Download Science Grade 08 Unit 05 Exemplar Lesson 01: Unbalanced Forces

Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
Science Grade 08 Unit 05 Exemplar Lesson 01: Unbalanced Forces
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration
for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand
how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find
linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted
Instructional Materials.)
Lesson Synopsis
Students will differentiate between speed, velocity, and acceleration and demonstrate and calculate how unbalanced forces change
the speed and/or direction of an object’s motion. Students will construct, analyze, and interpret graphs. They will then demonstrate
their understanding of the concepts through an experimental investigation.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which
are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is
taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
8.6
Force, motion, and energy. The student knows that there is a relationship between force, motion, and
energy. The student is expected to:
8.6A Demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion.
Readiness Standard
8.6B Differentiate between speed, velocity, and acceleration.
Supporting Standard
Scientific Process TEKS
8.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts
laboratory and field investigations following safety procedures and environmentally appropriate and
ethical practices. The student is expected to:
8.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas
Safety Standards.
8.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of
materials.
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory
and field investigations. The student is expected to:
8.2A Plan and implement comparative and descriptive investigations by making observations, asking
well-defined questions, and using appropriate equipment and technology.
8.2B Design and implement comparative and experimental investigations by making observations,
asking well-defined questions, formulating testable hypotheses, and using appropriate equipment
and technology.
8.2C Collect and record data using the International System of Units (SI) and qualitative means such as
labeled drawings, writing, and graphic organizers.
8.2D Construct tables and graphs, using repeated trials and means, to organize data and identify
patterns.
8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by
Last Updated 04/24/13
page 1 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
the data, and predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions and knows the contributions of relevant scientists. The
student is expected to:
8.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all
sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by
the student.
8.3D Relate the impact of research on scientific thought and society, including the history of science
and contributions of scientists as related to the content.
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety
equipment to conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks,
graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes,
thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the
curriculum.
8.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use
emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 08 Science Unit 05 PI 01
Use a simple experiment to demonstrate how unbalanced forces change the speed or direction of an object’s motion.
Complete a report, including graphs and calculations, showing how unbalanced forces change the speed or direction of the object’s motion. Include
information illustrating the differences between speed, velocity, and acceleration.
Standard(s): 8.2B , 8.2C , 8.2D , 8.2E , 8.6A , 8.6B
ELPS ELPS.c.1E , ELPS.c.5D , ELPS.c.5G
Key Understandings
Motion can be represented mathematically.
— What is speed?
— What is velocity?
— What is acceleration?
— How are speed, velocity, and acceleration different?
— How can motion be mathematically and graphically represented?
Unbalanced forces change an object’s motion.
— What is motion?
— What is force?
— How is force measured?
— How do forces affect an object’s motion?
— What is a balanced force?
— What is an unbalanced force?
— How do unbalanced forces affect an object? Give examples.
— What is net force?
— How is net force calculated? Give examples.
Vocabulary of Instruction
acceleration
gravity
inertia
net force
newton
speed
balanced force
unbalanced force
Last Updated 04/24/13
velocity
force
motion
page 2 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
Materials
bandana (1 per teacher)
books (identical books, such as textbooks, 6 per group)
calculator (1 per student)
colored pencils (per group)
cones (2 per teacher)
glue or tape (per group)
masking tape (1 roll per group)
meter sticks (4 per group)
rope (long and heavy, for tug-of-war, 1 per teacher)
tape (1 roll per teacher)
tennis ball (1 per group)
timing devices (3 per group)
toy vehicle (hot wheel-sized, 1 per group)
various objects to illustrate acceleration (see Advance Preparation, 1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district
site and are not accessible on the public website.
Handout: Speed, Velocity, and Acceleration (1 per student)
Handout: Calculating and Graphing Speed (1 per student)
Teacher Resource: Check for Understanding-Speed, Velocity, Acceleration (1 for projection or 1 per s
Teacher Resource: Card Sort: Speed, Velocity, Acceleration (see Adv. Prep., 1 set per group)
Teacher Resource: Story Graphs (see Advance Preparation, 1 set per group)
Teacher Resource: Which Direction Does It Move? (see Advance Preparation, 1 set per pair)
Handout: Forces & Motion Notes (1 per student)
Teacher Resource: PowerPoint: Forces and Motion
Teacher Resource: Force Arrows (see Advance Preparation, 1 class set)
Handout: Data Sheet: Calculating Net Force (half sheet per student)
Optional Handout: Net Forces (1 per student)
Teacher Resource: Net Forces KEY
Teacher Resource: Force Mass Acceleration Cards (see Adv. Prep., 1 class set and 1 card per student)
Handout: Data Sheet: Force Mass Acceleration (1 half sheet per student and 1 for projection)
Optional Handout: Check for Understanding Force Mass Acceleration (1 per student)
Teacher Resource: Check for Understanding Force Mass Acceleration KEY
Handout: Effects of Unbalanced Forces (1 per student)
Teacher Resource: Effects of Unbalanced Forces Sample Data
Resources
None Identified
Advance Preparation
1. Prior to Day 3, copy on cardstock, cut out, laminate, and bag Teacher Resource: Card Sort: Speed, Velocity,
Acceleration and Teacher Resource: Story Graphs. You will need one set for each group of two students.
2. Prior to Days 4–6:
Last Updated 04/24/13
page 3 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
Obtain tug of war materials: rope, bandana, two cones, and tape. Arrange for an area in which to have students play the
game.
Copy on cardstock, cut out, laminate, and bag Teacher Resource: Which Direction Does It Move? You will need one set
for each pair of students.
Copy on cardstock, cut out, laminate, and bag a class set of the Teacher Resource: Force Arrows (1 arrow per student).
Copy on cardstock, cut out, laminate, and bag a class set of the Teacher Resource: Force Mass Acceleration Cards (1
card per student).
3. For the EXPLORE/EXPLAIN – Change the Motion of an Object, some examples of the various objects that you could
select to illustrate acceleration include: marbles, books, coins, cups, balls, rulers, pencils, or feathers. One is needed per
student.
4. Prepare attachment(s) as necessary.
Background Information
While this unit touches on inertia and introduces the relationship between force, mass, and acceleration, the emphasis in this unit will be an
understanding that unbalanced forces change the direction or speed of an object.
Speed is defined as distance divided by time. In mathematics, this can be graphically represented. A horizontal line would indicate that the object is not
moving, while a line sloping upward to the right indicates that the object is traveling at a constant speed away from the origin. A downward sloping line
indicates that the object is moving at a constant speed toward the origin. A curved line indicates that the object’s speed is either increasing or
decreasing depending on the direction of the slope. Velocity refers to speed with a direction. Acceleration is the change in velocity divided by the change
in time.
STAAR Note:
The calculation of the effects of unbalanced forces on an object’s speed or direction (8.6A) will be assessed as a Readiness Standard under Reporting
Category 2: Force, Motion, and Energy on the STAAR Grade 8 Science Assessment. Differentiation between speed, velocity, and acceleration (8.8.6B)
will be assessed as a Supporting Standard under Reporting Category 2: Force, Motion, and Energy on the STAAR Grade 8 Science Assessment. In
addition, although not directly taught in Grade 8, the concept of work (W = Fd) will be assessed as a Supporting Standard under Reporting Category 2:
Force Motion and Energy on the STAAR Grade 8 Science Assessment.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE/EXPLORE/EXPLAIN – Speed, Velocity, Acceleration
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Distribute the Handout: Speed, Velocity, and Acceleration to each
student.
Materials:
2. Instruct students to “Find Someone Who” can tell them what speed,
velocity, and acceleration are. Students should locate three different
peers to tell them what they think these terms mean and record the
answers in the “What we think” row of the document. One peer for
speed, one for velocity, and so forth… Inform students that they are
expected to answer as well as ask. The student who answers needs to
sign his/her name next to their answer to help with accountability.
glue or tape (per group)
3. Set a time limit for students to accomplish the task, and monitor and
assist them in finding a peer.
4. Ask students to list an “A” for agree or a “D” for disagree next to the
definitions their peers gave them.
Attachments:
Handout: Speed, Velocity, and
Acceleration (1 per student)
Teacher Resource: Power Point:
Describing Motion
Instructional Notes:
Students could make a 3-tab booklet in lieu of the handout.
5. Instruct students to turn to a partner and explain why they agree or
disagree with the definitions.
Students may think that acceleration always means to
6. Project the Teacher Resource: PowerPoint: Describing Motion.
“speed up".
7. Instruct students to update their handouts by recording the scientific
Last Updated 04/24/13
page 4 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
definitions of speed, velocity, and acceleration in the “What We Know”
row of their handouts.
8. Note: The PowerPoint will instruct students to record examples as they
complete their notes on the handout.
The term “deceleration” is not accepted as scientifically
appropriate. Consider using the terms, “positive
acceleration” and “negative acceleration” to describe
“speeding up” and “slowing down".
9. Ask:
How does your “What We Think” section compare to your
“What We Know” section? Allow students to volunteer answers.
Does anyone notice any differences in the meaning of the
three terms? Explain. Students should note speed is
distance/time, velocity is speed with a direction, and acceleration is a
change in speed and/or direction.
10. Instruct students to highlight, circle, or underline the key differences.
11. Say:
The terms we have noted are extremely important in our
upcoming unit of study. Be prepared to refer back to them
often.
12. Instruct students to affix the handout to their notebooks, and inform
them that they will be utilizing it throughout the unit.
EXPLORE/EXPLAIN – Calculating and Graphing Speed
Check For Understanding:
Allowing students to speak/listen/write and compare will
help them access prior knowledge and process new
knowledge.
Misconception:
Students may think that acceleration is
always positive.
Science Notebooks:
Students need to affix the Handout: Speed, Velocity,
Acceleration to their notebooks.
Suggested Days 2 and 3
1. Review graphing by projecting the Teacher Resource: PowerPoint:
Interpreting the Graph.
2. As each graph is displayed, instruct students to number 1-5, copy the
pattern of the line in their science notebooks, and write the motion they
think each graph represents.
3. Remind students to use the terms speed, velocity, and acceleration in
their descriptions of motion.
4. Facilitate a discussion in which students relfect on their responses and
clarify any misconceptions by asking Guiding Questions.
5. Distribute the Handout: Calculating and Graphing Speed to each
student.
6. Read through the procedure as a large group while demonstrating your
expectations. Clarify any concerns or questions from students.
7. Use fictional data on a data table to model how to record and graph data.
You may ask for student volunteers to come up and participate.
8. Divide the class into groups with a minimum of five students per group.
Materials:
meter stick (1 per group)
masking tape (1 roll per group)
tennis ball (1 per group)
timing devices (3 per group)
calculators (2–3 per group)
colored pencils (per group)
Attachments:
Teacher Resource: PowerPoint:
Interpreting the Graph
Handout: Calculating and Graphing
Speed (1 per student)
Teacher Resource: Check for
Understanding-Speed, Velocity,
Acceleration (1 for projection or 1 per
student)
9. Instruct students to follow the procedures on the Handout: Calculating
and Graphing Speed.
10. Monitor student groups and facilitate by asking guiding questions.
11. Debrief by facilitating a discussion of student results and their answers on
the Post Investigation Questions (from the handout). Make sure each
group is contributing to the discussion.
12. Project the Teacher Resource: Check for Understanding - Speed,
Velocity, Acceleration. Alternatively, you may distribute a copy to each
student.
Last Updated 04/24/13
Instructional Notes:
Calculating and graphing speed by measuring changes in
motion is a review of Supporting Standards 6.8C, D.
Make calculators available to students for checking their
answers or for students whose IEPs require them.
page 5 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
13. Instruct students to read the scenario, illustrate the motion on a graph,
and calculate the average speed. They should also describe any
acceleration.
14. Instruct students to record this information in their notebooks (or
alternatively, on a sheet of paper to submit to the teacher).
Students will not be allowed to use calculators on the
STAAR test, so they should become accustomed to doing
calculations without them.
During the lessons involving motion of objects, review
potential and kinetic energy (6.6A Supporting Standard) as
well as energy transformations.
Note: Data will vary in each group.
Check For Understanding:
Use the Teacher Resource: Check for UnderstandingSpeed, Velocity, Acceleration as an exit ticket strategy for
assessing student understanding.
Science Notebooks:
Students should number the graphs from the Teacher
Resource: PowerPoint: Interpreting The Graph 1–5 and
record the motion represented by the graph in their
notebooks.
Students need to affix the Handout: Calculating and
Graphing Speed in their notebooks and complete the
Check for Understanding exercise in their notebooks.
EXPLAIN – Card Sort
Suggested Day 3 (continued)
1. Divide the class into smaller groups of two students.
Attachments:
2. Distribute one set of cards from the Teacher Resource: Card Sort:
Speed, Velocity, Acceleration to each group.
3. Instruct students to classify examples as Speed, Velocity, or Acceleration.
4. Monitor groups to check for accuracy and facilitate by asking Guiding
Questions. Clarify misconceptions immediately.
Teacher Resource: Card Sort: Speed,
Velocity, Acceleration (see Advance
Preparation, 1 card set per group)
Instructional Note:
Giving students the opportunity to explain and justify their
5. Ask students to justify their classification to a partner. You may have them classification to a partner may help them to process the
write justifications in their notebooks.
information by speaking and prior to writing in their
notebooks.
Science Notebooks:
Students may record justifications for card sort in their
notebooks.
ELABORATE – Story Graphs
Suggested Day 3 (continued)
1. Distribute one set of the Teacher Resource: Story Graphs to each group Attachments:
of two.
Teacher Resource: Story Graphs (see
2. Instruct students to write a story or scenario that depicts the motion for
Advance Preparation, 1 set per group)
one of the four graphs. They should calculate the average speed and
describe any acceleration.
Instructional Note:
3. Instruct students to record their story in their notebooks.
4. Monitor activity, and facilitate by asking Guiding Questions.
5. Clarify any misconceptions immediately.
Last Updated 04/24/13
Consider a partner strategy, such as appointment clocks,
so students are not always sharing with the same person
or persons.
page 6 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
6. Allow students an opportunity to share a story graph with another partner
group.
Science Notebooks:
Students record stories for one of the four graphs in their
notebooks.
ENGAGE – Tug of War
Suggested Day 4
1. Prepare an area for a game of tug of war by placing a piece of tape on
the floor as a center point. This may be best done in a gym or outside.
2. Place a bandana at the center point of the rope.
3. Divide the class into two groups.
4. Instruct each group to line up behind the cone on either side of the rope
to prepare to pull for their group on your command.
Materials:
rope (long and heavy, for tug-of-war, 1 per
teacher)
cones (2 per teacher)
bandana (1 per teacher)
tape (1 roll per teacher)
5. When one side wins, instruct students to go back to their seats and
illustrate the game in their science notebooks.
6. Instruct students to use arrows to demonstrate the directions the teams
were pulling.
7. Facilitate a class discussion, using the following questions.
Ask:
Which direction did the winning team pull the rope? Students
should be able to indicate right or left.
Should we use a large arrow or a small arrow to indicate the
winning team’s direction? The winning team should use a large
arrow to indicate their direction.
What size arrow should we use to indicate the losing team’s
direction? The losing team should use a small arrow to indicate their
direction.
Why is it appropriate to use a large arrow to represent the
winning team? What does the arrow mean? The arrow represents
the direction and amount of the force, and the winning team had more
force. Therefore, a large arrow would be appropriate representation.
What is a force? A force is a push or pull.
What does a force cause to happen? A force can cause motion to
start, stop, change direction, speed up, slow down, and maintain a
constant speed; it can also cause an object to remain motionless.
Do you agree or disagree with the following statement? Why or
why not? Answer in your science notebooks. You may wish to
project the statement on the board.
The forces in the game of tug of war were balanced. Disagree.
The forces were unbalanced because one team had more force and
was able to win. If the forces were balanced, there would not have
been a winner.
Misconception:
Students may not recognize all of the forces
acting upon an object.
Science Notebooks:
Students illustrate the tug of war game in their notebooks,
including using arrows to represent direction and amount
of force. Students need to answer the agree/disagree
question and justify their answer.
8. Allow student volunteers to share their illustrations and answers.
9. Instruct students to add to or modify their illustrations and answers based
on the discussion.
EXPLORE/EXPLAIN – Change the Motion of an Object
Suggested Days 4 (continued), 5, and 6
1. Instruct students to select an object and make it accelerate (change its
motion by starting it, stopping it, speeding it up, slowing it down, and
changing its direction).
2. Write the following questions on the board, and ask students to answer
the following questions about their object in their notebooks:
What just happened to the _____________?
Why did the ____________’s motion change?
Last Updated 04/24/13
Materials:
various objects to illustrate acceleration
(see Advance Preparation, 1 per student)
calculator (1 per student)
glue or tape (per group)
page 7 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
Was the force balanced or unbalanced? The force was
unbalanced.
How do unbalanced forces affect the motion of an object?
Unbalanced forces cause acceleration- start, stop, speed up, slow
down, or change directions.
What is the scientific term for the changes in motion just
described? Acceleration is the scientific term for change in motion.
When the _____________is at rest, are the forces balanced or
unbalanced? Balanced. The motion of the object is not changing.
When the object continues in a straight path at a constant
speed, are the forces balanced or unbalanced? Balanced. The
motion of the object is not changing.
Do balanced forces allow acceleration? No, balanced forces do
not allow starting, stopping, speeding up, slowing down, or changing
direction.
3. Divide the class into pairs. Distribute sets from the Teacher Resource:
Which Direction Does It Move? to each pair.
4. Instruct students to describe the motion of the object (left, right, up, down,
or no change in motion). The arrows on the handout represent the
amount of force. Larger arrows have more force; smaller arrows have less
force.
5. Next, instruct students to justify their classification by explaining to their
partner why they think the objects will move in their selected direction.
(See Instructional Notes) Student answers should include the terms
balanced, unbalanced, force, motion, acceleration, etc.
Attachments:
Teacher Resource: Which Direction Does
It Move? (see Advance Preparation, 1 set
per pair)
Handout: Forces & Motion Notes (1 per
student)
Teacher Resource: Power Point: Forces &
Motion
Teacher Resource: Force Arrows (see
Advance Preparation, 1 class set, 1 arrow
per student)
Handout: Data Sheet: Calculating Net
Forces (half sheet per student)
Optional Handout: Net Forces (1 per
student)
Teacher Resource: Net Forces KEY
Teacher Resource: Force Mass
Acceleration Cards (see Advance
Preparation, 1 class set, 1 card per student)
Handout: Data Sheet:Force Mass
Acceleration (half sheet per student)
Optional Handout: Check for
Understanding Force Mass
Acceleration (1 per student)
Teacher Resource: Check for
Understanding Force Mass
Acceleration KEY
6. Monitor student pairs, and facilitate by asking guiding questions.
7. Clarify any misconceptions immediately.
Instructional Notes:
8. Distribute a copy of the Handout: Forces & Motion Notes to each
student.
Consider the partner A, partner B strategy for the Which
Direction Does It Move activity. Partner A talks while
partner B listens. Partner B has to agree or disagree and
9. Project the Teacher Resource: PowerPoint: Forces & Motion. Note: You explain why or why not. Then students swap roles.
will facilitate the discussion of only slides 1–13 at this time.
10. Instruct students to record notes on the Handout: Forces & Motion
Notes as the class discusses the content on each slide.
11. Check for Understanding: Distribute one arrow per student from the
Teacher Resource: Force Arrows (see Advance Preparation).
Identifying and describing the changes in position,
direction, and speed of an object when acted upon by
unbalanced forces is a review of TEKS 6.8B. The term
acceleration is a new term for students.
12. Distribute a half sheet from the Handout: Data Sheet: Calculating Net
Forces to each student (see Instructional Notes).
13. Model for students how to find a partner, combine their arrows, and
record and calculate the data on the table.
14. Instruct students to find three different partners, combine arrows, and
then record and calculate the data on the table.
15. Monitor student groups, and facilitate by asking guiding questions. Clarify
any misconceptions at this time.
16. Collect the data tables as a formative assessment. Alternatively, you may
distribute the Optional Handout: Net Forces to each student and then
collect them.
Inertia and F = ma is only briefly addressed in this unit and
will be investigated with more depth in the next unit.
The triangles are used in this lesson to scaffold new
concepts, but teachers are encouraged to have their
students calculate algebraically to reinforce math
concepts.
Misconceptions:
17. Return the data sheets to students to affix in their notebooks.
18. Continue the presentation and discussion of the Teacher Resource:
PowerPoint: Forces & Motion notes slides 14–24.
Last Updated 04/24/13
Students may not recognize all of the forces
acting upon an object.
Students may think of force as a property of
page 8 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
19. Instruct students to continue taking notes on the Handout: Forces &
Motion Notes as the class discusses the content on each slide.
an object ("an object has force" or "force is
within an object"), rather than as a
relationship between objects.
20. Distribute one card to each student from the Teacher Resource: Force
Mass Acceleration Cards (see Advance Preparation).
21. Distribute a half sheet per student of the Handout: Data Sheet: Force
Mass Acceleration.
Check For Understanding:
Use the activities/data sheets and optional handouts to
22. Model for students how to find a partner that has a different variable card
from their own card and then how to record and calculate the data on the
table. The triangles are used in this lesson to scaffold new concepts, but
teachers are encouraged to have their students calculate algebraically to
reinforce math
formatively assess student progress.
23. Instruct students to find three different partners, combine cards, and
record and calculate the data on the table.
their notebooks.
Science Notebooks:
Students should affix their handouts and data sheets in
24. Monitor student groups, and facilitate by asking Guiding Questions.
Clarify any misconceptions immediately.
25. Collect the data tables as a formative assessment. Alternatively, you can
distribute the Optional Handout: Check for Understanding Force Mass
Acceleration to each student and collect them.
26. Return the data sheets to students to affix in their notebooks.
ELABORATE – Effects of Unbalanced Forces Experiment
Suggested Days 7 and 8
1. Divide the class into groups of four students. Distribute a copy of the
Handout: Effects of Unbalanced Forces to each student.
2. Discuss the handout and procedures with students to clarify any
concerns.
3. Instruct students to conduct the experiment as a group, but complete the
Analysis of Results and Conclusion as an individual assignment.
4. Monitor student groups, and facilitate by asking Guiding Questions.
Clarify misconceptions at this time.
5. Instruct students to affix the Handout: Effects of Unbalanced Forces to
their notebooks as well as the completion of their Analysis of Results and
Conclusion.
6. This experimental investigation will be used to complete the Performance
Indicator in the upcoming Evaluate section of the lesson.
Materials:
toy vehicle (hot wheel-sized, 1 per group)
books (identical books, such as textbooks, 6
per group)
meter sticks (4 per group)
masking tape (1 roll per group)
timing device (1 per group)
calculator (1 per student, per group)
Attachments:
Handout: Effects of Unbalanced Forces
(1 per student)
Teacher Resource: Effects of Unbalanced
Forces Sample Data
Instructional Notes:
This is an experimental investigation. Students will
manipulate a variable (ramp height) to determine the effect
on the responding variable (object’s speed).
Consider the DRY MIX method to help students
understand the placement of variables on a graph. See
below:
Dependent
Responding
Y axis
Manipulated
Independent
X axis
Last Updated 04/24/13
page 9 of 46 Grade 8
Science
Unit: 05
Lesson: 01
Suggested Duration: 8 days
Make calculators available to students for checking their
answers or for students whose IEPs require them.
Students will not be allowed to use calculators on the
STAAR test, so they should become accustomed to doing
calculations without them.
Misconception:
Students may not recognize all of the forces
acting upon an object.
Science Notebooks:
Students should affix their handouts and analyses to their
notebooks.
EVALUATE – Performance Indicator
Suggested Day 8 (continued)
Grade 08 Science Unit 05 PI 01
Materials:
Use a simple experiment to demonstrate how unbalanced forces change the speed or
direction of an object’s motion.
glue or tape (per group)
Complete a report, including graphs and calculations, showing how unbalanced forces
change the speed or direction of the object’s motion. Include information illustrating the
differences between speed, velocity, and acceleration.
Standard(s): 8.2B , 8.2C , 8.2D , 8.2E , 8.6A , 8.6B
ELPS ELPS.c.1E , ELPS.c.5D , ELPS.c.5G
Attachments:
Handout: Effects of Unbalanced Forces
(previously distributed)
1. Project the Performance Indicator on the board.
2. Note: Students will use the experiment Effects of Unbalanced Forces
conducted the previous day to complete the Performance Indicator.
3. Explain that today students will be individually analyzing the results of the
experiment conducted the day before, Effects of Unbalanced Forces,
and writing an analysis of results and conclusion report to demonstrate
how unbalanced forces change the speed or direction of an object’s
motion.
Science Notebooks:
Students need to refer to their notes in order to complete
the performance indicator.
4. Share Performance Indicator rubric or your expectations with students
prior to students beginning the assessment.
5. Inform students that the report must show their understanding of the
differences in speed, velocity, and acceleration. Explain how you expect
students to demonstrate these concepts (narrative, graphs, calculations,
etc.)
6. Instruct students to use the scientific terms learned in this unit in their
explanation, and encourage students to refer to their notebooks as a
resource.
Last Updated 04/24/13
page 10 of 46 Grade 8
Science
Unit: 05 Lesson: 01
Speed, Velocity, and Acceleration
Speed
Velocity
Acceleration
What We
Think:
Sign:
Sign:
Sign:
What We
Know:
Examples:
©2012, TESCCC
08/21/12
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Calculating and Graphing Speed
How can speed be measured, calculated, and graphed?
Materials:
•
•
•
•
•
•
meter stick
masking tape
tennis ball
3 timing devices
calculators
colored pencils
Procedure: (5 students per group required)
1. Using the meter stick and tape, measure and mark 0 m, 5 m, 10 m, and 15 m on the floor.
2. Four persons in the group should stand, one at each mark. The person at the 0 m mark should not
have a timing device.
3. The fifth person (the roller) will roll a tennis ball down the tape line.
4. The person at the 0 m mark needs to raise their hand. When the tennis ball hits the 0 mark, drop
their hand and the other group members at 5, 10, and 15 meters will start their timing devices.
5. When the ball passes the 5 m mark, the 5m timer person STOPS their timing device. Record the
5m time in the data table.
6. When the ball passes the 10 m mark, the 10m timer person STOPS the timing device. Record the
time in the data table.
7. When the ball passes the 15 m mark, the timer STOPS the timing device. Record the time in the
data table.
8. The roller now moves to the 0 m mark, and the person at the 0 m mark moves to the 5 m mark. In
addition, the person at the 5 m mark moves to the 10 m mark, and the person at the 10 m mark
moves to the 15 m mark. Therefore, the person at the 15 m mark is now the roller.
9. Repeat steps 2–8 until all group members have rolled. Do not forget to record your data in the
table.
©2012, TESCCC
08/21/12
page 1 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Data
Table
Time (s)
at
5 meters
Time (s)
at
10 meters
Time (s) at
15 meters
(Total Time)
Total
Distance
Ball 1
___________
(Name)
15 m
Ball 2
___________
(Name)
15 m
Ball 3
___________
(Name)
15 m
Ball 4
___________
(Name)
15 m
Ball 5
___________
(Name)
15 m
Average Speed (m/s)
Use the formula:
total distance ÷ total time
15 m ÷ ___________ =
_____________ (m/s)
1. Calculate the average speed for each ball using the formula:
Average Speed = total distance ÷ total time
Enter this information into the data table above. The total distance rolled was 15 meters. The total
time was the time it took the ball to roll all 15 meters.
2. Graph the results for each ball on the graph paper. Use different colors for each ball. Make sure to
label the y-axis with distance (in meters) and the x-axis with time (in seconds). Remember that
your intervals have to be equally spaced.
©2012, TESCCC
08/21/12
page 2 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Y-axis:________________(
)
TITLE: _________________________________________________________________
Key:
X-axis:________________(
Ball #1
Ball #2
Ball #3
Ball #4
Ball #5
©2012, TESCCC
Name
Color
)
08/21/12
____________________
____________________
____________________
____________________
____________________
page 3 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Post Investigation Questions
Answer the following questions in complete sentences.
1. How did the speeds of the different tennis balls compare?
2. What variables may have affected the speed of the tennis balls?
3. Did your tennis ball accelerate at any point? Explain.
4. What was the velocity of your tennis ball?
5. Did the velocity of your tennis ball change at any point? Explain.
©2012, TESCCC
08/21/12
page 4 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Check for Understanding: Speed, Velocity, Acceleration
Directions:
1. Read the following scenario.
2. Illustrate and label the motion occurring in the scenario on a graph.
3. Calculate the average speed.
4. Describe all points of acceleration and explain.
A female cheetah left her cubs to hunt for food. She sprinted 30 m away from her den
in two seconds. Next, she turned around and traveled 10 meters back toward her den
in three seconds. She suddenly stopped and listened intently for two seconds. Then,
she traveled 40 meters away from her den in four seconds.
©2012, TESCCC
10/17/12
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Card Sort: Speed, Velocity, Acceleration
Speed
t
S=
t
Velocity
Acceleration
Speed and direction
A change in speed or
direction
S== d
t
An athlete ran 1,200
meters in six minutes.
The tropical storm is
moving 15 km/hr to the
Northwest.
The roller coaster
comes to a jerking stop.
A cheetah can run 70
miles per hour.
The suspect is headed
North on I-35 at 90
miles per hour.
The race car maintains
its speed while going
around the curve.
©2012, TESCCC
04/22/13
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Story Graphs
©2012, TESCCC
08/21/12
page 1 of 4
Grade 8
Science
Unit: 05 Lesson: 01
©2012, TESCCC
08/21/12
page 2 of 4
Grade 8
Science
Unit: 05 Lesson: 01
©2012, TESCCC
08/21/12
page 3 of 4
Grade 8
Science
Unit: 05 Lesson: 01
©2012, TESCCC
08/21/12
page 4 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Which Direction Does It Move?
The size of the arrows represent the amount of force.
http://commons.wikimedia.org/wiki/File:Tennis_ball.svg
http://commons.wikimedia.org/wiki/File:Ocicat-Charan.jpg
http://commons.wikimedia.org/wiki/File:Baseball_(crop).jpg
http://commons.wikimedia.org/wiki/File:Soccer_ball.
©2012, TESCCC
04/19/13
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Forces & Motion Notes
Term
Notes
Motion
Force
Balanced
Force
©2012, TESCCC
08/21/12
page 1 of 6
Grade 8
Science
Unit: 05 Lesson: 01
Inertia
Unbalanced
Force
Net Force
©2012, TESCCC
08/21/12
page 2 of 6
Grade 8
Science
Unit: 05 Lesson: 01
Calculate
Net Force
Calculate
Net Force
©2012, TESCCC
08/21/12
page 3 of 6
Grade 8
Science
Unit: 05 Lesson: 01
Term
Notes
Mass
Weight
F = ma
©2012, TESCCC
08/21/12
page 4 of 6
Grade 8
Science
Unit: 05 Lesson: 01
A=f÷m
M=f÷a
©2012, TESCCC
08/21/12
page 5 of 6
Grade 8
Science
Unit: 05 Lesson: 01
Calculate
F= ma
Calculate
A= f ÷ m
Calculate
M= f ÷ a
©2012, TESCCC
08/21/12
page 6 of 6
Grade 8
Science
Unit: 05 Lesson: 01
Force Arrows
21N
11N
14N
7N
©2012, TESCCC
5N
9N
9N
0.5N
08/21/12
page 1 of 2
Grade 8
Science
Unit: 05 Lesson: 01
28N
2.5N
36N
1.5N
17N
2N
15N
©2012, TESCCC
08/21/12
page 2 of 2
Grade 8
Science
Unit: 05 Lesson: 01
Data Sheet
Calculating Net Force
Problem
Force 1 & Direction
(N)
+
-
Example
30N right
-
Force 2 & Direction
(N)
=
20N left
=
Net Force & Direction
(N)
10N right
1
2
3
Data Sheet
Calculating Net Force
Problem
Force 1 & Direction
(N)
+
-
Example
30N right
-
Force 2 & Direction
(N)
=
20N left
=
Net Force & Direction
(N)
10N right
1
2
3
©2012, TESCCC
08/21/12
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Net Forces
Answer and record the following information for each diagram below.
A. Calculate and record the net force.
B. Are the forces balanced or unbalanced?
C. How are the forces affecting the motion of the object?
1.
25 N
to the
left
25 N
to the
right
A.
B.
C.
2.
100 N
to the
right
50 N
to the
right
A.
B.
C.
3.
20 N
to the
left
60 N
to the
right
A.
B.
C.
4. How do forces affect objects?
©2012, TESCCC
11/26/12
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Net Forces KEY
Answer and record the following information for each diagram below.
A. Calculate and record the net force.
B. Are the forces balanced or unbalanced?
C. How are the forces affecting the motion of the object?
1.
25 N
to the
left
25 N
to the
right
A. 0 N
B. Balanced
C. The object is not moving.
100 N
to the
right
50 N
to the
right
A. 150 N
B. Unbalanced
C. The object is moving to the right.
20 N
to the
left
60 N
to the
right
A. 40 N
B. Unbalanced
C. The object is moving to the right.
2.
3.
4. How do forces affect the motion of objects?
Balanced forces can change the shape of an object, keep an object at a constant speed, or
keep an object at rest. Unbalanced forces cause objects to accelerate- starting, stopping,
speeding up, slowing down, or changing direction.
©2012, TESCCC
04/22/13
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Force Mass Acceleration
Cards
F = 28N
F = 694N
M = 2000kg
A = 32m/s2
F = 150N
F =333N
M = 1000kg
A = 15m/s2
F = 800N
M = 5kg
M = 245kg
A = 10m/s2
F = 74N
M = 34kg
M = 52kg
A = 20m/s2
F = 225N
M = 78kg
A = 2m/s2
A = 33m/s2
F = 564N
M = 127kg
A = 5m/s2
A = 50m/s2
F = 3000N
M = 721kg
A = 25m/s2
--------------------
©2012, TESCCC
04/22/13
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Data Sheet
Force, Mass, Acceleration
Problem
Force (N)
Example
350 N
Acceleration (m/s2)
Mass (kg)
÷
35 kg
=
10 m/s2
1
2
3
Force (N) = mass (kg) x acceleration (m/s2)
F
Acceleration (m/s2) = force (N) ÷ mass (kg)
m
a
Mass (kg) = force (N) ÷ acceleration (m/s2)
F=ma
a = F/m
a = 350/35
a = 10 m/s2
a=F/m
m=F/a
Data Sheet
Force, Mass, Acceleration
Problem
Force (N)
Example
350 N
Acceleration (m/s2)
Mass (kg)
÷
35 kg
=
10 m/s2
1
2
3
Force (N) = mass (kg) x acceleration (m/s2)
Acceleration (m/s2) = force (N) ÷ mass (kg)
F
m
Mass (kg) = force (N) ÷ acceleration (m/s2)
F=ma
©2012, TESCCC
a
a = F/m
a = 350/35
a = 10 m/s2
a=F/m
m=F/a
04/22/13
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Check For Understanding
Force, Mass, Acceleration
Use the following equation to answer the questions below. Be sure to show your work,and don’t
forget to label the units! Fill in the triangle to help with your calculations.
Force (N) = mass (kg) x acceleration (m/s2)
1. A remote-control car has a mass of 1.5 kg. Its electric motor accelerates the car at 6 m/s2. What
force does the motor provide?
Force:
Mass:
Acceleration:
2. 2000 N of force cause an elevator to accelerate at 2 m/s2? What is the mass of the elevator?
Force:
Mass:
Acceleration:
3. A bow applies 25 N of force to an arrow with a mass of 2 kg. What is the acceleration of the
arrow?
Force:
Mass:
Acceleration:
©2012, TESCCC
08/21/12
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Check For Understanding
Force, Mass, Acceleration KEY
Use the following equation to answer the questions below. Be sure to show your work and don’t
forget to label the units! Fill in the triangle to help with your calculations.
Force (N) = mass (kg) x acceleration (m/s2)
1. A remote-control car has a mass of 1.5 kg. Its electric motor accelerates the car at 6 m/s2. What
force does the motor provide?
Force: 9 N
Mass: 1.5 kg
Acceleration: 6 m/s2
F = 1.5 x 6
F=9N
2. 2000 N of force cause an elevator to accelerate at 2 m/s2? What is the mass of the elevator?
Force: 2000 N
Mass: 1000 kg
Acceleration: 2 m/s2
M = 2000 ÷ 2
M = 1000 kg
3. A bow applies 25 N of force to an arrow with a mass of 2 kg. What is the acceleration of the
arrow?
Force: 25 N
Mass: 2 kg
Acceleration: 12.5 m/s2
A = 25 ÷ 2
A = 12.5 m/s2
©2012, TESCCC
04/22/13
page 1 of 1
Grade 8
Science
Unit: 05 Lesson: 01
Effects of Unbalanced Forces
Problem:
How does increasing the height of a ramp affect the speed of a toy vehicle?
What do we already know about the effect of unbalanced forces on an object?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Hypothesis:
Restate your problem in an “If, then” statement that can be tested.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Materials:
identical books (6)
meter sticks (4)
toy vehicle (hot wheel-sized)
masking tape
timing device
calculators
Procedures:
1. Assemble a ramp with side rails using three meter sticks, tape, and three of the six identical
books. Make sure the metric side of the ramp is facing up.
2. Place a piece of tape on the floor to mark the end of the ramp.
3. Place the 4th meter stick (metric side facing up) on the floor with the zero next to the tape to
measure the distance beyond the ramp. (not in front of the ramp)
4. Place the vehicle at the top of the ramp, and let go when the timer yells, “START!”
5. The timer will stop the time when the vehicle comes to a stop. Measure the total distance (cm) the
vehicle traveled. Note where the measuring begins (front or back of car). What does that tell you
about measuring where the car stopped? Think about it.
6. Record the time and distance data for the three book ramp on your data table. This becomes the
control to which everything else is compared.
7. Repeat steps 4–6 two more times for a total of three trials. Calculate the average time and
distance, and record them on the data table.
©2012, TESCCC
04/22/13
page 1 of 5
Grade 8
Science
Unit: 05 Lesson: 01
8. Assemble the ramp using four identical books.
9. Repeat steps 4–7.
10. Continue the process repeating steps 4–7 for five books and six books.
11. Use the average time and average distance to calculate the speed of the vehicle with three, four,
five, and six books. S= d ÷ t (SHOW ALL CALCULATIONS.) Record the speed on the data table.
Observational Data:
Distance in cm
# of
books
3
Trial 1
Trial 2
Trial 3
Avg
Distance
Trial 3
Avg
Time
4
5
6
Time in sec
# of
books
3
Trial 1
Trial 2
4
5
6
Speed in cm/sec
# of
books
Speed
3
4
5
6
©2012, TESCCC
04/22/13
page 2 of 5
Grade 8
Science
Unit: 05 Lesson: 01
Use the average distance and average time data to construct a scatter plot. To make a scatter plot,
mark points using four different colors to represent ramps with three, four, five, and six books. Include
a key, and don’t forget the units on the axes. Look for patterns in the data.
Y-axis:________________(
)
TITLE: _________________________________________________________
Key:
3 Books
4 Books
5 books
6 books
X-axis:_______________ (
Color
____________
____________
____________
____________
)
Use the data from the speed table to construct a graph showing the relationship between the
variables listed below. Look for patterns.
Control: What are you comparing the changes to?
Independent Variable (x-axis): What are you changing or testing?
©2012, TESCCC
04/22/13
page 3 of 5
Grade 8
Science
Unit: 05 Lesson: 01
Dependent Variable (y-axis): What are you measuring to see if the changed variable resulted in
a difference?
Y-axis:________________(
)
TITLE: _________________________________________________________
X-axis:_______________
Individual Assignment: Complete the analysis of results and conclusion in your notebook.
Analysis of Results:
Compare and contrast the speeds of the vehicle on the different height ramps. Think about the
following:
Analyze your data. What patterns do you observe?
Did the speed on ramps with books four, five, and six differ from the speed on three books?
What forces are acting on the vehicle? Did the forces change?
What stayed the same in the experiment?
What changed in the experiment?
How did the changes affect the vehicle?
Was there any energy involved? If so, how?
Was your hypothesis proven correct or incorrect?
Conclusion:
Explain the results of your investigation by making an inference based on the observational data,
graphs, and analysis of results.
Think about the following:
What caused the results?
Did the vehicle accelerate? Why or why not?
©2012, TESCCC
04/22/13
page 4 of 5
Grade 8
Science
Unit: 05 Lesson: 01
If your hypothesis was proven correct, what is the relationship between the dependent and
independent variable?
If your hypothesis was proven incorrect, what is the relationship between the dependent and
independent variable?
What are some other variables that may have affected the outcome of your experiment?
Based on this experiment, what other wonderings come to mind?
*Include the scientific terms from our unit in your explanation to demonstrate your understanding of:
the difference in speed, velocity, and acceleration and how unbalanced forces affect the speed and/or
direction of an object’s motion. Include potential energy and kinetic energy in your explanation.
©2012, TESCCC
04/22/13
page 5 of 5
Grade 8
Science
Unit: 05 Lesson: 01
Effects of Unbalanced Forces Sample Data
Problem:
How does increasing the height of a ramp affect the speed of a toy vehicle?
What do we already know about the effect of unbalanced forces on an object?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Hypothesis:
Restate your problem in an “If, then” statement that can be tested.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Materials:
identical books (6)
meter sticks (4)
toy vehicle (hot wheel-size)
masking tape
timing device
calculators
Procedures:
1. Assemble a ramp with side rails using three meter sticks, tape, and three of the six identical
books. Make sure the metric side of the ramp is facing up.
2. Place a piece of tape on the floor to mark the end of the ramp.
3. Place the fourth meter stick (metric side facing up) on the floor with the zero next to the tape to
measure the distance beyond the ramp. (not in front of the ramp)
4. Place the vehicle at the top of the ramp, and let go when the timer yells, “START!”
5. The timer will stop the time when the vehicle comes to a stop. Measure the total distance (cm) the
vehicle traveled. Note where the measuring begins (front or back of car). What does that tell you
about measuring where the car stopped? Think about it.
6. Record the time and distance data for the three book ramp on your data table. This becomes the
control to which everything else is compared.
7. Repeat steps 4–6 two more times for a total of three trials. Calculate the average time and
distance, and record them on the data table.
8. Assemble the ramp using four identical books.
9. Repeat steps 4–7.
©2012, TESCCC
04/2213
page 1 of 4
Grade 8
Science
Unit: 05 Lesson: 01
10. Continue the process repeating steps 4–7 for five books and six books.
11. Use the average time and average distance to calculate the speed of the vehicle with three, four,
five, and six books. S= d ÷ t (SHOW ALL CALCULATIONS.) Record the speed on the data table.
Observational Data: SAMPLE DATA
Distance in cm
# of
Books
Trial 1
Trial 2
Trial 3
3
30
35
40
Avg
Distance
35 cm
4
40
42
44
42 cm
5
50
51
52
51 cm
6
45
48
43
45.3 cm
Time in sec
# of
Books
3
Trial 1
3
Trial 2
2.5
Trial 3
2
Avg
Time
2.5 s
4
2.5
2.6
2.4
2.5 s
5
2.6
3
2.8
2.8 s
6
3
3.4
3.2
3.2 s
Speed in cm/sec
# of
books
3
Speed
14 cm/s
4
16.8 cm/s
5
18.2 cm/s
6
14.15 cm/s
Use the average distance and average time data to construct a scatter plot. To make a scatter plot,
mark points using four different colors to represent ramps with three, four, five, and six books. Include
a key, and don’t forget the units on the axes. Look for patterns in the data.
©2012, TESCCC
04/2213
page 2 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Key:
Code:
3 books
4 books
5 books
6 books
blue diamond
red square
green triangle
purple x
Use the data from the speed table to construct a graph showing the relationship between the
variables listed below. Look for patterns.
Control: What are you comparing the changes to?
Independent Variable (x-axis): What are you changing or testing?
Dependent Variable (y-axis): What are you measuring to see if the changed variable resulted in
a difference?
©2012, TESCCC
04/2213
page 3 of 4
Grade 8
Science
Unit: 05 Lesson: 01
Individual Assignment: Complete the analysis of results and conclusion in your notebook.
Analysis of Results:
Compare and contrast the speeds of the vehicle on the different height ramps.
Think about the following:
Analyze your data. What patterns do you observe?
Did the speed on ramps with books four, five, and six differ from the speed on three books?
What forces are acting on the vehicle? Did the forces change?
What stayed the same in the experiment?
What changed in the experiment?
How did the changes affect the vehicle?
Was there any energy involved? If so, how?
Was your hypothesis proven correct or incorrect?
Conclusion:
Explain the results of your investigation by making an inference based on the observational data,
graphs, and analysis of results.
Think about the following:
What caused the results?
Did the vehicle accelerate? Why or why not?
If your hypothesis was proven correct, what is the relationship between the dependent and
independent variable?
If your hypothesis was proven incorrect, what is the relationship between the dependent and
independent variable?
What are some other variables that may have affected the outcome of your experiment?
Based on this experiment, what other wonderings come to mind?
*Include the scientific terms from our unit in your explanation to demonstrate your understanding of:
the difference in speed, velocity, and acceleration and how unbalanced forces affect the speed and/or
direction of an object’s motion. Include potential energy and kinetic energy in your explanation.
©2012, TESCCC
04/2213
page 4 of 4