Download 7thMotionfinal_Oct

I.
Grade Level/Unit Number: 7th grade
II.
Unit Title:
III.
Unit Length: 32-40 days, based on 60 minute class periods
IV.
Essential concepts: (major goals & learning outcomes)
Motion & Forces

What variables are used to calculate speed and velocity?

What is the relationship between velocity and acceleration?

What are the differences between balanced and unbalanced forces?

What are Newton’s Three Laws of Motion?

How do simple machines make work easier?

How is the force direction changed by a simple machine?

What is the mechanical advantage provided by each of the simple machines?
V.
Objectives Included:
Unit Title: Motion & Forces
Number
1.01
1.02
1.03
1.04
1.05
1.06
7th grade
Number of Days:
32-40 days
Competency or Objective
RBT Tag
Identify and create questions and hypotheses that can be
A3
answered through scientific investigations.
Develop appropriate experimental procedures for student and
A3
teacher generated questions.
Apply safety procedures in the laboratory and in the field
A3
studies:
 Recognize potential hazards.
 Safely manipulate materials and equipment.
 Conduct appropriate procedures.
Analyze variables in scientific investigations:
A3, A4
 Identify dependent and independent.
 Use of control
 Manipulate
 Describe relationships between
 Define operationally
Analyze evidence to:
A3, A4
 Explain observations
 Make inferences and predictions
 Develop the relationship between evidence and
explanation
Use mathematics to gather, organize, and present quantitative A2, A3
data resulting from scientific investigations:
 Measurement
Motion- 10/2008
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1.07
1.08
1.09
2.01
2.02
2.03
2.04
6.01
6.02
6.03
7th grade
 Analysis of data
 Graphing
 Prediction models
Prepare models and/or computer simulations to:
 Test hypotheses
 Evaluate how data fit
Use oral and written language to:
 Communicate findings
 Defend conclusions of scientific investigations
Use technologies and information systems to:
 Research
 Gather and analyze data
 Visualize data
 Disseminate finding to others
Explore evidence that “technology” has many definitions.
 Artifact or hardware
 Methodology or technique
 System of production
 Social-technical system
Use information systems to:
 Identify scientific needs, human needs, or problems
that are subject to technological solution.
 Locate resources to obtain and test ideas.
Evaluate technological designs for:
 Application of scientific principles.
 Risks and benefits
 Constraints of design
 Consistent testing protocols
Apply tenets of technological design to make informed
consumer decisions about:
 Products
 Processes
 Systems
Demonstrate ways that simple machines can change force.
Analyze simple machines for mechanical advantage and
efficiency.
Evaluate motion in terms of Newton’s Laws
 The force of friction retards motion
 For every action there is an equal and opposite
reaction
 The greater the force, the greater the change in
motion.
 An object’s motion is the result of the combined effect
of all forces acting on the object.
 A moving object that is not subjected to a force will
continue to move at a constant speed in a straight line.
 An object at rest will remain at rest.
 An object’s motion is always judged relative to some
Motion- 10/2008
A6
A3, A4
A3
A2, B2
A3
A5
A3
B2
B4
B5
2
other object or point.
Analyze that an object’s motion is always judged relative to
some other object or point.
Describe and measure quantities that characterize moving
objects and their interactions within a system:
 Time
 Distance
 Mass
 Force
 Velocity
 Center of mass
 Acceleration
Investigate and analyze the real world interactions of balanced
and unbalanced forces:
 Sports and recreation
 Transportation
 The human body
6.04
6.05
6.06
B4
C4
B4
VI.
English Language Development (ELD)/ Exceptional Children (EC)
Modifications appear in gray boxes throughout the unit. Additional handouts and
diagrams will appear after each unit. ELD modifications are mainly for novice lowintermediate low Limited English Proficient (LEP) students.
VII.
Materials and Equipment:
The following is a list of all materials needed to complete the entire Motion Unit.
Consult individual lessons for specific materials lists.
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Stop watches – at least one per collaborative group
Metric measuring tape for track measurements
Chalk or cones for marking the track
Calculators for each student
3 meters of ramp material (*any material will work, just stay consistent)
Metal balls of different sizes (marbles, hot wheels, bouncy balls, things that roll)
Scale or balance
Wooden block or solid flat object with ring through which a string can be tied
Spring scale that measures in Newtons
String
Weights or heavy objects to place on the block
3-4 Textbooks
Graph paper
One toy car that can roll, (such as a Hot Wheels car)
The following materials will be optional for students to choose from:
o Straws, toothpicks, bubble wrap, books, bricks, fabric pieces, foam strips,
carpet strips, tile strips, paper towels, cardboard, plastic wrap
Rulers or yard sticks
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Balloons
Styrofoam meat trays
Flexible straws
Push pins
Scissors
Masking tape or transparent tape
A variety of household items that act as simple machines including the following:
Nutcracker, screwdriver, broom, pulley, board, wood cutting
wedge/doorstop, hammer – with a claw on the back to pull nails, large
construction screw (one with threads that are easily seen far away), wood
cutting wedge, and doorstop
Index cards
Short, thick screw & long, thin screw
Handouts from this unit
VIII. Big Idea- Motion & Forces
A force is a push or pull on an object that can either cause it to start moving,
change direction or slow down until it finally stops. Forces always act in pairs. Balanced
forces are opposite in direction and equal in size which causes no change in motion.
Objects will either remain at rest or continue to move at a constant velocity, unless
acted upon by additional forces. Thus, unbalanced forces cause a change in motion.
An object is said to be in motion if it is changing its position with respect to a
frame of reference whose position appears to be stationary. Speed is a comparison of
the change in distance over time. Velocity describes speed in a given direction. A
change in speed or direction is acceleration. The constant change in speed is an
example of acceleration or deceleration (negative acceleration).
For an object in motion will continue to keep moving at a constant velocity unless
acted on by an outside force. In real world situations, what causes an object to come to
a stop is a force that will oppose the motion (friction). When objects are in contact with
each other, friction will act in the direction opposite to the motion and change the motion
of the moving object.
Gravity is a universal force that causes objects to be attracted to each other.
When no other outside force, such as friction or air resistance, acts upon a falling
object, its speed increases. An object constantly gains speed for every second it falls
until it reaches a maximum speed, which differs depending upon the shape of the object
and the friction with the air.
Sir Isaac Newton is credited with describing laws of gravity and motion. His three
laws of motion explain objects at rest, constant motion, and acceleration due to
balanced or unbalanced forces exerted on objects. The first law describes inertia, the
tendency of an object to remain in motion or stay at rest. The second law explains the
dynamics of unbalanced forces. The third law notes that for every action (force), there is
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an equal and opposite reaction. Newton’s Laws have been important in describing the
motion of falling objects, projectile motion, planetary motion and the gravitational effects
of objects upon each other.
People use simple and complex machines to perform “everyday” tasks, which
require a force to move objects. The amount of effort saved when using machines is
called mechanical advantage. Machines can make work seem to be easier by changing
the size or direction of an applied force. Each machine makes work easier by providing
some trade-off between the force applied and the distance over which the force is
applied. Through a better understanding of forces and motion, scientists and engineers
have been able to design more efficient systems related to sports, recreation,
transportation and human health.
IX.
Notes to the teacher/ storyline
The first set of lessons begins with a lesson on speed, velocity and acceleration. It will
provide a basic foundation around observing & measuring movement. Students will be
collecting data, creating data tables and calculating speed and velocity. The next set of
lessons focus on Newton’s laws of motion. Students will collect data on velocity,
acceleration and force. They will be introduced to and practice solving equations related
to Newton’s laws of motion. For the set of lessons on simple machines students will use
a spring scale to measure force, effort, resistance and mechanical advantage.
Additional resources, websites, a culminating activity and a unit assessment are located
at the end of the unit.
X.
Global Content – 21st Century Skills
Lesson-Location-Activity Title
Speed–elaborate-discussion
Inertia-engage-ball toss
Accel-explore-exper design
Inertia-elaborate-exper discuss
Speed–elaborate-datachart
NewLaws-exten-lab report
7th grade
NCSCOS
Grade 7
1.01,
1.02,
1.08,
6.01
1.10
1.04,
6.05
1.09
21st century skills
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant
and irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
database programs
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Speed-evaluate-datatable
1.07
Inertia- engage–videos
1.08
2.04
Inertia-evaluate-testing device
1.02
SmplMach-exten-Rube Gold
1.03
1.08
1.09
1.08
1.09, 2.02
SmplMach-explore-screw
NewLaws-exten-lab report
1.03, 1.05
1.05
Inertia–engage-friction
SmplMach-exten-graphic org.
1.10
Lesson-Location-Activity Title
NCSCOS
Grade 7
1.07, 1.08
New2nd-extension-foldable
1.10
Velocity- elaborate-description
Velocity-elaborate-comments
New2nd-extension-lab report
NewLaws-evaluate-questions
1.07,
1.08, 1.10
1.10
2.04,
6.06
1.10
2.03
1.05
1.09
7th grade
Developing visual aides for
presentations
Using a computer for
communication
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until a job is completed
Working independently
Developing career interest/goals
Responding to criticism or
questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills – Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
21st century skills
Locating and choosing
appropriate reference materials
Reading for personal learning
Language Skill – Writing
Using language accurately
Organizing and relating ideas
when writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
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Speed- engage-demonstrate
Inertia–evaluate–testingdevice
SmplMach-explore-screw
Speed-engage-demo
Inertia-evaluate-testing device
Accel–engage–video segment
New2nd–explore-ramp activity
Accelerate-engage-video seg.
SmplMach-exten-Rube Gold
New3rdlw-explore-ballooncar
SmplMach-exten-Rube Gold
7th grade
1.01,1.05
1.02
1.05,
1.07,
1.10,
2.03,
6.03
1.06,
6.02,
6.04,
6.06
1.09
forms of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results
Developing strategies to address
problems
Developing an action plan or
timeline
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I.
Grade Level/Unit Number: 7th grade
II.
Unit Title:
III.
Unit Length: ~9 days
IV.
Objectives Included:
Speed, Velocity & Acceleration- (3 lessons)
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.07, 1.08, 1.09, 2.01, 2.03, 6.04, 6.05, 6.06
Language Objectives: The student will…
 Use comparative adjectives to describe data. (Example, runner A was
faster than runner B, etc.)
 Use ordinal numbers to describe results. (Example, walker A was first
and walker B was second.)
V. Materials
 Stop watches – at least one per collaborative group
 Meter measuring tape for track measurements
 Chalk or cones for marking the track
 Calculators for each student
 Data tables
VI. Notes to Teacher
The following 3 lessons are separate but intended to be done sequentially
with speed being first, velocity being second and acceleration third
Students must work in collaborative groups of 3 or 4 students in order to
effectively experience and learn the concepts associated with speed,
velocity, and acceleration. The concepts experienced and learned
through
the investigations are the foundation to understanding Newton’s
Laws.
Students need a science folder or notebook in which to keep notes, data tables,
definitions and reflections from the investigations.
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Lesson Title – Speed
Focus Objectives:
6.04 Analyze that an object’s motion is always judged relative to some other
object or point.
6.05 Describe and measure quantities that characterize moving objects and their
interactions within a system:
 Time
 Distance
 Mass
 Force
 Velocity
 Center of mass
 Acceleration
Length of lesson: 3 days
Materials:
 Stop watches – at least one per collaborative group
 Meter measuring tape for track measurements
 Chalk or cones for marking the track
 Calculators for each student
 Data tables
 Students need a science folder or notebook in which to keep notes, data tables,
definitions and reflections from the investigations.
Engage Have students a point in the front of the classroom (marked as point A with a sign) and
a point in the back of the classroom (marked with point B) with a sign in meters. (Have
this be a straight path.) Allow the class to make observation for each situation about
position, time, movement, location, etc. Have 2 students act out the following situations:
1) Ask a student to stand at point A. Ask another student to stand at point B.
 Have students describe the positions of the students in the demonstration.
Listen carefully for how they define the position.
2) Ask student at point A to walk at a steady rate toward point B.
 Have students explain what just happened. Describe what they saw.
What did the students change? (position in the classroom)
3) Ask students to return to point A. Now have the class observe as one student
walks to point B and the other student runs.
 What did the students change? (position in the classroom)
 How do we know student A and student B changed their position? (went
from front to back of classroom)
 How would you describe the term “movement”? (change in position)
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How do you know their position changed as they moved from point A to
point B? (position changed in reference to the objects, or background in
the classroom)
How would you define the term “point of reference”? (comparing moving
object to an object that is in a fixed position in the path of the moving
object)
Explore 1) Instruct student demonstrators to move from point A to point B at different rates,
one arriving at point B before the other.
2) Instruct students to discuss the following questions in collaborative groups:
 How do we know that student A arrived at point B before student B?
(Visual proof, less time, beat, etc.)
 Did both students move the same distance?(yes)
 What two measurements are needed to prove that student A “beat”
student B to point B? (distance walked and the time it took to move from
point A to point B)
 What is the relationship of the two measurements to one another in
determining which walker is faster? (The time it takes to move from point
A to point B – the distance - for each walker).
 What word describes the “rate” at which a person or an object moves from
one point to another? (speed)
An alternative engagement strategy for introducing the concept of speed is the Aesop’s
Fable - “The Tortoise and the Hare”. It is a great story for illustrating distance, time, and
speed.
Explain Provide time for each small group to explain their answer to at least one question.
Allow the other groups to explain why they disagree. Listen carefully to the answers
and provide clarification of misconceptions the students might have in reference to the
key terms introduced that should be highlighted in this opening activity: frame of
reference, position, distance, time and speed.
1. Allow students to write their definition of frame of reference, position, distance,
time and speed in their science notebook. Students should also place the
measurements in this activity in their notebook.
2. Have students measure the distance between point A and B and record the distance
the students are walking on the board in meters.
Distance=____meters
3. Assign a time keeper for each walker. Have the timekeepers record the time it takes
each student to walk the distance. Record the data on the board/notebooks.
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_______ went _____ meters in _______ seconds
_______ went _____ meters in _______ seconds
4. Ask students how to define speed? (Speed indicates how fast something is moving.
Speed indicates how far something goes in a given amount of time).
5. What relationship is there between the distance and the time?
 Develop a formula for determining the speed of each student? (Allow student
groups time to discuss, analyze and develop their response).
 Record responses and analyze the information provided by the groups. Lead
students through discussion and analysis to the distance ÷ time relationship.
Speed = distance ÷ time (speed is distance divided by time).
6. Can the speed of the two students be determined? (yes)
7. Have students calculate the speed of each walker.
 Instruct students to compare their answers with group members to validate
understanding and computation. Give each group a transparency to record how
they came up with their answer. Have a spokesperson from the group explain
the answer.
 Each group reports their answer to confirm class consensus
Emphasize the importance in writing the units within the calculations and label the
answer.
Elaborate In this activity students apply their ability to collect data, organize data, calculate speed
and analyze data to determine the fastest student power walkers. Power walking is
walking at a brisk pace with at least one foot consistently on the ground at all times.
Before beginning this investigation the teacher should:
 demonstrate power walking
 provide an opportunity for students to learn how to use stop watches as they
observe student movement
 discuss as a class the factors that affect the accuracy of timing moving objects
 Establish a power walking course in an appropriate area such as: sidewalk,
athletic field, gym, track field, etc. (course should be 10-20 meters in length).
This course must be in straight line to avoid a thorough discussion of
displacement.
 with the class participation, design a data table for collecting data (an example
is provided)
You may set the following activity up with a few students and give a class demonstration
or divide your class into groups and allow them to work together.
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1. Each collaborative group will determine the fastest power walker in their group.
 Collaborative groups report to the power walking track with data table
 Each group will need a stop watch for timing each member.
 Enter distance and time on the data table.
 Calculate the speed of each walker.
 Determine the fastest walker.
 Have the students journal in their notebook how they completed this collaboration
to determine the fastest power walker.
2. Enter each group winner’s data and calculated speed on the class data table (large
data table in central location for class entries). Students should continue the data
collection and analysis in their notebooks.
Name
Power Walking Data Table
Distance: d Time: t
Speed: s = d/t
(meters)
(seconds)
(meters/second)
Ranking from
fastest to slowest
3. Rank the group’s power walkers from fastest to slowest
4. Discuss difficulties in being accurate, factors affecting the race, and how these
obstacles are addressed in school and professional athletic evens such as track meets.
5. Provide an opportunity for the student to brainstorm ways to increase the accuracy in
track events. Implement key ideas in the next activity.
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Evaluate 1. Organize the winners for a “walk off” to determine the fastest power walker in the
classroom.
2. Have the students create a data to record the distance and time for each walker.
3. After collecting all data have the groups calculate the speed of each walker.
4. Gather information from each group and enter the data on the class data table.
5. Establish class ranks.
6. Continue to discuss and analyze speed problems such as:
a. A student walks 100.m in 70.s. What is the student’s speed?
 s = d/t
 s = 100m/70s
 s = 1.4m/s
b. A bird flies 5km (5000.km) in 10.minutes (600.s). What is the bird’s speed?
 s = d/t
 s = 5000.0m/600s
 s = 8.33m/s
c. What is the distance of a car which travels at 50.0km/hour for 3.hours?
 s = d/t
 d = st
 s = 50.0km/hr * 3hr
 s = 150km
d. What is the time needed for a car to travel 300.km when traveling 60.km/hr?
 s = d/t
 t = d/s
 s = 300.km/60km/hr
 s = 5.0hr
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Lesson Title – Velocity
Focus Objectives:
6.04 Analyze that an object’s motion is always judged relative to some other
object or point.
6.05 Describe and measure quantities that characterize moving objects and their
interactions within a system:
 Time
 Distance
 Mass
 Force
 Velocity
 Center of mass
 Acceleration
Length of lesson: 2 days
Materials:
 Stop watches – at least one per collaborative group
 Meter measuring tape for track measurements
 Chalk or cones for marking the track
 Calculators for each student
 Data tables
 Students need a science folder or notebook in which to keep notes, data tables,
definitions and reflections from the investigations.
Skills developed in collecting and organizing data, using stop watches, calculating
speed, and analyzing data will be used in learning about and calculating velocity.
Engage Pose the following questions to the students to answer in their notebooks: In the power
walking race if the starting line and finish line were reversed, would the results of the
race be affected? (No) Why? What factor would be changed? (Direction in which
walker is moving because of reversal of starting and ending points).
Explore 1)
Return to the power walking course.
2)
Ask students to mark the following directions on the course and Practice
finding: east (direction of sun rise), west (direction of sun set), north, and
south
3)
Ask students to determine the direction in which the walkers moved in the
race. How? Should they use a compass?
4)
What information could be included with the speed of each power walker to
more accurately describe their movement? (direction) Explain that the
change in position in a given direction is displacement.
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5)
6)
Emphasize to the students when describing speed with a direction this is
velocity. (In a straight line the speed in a given direction is velocity. Velocity
is the change in displacement divided by the change in time.)
Allow students to use the directions that they have marked on the course to
list the velocity for each participant from the speed lesson. Students will take
the calculated speed and add the direction to list the velocity. (Note: Velocity
is not simple if the students walked around a gym or track. If one complete
loop is made around a track, the displacement equals 0 thus the velocity is
zero.)
Explain Class challenge: Design a course in which 8 competitors power walk with half moving in
one direction and half moving in the opposite direction. Include safety measures to
prevent body collisions.
1. Select a walker from each collaborative group, or pick students for a class
demonstration.
2. Designate starting point and finish line for each walker
3. Have each group collect the following data for their walker: displacement
(distance and direction) and time and use that data to collect the velocity
4. Collect group data and enter the information on the class velocity data table #1.
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Velocity Data Table #1
Name
Displacement Time t
d (meters)
(seconds)
and direction
Velocity: v =
Ranking from
d/t
fastest to
(meters/second) slowest
and direction
Analyze the data for:
 Greatest velocity for each direction
 Greatest velocity
 Ranking velocity for each group from greatest to least velocity
Elaborate Write a description in the notebook of each group of walkers from the prospective of TV
sports commentator. Explain why velocity be a more accurate and clearer description
of the walkers than just speed.
Evaluate Have student discuss this situation in their notebook:
The following data was collected at the school track meet. Determine the speed of each
runner and enter the information in the chart provided. Once you calculate their speed,
rank the runners from 1 -4, with 1 being the fastest runner.
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Remind the students: The formula for velocity is:
Velocity = Displacement ÷ Time
Name
Displacement Time t
d (meters)
(seconds)
and direction
Emily
Jamella
Marquette
Fran
60 m East
60 m East
60 m East
60 m East
Velocity: v =
Ranking from
d/t
fastest to
(meters/second) slowest
and direction
10 sec
15 sec
8 sec
12 sec
What information would provide a more exact description of the movement of the
runners? ________________
What would you need to know in order to provide this information?_______
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Lesson Title – Acceleration
Focus Objectives:
6.04 Analyze that an object’s motion is always judged relative to some other
object or point.
6.05 Describe and measure quantities that characterize moving objects and their
interactions within a system:
 Time
 Distance
 Mass
 Force
 Velocity
 Center of mass
 Acceleration
Length of lesson: 2 days
Materials:
 Stop watches – at least one per collaborative group
 Meter measuring tape for track measurements
 Chalk or cones for marking the track
 Calculators for each student
 Data tables
 Students need a science folder or notebook in which to keep notes, data tables,
definitions and reflections from the investigations.
Skills developed in collecting and organizing data, using stop watches, calculating
speed, calculating velocity and analyzing data will be used in learning about and
calculating acceleration.
Engage Show a video segment of a car race, horse race, track meet or some type of
competition that is based on speed. You may be able to find a clip on the internet or
unitedstreaming.com. (If a video segment is not available, base the questions on the
power walking race performed by the class.)
Ask the following questions and consider having the students answer in their notebooks:
 Did all the racers move at the same speed? (no)
 Did the racers move at a constant speed from the beginning to the end of the
race? (no) How can this be concluded?
 As a group, illustrate and describe the race, emphasizing the starting point, point
at which one racer passed another, and the results at the finish line.
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Explore Sketch the diagram and chart on the board:
Timer:
A
Time in
seconds:
____
B
_____
C
____
D
____
E
____
Assign a student to be the power walker and 6 students to be timers. Each timer will
record the time it takes the power walker to move from the starting line to the timer’s
assigned position along the track.
Timer A – 2 meter mark
Timer B – 4 meter mark
Timer C – 6 meter mark
Timer D – 8 meter mark
Timer E – 10 meter mark (finish line)
Return to the power walking course:
 The power walker reports to the starting line.
 All timers position themselves at their appointed distance from the starting line.
 All timers begin timing at the “go” signal and stop timing when the power walker
reaches the timer’s assigned position on the track.
 Timers record their data on the data sheet. Transfer the data to the class data
table and have students recreate this in their notebooks.
 Provide students with the formula to solve for velocity. Allow students to
complete calculations in their notebooks.
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Velocity = displacement
time
A
Velocity Data Table #2
Displacement d
Time t (seconds)
(meters) and
direction
Starting line
(0 meters)
2 meters
B
4 meters
C
6 meters
D
8 meters
E
10 meters
Timer
Velocity: v = d/t
(meters/second)
and direction
Explain Have each group use the data entered on the class data table and compute the velocity
of the walker at each segment of the track and discuss the following questions:
1)
2)
3)
4)
5)
6)
7th grade
What was the velocity of the walker at the starting line? (0m/sec)
How can the point at which the walker was increasing their velocity be
determined? (Comparing the velocity between each two meter segments of
the track).
How will you determine at what point the walker increased their speed the
greatest amount? (subtract the velocity between each two meter segment):
Starting line and 2 meter,
2 meters and 4 meters,
4 meters and 6 meters,
6 meters and 8 meters,
8 meters and the finish line
When did the walker begin to slow down?
How do we know that the velocity of the walker was not a constant velocity?
(Data proves the velocity changed along track).
What is a word that describes a change in velocity such as a car going from 0
to 60mph or a walker going from 0m/sec to 3m/sec?
(Acceleration)
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Elaborate –
By referencing information on the data table explain the formula
Acceleration= Δ velocity/Δ time
(A= Δv/Δt)
(acceleration = change in velocity divided by change in time)
Another way of expressing the formula:
velocityf (final velocity) – velocityi (initial velocity)
time
Acceleration = (Vf –Vi )÷ T
Example:
Jan ran from the staring line to the 6 meter mark in 6 seconds. She ran from the 6
meter mark to the 10 meter mark in 2 seconds. What is Jan’s acceleration from the
6 meter mark to the 10 meter mark?
Acceleration = Δ velocity/time
6 meters/6 seconds = 1m/sec
4 meters/2 seconds = 2m/sec
Acceleration = 2m-1m/sec/sec = 1m/sec2
Evaluate Discuss how acceleration is measured and what units should be used for acceleration.
Ask students if acceleration should have a direction.
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I.
Grade Level/Unit Number: 7th grade
II:
Unit Title:
III.
Unit Length: 2 days
IV.
Objectives Included:
The Law of Inertia: Newton’s First Law of Motion
1.01, 1.02, 1.03, 1.05, 1.06, 1.07, 1.08,1.09, 2.03, 6.03
Language Objectives: The students will…
 Write a hypothesis.
 Use a KWL chart record prior knowledge, questions, and information
learned from experimentation and media.
V. Materials Needed: (per team of 2-3 students)
 Stopwatch (digital watch)
 3 meters of ramp material*
 (*any material will work, just stay consistent)
 Metal balls of different sizes (marbles, hot wheels, bouncy balls, things that roll)
 Balance
VI. Notes to Teachers
Upon completion of this lesson, students will have a working knowledge of
Newton’s 1st Law – the Law of Inertia. The activity will utilize the concepts of
velocity, acceleration and mass, to understand their effects on the force exerted
by an object.
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Lesson Title – Newton’s First Law of Motion
Focus Objectives:
6.03 Evaluate motion in terms of Newton’s Laws
 The force of friction retards motion
 For every action there is an equal and opposite reaction
 The greater the force, the greater the change in motion.
 An object’s motion is the result of the combined effect of all forces acting on
the object.
 A moving object that is not subjected to a force will continue to move at a
constant speed in a straight line.
 An object at rest will remain at rest.
 An object’s motion is always judged relative to some other object or point.
Length of lesson: 2 days
Engage Begin by tossing a ball across the classroom, shooting baskets at the trash can,
pushing a dry erase marker along the marker holder of the board, anything that involves
movement. Curiosity should get the best of your students and they will begin asking
you questions. “What are you doing?” “Why are you doing that?” Your answer should
be “Physics – I’m doing physics.” Whatever object is being moved; just keep moving it
over and over again. If the students don’t ask, then start up a discussion, while
continuing to toss the ball. “What am I doing?” “What things are affecting the
_______?” “How can I change the path of the ______?” Write the student’s answers
on the board. If gravity is not one of the answers given, then hold the ball in front of you
and drop it – then someone should say gravity. The brainstormed information is the
beginnings of a KWL activity. The K section considers what is known by the students
about the topic at hand. Other pre-assessment could be used to get the students
started. If available, have a student write the “known” information on a large piece of
paper and hang it on the wall for future reference. A KWL sheet is included as
attachment 1 or students may create a KWL chart in their notebook.
Begin explaining that the science of physics helps explain why objects stay still, why
they move and the factors that influence how they move. If it has movement associated
with it, there is physics at work. The science of physics was developed by many great
scientists, but some of the founding principles – known as the Laws of Motion – where
developed by Sir Isaac Newton. Students may know Newton for the concept of gravity.
For most everyday things, Newton’s Laws of Motion provide a good explanation as to
why things happen.
Refer back to the opening discussion and answers given by the students for the object
that was moving. Address each possible answer given in the aforementioned
discussion. Introduce the term force (a push or a pull) and its unit of measurement
(Newtons - N) – A Newton is the unit of measurement for a force needed to move a 1 kg
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mass, one meter per second per second (kg x m / s / s). This can be seen in the
equation for force: F = ma. Discuss how some forces act with the motion of an object,
while other forces work counter to the motion of an object. If the force applied in one
direction is equal to the force exerted in the opposite direction, the forces are balanced
and the object remains in one spot (balanced forces). If the force in one direction is
greater than the opposing force, the object will move (unbalanced forces). Newton’s
1st Law of Motion, also known as the Law of Inertia, states that “An object in
motion will remain in motion unless acted upon by another force, while an object
at rest will remain at rest unless acted upon by another force.” Some outside
force(s) acted against the object that you were initially moving at the beginning of this
lesson. The force(s) caused the object to stop. If the motion was the dry erase marker
sliding across the holder, explain that the force applied was your push while the force
working against the motion was friction. Friction is the force opposing motion caused by
the microscopic interaction between the surface of one object and the opposing surface
of the second object.
Most students are familiar with friction using the “rubbing your hands together example”.
Friction is felt in the form of heat. Explain that friction is also at work to stop an object
that is rolled or one that is thrown (air resistance is friction). Ask the students to suggest
ways that friction can be reduced. Explain that lipid-based molecules or lubricants (oils,
butter, and lotion) help coat the connections on surfaces thereby reducing the friction
between them.
After this introduction, ask the students – “As a scientist, or at least as a curious
student, what types of information about how the ___________ is moving would you like
to know?” Collect the legitimate information and summarize it for the class. This is the
W of KWL (What would you like to know, or learn). Complete the chart as with K
information.
Consider using video clips from TeacherTube, YouTube, or United streaming
movie: http://www.unitedstreaming.com/ (Always preview all videos for
appropriateness before presenting them to students.)
Laws of Motion
Introduction:
00:57
Gravity and Mass:
02:34
Inertia
01:52
First Law of Motion
02:09
Friction
02:13
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LEP Modification:
 Watch video clips one by one, discussing and explicitly pointing out key
concepts and vocabulary. Teachers can provide a note sheet or a
cloze activity to help students organize information. Enable closed
captioning.
Explore Discuss the basics of inertia. Many activities are available this is adjusted from A
Teacher’s Supplement to “Teaching Concepts in Physical Science Using a Learning
Cycle Approach” by P. Wish and T. Ritter from the University of North Carolina at
Pembroke.
This activity will enable students to investigate the concepts of velocity, acceleration and
force. Provide a basic lab set up for each group: ball, track (part elevated and part
level), stopwatch, and meter stick.
Have the students brainstorm what variables they need to calculate velocity. They
should name distance with direction and time. In order to use this, the velocity must
hold constant. If a ball was released from the elevated portion, rolls down, and then
along the level section, it would accelerate while the traveling down the track and then
roll at a constant rate on the level section. Help the students see they could measure
the distance between 2 places on the level track and the time to travel between these
points and find velocity. Have the students create their own data table. They may want
to look back at the velocity lab from this unit to see what is necessary. Students may
write up the procedure, data table, and analysis with multiple trails to get an average
velocity.
Next have the students brainstorm what variable they need to calculate acceleration.
Since they know that acceleration is a change in velocity, they know that they need 2
velocities. The velocity along the level track this they just measured is the final velocity.
Ask students what the initial velocity of the car is. The answer is zero. If they measure
the time from release till it hit the bottom of the ramp, this would be the time in which the
object accelerated. Have the students create their own data table. They may want to
look back at the acceleration equation from this unit to see what is necessary. Students
may write up the procedure, data table, and analysis with multiple trails to get an
average acceleration.
Finally have the students brainstorm what variable they need to calculate force. Since
they know that mass and acceleration is needed, they have acceleration and must
simply mass the object. Then the students may use F=ma to solve for the force.
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Explain Analyze the data from the different student teams. Discuss variances within the data.
Revisit the key terms of velocity, acceleration, force, inertia, and friction. Be sure to
correct any misconceptions that students have about these terms and how each is used
appropriately. Get the students to draw conclusions about how changing the height of
the initial force (ball, car, etc.) influences the physics of the second ball. Have students
develop some generalizations regarding how the objects in motion react to each other.
We now have the L (learn) part of the KWL that was started at the beginning of this unit.
Elaborate Change the parameters of the activity. Have the students pick one variable to change,
and have them develop a hypothesis regarding the influence the change will have on
the velocity, acceleration or force applied depending on the experiment. Collect data
and compare the data to the initial hypothesis. Discuss all the findings from the class,
and have students suggest ways to improve the experiments. Throughout this activity,
have students write their hypothesis, new experimental procedure, data, analysis, and
conclusion.
Evaluate Evaluate student understanding of the Law of Inertia by giving the following problem.
Have students build their own velocity (v), acceleration (a) and force (F) testing devices
using a variety of novel materials. (Pipes, troughs, angle iron, carpet scraps, Hot
Wheels track, marbles, croquet balls, skateboard wheels, billiard balls, etc.). Students
may either bring in materials from home, or the teacher can provide materials for their
use. The teacher should stress that the students may not reuse an example that was
previously used in class. Due to the variability of examples that can be developed in
one-school verses another, it will be up to the teacher’s discretion on the validity of the
student model. All devices must permit accurate measures of velocity, acceleration
and force using the stopwatch, balance and meter stick. In addition have students
explain in writing how reducing friction can be beneficial or potentially detrimental to
velocity, acceleration and force using real world examples.
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Topic: Newton’s First Law of Motion
K
W
L
What I Know
What I Want To Learn
What I Have Learned
(Attachment 1)
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I.
Grade Level/Unit Number: 7th grade
II.
Unit Title:
III.
Unit Length: 3 days
IV.
Objectives Included:
Newton’s Second Law of Motion
1.01, 1.02, 1.03, 1.05, 1.06, 1.07, 1.08,1.09, 2.03, 6.03, 6.06
Language Objectives: The student will…
 Create and read graphs to compare data.
 Write explanations or draw diagrams that explain how changing a
variable influences the results of an experiment.
V.








VI.
Materials Needed:
Wooden block or other solid flat-topped object with a hook or ring through which
you can tie a string
Spring Scale that measures in Newtons
String
Weights or heavy objects to place on the block
Wooden Ramp
4 Textbooks
Scale or balance
Graph paper
Teacher Notes:
This lesson will demonstrate the interactions between force, mass and
acceleration. The second law is the mathematical portion of Newton’s Laws of
Motion, and gives students a good visual example of how Force = mass x
acceleration.
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Lesson Title – Newton’s Second Law of Motion
Focus Objectives:
6.03 Evaluate motion in terms of Newton’s Laws
 The force of friction retards motion
 For every action there is an equal and opposite reaction
 The greater the force, the greater the change in motion.
 An object’s motion is the result of the combined effect of all forces acting on
the object.
 A moving object that is not subjected to a force will continue to move at a
constant speed in a straight line.
 An object at rest will remain at rest.
 An object’s motion is always judged relative to some other object or point.
6.06 Investigate and analyze the real world interactions of balanced and unbalanced
forces:
 Sports and recreation
 Transportation
 The human body
Length of lesson: 2 days
Materials Needed:
 Wooden block or other solid flat-topped object with a hook or ring through which
you can tie a string
 Spring Scale that measures in Newtons
 String
 Weights or heavy objects to place on the block
 Wooden Ramp
 4 Textbooks
 Scale or balance
 Graph paper
Engage Review Newton’s First Law of Motion—Newton’s First Law of Motion, An object in
motion will remain in motion unless acted upon by another force, while an object at rest
will remain at rest unless acted upon by another force.”
Ask students to discuss football. Have the students consider which is harder to move a
40kg student or an 80kg student. Also discuss why the 80kg student is harder (need
more force) to move (because of the greater mass). Have the students consider if it is
harder (need more force) to accelerate a 10kg object 1m/s2 or 2m/s2 (because of the
greater acceleration). This connection between mass and acceleration being linked to
force can lead to the discovery of the equation F=ma (Newton’s Second Law of Motion).
We also know that the unit of force is measured in Newtons (N) and can be calculated
by multiplying the mass of an object by its acceleration (F=ma). The Second Law of
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Motion is the mathematically robust portion of Newton’s Laws. The mathematical
relationship can be applied to any measurable thing that is in motion.
For example, our weight, as in scale weight, is actually a force. Weight is a combination
of the mass of an object multiplied by the acceleration due to gravity. On Earth, the
acceleration due to gravity is 9.8 meters/sec2. On other celestial bodies, however, the
acceleration due to gravity is different. This difference in gravitational acceleration was
observed first hand by astronauts as they bounded across the moon surface with little
effort. The physical mass of the astronaut (m) did not change, but the acceleration due
to gravity (a) pulling him toward the center of the moon was far less than on Earth.
Thus the force of gravity (F) acting on the astronaut by the moon is lower than the force
of gravity acting on the astronaut by the earth.
The force exerted by a moving object on something will change depending on how fast
it accelerates. For example, a 1500 kg car traveling at 2 m/sec2 will exert a force of
3000 N upon any object that it hits from F=ma. It is possible to get the same relative
force with a 1000 kg car traveling at 3 m/sec2, 1000 x 3 = 3000 N.
For a brief video about Newton’s Second Law go to
http://www.unitedstreaming.com/ and search: Exploring the Laws of Motion:
Show Newton’s Second Law of Motion (2:40)
Explore This section of the activity will allow students to see Newton’s Second Law in action.
Break students in to small groups. This activity will require 2-3 students. Place the
wooden ramp on top of the textbooks. Attach the string to the wooden block (or a flattopped object). Mass the block and string on the balance. Attach the spring scale to
the other end of the string. Slowly pull the block up the ramp. Record the force
(measured in Newtons) needed to pull the block to the top of the ramp. Record the
information on a table, a sample is provided below. Place additional objects on the
block, and mass the block and objects. Pull the block with added weight up the ramp at
the same relative speed as the first trial, and record the force from the spring scale.
Repeat the procedure for three additional masses and record all measurements on the
same table.
Sample Data Table
Mass m (kg)
Force F (N)
Block
Block with the object
Item 1
Item 2
Item 3
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Explain Remind the student of the following formula for students:
Force= Mass x Acceleration
Note that if you rearrange the equation by dividing by mass on each side you move to
F/m=a. Now you can graph the force needed to move the block on the x-axis against
the mass of the object on the y-axis.
Analyze the graph of force and mass. What type of line is made if you draw of line of
best fit through the data points? If the students pulled the block up the ramp at
approximately the same rate, then the points should connect to make a straight line.
Ask the students why? The answer is Newton’s 2nd Law, Force=Mass x Acceleration. If
the acceleration remains relatively constant, then the force needed to move an object
should be directly related to the mass of the object. Note that the slope of the F vs. m
line is the acceleration.
Elaborate To test how well Newton’s 2nd Law can be used, allow students to try to find
acceleration due to gravity on earth. To do, this students need to mass (measure in
grams and change to kilograms) several different objects. Next use the spring scale to
measure the force (measured in Newtons) needed to lift each object. Now that a force
and mass are known for each object, students can calculate the acceleration due to
gravity by graphing the F vs. m for all the objects on the same graph. Note that the line
of best fit is a straight line. Students may use their math skills to then calculate the
acceleration due to gravity on the earth, which are approximately 9.8m/s2.
Evaluate Students will need to display a working knowledge of Newton’s 2 nd Law by providing
written examples of F=ma using common household items. The teacher should choose
some items such as a broom, hammer, etc. and bring in for a class demonstration.
Examples need to also include changing one variable and explaining how the change of
one variable influences the other two.
For Example: A door. If you stand at the door and apply a small force, it may move a
little or not at all. If you apply greater force it will move faster (greater acceleration) and
may even shut.
Examples from students need to also include changing one variable and explaining how
the change of one variable influences the other two. (Push the door soft, it may or may
not move, push it harder it will move faster and maybe even close shut)
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See LEP modification box below for additional modifications.
LEP Modification:
 Provide specific visual samples to help students understand how they
should write their examples. For example:
A
B
Circle the variable has changed from picture A to picture B.
1. mass
2. acceleration
Circle the picture of the hammer that will use greater force.
Complete the sentences with the correct word.
Hammer________ will use greater force because it has more ____________.
Hammer ________ will use less force because it has less _____________.
Extensions Dueling Darts Activity
Concept: Newton’s Second Law tells us that if a similar force is applied to two distinctly
different masses, the object of greater mass will experience a lesser acceleration. If
you launch two projectiles at the same time from identical launchers (dart guns), the
differences in their paths should reflect differences in their masses.
Materials:
 2 identical toy store dart guns
 2 identical toy store darts
 2 spheres of identical diameter but vastly different mass (a steel ball and a cork
ball, or a glass marble and plastic ball). The diameter of the balls should be
comparable to the diameter of the suction cup surface of the dart.
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

1 roll of masking tape or sheet of contact paper.
10 meters of light string or yarn.
Safety Precautions:
You can do this activity as a demonstration or with small groups.
DO NOT ALLOW THE STUDENTS TO POINT THE GUNS AT EACH OTHER. Call
them projectile launchers and treat them as scientific apparatus, not toys!
Procedure:
Setup
1. Tape a different sphere to the end of each of the two darts. Cover the spheres
completely with tape so they look identical to one another. You may want to use
a sheet of contact paper and wrap the spheres onto the darts as if you were
wrapping a lollipop.
2. (optional) Tie a string to each dart just behind the suction cup. Attach the loose
ends of the strings to the projectile launchers at the trigger guard. The strings
should be long enough to allow for an unobstructed flight of the projectile, 5m
should do it. The strings will help to illustrate the path of the projectiles. They
can be added after an initial demonstration to help students see the difference.
3. Draw a target on the chalkboard or hang a paper target on the wall. Position the
target so that the class can see a profile of the projectile path. (The launchers
should not point toward anyone.) Position a “launch pad” (desk, podium, lab
table, chair back) some distance away from the target.
Demonstration:
1. Choose two students to be the designated projectile launcher operators. Give
them each a launcher and a dart. Do not allow them to handle the other person’s
dart.
2. Have the students take aim at the target from the launch pad. Make sure each of
the students keeps the wrist of their shooting hand in contact with the launch
pad.
3. Have the students launch their projectiles simultaneously on command.
4. Based on their projectile each group will make observations and form hypotheses
about why there are differences in the paths.
5. Repeat the launch a number of times and then add the strings.
Variations
A) Try different angles.
B) Try different heights.
C) Monitor the time of flight. (It should be the same if the darts are launched from
the same height when aimed parallel to the ground.)
D) Try A, B and C with projectiles of similar mass.
E) Do all of the above quantitatively. Make measurements. Layout a firing range in
your classroom with calibrations.
F) Point the launchers down from a reasonable height, 3 m would be great. These
results may surprise you.
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Explanation:
The object of greater mass will experience the lesser acceleration when pushed with a
comparable force. The springs supplying the force were manufactured under the same
conditions and should be nearly identical. If the projectiles are launched from the same
height from a launcher aimed parallel to the ground, they will have equal flight times.
Remember, the time they are in flight is determined by how far they have to fall to the
ground. The horizontal velocity resulting from the acceleration by the spring does not
affect the vertical acceleration due to gravity. Since the lighter dart is moving faster
when it leaves the launcher, it can travel further than the heavier dart in the same
amount of time. Launching the projectile from a higher point may buy you a little more
time for horizontal flight.
Changing the angle of the launch will sacrifice some of the horizontal velocity but may
buy you considerably more time by working against gravity in the vertical dimension. (It
wouldn’t be too difficult to figure out the optimal launch angle using this set-up and a
protractor.)
Consulted Works
University of Northern Colorado, Institute for Chemical Education, Physics
Fundamentals Workshop
Hewitt, Paul Conceptual Physics, seventh edition. Harper Collins, New York, 1993.
Holton, et al. Project Physics. Holt, Rinehart and Winston, New York, 1975.
Koebert, Joshua and Timothy James. “Let’s Be Cowboys” ICE PFW, Greely, CO,
1995.
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I.
Grade Level/Unit Number: 7th grade
II.
Unit Title:
III.
Unit Length: 7-8 days
IV.
Objectives Included:
Newton’s Laws of Motion
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03, 2.04, 6.03, 6.04, 6.05, 6.06
Language Objectives: The student will…
 use science vocabulary to communicate with group members during an
experiment.
 use graphic organizers to record notes about Newton’s Laws. Read
and follow directions to create a ramp.
V.
Materials Needed:
Each group will need:
 One toy car that can roll, (such as a Hot Wheels car), stopwatch, measuring
tape or ruler, masking tape, wood board
 The following materials will be optional for students to choose from:
 Straws, toothpicks, bubble wrap, books, bricks, fabric pieces, foam strips,
carpet strips, tile strips, paper towels, cardboard, plastic wrap
VI.
Notes to Teacher:
At this point, student should have a working knowledge of the 1st and 2nd Laws of
Motion. In this activity, several concepts from the first two laws as well as the
third law will be combined in a demonstration of Newton’s Laws of Motion in
action. Students can work in pairs or groups. You can assign tasks such as
recorder, architect, official measurer, and stopwatch controller. Encourage them
to design the ramp that would produce the slowest car. Students may need time
to brainstorm ideas and materials they plan to test. When measuring the distance
the car traveled, the students must measure from the front wheel of the car (at
the starting point) and end at the front wheel of the car (where the car actually
stops).
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Lesson Title – Newton’s Laws of Motion
Focus Objectives:
6.03 Evaluate motion in terms of Newton’s Laws
 The force of friction retards motion
 For every action there is an equal and opposite reaction
 The greater the force, the greater the change in motion.
 An object’s motion is the result of the combined effect of all forces acting on
the object.
 A moving object that is not subjected to a force will continue to move at a
constant speed in a straight line.
 An object at rest will remain at rest.
 An object’s motion is always judged relative to some other object or point.
Length of lesson: 7-8 days
Materials Needed:
Each group will need:
 One toy car that can roll, (such as a Hot Wheels car), stopwatch, measuring
tape or ruler, masking tape, wood board
 The following materials will be optional for students to choose from:
 Straws, toothpicks, bubble wrap, books, bricks, fabric pieces, foam strips,
carpet strips, tile strips, paper towels, cardboard, plastic wrap
EngageIntroduce Newton’s Laws of Motion. Explain and discuss what students think each law
means to them. Choose the law you want to focus on (or use all 3). Provide examples
that students can use and relate to, and allow them to fill in the graphic organizer(s)
attached. (Attachments 1, 2, & 3)
LEP Modifications:
 Actually bring in objects and demonstrate the three laws while you are
explaining or provide some other visual cues that will help LEP students
understand what is being said.
Explanations of each law:
Newton’s First Law: An object will keep doing whatever it is doing, whether it is sitting
still or moving, unless the forces acting on it become unbalanced. If you have ever left
your roller skate lying in the hallway, it will stay there until someone or something moves
it. If you are riding your skateboard and you hit a rock, the board will stop but you will
keep moving until something stops you.
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Newton’s Second Law: The smaller the mass of an object, the greater its acceleration
when a force is applied to the object. If you apply the same force to an object with a
small mass, like a tennis ball, and an object with a large mass, like a bowling ball, the
object with the small mass will accelerate more than the object with the large mass. The
greater the force applied to an object, the greater the object’s acceleration. If you drop a
heavy object and a light object at the same height, they will accelerate at the same rate
and hit the ground at the same time because the force of gravity is acting on the
objects.
Newton’s Third Law: When one object exerts a force on a second object, the second
object exerts a force back that is equal, but in the opposite direction. If you stand on a
skateboard and push against a wall, you will roll backwards. The wall pushes back on
you with the same force.
ExploreShare the attached activity for building the car ramp. (Attachment 4) Each group of
students will plan their own procedure for constructing a ramp that will produce the
slowest moving car. The students will conduct a minimum of at least 5 trials. After each
trial they will redesign their ramp and test the car. Provide several options of materials
that may be used to redesign the ramp after each trial.
During each trial they will collect the following data:
 *Height of the ramp
 *Time the car traveled
 *Total distance the car traveled
 *Average speed the car traveled
ExplainIntroduce and explain the vocabulary below. Provide examples to help them apply the
definitions to the activity.







7th grade
Inertia- is an object’s tendency to resist a change in motion. All objects
have inertia. The greater the mass, the greater its inertia and therefore the
larger the amount of force needed to overcome the inertia.
Time- how long the car will actually be moving. Units will be seconds.
Average speed- the distance traveled divided by the time of travel.
Friction- the force that opposes motion.
Force- the push or pull on an object.
Balanced force- When the net force on an object is zero. There will be no
change in the motion of an object. The object is either motionless or
maintaining a constant speed.
Unbalanced force- When the net force on an object is greater than zero.
There will be a change in the motion of an object. A motionless object will
begin to move, while an object already moving will change its speed and
or direction.
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37
LEP Modification:
 During the explanation, use visuals that will show examples of each
term or show short clips of video that illustrate the term. For example,
www.brainpop.com has several brief video clips to supplement the
explanation. Brain Pop also has a closed captioning feature and
several of the videos can be found in Spanish on Brain Pop’s Spanish
language version for students who need native language support.
* Explain how to use the data collected during the activity to solve for average speed.
Average speed = total distance travelled ÷ time. The units will be cm/sec.
ElaborateThe students will use the facts collected to fill in the data table.
First they will find the average speed for each trial, by substituting their times and
distances into the formula. They will then need to find the total average of all 5 trials.
The units will be centimeters/second. The groups will then sketch the ramp that
produced the slowest traveling car and list the materials that were used. Remind them
to make sure the diagram is labeled appropriately, so that the experiment can be
reproduced if necessary.
EvaluateQuestions for students to answer in groups and discuss as a class:
 What could you have done to further slow down your car?
 Which Newton’s Law can you relate to this activity? Why?
 How did the height of your ramp affect the movement of your car?
 Which factor slowed down your car the most?
 (height of the ramp or materials used)
 What forces were acting on the car?
 Where they balanced or unbalanced, and how do you know?
 Where did the forces become balanced?
 Where would the car have the greatest inertia?
Extensions Using the information student’s learned and gathered throughout the lesson have them
create a lab report using the template provided. (Attachment 5)
If additional reinforcement is needed a foldable project on balanced and unbalanced
forces is included. (Attachment 6) Provide a visual example to increase student
success.
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Newton’s First Law:
An object at rest tends to stay at rest and
an object in motion tends to stay in motion
with the same speed and in the same
direction unless acted upon by an
unbalanced force.
(Attachment 1)
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Newton’s Second Law:
The greater the force on a given object, then the greater the
change in motion (acceleration).
An object’s motion is the result of the combined effect of all
forces acting on an object.
(Attachment 2)
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Newton’s Third Law:
For every action there is an
equal and opposite reaction.
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(Attachment 3)
Names _____________________________________________________
Purpose: To design an experiment demonstrating acceleration and reinforcing
Newton’s Laws of Motion
Materials: toy car, stopwatch,
measuring tape or ruler, books,
masking tape, wood board
The following materials will be optional for students to choose from:
Straws, toothpicks, bubble wrap, waxpaper, bricks, fabric pieces, foam strips,
carpet strips, tile strips, paper towels, cardboard, plastic wrap, or sandpaper
Procedure: Design an experiment where you build a ramp for your car. The
purpose is to get the car to the bottom of the ramp in the slowest amount of
time.
RULES:
1. You must start your car at the top of the ramp.
2. The car must remain in motion until it leaves the ramp.
3. The car must completely leave the ramp before you stop the stopwatch.
4. You must have a minimum of 5 trials.
5. You may use any of the materials listed above or others available in the room.
6. You may change the height of your ramp if needed.
7. Do not push the car down the ramp, just let it go!
After designing your ramp you will place the car at the top. Before letting your
car go, get ready to record the following data for each trial.

The height of the ramp. Measure from the floor to the front wheel of the
car.

The time the car traveled. Start from the time the car is let go, at the top
of the ramp, until the time the car stops.

The total distance the car traveled. Start from the spot the car is let go, at
the top of the ramp, until the spot where the car stops. Use the front wheel
as the starting and ending point.

The average speed for each trial. Average speed = distance ÷ time
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(Attachment 4)
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Trial Ramp
#
Materials
Ramp
Height
(cm)
Distance
Traveled
(cm)
Time
Traveled
(sec)
Average Speed
(distance ÷ time)
(cm/sec)
1
2
3
4
5
Average:
Diagram:
Draw a sketch of the ramp that produced the slowest traveling car. Be sure to
label all the materials that were used.
Follow up questions:
1. What else can you do to make your car go slower?
2. Which Newton’s Law is shown in this activity?
3. How did the height of your ramp affect the movement of your car?
- What happened to the car when the ramp was taller?
- What happened to the car when the ramp was shorter?
(Attachment 4 continued)
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Lab Report
Date Lab Performed:
Unit - Motion
Lab: Race Car Ramp
Student Name:
The Lab Question:
Which type of ramp can produce the slowest car?
Student Hypothesis:
Materials you used:
Procedures/ Steps
Observations/Drawings
Conclusion/ Results: (how does your data support or reject your hypothesis)
* Explain 3 possible sources of error (factors that could have affected your results)
(Attachment 5)
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Use the foldable directions below to create a three-tab book about forces.
When folding, leave a small tab at the bottom for a title. The center flap will
be labeled forces and the end flaps will be labeled balanced and unbalanced
forces. When the flap is lifted write a definition for each of the three terms
and an example to reinforce the meaning. Opposite the definition, include a
hand drawn example to help someone visualize the term. Make sure to include
labels with your illustrations.
Three-Tab Book
1. Fold a sheet of paper horizontally, leaving
space at the bottom for a title.
2. With the paper horizontal, fold the right side
toward the center.
3. Fold the left side over the right side to make a
book with three folds.
4. Open the folded book and cut the top flap
only. This will form 3 flaps or tabs.
Rubric:
______
title
(Attachment 6)
7th grade
__________
_______
cover terms
definitions
________
examples
_________
illustrations
Foldable diagram adapted from Dinah Zike
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46
Forces:
definition:
example:
illustration:
Balanced Forces:
definition:
example:
illustration:
Unbalanced Forces:
definition:
example:
illustration:
(Attachment 6 continued)
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I.
Grade Level/Unit Number: 7th grade
II.
Unit Title:
III.
Unit Length: 4 days
IV.
Objectives Included:
Newton’s Third Law of Motion
1.01, 1.02, 1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.03, 6.03, 6.04, 6.05
Language Objectives: The student will…
 use media to define vocabulary related to Newton’s Third Law of
Motion.
 read and follow written directions to build a Rocket Racer, collect data
on an experiment and write a lab report using pictures, simple
vocabulary and newly learned terms.
V.



VI.
Materials Needed:
Stopwatches, rulers or yard sticks
each student needs:
balloon, 1 meat tray, 1 flexible straw, 4 push pins, scissors, tape
Notes to Teacher:
This activity most specifically addresses Newton’s Third Law of Motion. In
addition, the prior student knowledge of Newton’s 1 st Law will also assessed.
Before assembling the car, have the students connect the balloon and the straw
with tape. Ask them to inflate the balloon through the straw and listen for any
escaping air. It will be much more difficult to fix this once the straw and balloon is
attached to the car. Students can work in groups to collect data (time and
distance) for each other. They also need not worry about the tires on their car
being totally round, the purpose is not for them to turn like a wheel, but to just
provide lift off the ground.
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Lesson Title – Newton’s Third Law of Motion
Focus Objectives:
6.03 Evaluate motion in terms of Newton’s Laws
 The force of friction retards motion
 For every action there is an equal and opposite reaction
 The greater the force, the greater the change in motion.
 An object’s motion is the result of the combined effect of all forces acting on
the object.
 A moving object that is not subjected to a force will continue to move at a
constant speed in a straight line.
 An object at rest will remain at rest.
 An object’s motion is always judged relative to some other object or point.
Length of lesson: 4 days
Materials Needed:
 Stopwatches, rulers or yard sticks
 each student need to create a balloon racer: Students may experiment with
different recyclable materials. A variation of this lab may be found in NASA’s
Rocket Racer in Rockets: A Teacher’s Guide with Activities in Science,
Mathematics, and Technology.
EngageUse a movie to introduce this topic.
Visit- http://www.unitedstreaming.com/.
Search the United Streaming video- Basics of Physics, Exploring the Laws of
Motion. (21:16 minutes) This video goes over terms and formulas associated with
motion and gives real world applications. Segment four directly related to the
activity, but all segments are relevant and engaging. The video creates several
discussion topics which can lead into the following activity.
 Segment 1- Speed, velocity, acceleration & deceleration (4:16 minutes)
 Segment 2- Newton’s first law- force, friction, inertia (6:04 minutes)
 Segment 3- Forces, mass, momentum (2:34 minutes)
 Segment 4- Newton’s third law (3:00)
 Segment 5- Motion review (1:15)
 Segment 6- Video quiz (3:26)
LEP Modification:
 Watch the video segments one by one with the students, pausing to
point out and explain key vocabulary and concepts as you go.
 Enable the closed captioning feature on the video so students can hear
as well as see the words being spoken.
 Ask students to write down key points from the video as you write them
down on the board.
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ExploreShare the project for building the balloon race car with the students. Brainstorm
materials to use in making the car. Use a balloon taped to a straw as the “fuel” for the
car. Brainstorm ideas and designs. Record this in the science notebook.
Allow the students to explore in the design process and record their successes and
failures in their notebooks. Each student will construct their own car and practice
making it work. They may cut their car into any shape, and can have 4, 3, or 2 wheels.
Once the car has been completed, it would be ideal to practice run and race the cars on
a tile floor or smooth table, they will move much slower on a carpet floor.
Some students may want to add hubcaps or fancy details. Students are allowed to test
run and try it out before the official 1st trial. You may want to allow them one class period
to build and one class period to practice run and race their cars against each other.
LEP Modification:
 Though it is acceptable for LEP students to work individually on the car,
it may be helpful for novice English speakers to have a partner close by
with whom they can collaborate and from whom they can seek
clarification of directions.
ExplainAfter assembly of the cars discuss the vocabulary that will be used.
 Speed- the distance traveled by an object in a given amount of time.
 Motion- when the distance from another object is changing.
 Reference point- a place or object used for comparison to determine if something
is in motion.
 Distance- is the amount of space between two objects. Units will be meters.
 Time- how long the car will actually be moving. Units will be seconds.
Incorporate how the car is an example of Newton’s 3rd law- for every action there is an
equal and opposite reaction.
Let the students form groups and have their first trial run. Group members should give
each student only one turn. They need to record the distance the car traveled and the
time it continued moving, and record it on the data table. (Attachment 1)
After everyone’s first trial discuss the following questions:
 How did you know your car was moving?
 In which direction did you expect your car to move?
 What are some factors that may affect the movement of your car?
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ElaborateAllow students the opportunity to modify or make changes to their car and then proceed
to trial 2 and 3. They need to collect the same data and fill in the chart. Once all data is
collect practice application of the speed formula.
Speed = distance ÷ time.
Students need to calculate the speed of their car for all three trial runs. The final units
when calculating the speed of their car will be meters per second.
EvaluateQuestions to discuss during and after construction of the car:
 How did the movement of your car reinforce Newton’s 3rd law?
 What forces caused your car to move? To stop? To change direction?
 What are some examples of the friction that did or could have affected your car?
 What would happen to your car if there were no friction?
Using the information student’s learned and gathered throughout the lesson have them
create a lab report using the template provided. (Attachment 2)
ExtensionHave students complete the graphic organizer provided to summarize what they have
learned from the activity. (Attachment 3)
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Trial 1
distance
time
set up
formula speed
Speed = d  t
Changes made to your car after trial 1:
Trial 2
distance
time
set up
formula speed
Speed = d  t
Changes made to your car after trial 2:
Trial 3
distance
time
set up
formula speed
Speed = d  t
Changes made to your car after trial 3:
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Lab Report
Date Lab Performed:
Unit - Motion
Lab: Balloon Race Car
Student Name(s):
The Lab Question:
Student Hypothesis:
Materials used:
Procedures/ Steps
Observations/Drawings (attach graphs)
Conclusion/ Results: (How does your data support or reject your hypothesis?)
Explain 3 possible sources of error (factors that could have changed your results)
1.
2.
3.
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53
Name _______________________________________
Date ________________
Rocket Racer
LAW
For every
action there
is an equal
and
opposite
reaction.
Describe the process of how your
car worked. (What force enabled
it to move?)
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Show how you calculated the
speed of your car. (Include the
formula, how you solved it, and
the actual speed of your car.
Diagram/Picture of your car
54
I.
Grade Level/Unit Number: 7th grade
II.
Unit Title:
III.
Unit Length: 9 days
IV.
Objectives Included:
Simple Machines
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.09, 2.03, 6.01, 6.02
Language Objectives: The student will…
 recognize and repeat key vocabulary related to simple machines.
 use a data sheet to record observations. Use recorded data to answer
questions about the efficiency of simple machines.
V.
Materials Needed:
A variety of household items that act as simple machines including the following:
 Nutcracker, Screwdriver
 Hammer – with a claw on the back to pull nails
 Large Construction Screw (threads of the screw are easily seen from a
distance)
 Broom, Pulley, Wood cutting wedge, doorstop, Board
VI.
Teacher Notes
After learning about Newton’s Laws of Motion, students will learn about using the
concept of force to make tasks in life easier. Simple Machines are a way to
multiply and redirect forces to make work easier.
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Lesson Title – Simple Machines
Focus Objectives:
6.01 Demonstrate ways that simple machines can change force.
6.02 Analyze simple machines for mechanical advantage and efficiency.
Length of lesson: 9 days
Materials Needed:
A variety of household items that act as simple machines including the following:
 Nutcracker, Screwdriver
 Hammer – with a claw on the back to pull nails
 Large Construction Screw (threads of the screw are easily seen from a
distance)
 Broom, Pulley, Wood cutting wedge, doorstop, Board
Engage Before the days of computers, robotics, gasoline powered motors and electronics
people did everything by hand. In order to make most things, it was necessary to use
human power rather than machines or computers. People had to think of ways to make
simple tasks easier and more efficient. Ask the class – “How many of you like pecans
or any other type of nuts (walnuts, almonds, cashews) either by themselves or in food?”
If you try to break most nuts with your hands, you either have a very hard time doing it,
or your hands begin to hurt after a short period of time. The solution was the invention
of the shell cracker or nutcracker. A metal device that when squeezed would apply
enough pressure to crack the shell of a nut, while not hurting the hands of the person
squeezing the handle. The nutcracker is an example of a simple machine. Another
example of a simple machine is a hammer. You’re probably thinking “Well sure, it
would be much harder to pound in a nail with my hand than with a hammer.” Well, it’s
actually the claw end of the hammer that works as a simple machine. Imagine how
difficult it would be to pull a nail out of a piece of wood. The claw end of the hammer
does the work for us.
LEP Modification:
 Bring in the real object and demonstrate what you are saying. Physically
show how hard it is to crack nuts by hand as opposed to using a
nutcracker, etc. Involve the students by allowing them to take part in the
demonstration(s).
United Streaming Videos: http://www.unitedstreaming.com/
Work, Energy, and the Simple Machine: Lever, Wheel & Axle, Pulley (15:00)
Work, Energy, and the Simple Machine: Inclined Plane, Wedge, Screw (15:00)
Explore -
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To demonstrate how simple machines change the amount of force needed to move an
object, students will examine different pulley types. Divide students into small groups
and explain/demonstrate how to use a pulley. Pulleys can either be attached to an
object (fixed) and a rope attached to the mass to be moved, or the pulley can be
attached to the mass (movable) and move freely after the rope is pulled. Each group
should write a hypothesis that considers which type of pulley would work best (use the
least amount of force). Write the hypothesis and sketch of the set up in the science
notebook.
Materials Needed:
 2 pulleys, String, Objects of different masses
 Spring scale (Newtons), Ring stand or some other type of upright apparatus
Procedure:
Attach the string to the first mass. Attach the spring scale to the other end of the string
and raise the mass off the ground. Record your value on an index card labeled “Force
without pulley”. Attach one pulley to the ring stand. Place the string through the pulley
and attach to the object and the spring scale. Pull on the spring scale until the object is
lifted off the ground. Record this force value as “Fixed pulley force” on the index card.
In the last data collection, attach the pulley to the object. Attach one end of the string to
the ring stand and the other end to the spring scale after threading the string through
the pulley. Pull upward on the spring scale until the object lifts off the ground. Record
this value as “Movable pulley force”. Compare these different force values with your
original hypothesis. Do your results support your hypothesis? Why or Why not? Try
the same series of experiments with different objects. Do the results from the second
set of experiments match the first? (Attachment 1)
Secondly, use the follow experiment to determine mechanical advantage of a screw.
(Attachment 2)
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Name: ___________________________
Task: To examine different pulley types. To demonstrate how simple machines
change the amount of force needed to move an object.
Background:
There are two types of pulleys Fixed Pulley: pulleys that can be attached to an object (fixed) and a rope
attached to the mass to be moved.
catalog.pitsco.com/.../L_Pulley_dia1_fixed.gif

Movable Pulley: pulleys that can be attached to the mass (movable) and move
freely after the rope is pulled.
catalog.pitsco.com/.../L_Pulley_dia2_movble.gif
Question: Which type of pulley would work best (use the least amount of force)?
Our hypothesis:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Materials:
 2 pulleys
 String
 Objects of different masses
 Spring scale (Newtons)
 Ring stand or some other type of upright apparatus
 Index Card
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Procedure:
1. Attach the string to the first mass.
2. Attach the spring scale to the other end of the string and raise the mass off the
ground.
3. Record your value on an index card labeled “Force without pulley”.
4. Attach one pulley to the ring stand.
5. Place the string through the pulley and attach it to the object and the spring
scale.
6. Pull on the spring scale until the object is lifted off the ground.
7. Record this force value as “Fixed pulley force” on the index card.
8. In the last data collection, attach the pulley to the object.
9. Attach one end of the string to the ring stand and the other end to the spring
scale after threading the string through the pulley.
10. Pull upward on the spring scale until the object lifts off the ground.
11. Record this value as “Movable pulley force”.
Observations:
Compare these different force values with your original hypothesis.
Do your results support your hypothesis? (Circle one) YES
NO
Why or Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Try the same series of experiments with different objects.
Do the results from the second set of experiments match the first?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Which Is the More Efficient Screw?
Purpose: Calculating mechanical advantage will enable you can to determine which
type of screw is more efficient, a short thick screw or a long thin screw.
Hypothesis:
______________________________________________________________
Materials
 1 index card
 Short, thick screw
 Long, thin screw
 1 metric ruler
Diagram adapted from
Carolina Academic Press
Procedure:
1) Gently press a small hole in the index card with the tip of the short, thick screw.
2) Slowly turn the screw in a clockwise direction until half of the shaft is inserted
through the card.
3) Reverse the direction of the turn (turn counter clockwise) until the screw is
completely out of the card.
4) Repeat steps 2 and 3 above three times. (Insert the screw at the same location
each time).
5) Measure the diameter of the hole with a metric ruler. Record your measurement
in millimeters on the data table.
6) Determine the number of threads that your screw has in one centimeter by using
the ruler. Record the information on the data table.
7) Repeat steps 1-6 using the long, thin screw. Enter the data on the data table.
Data
1) Determining effort of the screw: the effort of the screw can be determined by
finding the circumference. Circumference = diameter of hole (x) 3.14. Place your
answer in the data table.
2) Determining resistance: the resistance can be determined by finding the pitch.
Pitch: count the number of threads in one centimeter and divide this number into
ten. This calculation will give you the pitch in millimeters.
Diameter of
Effort (mm) Number of
Resistance
Mechanical
hole (mm)
threads in one
(mm)
Advantage
cm
Circumference:
diameter X 3.14
Pitch:
10mm/number of
threads
M.A. =
effort/resistance
Adapted from Carolina Academic Press
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Explain –
Encourage students to explain how simple machines work with key terms such as force,
resistance, effort, distance, mechanical advantage, and efficiency. Understanding force
and the factors that influence force is important when trying to describe things that
happen in the world around us. To solve the dilemma of limits to applicable force, man
has developed simple machines. Simple machines are mechanical devices that use a
relatively small applied force, and change it into a larger produced force. The difference
between the applied force and the produced force is called the mechanical advantage.
The greater the mechanical advantage, the more efficient the machine. In general
terms, mechanical advantage is calculated by dividing the resistance force by the effort
force. Each simple machine has a specific formula for calculating mechanical
advantage (see formula sheet). The following teacher notes are included on each
simple machine. Briefly explain the types of simple machine and allow students to fill in
the graphic organizer with notes about each. (Attachment 3)
Teachers notes for you to review:
Simple machines- devices that make work easier. There are 6 types: inclined
plane, wedge, screw, lever, wheel and axle, and pulley. All simple machines transfer
force. Some change the direction of force, while others change the magnitude, or
strength of force. Others may change both the direction and the magnitude of force.
Most simple machines make work easier by allowing you to use less force to move an
object, though the force must be applied over a greater distance. Some machines make
work easier by allowing you to move things farther and/or faster -this would require
larger force, but over a shorter distance.
The mechanical advantage of a simple machine can be calculated by dividing the output
force (Fout) by the input force (Fin) MA= F (out)
F (in)
Inclined plane- a ramp or a flat surface that slopes. It is the only simple machine
that does not move; instead objects are moved over it in order to raise them. It takes
less force to move an object up an inclined plane than it does to lift the object straight
up. The tradeoff is that the object must be moved a greater distance- the entire length of
the inclined plane in order to achieve the same height.
Wedge- an inclined plane that moves. They are used to split or lift objects. Force
is applied to the wide end of the wedge and gets transferred to the sides. In the
process, the object either splits apart of gets lifted. It takes less force to drive a wedge
into or under an object than it does to separate or lift the object yourself. The wedge
must be driven a long distance (the length of the wedge) in order to move the object a
short distance (the width of the wedge). The following cutting tools are examples of
wedges: axes, scissor blades, saw blades, nail points, and plows.
Screw- an inclined plane wrapped around a cylinder. The spirals around the
shaft of the screw are called threads. As the screw is turned, the threads pull the object
up the shaft. It takes less force to turn a screw than to pound a nail the same size.
However, the screw must be turned many times, while a nail can be driven in just a few
7th grade
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61
blows of a hammer. The more threads there are on a screw, the longer the inclined
plane, and the easier it is to turn.
Lever- a long rigid bar that rests on and pivots around a support, called a
fulcrum. Applying a force (called the effort) to one part of the lever causes the load at
another place on the lever to move. There are 3 types of levers- 1st class, 2nd class, 3rd
class. A lever is classified by the location of its fulcrum in relation to the effort and load.
first class
load
effort
fulcrum
second class
load
effort
fulcrum
third class
load
fulcrum
effort
Wheel & axle- a simple machine that consists of a shaft, called the axle, inserted
through the middle of a wheel. Any force that gets applied to the wheel gets transferred
to the axle, and vice versa. When force is applied to the wheel, the difference in size
between the wheel and its axle causes the force to get magnified as it is transferred to
the axle. A screwdriver is an example of a wheel & axle. When force is applied to the
axle, the distances get magnified. A bicycle wheel is an example.
Input force
top
Output force
bottom
7th grade
Applying a small amount of force
to the handle….
results in the magnification of
force at the shaft.
Motion- 10/2008
62
Pulley- a wheel with a rope (or chain) wrapped around it. The wheel rotates around a
fixed axle. The rope rides in a groove in the wheel. When the rope is pulled, the wheel
turns. There are 2 kinds of pulleys: fixed and movable. A fixed pulley is one that does
not move; this type of pulley is often used to lift something. One end of the rope is
attached to a load. When the other end of the rope is pulled down, the load gets lifted.
A fixed pulley changes the direction of force, but does not reduce the amount of force
needed to lift the load. A movable pulley is one that moves. One end of the rope is tied
to a stationary object and the other is free for you to pull on. The load is attached
directly to the pulley. The pulley moves along the rope as the free end of the rope is
pulled. Since half of the weight of the load is supported by the stationary object and half
is supported by you, it takes only half as much force to lift the load. However, you must
pull the rope twice as far in order to move the load half the distance. A block and tackle
is a system of pulleys. Using more than one movable pulley reduces the amount of
force needed to lift the load. The more pulleys that are used, the smaller the applied
force but the farther the rope must be pulled to move the load a certain distance.
(Notes adapted from ScienceSaurus)
Elaborate Many of you may be familiar with the board game MOUSETRAP. Briefly, the game
requires one to place together seemingly unrelated items in an attempt to capture a
plastic “mouse”. The more common name for this type of apparatus is a Rube Goldberg
Machine. If you would like to know more about Rube Goldberg and his inventions, go to
http://www.rube-goldberg.com. The class assignment is as follows: Working in small
group (2-3) students are to construct a Rube Goldberg type apparatus incorporating
simple machines. Each apparatus must include examples of all three lever types, as
well as, the additional 5 simple machine types. The apparatus must begin with the drop
of an object no larger than a tennis ball, and must end with a small hot wheels car
moving at least 20 cm forward from its starting point. An accurate, detailed drawing of
each apparatus must also be completed by each group. In addition, a written
explanation that is clear and thorough will also be turned in at the completion of the
project. Points will be based on the attached Rube Goldberg Grading Rubric.
(Attachment 2) The following website has several examples that can be shown to
enhance student understanding. http://www.rubegoldberg.com/ , click on artwork
gallery. This can also be used as a unit assessment. Students may chronicle their
design process in their notebooks from brainstorming to production.
LEP Modification:
 LEP students would benefit from actually seeing a demonstration of how a
Rube Goldberg Machine works as the teacher explains. Bringing the game of
MOUSTRAP or another example of the Rube Goldberg Machine to enhance
the teacher elaboration is recommended. This will also give student greater
understanding of what they need to do as they construct their own apparatus.
7th grade
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63
Evaluate Reissue a new simple machines graphic organizer. As an informal assessment have the
students list the 6 simple machines and look through magazines, catalogs or
newspapers to find visual examples of each. (Attachment 3)
LEP Modification:
 Allow LEP students with low proficiency in writing English to draw and label
their responses as opposed to using only words to show their knowledge or
simple machines.
Extension For additional reinforcement a word search and crossword puzzle is included to
reinforce vocabulary. (Attachment 3 & 5)
7th grade
Motion- 10/2008
64
Name ________________________________________
Assignment:
 Working in small group (2-3) students.
 Construct a Rube Goldberg type apparatus using simple machines.
 Include examples of all three lever types, and the other 5 simple
machine types.
 Start the apparatus with dropping object no larger than a tennis
ball.
 End with a small hot wheels car moving at least 20 cm forward
from its starting point.
 Complete an accurate, detailed drawing of each apparatus.
 Write a clear explanation of what happened when you finish the
project.
1
Use of simple
Machines
2
2-3
4-5
3
6
4
All types
Completion of
Designated task
Task was
incomplete
Task was mostly
complete
Majority of tasks
were complete
All parts
completed
Drawing of
invention
Drawing was
incomplete
Drawing was
missing major
details
Drawing was
missing a few
key points
Drawing was
labeled and
accurate
Written
explanation of
events
Explanation was
incomplete
Explanation was
not thoroughly
planned
Explanation was
missing a few
key points
Explanation was
through and
understood
(Attachment 2)
7th grade
Motion- 10/2008
65
Name ___________________________________________
Put the main topic in the center circle.
Put related terms in the attached boxes and an example of each.
(Attachment 3)
7th grade
Motion- 10/2008
66
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Reference point
wheel and axle
motion
screw
balanced
7th grade
simple machines
friction
pulley
wedge
velocity
inclined plane
gravity
force
lever mass
Motion- 10/2008
acceleration
Isaac Newton
speed unbalanced
net
67
Simple Machines
Across
1. An inclined plane in a cylinder.
2. An example of a wedge
4. An example of a pulley.
9. A shaft inserted through a wheel.
10. A flat surface that slopes.
11. A long bar that rests on and pivots around a fulcrum.
Down
1. An example of an inclined plane.
3. An example of a lever.
5. The two types of pulleys are movable and ____.
6. A wheel with a rope around it.
7. An inclined plane that moves.
8. The number of simple machines.
screw
fixed
Wordlist :
wedge
zipper
lever
seesaw
pulley
inclined plane
staircase
three
axe
six
flag pole
fulcrum
seven
wheel and axle
hammer
(Attachment 5)
7th grade
Motion- 10/2008
68
Motion & Forces
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Websites
Amusement Park Physics- http://www.learner.org/exhibits/parkphysics/
Ed Heads- http://www.edheads.org/activities/simple-machines/index.htm
Physics/ Force & Motion- http://www.physics-net.com/force/sf000.htm
Inventor’s Toolboxhttp://www.mos.org/sln/Leonardo/InventorsToolbox.html
Simple Machines WebQuesthttp://outreach.rice.edu/~dgabby/science/simp_mach/
Simple Machines (interactive)- http://www.mikids.com/Smachines.htm
Simple Machines (quiz)http://www.mikids.com/SimpleMachines/smquiz.htm
NOVA- Physics & Mathhttp://www.pbs.org/wgbh/nova/archive/int_phys.html
Brain POP - http://www.brainpop.com/
Forces in action (interactive)http://www.bbc.co.uk/schools/scienceclips/ages/10_11/science_10_11.shtml
Science News for Kids (physics)http://www.sciencenewsforkids.org/pages/search.asp?catid=12
Physics (kids games)- http://classroom.jc-schools.net/basic/sci-phys.html
Creating Graphs- http://nces.ed.gov/nceskids/createagraph/
TeAchnology (rubric maker)- http://www.teachnology.com/web_tools/rubrics/sciences/
The Physics Classroomhttp://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/newtltoc.html
Force & Motion (student activities)
http://www.learner.org/channel/workshops/force/
Marvelous Machines (experiments)http://www.galaxy.net/%7Ek12/machines/index.shtml
NASA (Newton’s Laws)- http://www.lerc.nasa.gov/WWW/K12/airplane/newton2.html
Newton’s Third Lawhttp://swift.sonoma.edu/education/newton/newton_3/html/newton3.html
Physics for Beginners- http://physics.webplasma.com/physicstoc.html
Motion Dynamics- http://www.physics-net.com/force/sf500.htm
Force & Motion (student activities)http://wings.avkids.com/Curriculums/Forces_Motion/index.html
The Physics Classroom
http://www.physicsclassroom.com/Class/1DKin/U1L1e.html
Middle School Science
http://www.middleschoolscience.com/
7th grade
Motion- 10/2008
69
Resources
 Zike’s, Dinah. Big Book of Science. San Antonio: Dinah-Might Adventures, LP,
2001, p.24
Website: www.dinah.com
Videos
United Streaming (videos) - http://www.unitedstreaming.com/
 Basics of Physics: Exploring The Laws of Motion (21:16)
 Exploring the Laws of Motion (18:06)
 Laws of Motion (17:00)
 Let’s Move It: Newton’s Laws of Motion (15:00)
 Magic School Bus: Plays Ball in Frictionless Space (24:00)
 Physics of Motion (1:00:17)
 Work, Energy, & the Simple Machine: Lever, Wheel and Axle, Pulley (15:00)
 Work, Energy, & The Simple Machine: Inclined Plane, Wedge, Screw
(15:00)
7th grade
Motion- 10/2008
70
Throughout the unit, have the students create a glossary of terms, such as:
Glossary of Terms
Acceleration:
Distance:
Effort force:
Fixed:
Force:
Friction:
Fulcrum:
Gravity:
Inclined plane:
Inertia:
Isaac Newton:
Lever:
Mass:
Mechanical advantage:
Motion:
Pitch:
Pulley:
Reference point:
Screw:
Resistance force:
Wedge:
Simple machines:
Speed:
Velocity:
Wheel and axle:
LEP Modification:
 Provide a list of words and definitions pertinent to the lesson being taught to
LEP students.
 Use the glossary to create vocabulary posters that will be posted around the
room during the unit.
 Create word walls for the unit
 Distribute the glossary to students as a reference source to be kept in the
science folder
7th grade
Motion- 10/2008
71
English-Spanish Glossary
machine:
force:
friction:
gravity:
effort:
resistance:
pulley:
lever:
máquina
fuerza
fricción
gravedad
esfuerzo
resistencia
polea
palanca
fulcrum:
inclined plane:
fixed:
wheel and axle:
tool:
device:
fulcro
plano inclinado
fijo, fija
rueda y eje
herramienta
aparato
LEP Modification:
 Native language support when possible is recommended for LEP students.
Research has shown that when students develop their native language,
proficiency in the second language increases.
 In addition to using glossaries of words, consider creating picture glossaries or
picture banks for the students to use during the unit. Free images for
vocabulary presented in this unit can be found through searching
http://etc.usf.edu/clipart.
7th grade
Motion- 10/2008
72
Formulas
Acceleration = final velocity – initial velocity
final time- initial time
Power = Work
Time
Pressure = Force
Area
Acceleration = Force
Mass
Pulley = # of supporting strands
Average Speed = Total distance traveled
time of travel
Screw = 2 (3.14) (radius of top of screw)
Gap between the ridges
Constant Velocity (V) = Position
Time
Speed = Distance
Time
Distance = Speed x Time
Velocity = Change in position
Time
(with direction)
Energy = Work ÷ Time
Wedge = Length of wedge
Thickness of wedge
Force = Mass x Acceleration
Weight =
Mass x Acceleration due to gravity
(Fg = mg)
Inclined plane = Length of plane
Height
Lever = Length of effort arm
Length of resistance arm
Work = Force x Distance
Momentum =
Mass x Velocity
Wheel & Axle = Diameter of wheel
Diameter of axle
Mass = Density
Volume
Mechanical Advantage
Multiply the forces applied
7th grade
Motion- 10/2008
73
Motion Forces & Energy assessment questions
7th grade
6.01- Demonstrate ways that simple machines can change force.
RBT tag- B2
1. How do you know that a screwdriver is a wheel and axle?
a. a wheel and axle requires an inclined plane
b. a screw driver can be used as a lever
c. in using a screwdriver properly the handle and the shaft turn.
6.02 – Analyze simple machines for mechanical advantage and efficiency
RBT tag- B4
2. Why is it more efficient to ride a bicycle 5 blocks, than to walk 5 blocks?
a. The pulley of the bicycle chain allows you to go faster, so it takes less
time.
b. A bicycle is a first class lever, therefore it requires less force to cover
the same distance.
c. Because the bicycle wheels are larger than your feet.
d. The wheel and axle of the pedals multiply the force sent to the
wheels, so its easier to cover the distance.
6.03- Evaluate motion in terms of Newton’s Laws
RBT tag-B5
1. Considering the Law of Inertia, all of the following events could occur in a
frictionless environment except:
a. Walking to the store
b. Hitting a homeroom
c. Kicking a soccer ball across a 300 meter field
d. Spaceflight
2. Considering Newton’s 2nd Law of Motion (F=m x a), why can’t you roll a 10kg
bowling ball as quickly as a 2kg bowling ball with the same force applied?
a. A normal bowling lane is too short.
b. The force of gravity is stronger on a 10 kg bowling ball.
c. The acceleration of an object is related to the mass of the object and
the force acting on it.
7th grade
Motion- 10/2008
74
d. For every action there is an equal and opposite reaction
6.04- Analyze that an object’s motion is always judged relative to some other
object or point. RBT tag- B4
6.05 – Describe and measure quantities that characterize moving objects and
their interactions within a system.
RBT tag- C4
1. John walked 4 blocks to school each day for a week.
Monday – Wednesday it took John 5 minutes.
Thursday and Friday it took him 3 minutes.
John’s speed:
a. was constant each day
b. decreased Thursday
c. increased Thursday
6.06- Investigate and analyze the real world interactions of balanced and
unbalanced forces.
RBT tag- B4
1. If you are in a car accident and you are wearing a seatbelt, why do you stop
moving, but the soccer ball in the back of the car does not stop?
a. Law of Inertia
b. Force equals mass times acceleration.
c. For every action there is an equal, but opposite, reaction
d. Weight is mass times the acceleration due to gravity.
7th grade
Motion- 10/2008
75
Motion Forces & Energy assessment questions
7th grade
LEP MODIFIED ASSESSMENT FOR INTERMEDIATE STUDENTS
6.01- Demonstrate ways that simple machines can change force.
RBT tag- B2
1. How do you know that a screwdriver is a wheel and axle?
a. a wheel and axle requires an inclined plane
b. a screw driver can be used as a lever
c. in using a screwdriver properly the handle and the shaft turns.
6.02 – Analyze simple machines for mechanical advantage and efficiency
RBT tag- B4
2. Why is it better to ride a bicycle 5 blocks, than to walk 5 blocks?
a. The pulley of the bicycle chain allows you to go faster, so it takes less time.
b. A bicycle is a first class lever, so it needs less force to cover the same
distance.
c. Because the bicycle wheels are larger than your feet.
d. The wheel and axle of the pedals multiply the force sent to the wheels,
so it’s easier to travel the distance.
6.03- Evaluate motion in terms of Newton’s Laws
RBT tag-B5
6. Considering Newton’s 2nd Law of Motion (F=m x a), why can’t you roll a 10kg
bowling ball as quickly as a 2kg bowling ball with the same force applied?
a. A normal bowling lane is too short.
b. The force of gravity is stronger on a 10 kg bowling ball.
c.The acceleration of an object is related to the mass of the object and
the force acting on it.
d. For every action there is an equal and opposite reaction
6.04- Analyze that an object’s motion is always judged relative to some other
object or point. RBT tag- B4
7th grade
Motion- 10/2008
76
6.05 – Describe and measure quantities that characterize moving objects and
their interactions within a system.
RBT tag- C4
1. John walked 4 blocks to school each day for a week.
Monday – Wednesday it took John 5 minutes.
Thursday and Friday it took him 3 minutes.
John’s speed:
a. was constant each day
b. decreased Thursday
c. increased Thursday
6.06- Investigate and analyze the real world interactions of balanced and
unbalanced forces.
RBT tag- B4
1. If you are in a car accident and you are wearing a seatbelt, why do you stop
moving, but the soccer ball in the back of the car does not stop?
e. Law of Inertia
f. Force equals mass times acceleration.
g. For every action there is an equal, but opposite, reaction
h. Weight is mass times the acceleration due to gravity.
7th grade
Motion- 10/2008
77
Motion Forces & Energy assessment questions
7th grade
LEP MODIFIED ASSESSMENT FOR NOVICE STUDENTS
6.01- Demonstrate ways that simple machines can change force.
RBT tag- B2
6.02 – Analyze simple machines for mechanical advantage and efficiency
RBT tag- B4
2. Why is it better to ride a bicycle 5 blocks, than to walk 5 blocks?
a. A bicycle is a first class lever, so it needs less force to cover the same
distance.
b. The wheel and axle of the pedals multiply the force sent to the wheels, so it’s
easier to travel the distance.
6.03- Evaluate motion in terms of Newton’s Laws
RBT tag-B5
6.04- Analyze that an object’s motion is always judged relative to some other
object or point. RBT tag- B4
6.05 – Describe and measure quantities that characterize moving objects and
their interactions within a system.
RBT tag- C4
2. John walked 4 blocks to school each day for a week.
Monday – Wednesday it took John 5 minutes.
Thursday and Friday it took him 3 minutes.
John’s speed:
a. was constant each day
b. decreased Thursday
c. increased Thursday
7th grade
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78
6.06- Investigate and analyze the real world interactions of balanced and
unbalanced forces.
RBT tag- B4
2. Why does the man in the picture keep going when the bicycle stops?
blog.lib.umn.edu/.../bikeAccident.jpg
i. Law of Inertia
j. Force equals mass times acceleration.
k. For every action there is an equal, but opposite, reaction
7th grade
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79