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Skate Force - Using a Skateboard to
Investigate Force, Mass and Acceleration
Resource ID#: 129147
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
This lesson investigates Newton's First and Second Laws of Motion by observation and
interpretation of graphs. It includes a stop motion motion video and graphs based on measurements
of a skateboard propelled by an electric leaf blower with different sized forces and masses. It allows
students to investigate the effects of forces produced by touch, magnetism and gravity. It introduces
the concepts that acceleration increases with force and decreases with mass.
Subject(s): Mathematics, Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD Projector
Instructional Time: 2 Hour(s)
Keywords: Motion, Video, Force, Mass, Distance, Time, Velocity, Speed, Rate, Newton's First
Law, Newton's Second Law
Instructional Component Type(s): Lesson Plan, Worksheet, Problem-Solving Task, Assessment
, Project , Video/Audio/Animation, Image/Photograph, Text Resource, Tutorial, Data
Set, Formative Assessment, Learning Goal, Model Eliciting Activity (MEA) STEM Lesson
Resource Collection: FCR-STEMLearn Physical Sciences
ATTACHMENTS
ForceMassMotionEnergySkateboard.mp4
ForceMassandMotion.pdf
IndependentPractice.pdf
FoldableDirections.pdf
ForceMassMotionandKineticEnergyTest.pdf
LESSON CONTENT
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Lesson Plan Template:
General Lesson Plan
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Learning Objectives: What should students know and be able to do as a result of this
lesson?
This lesson will provide students with:
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Prior Knowledge: What prior knowledge should students have for this lesson?
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Understanding of the definition of force and and acceleration.
Comprehension of the effect of increases in Net Force and mass on acceleration.
Knowledge of Newton's First and Second Laws.
Students must be able to read and interpret measurements and number lines.
Students must understand middle grades graphing concepts.
Guiding Questions: What are the guiding questions for this lesson?
How do changes in the size of net forces and changes in the mass of objects affect changes in motion?
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Teaching Phase: How will the teacher present the concept or skill to students?
Students will follow the lesson instructions for activities that allow students to infer the effects of increasing net
force or object mass (see Force, Mass, and Motion attachment).
During the first discussion, the teacher should ensure that students understand the definition of force and have
recognised that the force they exerted on the marble caused it to move, so the force produced kinetic energy in
the marble.
During the second discussion, the teacher should ensure that students understand that magnetic force and
gravitational force act without contact and that friction is a force that acts to slow moving objects because it is
in the opposite direction of the motion of an object. Students should understand Newton's First Law. They
should realize that a net force is required to start motion in a stationary object or to change the speed or
direction of a moving object.
During the third discussion, the teacher should ensure that students understand that speed continues to increase
or to decrease as long as a net force is applied to an object. Students should understand that when motion is
observed over time intervals of the same size equal distances traveled indicates constant speed and different
distances traveled indicates changes in speed. Increasing distances traveled indicate positive acceleration and
increasing speed. Decreasing distances traveled indicate negative acceleration and decreasing speed. Students
should realize that as long as a net force is present, acceleration occurs.
After the first activity in Part 2, the teacher will introduce the video (attached) and explain that air jet thrust is a
push force that is produced by touch or contact between air pressure and an object such as a leaf blower or an
aircraft propeller. Allow the students to watch the video and answer the questions.
During the fourth discussion, the teacher should ensure that students realize that both time and distance
intervals can be measured using scientific instruments, including slow motion video. Students should
comprehend that the relationship between time and distance can be show using a graph of measurements and
that evidence of acceleration as a result of the application of a net force can be seen on the graph as changes in
the distances traveled between observations of position when observations are made at equally spaced time
intervals. Students should know that Newton's Second Law predicts that acceleration increases as net force
increases, but decreases as the mass of the object decreases. Students should be able to use the number line
graphs to see that increasing the net force increases the distance traveled during each time interval. They should
be able to see that increasing the mass of the object decreases the distance traveled during each time interval.
Students should understand that thrust from an air jet is an example of a touch force produced by air pressure.

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
Students will correct their answers on the formative assessment during the class discussion segments and write
down any notes suggested by the teacher that correct misconceptions or knowledge or comprehension deficits.

Independent Practice: What activities or exercises will students complete to reinforce the
concepts and skills developed in the lesson?
Following Part 1, students will write a short summary of their observations and understanding of the concepts
from the lesson. The writing prompts are on the homework sheet. A rubric for assessing the writing is included.
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Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
Following completion of Part 2, students will be asked to complete a simple foldable that includes summaries of
all lesson content for both parts of the lesson.
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Summative Assessment
A multiple choice quiz will assess student acquisition of vocabulary and concepts.
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Formative Assessment
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This lesson allows students to investigate the relationships between distance, time, velocity,
acceleration, mass and force. It also references the weight force due to gravity.
It is designed to be taught over the course of two one-hour class periods.
As students investigate motion, they use the Predict, Observe, Explain model to develop deeper
understanding of relationships between the measureable quantities.
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The teacher should circulate and discuss the student responses to the formative assessment questions
with each group while students are working. Between POE segments (Stop and Discuss Points
indicated on the instructions) the teacher will lead a whole class discussion where each group presents
and defends their answers to the questions on the formative assessment. This will give the teacher
opportunities to correct misconceptions and adjust the lesson by addressing content where students had
deficits in background knowledge or comprehension.
Feedback to Students
Students receive feedback by participating in class discussions at the end of each of their POE activities,
including defending their answers against peer criticism, and correction of misconceptions and deficits in
content knowledge or concept understanding by the teacher.
ACCOMMODATIONS & RECOMMENDATIONS
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Accommodations:
This lesson can be modified for less able learners by eliminating the culminating activity and replacing it with a
hands-on activity where students visually observe the effects of different masses and slope angles on cars
allowed to coast down very gentle slopes. They can be asked to write their observations of the effect of
changing the mass and force (by changing the slope) and give their best explanation of their observations.
More able learners can be allowed to conduct this experiment themselves using a skateboard and blower or by
using cars of different masses on ramps with different slopes. The distance and time can be measured using
probe ware or it can be videoed using slow motion with an inexpensive slow motion video camera. Newer
model smart phones also capture slow motion video with excellent quality. A simple striped ruler must be
included in any video to allow distance to be estimated. Do not use every frame. A video display program that
can access the frame numbers must be used so that frames that are 1/10 second or 1/2 second apart are used for
measurements.
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Extensions:
This lesson can be modified to consider kinetic and potential energy if a cart on a sloped track is used rather
than a skateboard with a blower.
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Suggested Technology: Computer for Presenter, LCD Projector
Special Materials Needed:
For each pair or each group, one marble, one meter stick and a thin square cloth similar to a bandana will be
need for one of the formative assessment activities.
If the teacher wishes to allow student to do the experiments themselves, one or more skateboard and electric
leaf blower will be needed as well as calibrated masses, such as bricks that can be added to the skateboard. A
slow motion video camera or a late model tablet or will be needed as well as viewing software that can access
the video frame time codes or numbers to allow time to be measured. A striped ruler must be included in the
video to allow distances to be measured.
SOURCE AND ACCESS INFORMATION
Contributed by: Richard S Hunter
Name of Author/Source: Richard S Hunter
District/Organization of Contributor(s): Escambia
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.P.13.3:
Description
Investigate and describe that an unbalanced force acting on an
object changes its speed, or direction of motion, or both.