by: olivia cason may the force be with you!. welcome students! for the next several days you will be...

Force and Motion

By: Olivia CasonMay the force be with you!

1 Welcome Students!For the next several days you will be exploring many different aspects of force and motion. I spent a long time finding the coolest, most interactive and fun websites on the web. Im sure you will have a great time during these lessons! While you go through the lessons, please make sure to read the PowerPoint instructions carefully and follow along in your science journal. I look forward to reading your answers and seeing your finished projects! Remember, science is suppose to be fun! If you are ever confused or frustrated at all during your lessons ask for help.Olivia CasonBenchmark: SC.C.1.2.1 Understands that the motion of an object can be described and measured. Standard 1: SC.C.1.2: The student understands that types of motion may be described, measured, and predicted. Link:

Description:The student will explain and measure the motion of an object in terms of speed (slow or fast moving), distance (how far it traveled), and velocity (the rate in which the object changes position).

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=660 Olivia CasonMeasuring MotionToday you will learn how to measure motion in terms of distance and speed using a fun and interactive website!

Can you answer these questions?

1. How is distance measured?2. How is speed calculated?

Dont worry, after this activity you will be able to!

Now go to the next slide to begin the activity. Be sure to read the instructions carefully and use your science journal as a guide.

Olivia Cason

Step #1Instructions for what you will do

1. Begin by clicking this link: Measuring Motion

2. Answer the first two questions found on your science journal.

3. Click Launch Gizmo

4. Wait for an animal to come into view and click record, when the animal passes click stop.

5. Answer questions 3 and 4.

6. Now click Playback and answer question 5.

7. Click Rewind then the Advance Film one second. Answer questions 6,7, and 8

8. Follow the instructions on the science journal to answer questions 9 through 13. Olivia CasonAnswer the questions found in the Apply What You Learned part of your journal!1. A photographer runs away from a rhino towards the Jeep. What will happen givenThe photographer is 10 meters from the Jeep. The photographer runs 6 meters per second. The rhino is 16 meters from the Jeep. The rhino runs 8 meters per second. The Jeep is not moving.

Which of the following is the correct answer?a. The photographer will get to the Jeep before the rhino catches her.b. The rhino will catch the photographer before she reaches the Jeep.c. The rhino and the photographer will reach the Jeep at the same time.

2. There are 1,000 meters in a kilometer, and 3,600 seconds in an hour. You can convert units of meters per second (m/s) into kilometers per hour (km/h) by multiplying by 3,600 and dividing by 1,000. (Hint: That is the same thing as multiplying by 3.6.)What is the speed of a cheetah in kilometers per hour? ______________________What is the speed of a person in kilometers per hour? _______________________

More questions on the next slide!Now, lets see what you learned

Olivia Cason

3. Name two ways motion can be measured

4. Explain three ways you could make an object move. 5. What are three ways you could stop an object from moving?

6. Place the following in order by their speed (slowest to fastest).a. driving a car __________________________b. walking __________________________c. running __________________________d. flying a plane __________________________e. riding a bike __________________________f. skateboarding __________________________7. Predict who would win if a dog and a squirrel were racing. Justify your answer using concepts learned about speed and motion.. Now, lets see what you learnedOlivia CasonShow what you know!Follow these steps and then turn in your findings to me.Get a partner, a stopwatch, and a tape measure. Go outside to the playground.Measure how far it is from the slide to the monkey bars. Record this distance.One person will time the other running from the slide to the monkey bars using the stopwatch. Record this time.Switch roles and do this again. Record the time for the second runner.Calculate the speed of each person.Who was the fastest?

Olivia CasonBenchmark: SC.C.1.2.2 Knows that waves travel at different speeds through different materials.

Description:The student will know that there are different kinds of waves (i.e. sound and light), and that each wave travels through different forms of matter at varying speeds.

Standard 1: SC.C.1.2: The student understands that types of motion may be described, measured, and predicted. Link:

http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&SWF=sound%2Fscience_desk&App=Science+Lab&SkipGuestWarning=true

Olivia CasonWavesToday you will learn about how waves form, travel, and are measured using a really cool sound wave simulator as your guide!


1. What is a sound wave?2. How do sound waves travel?3. How do we measure sound waves? 4. Does air affect how a sound wave travels?



Olivia CasonStep #1Instructions for what you will do

1. Begin by answering questions 1 and 2.

Then click this link to open the application: Sound Waves

Click the clap button and describe the movement of the sound wave.

4. Click the blue ring and write the word and definition, then do the same for the green ring, and answer question 3.

5. Click on the picture of the textbook, answer question 4, and then click the red arrow.

6. Click Exploring Pitch and Volume

Follow the instructions on your journal and answer questions 5 through 9.

Did you know thatIn the Arctic it is possible to carry on a conversation with someone at a distance of more than a mile! This is because cold dense air and smooth ice help sound travel farther & faster!Olivia CasonAnswer the questions found in the Apply What You Learned part of your journal!

1. Match these words to their definition. Frequency Compression Rarefaction Amplitude Echo Hertz

________________ is the unit of measurement used for measuring sound waves.

________________ is the high-pressure region of a sound wave where the molecules are pressed closer together than they are normally.

________________ is the height of the waves crest.

________________ is the number of waves that pass a point in a certain amount of time.

An ________________ is a repeated sound caused by sound waves reflecting from a surface.

________________ is the low-pressure region of a sound wave where the molecules are spread farther apart than they are normally.

More questions on the next slide!Now, lets see what you learned Olivia Cason2. How is sound measured?

3. Why would a "slinky' toy be a perfect example of how sound waves move? Explain

4. Propose why ear plugs prevent us from hearing certain sounds

5. Do waves travel faster though air or through a vacuum? Why?

6. Tell me something interesting you learned about waves that you didnt already know.

7. Compare and contrast high pitched sounds to low pitched sounds.

8. Would you agree that some music could be labeled noise ? Justify your answer.Now, lets see what you learned

Olivia CasonOn a sheet of paper or poster board, draw a diagram showing a sound wave.

Be sure to label the following: Amplitude Compression regionRarefaction regionWavelengthCrestTroughMedium of sound waveDiscuss your drawing with the teacher for evaluation. Show what you know!Olivia CasonBenchmark: SC.C.2.2.1 Recognizes that forces of gravity, magnetism, and electricity operate simple machines.

Description:The student will recognize that magnetism is responsible for moving electricity, and will know that this results in the creation of the motor. They will also realize that forces of gravity are essential with simple machines because they allow gravitational pulls to do the bulk of the work (i.e. pulley systems). Standard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.edheads.org/activities/simple-machines/index.htmOlivia CasonForces Operate Simple MachinesDuring this lesson you will learn about several different kinds of machines and the forces that allow the machines to do their job. The great thing about this site is that you get to snoop around a house to find objects that use simple machines! I bet a lot of the objects you find on the site can be found in your own home as well!

Can you answer these questions:

1. Can you name seven different simple machines? 2. What causes a lever to move up and down?3. How does electricity play a role in simple machines?4. What forces help to operate simple machines?


Now go to the next slide to begin the activity. Be sure to read the instructions carefully and use your science journal as a guide. Olivia Cason

Step #1Instructions for what you will do

1. Before starting the application, answer question 1. 2. Then click this link: Operation of Simple Machines3. Click choose an activity, then click Garage.4. Find a gate, click on it and then answer questions 2, 3, and 4.5. Click choose an activity, then click Kitchen. 6. Find a sink, click on it, and answer questions 5, 6, and 7. 7. Click choose an activity, then click Bathroom.8. Find a bathtub, click on it, and answer questions 8, 9, and 10.Click choose an activity, then click Bedroom Find three simple machines and answer questions 11, 12, and 13.

Did you know thatAll machines, regardlesshow complex, are really just made up of the different simple machines discussed in this lesson!Olivia Cason

Answer the questions found in the Apply What You Learned part of your journal!

1. Machine Force for Operation (Gravity/Electricity/Magnetism) Pulley ______________________ Wheel & Axle ______________________ Gear______________________ Lever______________________ Inclined Plane ______________________ Screw______________________ Wedge______________________

2. How would the lack of gravity effect the use of an inclined plane?3. How would the lack of electricity effect the use of a lever?4. How would the lack of magnetism effect the use of a wheel and axle?

5. Explain how you would use a lever to move a rock. More questions on the next slide! Now, lets see what you learned Olivia Cason6. Give one reason why an inclined plane is an important simple machine- explain your answer.

7. Find five simple machines in your house and list their importance to you (most to least).

In problem 7, why did you choose a as your most important? Defend your answer.

Now, lets see what you learned

Show what you know!Name 5 simple machines that your family uses regularly. On a poster, make a chart that explains the following:

Item Type of Simple MachineUseForce

Olivia CasonBenchmark: SC.C.2.2.1 Recognizes that forces of gravity, magnetism, and electricity operate simple machines.

Description:The student will recognize that magnetism is responsible for moving electricity, and will know that this results in the creation of the motor. They will also realize that forces of gravity are essential with simple machines because they allow gravitational pulls to do the bulk of the work (i.e. pulley systems). Standard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/magnets_springs.shtml Olivia CasonForces Operate Simple MachinesIn the last lesson you learned about different kinds of simple machines, today you will learn more about simple machines and forces that operate them.

Questions to answer: 1. What is a magnet?2. How does a magnet work? 3. Why do magnets have both north and south poles?4. What types of materials attract magnets?5. Which materials repel magnets?



Olivia Cason Step #1Instructions for what you will do

1. First answer questions 1 and 2 in your science journal.

2. Then click this link: Magnetic Force

3. Click on 1. Magnets and read about magnets.

4. Click on 2. Magnetic materials and read

5. Answer questions 3, 4, and 5.

6. Click the next button, read about springs, and then click the activity button.

Click Okay! and try the different colored springs to see which one picks up the objects. Answer questions 6 through 10.

Click on the green Quiz button and test your knowledge

Olivia Cason


1. Magnets create ________ or __________ forces when close together.

2. When magnets are pushed together with the same poles facing each other, they will _______ each other.

3. Magnets have both ________ and _________ poles.

4. Magnetism is a type of __________.

Test different items in the classroom to see if they are magnetic. Write down 3 items you discovered were magnetic.

More questions on the next slide!Now, lets see what you learned Motors Use MagnetismmagnetOlivia Cason6. Write down one thing you thought was magnetic; but now you know it is not. How did you discover it was not magnetic?

Draw a picture of two magnets in the box below. Label their north and south poles. Show the two magnets attracting each other. Draw arrows showing which way the magnetic force is pulling the two magnets.

8. Compare the materials that attracted magnets to materials that did not attract materials.

9. Using what you learned yesterday about simple machines, give an example of a machine (motor) that uses magnetism!

Now, lets see what you learned Olivia Cason

Show what you know!Design your own simple machine that uses magnetism in some way and then draw your machine on a poster board.

Label its partsExplain how and why magnetism is needed for your machine to workExplain the purpose of your machine (what does it do and why?)Determine how your machine would affect people

Olivia CasonBenchmark: SC.C.2.2.2 Knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.

Description:The student will know that all objects move at a steady pace in a straight line until stopped, sped up, turned around, or slowed down by a force; or will remain stationary until it is moved by a force. Standard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

Olivia Cason Net ForceToday you will learn about net forces, pushes, and gradient using a fun interactive website as a guide.

Questions to answer: 1. What is a push?2. What is a gradient?3. What is a net force and how is it different from regular force?4. How does net force effect the movement of an object?



Olivia Cason Step #1Instructions for what you will do

1. Before starting the application answer questions 1 and 2.

2. Click this link: Force and Motion

3. Select a truck and place it on the track. Drag the handle to the yellow light and release.

4. Answer question 3.

5. Drag the handle to the red light and release, then answer question 4.

6. Switch trucks and drag the handle to the yellow light and then the red light.

Answer question 5.

Click the yellow gradient arrow, and answer question 6.Olivia CasonSir Isaac Newton was a mathematician a long time ago that discovered gravity. He also wrote three laws to describe the motion of items.

This first law is:

An object at rest tends to stay at rest andan object in motion tends to stay in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

For example, if you place a ball on a level ground, it will sit still until you kick it!

If you kick the ball it will continue to roll until a force of some kind (friction, a push, etc.) make it stop.

Inertia- is the tendency of an object to remain at rest if it's already at rest, or to keep moving if it's already moving. Newtons First Law of Motion

Olivia Cason


1. A net force is all the forces acting on the object, what four forces are found in this application?a. Gravity, pushes, friction, and gradientb. Pushes, gradient, mass, and pullsc. Pushes, gradient, mass, and friction

2. Pushes and pulls are example of a. forces b. stretchesc. twists

3. When you push a toy car, it eventually stops. This is due to something calleda. frictionb. gravityc. Twisting

More questions on the next slide!Now, lets see what you learned Net Force= 0

Why?Both men are pushing in the opposite direction

As a result the forces of both men are canceled out (balanced) and the box stays still . Olivia Cason314. What is the force called that makes things fall when we drop them?a. Frictionb. Gravityc. Stretching5. Pretend you are an inventor who can invent anything and the president asked you to create a way to get rid of all the gravity on Earth. What would you say to convince the president that this isnt a good idea (back it up with facts). How does a gradient effect the acceleration of an object? Rewrite this false statement so that it is true. A force is a push or pull that causes an object without mass to stay still. Give an example of Newtons first law of motion (other than the ball example I gave).Now, lets see what you learned Olivia Cason32Show what you know!Answer the following:

List 5 items that are often pushed:List 5 items that are often pulled:

Compare and contrast these objectscan the commonly pushed objects be pulled, can the pulled objects be pushed? What are the similarities and differences between the pushed objects and the pulled objects?

Net Force = Box moves to the right

Why?One man is pushing the box to the right while the other man is pulling it to the right.

Only friction is pushing the box to the left.

As a result the box moves.Olivia CasonStandard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link: http://www.learner.org/interactives/parkphysics/

Benchmark: SC.C.2.2.2 Knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.

Description:The student will know that all objects move at a steady pace in a straight line until stopped, sped up, turned around, or slowed down by a force; or will remain stationary until it is moved by a force. Olivia Cason Net ForcesToday you will learn about force, friction, and acceleration and how these three concepts relate to each other.

Questions to answer:

1. What is friction?2. What is acceleration?3. What is force?4. How does force affect acceleration? Dont worry, after this activity you will be able to!


Olivia Cason Step #1Instructions for what the students will do1. Answer questions 1 and 2.2. Click this link: Net Force Determines MotionClick on the link titled The Roller Coaster, read the page, and then click design a roller coaster and begin4. Answer questions 3 and 4. 5. Follow the instructions in your science journal for questions 5, 6, and 7. 6. At the bottom of the site find the link that says bumper cars and click it. Answer question 8, then click on colliding cars and answer questions 9 and 10.Follow the instructions in your science journal to answer questions 11 through 16.

Did you know thatNet force is measured in newtons after Sir Isaac Newton. If an object is pushed with 5 newtons on one side and 3 on the other, the net force will be 2 newtons. Olivia Cason Newtons Third Law of MotionNewtons Third Law (the 2nd law is in the next section!):

For every action there is an equal and opposite reaction.

For example: If you kick a wall, your force could put a hole in the wall, but the wall will push back and hurt your foot!

Your push on the wall is the action and the walls force on you is the reaction.

Olivia CasonAnswer the questions found in the Apply What You Learned part of your journal!Define acceleration: 2.How does friction affect acceleration? Name two different types of forces?When two or more forces are acting on an object it is called net force. What are two forces found on a playground? Compare the forces found on a roller coaster to those found in a car, are they the same or different? Explain your answer. Explain the action and reaction in this image.


Olivia CasonShow what you know!Create a poster that depicts a roller coaster OR bumper cars.

Explain how the force applied to the object affects the direction and speed in which the object moves.

No MotionNet Force=0 Newtons (N)Accelerated Motion to the Right Net Force= 5 Newtons (N) Balanced Force (equal force on both sides)Unbalanced Force (more force on one side)3 N 3 N5 N 10 NOlivia CasonBenchmark: SC.C.2.2.3 Knows that the more massive an object is, the less effect a given force has.

Description:The student will understand that objects with more mass require more force when attempting to move or throw them, whereas objects with less mass are moved or thrown with little force applied.Standard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.harcourtschool.com/activity/newton/ Olivia Cason Mass Effects MotionToday we will discuss how the mass and the amount of force used on an object effect the acceleration. This is a really grown up topic, but Im sure you will do wonderful!


What is mass?What is force? What is acceleration?How does mass and force effect acceleration?



Olivia Cason Step #1 Instructions for what you will do

1. Begin by answering questions 1 and 2.

2. Click this link: More Force, More Acceleration

3. Click the smallest mass (1.0) and largest force (3.0), and then click GO! Click the largest mass (5.0) and the smallest force (1.0), and then click GO!

4. Answer question 3 and 4

5. Click reset and follow the instructions in your science journal for questions 5 through10

Now select every other combination so that the chart is completely filled in.

Answer questions 10 through 14Newtons 2nd Law

Newtons 2nd Law of MotionOlivia CasonAnswer the questions found in the Apply What You Learned part of your journal!

1. Finish these sentencesThe less mass an object has the __________ (more/less) force it needs to accelerate.The more mass an object has the __________ (more/less) force it needs to accelerate. For mass to accelerate it needs _______________.

Match these words to their definition. Acceleration Mass Force________________ is the amount of matter there is in an object. ________________ is what causes a body of matter to move. ________________ is the speed in which matter moves from one place to another.

More questions on the next slide!


Olivia CasonHow is kicking an example of force?

If you wanted to kick a ball to a friend 10 feet away, how would you decide how hard to kick the ball so that it would reach them? What criteria would you consider?

5. A big sister (age 11) and a little sister (age 3) each have a ball. The big sisters ball weighs 2 pounds and the little sisters ball weighs 1 pound. Who will probably be able to throw their ball farther- the big sister or the little sister? Explain your answer.

6. Why do you think force, mass, and acceleration are so important in sports?

7. What do you feel is the most interesting thing you learned from this lesson and why? How will you use this concept in your life?


Standard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.wonderville.ca/v1/activities/strongman/strongman.html

Benchmark: SC.C.2.2.3 Knows that the more massive an object is, the less effect a given force has.

Description:The student will understand that objects with more mass require more force when attempting to move or throw them, whereas objects with less mass are moved or thrown with little force applied.Olivia CasonMass Effects MotionOver the last few days you have been learning about different types of forces. Today you are going to learn the names for a few other kinds of forces using one of my favorite websites!

Questions to answer: 1. What is compression?2. What is shearing? 3. What is torsion?What is tension?How does the mass of an object effect the amount of force needed?



Olivia CasonHow is kicking an example of force?

If you wanted to kick a ball to a friend 10 feet away, how would you decide how hard to kick the ball so that it would reach them? What criteria would you consider?

5. A big sister (age 11) and a little sister (age 3) each have a ball. The big sisters ball weighs 2 pounds and the little sisters ball weighs 1 pound. Who will probably be able to throw their ball farther- the big sister or the little sister? Explain your answer.

6. Why do you think force, mass, and acceleration are so important in sports?

7. What do you feel is the most interesting thing you learned from this lesson and why? How will you use this concept in your life?


Step #1Instructions for what you will do1. Open this link: Forces of Wonder2. Select the wood block, answer question 13. Select the concrete block, answer question 24. Select the rubber ring, answer question 35. Select the metal bar, answer question 46. Now identify the object that best fits the force Stronginsky wants to use.7. Answer questions 5 through 9.

No Force AppliedCompressionTorsionTensionOlivia CasonAnswer the questions found in the Apply What You Learned part of your journal!

Which force would you use to break a rubber band? If you step on a soda can, what force are you using? If you bend a straw, what force are you using? If you twist a plastic ruler, what force are you using? Look at question 1 Which item would require the most force to break, which would require the least force? Why:

Have many types of compression can you apply to a soda can? List them below.

4. Design (in an illustration on the back of this sheet) a machine that will apply enough force to crush, snap, twist, or bend massive objects. Then explain the type of force used and why it took a machine to accomplish the task rather than just using your hands.

Now, lets see what you learned Show what you know!Pick one activity to do

1. Find 5 objects that you can break, crush, snap, or rip. Determine which force is used, and write a paper to explain your findings. Do you notice a relationship between the mass of the object and the force you needed to use? 2. Find 5 objects that you can break, crush, snap, or rip. Write down your predictions as to which force you will need to use to break each object. Then apply that force to each object. Write down which of your predictions worked and which didnt. Answer these questionsWere there any objects that you couldnt bend or break? Why do you think some objects were harder to break or bend than others?Were any items really easy to bend/break? If so- which?Benchmark: SC.C.2.2.4 Knows that the motion of an object is determined by the overall effect of all the forces acting on the object.

Description:The student will understand that when an object is in motion it has both pushes (normal force, friction, and tension) and gravitational pulls working for and against the movement of the object. If the pushes and pulls are balanced the object will stay still, if they are unbalanced the object will move as a result of force being strong on one side than the other (net force). Standard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.seed.slb.com/en/scictr/watch/skydiving/galileo_pisa.htmOlivia Cason

Forces Cause Motion A few days ago you learned about net force. Today we will discuss net force more and you will learn about the findings of a really cool man named Galileo who lived a long time ago!

Questions to answer: 1. What is gravity? 2. How is mass related to gravity?3. How can wind resistance effect an item that is dropped?If you drop a heavy item and a light item which will hit the ground first?



Olivia CasonStep #1 Instructions for what you will doClick this link: Galileo Drops the Ball2. Drag the big ball to Galileos right hand & the small ball to his left hand. Watch how they fall and answer question 1.3. Drag the big ball to Galileos right hand and the feather to his left hand. Watch how they fall and answer question 2.4. Drag the small ball to Galileos right hand and the feather to his left hand. Watch how they fall and answer question 3. 5. Now press the Vacuum mode. Drag the big ball to Galileos right hand and the small ball to the left hand. Watch how they call and answer question 4.

6. Still in Vacuum mode, drag the big ball to Galileos right hand and the feather to the left hand. Click drop and watch how they fall. 7. Read the passage on your science journalIsaac Newton claimed to discover gravity when he was sitting under a tree and an apple fell on his head! Did you knowOlivia CasonAnswer the questions found in the Apply What You Learned part of your journal!

1. Match the word with the correct definition_____Gravity a) The weight of an object_____Massb) The pull of objects towards Earth_____Wind Resistance c) An empty space without any matter/air _____Vacuumd) Drag produced when an object moves through air If a toy car and a cotton ball were dropped in a vacuum, would they land at the same time or at different times? Why?

If a toy car and a cotton ball were dropped off of a building with wind resistance, would they land at the same time or at different times?

Why? More questions on the next slide!


Olivia CasonWhat if a big fish and a little fish were dropped at the same time from an airplane, would they land at the same time or different times?

Explain (in your own words) the force of gravity. Explain why wind resistance causes some objects to fall slower, but has no effect on other objects.

7. Develop a list of 3 items that would drop slower as a result of wind resistance.

Do you believe Galileos findings are accurate? Why or why not? Justify your answer. 9. What is one interesting thing you learned from this lesson that you didnt already know?

Now, lets see what you learned Olivia CasonShow what you know!Now you are going to conduct your own experiment! Pair an object from List #1 with an object from List # 2, drop them simultaneously, and record which item hits the ground first. Once you have done all five experiments write a sentence for each group of objects explaining why the items hit the ground at the same time, or why they hit the ground at different times.

Object #1Object #2PennyPaper Clip

RockPencil

FeatherMarble

EggMagnet

BatterySpoon

Olivia CasonStandard 2: SC.C.2.2: The student understands that the types of forces that act on an object and the effect of that force can be described, measured, and predicted. Link:

http://www.funderstanding.com/k12/coaster/ Benchmark: SC.C.2.2.4 Knows that the motion of an object is determined by the overall effect of all the forces acting on the object.

Description:The student will understand that when an object is in motion it has both pushes (normal force, friction, and tension) and gravitational pulls working for and against the movement of the object. If the pushes and pulls are balanced the object will stay still, if they are unbalanced the object will move as a result of force being strong on one side than the other (net force). Olivia CasonForces Cause Motion You made it to your last journal entry on force and motion! Today you are going to learn even more about force and how combined forces cause an object to move!

Questions to answer: 1. How does gravity affect acceleration?2. What is friction?3. What is work?4. What is force, what does it consist of?



Olivia CasonStep #1Instructions for what you will do1. Answer questions 1 and 2.2. Click this link: Force Effecting Motion 3. Adjust the sliders in either direction (-- or +) for hill#1, hill #2, loop, speed, mass, gravity, and friction. Click the green play button. 4. Answer question 3.5. Adjust the sliders to where hill#2 is lower than hill#1 and the speed is set in the middle. 6. Answer question 4. Follow along in your science journal to answer questions 5, 6, and 7. Click the blue highlighted terms at the bottom of the screen. Answer questions 9, 10, 11, and 12. Olivia CasonAnswer the questions found in the Apply What You Learned part of your journal!

What effect would centripetal force have on a bucket of water being swung around in a circle?

What effect does friction have on moving objects?

How would it feel if we didnt have any gravity?

Do you think friction is a good or bad thing? Why?

What would happen if a car didnt have breaks to create friction?

6. What forces (net force) are found acting on a roller coaster?


Olivia Cason

Show what you know!Its time for you to draw and name the ultimate thrill-ride roller coaster! Design the coaster with two hills and a loop.

Label the areas with arrows showing where the forces of gravity, friction and centripetal force will be the strongest.

Discuss your drawing with me when you are finished. I cant wait to see what you design!

***You can work with a friend on this project if you would like to!*** Olivia Cason

Final Project!For this assignment we will combine everything you have learned about Force and Motion. You can work on your own or with two group of 2 or other 3 people. Set up the game Mouse Trap and observe the forces, motion, waves, and simple machines involved in the game. 2. Once you have observed the game you can use this site to do further observation and note taking http://www.youtube.com/watch?v=E5rv48hBgeI

Prepare a poster or report to record your findings. You must identify and explain following in your project:Describe the motion of 2 different objects and the forces that cause the items to move, change direction, and stop. Find 2 simple machines and identify the force used to operate eachExplain why the block/man on the seesaw was launched into the basketWould he still be launched if the large ball was replaced with the small ball?Explain the net force of one moving objectFind 1 example of push Find 1 example of a waveFind 2 examples of gradient Find 3 examples of gravityFinal Assessment!Compare and contrast (using a Venn Diagram) two different forces of your choice (I.e. gravity, friction, pushes, pulls, etc.).

2. Write one paragraph arguing for or against the need for gravity. Support your argument with at least 3 facts.

3. Design and draw an object that uses three different simple machines.

4. Define net force in your own words and explain its effect.

5. Visualize yourself at the top of a hill on your bicycle. You start to pedal downhillyou go fasterand fasterand faster! Identify three kinds of force that will affect your downhill adventure.

More questions on the next slide! Olivia CasonFinal Assessment!6. Explain the relationship between mass, force, and acceleration.

7. Describe the effect friction, wind resistance, and pushes have on a skateboarder.

8. Why do you think waves can't travel through a vacuum (an area with no air)?

9 . List two facts you learned the past few days that you found the most interesting and would like to learn more about.

10. Choose either Galileo or Sir Isaac Newton and explain what they discovered and why their discovery was important. Olivia CasonThank you for your hard work and dedication! Next week we will begin our study on The Processes that Shape the Earth.I am happy to announce that you have now successfully completed an entire unit on Force and Motion! During the last few weeks you have worked very hard, visited a lot of great websites, answered a lot of questions, and hopefully really developed an understanding for force and motion.and now..

Olivia CasonBENCHMARKSWEBSITESSC.C.1.2.1 understands that the motion of an object can be described and measured.Measuring MotionSC.C.1.2.2 knows that waves travel at different speeds through different materials. Sound WavesSC.C.2.2.1 recognizes that forces of gravity, magnetism, and electricity operate simple machines.Simple MachinesMagnetic ForceSC.C.2.2.2 knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object. Pushes and Gradients Net ForceSC.C.2.2.3 knows that the more massive an object is, the less effect a given force has.More Force, More Acceleration Force of WonderSC.C.2.2.4 knows that the motion of an object is determined by the overall effect of all of the forces acting on the object. Galileo Drops the BallForces of Nature Website Referenceshttp://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=660

http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&SWF=sound%2Fscience_desk&App=Science+Lab&SkipGuestWarning=true

http://www.edheads.org/activities/simple-machines/index.htm

www.bbc.co.uk/schools/ks2bitesize/science/physical_processes.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

http://www.learner.org/interactives/parkphysics/

http://www.harcourtschool.com/activity/newton/

http://www.wonderville.ca/v1/activities/strongman/strongman.html

http://www.seed.slb.com/en/scictr/watch/skydiving/galileo_pisa.htm

http://www.funderstanding.com/k12/coaster/

Olivia CasonClipart Referenceshttp://www.a1losangeleshomeappraisal.com/Clip%20Art/Tape%20Measure-150w.jpg Tape Measurehttp://mmem.spschools.org/grade3science/3.sound/musicnoise.jpeg Pure vs. Noisehttp://fc.bryanisd.org/~jlpope/02130CE6-00870B1B.46/clip_art_magnet_01.jpg Magnets http://digilander.libero.it/idste/roller-coaster-force.gif Roller Coasterhttp://www.met.tamu.edu/class/ATMO203/tut/force/hpgfballon.JPG Net Forcehttp://www.blazelabs.com/pics/towergal2.gif Galileohttp://www.physics4kids.com/ Square pictureshttp://clear.msu.edu/dennie/clipart/ Push and Pullhttp://surfaquarium.com/newsletter/inventors_2006.htm Mouse Traphttp://www.jmsonline.net/ppp/images/28471.gif Watch http://www.howmagnetswork.com/attractrepel2.gif Roller Coaster www.pyroelectro.com/.../dc_motor/dcmotor.html Motorhttp://updatecenter.britannica.com/eb/image?binaryId=93320&rendTypeId=34 Simple Machineshttp://www.ascendingparachutes.com/parachut.gif Parachutehttp://sol.sci.uop.edu/~jfalward/physics17/chapter2/chapter2.html Clip-arthttp://www.fairfield.k12.ct.us/tomlinson/motion/new_page_3.htm Tug-o-warhttp://www.opencourse.info/astronomy/introduction/06.motion_gravity_laws/ Animations

by: olivia cason may the force be with you!. welcome students! for the next several days you will be...

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