)(a) 40N = (14kg)(a) (14kg) (14kg) (14kg) (14kg) Acceleration (a) = 2.86 m/s?Volleyball: 40N=(9kg)(a) 40N = (9kg)(a) 40N = (9kg)(a) (9kg) (9kg) (9kg) (9kg) Acceleration (a) = 4.44 m/s?Tennis ball: 40N=(5kg)(a) 40N = (5kg)(a) 40N = (5kg)(a) (5kg) (5kg) (5kg) (5kg) Acceleration (a) = 8.0 m/s?Here we proved that when the same force is applied to objects, the object with the less mass will accelerate fastest. Work through these word problems:1. Lori hits a golf ball with a force of 27N. It accelerates at a rate of 31/m/s2. What is the object’s mass? 27N=(m)(31m/s?) m= .87kg2. Jimmy throws a 5lb baseball with the same force Alicia throws a 10lb basketball. Which ball will have the greatest acceleration?The baseball will have the greatest acceleration because the force being applied to both balls is equal, and the baseball weighs less, allowing it to travel farther 3. What net force is required to accelerate a car at a rate of 2 m/s2 ?if the car has a mass of 3,000 kg?F=(3000kg)(2m/s?) F=6000NElaborateStudent’s will work through a worksheet to further their understanding of the f=ma formula. There are three different worksheets provided. Students can choose their worksheet. For students that struggle in math they should get the shortest word problems. Newton’s Second Law WorksheetF = m * aF: force (N) m: mass (kg)a: acceleration (m/s?)1. A 70kg sprinter beginning a 100 meter dash accelerates at a rate of 5 m/s?. What is the force of that sprinter? 2. 1 6kg ball is accelerated 5 m/s? by a force – how big is that force? 3. What is the acceleration of a 7 kg mass being pulled by a 56 N force? 4. Given a force of 75 N and an acceleration of 3 m/s2, what is the mass?5. What is the acceleration of a 7 kg mass pushed by a 3.5 N force?Newton’s Second Law of Motion WorksheetF = m * a F: force (N) m: mass (kg)a: acceleration (m/s?)1. A rabbit with a mass of 2.0 Kg accelerates at 2.00 m/s2 . Find the net force on the rabbit2. Benny pushes Betty on her skateboard with a force of 150 N. If she accelerates at 3.0 m/s2 what is her mass?3. A 1000 Kg car experiences a 2500 N net force while accelerating. The acceleration is:4. A 3000 Kg plane has an acceleration of 12 m/s/s on take off, what net force is exerted on the plane?5. What is the acceleration of a 4.5 kg mass when there is a net force of 18 N on it?Newton’s Second Law WorksheetF = m * a 1. Assume that a catcher in a professional baseball game exerts a force of 65.0N to stop the ball. If the baseball has a mass of o145 kg, what is its acceleration as it is being caught?2. The whale shark is the largest of all fish and can have the mass of three adult elephants. Suppose that a crane is lifting a whale shark into a tank for delivery to an aquarium. The crane must exert an unbalanced force of 2500 N to lift the shark from rest. If the shark’s acceleration equals 1.25m/s?, what is the shark’s mass?3. A house is lifted from its foundations onto a truck for relocation. The unbalanced force lifting the house is 2850 N. This force causes the house to move from rest to an upward speed of 0.15m/s in 5.0s. What is the mass of the house?4. In drag racing, acceleration is more important than speed, and therefore drag racers are designed to provide high accelerations. Suppose a drag racer has a mass of 1250kg and accelerates at a constant rate of 16.5 m/s?. How large is the unbalanced force acting on the racer?EvaluateFor a ticket out the door have students answer the following questions.Which of the following is the best demonstrates Newton’s second law of motion?A. A tennis ball and a bowling ball exert equal and opposite forces on one another when they collideB. A tennis ball and a bowling ball accelerate at the same rate when subjected to the same force. C. A tennis ball accelerates less than a bowling ball when each ball is subjected to the same force. D. A tennis ball accelerates more than a bowling ball when each ball is subjected to the same force. Correct Answer = CIt is assumed that the tennis ball weighs less than the bowling ball. If equal force is applied to each then Newton’s second law of motion says that the lighter ball will accelerate faster. This can be proven through the formula F=maHow does Newton’s second law relate to the motion of an object? An object’s motion depends on the mass of that object and the force being applied to it. The more massive an object the more force is needed to accelerate that object to an equal distance of a lighter object. Lesson Five: Newton’s Third Law of Motion StandardsNorth Carolina Essential standards: Seventh Grade Science 7.P.1.1: Explain how the motion of an object can be described by its position, direction of motion, and speed with respect to some other object7.P.1.2: Explain the effects of balanced and unbalanced forces acting on an object (including friction, gravity, and magnets). Tennessee Science Standards SPI 0707.11.4: Identify and explain how Newton’s laws of motion relate to the movement of objects.21st Century SkillsCreate and InnovateCollaborate and CommunicateCritical Thinking and Problem SolvingCross-curricular Alignment North Carolina Common Core English Language Arts 6.8.3: Follow precisely a multistep procedure when carrying out experiments, taking???????measurements, or performing technical tasksIncorporation of TechnologyThe use of smartboard will be incorporated throughout this lesson. Students will also access the LunarLaunch game on-line. This game is designed to tie in their knowledge of all three laws of motion.Plan for AssessmentPre-Assessment- ?A series of guided questions will be asked to the class to help engage their prior knowledge. Formative Assessment: Throughout the lesson I will be asking students questions to make sure they are understanding the concept. I will allow for more time on particular topics if needed. I will also use a ticket-out-the door at the end of the lesson. Summative Assessment: At the end of the unit there will be a culminating test to guage the students knowledge and application of the lesson. Classroom managementWhen students enter the classroom they will get to work on their bellringer activity. For the group activity students will have pre-assigned groups. Partners are chosen from consultation with the master teacher based on attitudes and skill levels. Students who are struggling with content matter will have an opportunity to work with students who are more advanced in the subject matter. Each activity will have an allotted amount of time that will be written on the board to encourage students to stay on task. All materials will be ready before class to avoid confusion during transition periods. Special AccommodationsStudents below reading level will have directions read orally to themPoor Eyesight: Activities will be enlargedESL Students: Directions will be translated in Spanish. Written work can be done with the one-on-one ESL teacher Instructional ProceduresDemonstration: A demonstration is done at the beginning of this lesson to begin engaging students in scientific dialogue. It also is a way for the teacher to learn what the student’s preconceived notion of the relationship between mass, acceleration, and force is. By knowing what students are already thinking about the topic, teachers can better align their lesson to change their ideas to align with science. Small Group Investigation Pop Rocket experiment within this lesson allows for students to design an experiment that will show the relationship that forces and objects have. Working collaboratively to come up with a hypothesis, design an experiment, test the results, and then report their findings is key to the nature of science. This activity allows students firsthand experience on how to solve problems. Discussion: A discussion follows the pop rocket experiment in this lesson. This discussion will allow students to discuss what the results of the experiment were. Through a series of guided questions the intended outcome of the discussion is for students to figure out the relationship that objects and forces have when a net force is applied to an object. Online Activity: The lunar launch activity is a fun computer based game that will allow the students to see the relationship between landing a space rover and Newton’s three laws of motion. There is a worksheet to help the students work through problems that will deepen their understanding of this relationship. ReferencesParratore, Phil. (2008). 101 Hands-on science experiments. Waco, TX: Prufrock Press Inc. University of Florida Science Outreach Center. Materials Needed2-liter soda bottlerubber stopper or cork that fits the bottlecup of vinegarbakin soda10 round pencilsfunnela flat surface(per group)Balloon with an elongated shapeFishing lineDrinking strawMasking tape or duct tapeBinder clipsLesson PlanBell RingerHow are force, mass, and acceleration related, according to Newton’s second law of motion? A. Acceleration is inversely related to mass and directly related to forceB. Acceleration is directly related to mass and inversely related to forceC. Acceleration is directly related to both mass and forceCorrect Answer= C According to Newton’s second law of motion the acceleration of an object is dependant directly on both the mass of the object and the force being applied to it. Engage“An Action Reaction” demonstration1. On a flat surface outside or in a hallway where mess can easily be cleaned up, line up ???the 10 pencils next to each other about 1 inch apart2. Place about 1 inch of baking soda in the bottom of the bottle3. Use the funnel and fill the bottle with the vinegar4. Quickly place the cork on the bottle and lay the bottle sideways on the pencils. 5. Wait for the cork to shoot out of the bottle and observe the movement of the ???bottle. Ask for student’s observations. Explanation of demonstration (for teacher background):When baking soda and vinegar react with each other, carbon dioxide gas is produced. As more gas forms, the pressure in the bottle increases, forcing the stopper to shoot out of the bottle. The shooting stopper is the action force. As this occurs, the bottle rolls backward on the pencils. The movement of the bottle on the pencils is the reaction force. A reaction force is always equal and opposite in direction to the action force. This is an example of Newton’s third law of motion. ExploreTell students that they are going to make a rocket out of a film canister, water, and antiacid tablets . Before they being conducting the experiment they have to form a hypothesis. What is going to happen when you put an antiacid tablet inside a film canister with water, and then close the lid? A full procedure for testing the hypothesis will be written down before beginning the experiment. ExplainHave the students discuss their observations What happened?It exploded!What exploded?The film canisterAnd what do you mean by it exploded?The top shot off of itIn which directionTo the leftTo the left in relation to what?The bottle!Did the bottle stay still?No it went the opposite directionThe opposite direction from what?The top of the canister!So the lid and the bottle went in opposite directions?YesCan you think of another example where a situation like this occurs?The student answers will varyExample of response:-When you jump off a boat onto a dock the boat pushes backwards-When you press your face up against a window your face gets smashed back. So when you are applying a force forwards to jump onto the dock, the boat moves backwards?YesWhen you apply a pushing force on the window, the window pushes back on your face?YesSo when an object pushes on something, the other object pushes back on it?YesVery good, you all have just discovered Newton’s third law of motion. Forces come in pairs. For every action there is an equal and opposite reaction. Newton’s Third Law of Motion: For every action there is an equal and opposite reaction Answer the following questionWhich of these best demonstrates Newton’s third law of motion?A. A paddle boat moves because of the force the water exerts on the paddlesB. Gravity pulls an object towards the EarthC. Wind moves a piece of paper, but not a large rock, in the direction of a force. D. A net force causes an object to change direction Correct Answer = A because the oars against the water, and the water pushing back against the oar causes the boat to move forwards is an equal and opposite reaction. Have students access the Lunar Landing Stimulation game at is a worksheet provided to use during this activity. ElaborateStudents will complete the “Motion in the Ocean” worksheet. This worksheet has student’s read about particular marine animals and discuss how it relates to Newton’s third law of motion. A sample key to the worksheet has also been provided(worksheets on next page)EvaluateAnswer these question in your science journal:You are floating in space and your Super 5000 Space Jet shorts out. You are holding a wrench, How do you get back to the spaceship?Answer= You throw the wrench in the opposite direction of the spaceship. According to Newton’s third law of motion, when you throw a wrench in a certain direction your body will go in the opposite direction of the throw. This is because for every action there is an equal and opposite reaction. So you better make sure to throw it with a lot of force so that you accelerate enough to make it back to the spaceship! How does Newton’s Third law of motion relate to the motion of an object?The motion of an object is determined by the forces acting on that object. When a force is applied to the object, the object applies a force of equal magnitude back. So when an object is accelerating you know that the object is also exerting a force back. Newton’s Laws and the Lunar Lander Name__________In this simulation, you will experience Newton’s Laws from the standpoint of operating a spacecraft in a frictionless environment. You will learn how to pilot a lunar Lander, also called a Lunar Excursion Module or Lunar Module (LEM, LM) and land that craft on the surface of the moon. However, just like Neil Armstrong in 1969, you will have a limited amount of fuel and time before you will have to find a safe place to land the LM or suffer the consequences. Objectives:To gain an understanding of objects in motion in a straight line will only change their path if a force is applied according to Newton’s 1st LawTo understand the relationship between force, mass, and acceleration according to Newton’s 2nd Law. To learn the concepts of action/reaction forces according to Newton’s 3rd Law.To apply the DVAT equations to new situations.Procedure: Familiarize yourself with the controls of the LM. Take a few minutes and play around with the Lander to see how it operates. If you can land your craft in between tighter boulders, you can get a higher score. Try flying horizontally and see what happens. Try boosting the LM at full thrust vertically upward and see what happens. Turn on the vector display so that you will visualize the factors acting on your Lander. Note that you can pause the program at any time to collect data!Newton’s Laws: While your LM is above the surface of the moon, fire the engines to gain some altitude. Cut your thrust so that you don’t waste all of your fuel. You should be at least 250m above the surface. Once you get to this altitude, tilt the LM so that you are at a 450 to the vertical. Fire your engines for a brief burst. Once you fire your engines what do you notice about the x-Velocity? How can you correct your trajectory to compensate for the effect you observed in part (a)?Explain the reason why you have to correct your trajectory using Newton’s Laws. What do you have to do in order to get the LM to hover at a constant altitude? Reset the simulation so that your LM has a full tank of fuel. Fire your engines for a short burst so that you gain some altitude. You should be at least 300m from the surface. Record an initial altitude for the LM and let it fall toward the surface without firing its engine. Notice the y-Velocity on the display monitor. Use this information to calculate the acceleration due to the moon’s gravity. Record your solution with the data you collected below. Once you have calculated the moon’s acceleration due to gravity, find the maximum acceleration of the LM due to its engines. Explain your solution below and show the data you used and collected. Now with the data you collected and your answer to part (b), find the mass of the LM. Explain your solution below and show the data you used and collected. Does your value for the mass of the LM change depending on how much fuel you use up in the simulation? Support your answer with data and show your work. According to your findings from this simulation, what would the LM’s weight be on Earth? On the Moon? Forces and Motion Study GuideClass Periods 1, 4, 6 TEST IS ON WEDNESDAY DECEMBER 5th1. Know the definition of forceA force is a push or a pull exerted on an object2. Know the definition of net force: The net force is the combined forces acting on an object 3. Know how to find a net force: 10N 15N Forces are moving in opposite directions so you SUBTRACT to find the net force 15N-10N = 5N (always include the units and direction) 25N 75NForces are moving in the same direction so you ADD to find the net force25N + 75N = 100N (always include the units and direction)REMEMBER TO ALWAYS SHOW YOUR WORK, EVEN IF YOU USE A CALCULATOR! 4. Know how to tell if an object is balanced or unbalanced by looking at the net forceNet force = zero(N) The object is balanced, which means that it is not movingNet force > zero(N) The object is unbalanced, which means that the object is moving 5. Know Newton’s first law of motion, and be able to answer questions relating to it. An object will stay at rest or in motion in a straight line until some force acts on it Which example best demonstrates Newton’s first law of motion? a. The ground pushes up with the same force with which a basketball player pushes down. b. The leaves of a tree do not move until wind blows on them. c. A tennis ball accelerates more than a bowling ball when equal forces are applied to each. d. A baseball bat breaks when a batter hits a ball. 6. Be able to give an example of Newton’s first law of motionThe ball continued to roll until I stopped it. 7. Know Newton’s second law of motion, and be able to answer questions relating to it. An object’s acceleration depends on the mass of the object, and the force acting upon it. Which is the best example of Newton’s 2nd law of motion? a. A tennis ball and a bowling ball exert equal and opposite forces on one another when they collideb. A tennis ball and a bowling ball accelerate at the same rate when subjected to the same forcec. a tennis ball accelerates less than a bowling ball when each ball is subjected to the same forced. a tennis ball accelerates more than a bowling ball when each ball is subjected to the same force. 8. Be able to give an example of Newton’s second law of motionThe heavier ball did not travel as far as the lighter ball when I kicked each with the same force. 9. Know Newton’s third law of motion, and be able to answer questions relating to it. For ever action there is an equal and opposite reactionWhich of these best demonstrates Newton’s 3rd law of motion? a. A paddle boat moves because of the force the water exerts on the paddles.b. Gravity pulls an object towards Earthc. Wind moves a piece of paper, but not a large rock, in the direction of a force. d. A net force causes an object at rest to change direction 10. Understand that forces come in pairs. And that both pairs are equal in magnitude but opposite in direction. While driving down the road, a firefly strikes the windshield of a bus and makes a quite obvious mess in front of the face of the driver. This is a clear case of Newton's third law of motion. The firefly hit the bus and the bus hits the firefly. Which of the two forces is greater: the force on the firefly or the force on the bus?The forces are EQUAL!!!! 11. Be able to give an example of Newton’s third law of motionWhen I throw a ball into the wind, the ball flies back to me Forces and Motion Study GuideClass Periods 2, 3, 5 TEST IS ON WEDNESDAY DECEMBER 5th1. Know the definition of forceA force is a push or a pull exerted on an object2. Know the definition of net force: The net force is the combined forces acting on an object 3. Know how to find a net force: 10N 15N Forces are moving in opposite directions so you SUBTRACT to find the net force 15N-10N = 5N (always include the units and direction) 25N 75NForces are moving in the same direction so you ADD to find the net force25N + 75N = 100N (always include the units and direction)REMEMBER TO ALWAYS SHOW YOUR WORK, EVEN IF YOU USE A CALCULATOR! 4. Know how to tell if an object is balanced or unbalanced by looking at the net forceNet force = zero(N) The object is balanced, which means that it is not movingNet force > zero(N) The object is unbalanced, which means that the object is moving 5. Know Newton’s first law of motion, and be able to answer questions relating to it. An object will stay at rest or in motion in a straight line until some force acts on it Which example best demonstrates Newton’s first law of motion? a. The ground pushes up with the same force with which a basketball player pushes down. b. The leaves of a tree do not move until wind blows on them. c. A tennis ball accelerates more than a bowling ball when equal forces are applied to each. d. A baseball bat breaks when a batter hits a ball. 6. Be able to give an example of Newton’s first law of motionThe ball continued to roll until I stopped it. 7. Know Newton’s second law of motion, and be able to answer questions relating to it. An object’s acceleration depends on the mass of the object, and the force acting upon it. Which is the best example of Newton’s 2nd law of motion? a. A tennis ball and a bowling ball exert equal and opposite forces on one another when they collideb. A tennis ball and a bowling ball accelerate at the same rate when subjected to the same forcec. a tennis ball accelerates less than a bowling ball when each ball is subjected to the same forced. a tennis ball accelerates more than a bowling ball when each ball is subjected to the same force. 8. Be able to give an example of Newton’s second law of motionThe heavier ball did not travel as far as the lighter ball when I kicked each with the same force. 9. Be able to use the formula F=ma to answer questionsForce=mass * accelerationForce is measured in Newtons (N)Mass is measured in kilograms (kg)Acceleration is measured in meters per second squared (m/s?)Remember to always give the correct units when answering a question!There are practice problems attached to this study guide. You also had a homework assignment that will help you study for this portion of the test9. Know Newton’s third law of motion, and be able to answer questions relating to it. For every action there is an equal and opposite reactionWhich of these best demonstrates Newton’s 3rd law of motion?a. A paddle boat moves because of the force the water exerts on the paddles.b. Gravity pulls an object towards Earthc. Wind moves a piece of paper, but not a large rock, in the direction of a force.d. A net force causes an object at rest to change direction10. Understand that forces come in pairs. And that both pairs are equal in magnitude but opposite in direction. While driving down the road, a firefly strikes the windshield of a bus and makes a quite obvious mess in front of the face of the driver. This is a clear case of Newton's third law of motion. The firefly hit the bus and the bus hits the firefly. Which of the two forces is greater: the force on the firefly or the force on the bus?The forces are EQUAL!!!!11. Be able to give an example of Newton’s third law of motionWhen I throw a ball into the wind, the ball flies back to me ID: BName:________________________Class Period:____________Date:________Forces and Motion Test1. Give an example of one of Newton’s laws of motion. Be sure to write down what law of motion you are giving an example of! (Do not use the examples I put on your study guide!)2. Find the net force. Remember to include units and direction, and show your work! 25N 75N A) Net Force: ________________B) Is the box balanced or unbalanced? _________________________3. Find the net force. Remember to include units and direction, and to show your work! 40N 70NNet Force: ___________________Is the box balanced or unbalanced? ___________________________4. Two boys are pushing on a box. Boy A used a force 1000N. Boy B pushes with a force of 3000N in the same direction. a) What is the net force acting on the box (remember to show your work and include units and direction)? b) Is the box moving? ___________________________ 5. Use the diagram to answer the following questions: 30N 30N a) What is the net force acting on the box? (remember to show your work and include units and direction!)b) Is the box balanced or unbalanced? 6. A force is a _______________ or a _________________ exerted on an object. 7. Circle the correct answer. The law that states that the motion of an object will remain unchanged unless an unbalanced force acts upon it is knows as:a. Newton’s first law of motionb. Newton’s second law of motionc. Newton’s third law of motiond. Newton’s law of gravity 8. Circle the correct answer. Which of these best demonstrates Newton’s 3rd law of motion?a. A paddle boat moves because of the force the water exerts on the paddles b. Gravity pulls an object towards Earth. c. Wind moves a piece of paper, but not a large rock, on the direction of a force. d. A net force causes an object at rest to change direction9. Circle the correct answer. Inertia is an object’s ability to resist change. True or False 10. What is the net force of a balanced object? __________________11. Circle the correct answer. Heavier objects have more inertia than lighter objects. TrueorFalse Decide which law of motion each of the phrases describes. Write your answer on the lines provided. 12. _______________ You jump off a raft in a swimming pool, and when you turn around to get back on the raft, the raft has floated off in the opposite direction. 13. _______________ A rock moves slower when shot out of a slingshot than a pebble shot out of the same slingshot. 14. ______________ A ball rolling across the floor eventually comes to a stop. 15. ______________ A magician pulls the table cloth off a table, leaving the dishes on the table. 16. _______________ A rower’s arms push the oars against the water. The boat moves forward after the water pushes against the oars. 17. Imagine you throw two balls with a force of 40N. One of the balls weighs 40kg, one of the balls weights 70kg, which one would go farther? ID: A Name: _____________________________Class Period: _____________________________Forces and Motion Test1. Give an example of one of Newton’s laws of motion. Be sure to write down what law of motion you are giving an example of! (Do not use the examples I put on your study guide!)2. Two boys are pushing on a box. Boy A used a force of 1000N. Boy B pushes with a force of 3000N in the same direction. a) What is the net force acting on the box? Remember to include units and direction, as well as showing your work!b) Is the box balanced or unbalanced? _______________________________3. Circle the correct answer. The law that states that the motion of an object will remain unchanged unless an unbalanced force acts upon it is known as: a. Newton’s first law of motionb. Newton’s second law of motionc. Newton’s third law of motiond. Newton’s law of gravity 4. What is the net force of a balanced object? ____________________5. What is the definition of a force? ____________________________________Decide which law of motion each of the phrases describes. Write your answers on the lines provided. 6. _____________ You jump off a raft in a swimming pool, and when you turn around to get back on the raft, the raft has floated off in the opposite direction. 7. _____________ A rock moves slower when shot out of a slingshot than a pebble shot out of the same slingshot. 8. ____________ A ball rolling across the floor eventually comes to a stop. 9. _____________ A magician pulls the table cloth off a table, leaving the dishes on the table. 10. ______________ A rower’s arms push the oars against the water. The boat moves forward after the water pushes against the oars. 11. A force is a _________________ or a _______________ exerted on an object. 12. What is the definition of inertia? 13. Assume that a catcher in a professional baseball game exerts a force of 55N to stop the ball. If the baseball has a mass of 234kg, what is its accelerations as it is begin caught? Remember to include units and show your work! 14. A house is lifted from its foundations onto a truck for relocation. The unbalanced force lifting the house is 3867N. This force causes the house to move from rest to an upward speed of .67m/s? in five seconds. What is the mass of the house? Remember to include units and show your work! 15. A 89kg sprinter beginning a 200 meter dash accelerates at a rate of 7 m/s?. What is the force of that sprinter? 16. Two tugboats are moving a barge. Tugboat A exerts a force of 3000 newtons on the barge. Tugboat B exerts a force of 5000 newtons in the same direction.a) What is the net force acting on the barge? Remember to include units, direction, and show your work! b) Is the barge balanced or unbalanced? _______________________17. Four people are pulling on ropes attached to a cart. Each person is pulling with a force of 1N. Two people are pulling to the right and two people are pulling to the left. Remember to show your work and include units and direction!!!!a) What is the net force acting on the cart?_____________________________b) In which direction will the cart move? ____________________________c) Is the cart balanced or unbalanced? ______________________________ ................
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