Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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 Lesson Plan Template: General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? This lesson will provide students with: o o o Prior Knowledge: What prior knowledge should students have for this lesson? o o 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? 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. 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. Summative Assessment A multiple choice quiz will assess student acquisition of vocabulary and concepts. Formative Assessment o o o 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. o 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 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. 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. 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.