Download Ohio`s Learning Standards Forces and Motion: Objectives

Forces and Motion: TEACHER GUIDE 60 Minute Physical Science Lesson Science-­‐to-­‐Go! Program Grades: 1-­‐5 Forces and Motion: Accelerate your Mass of Students Description Make sure you have plenty of room for this program as our Science Instructors convert your classroom into a high-­‐action lab ruled by the Laws of Motion! “Forces and motion” are sometimes difficult concepts to describe, but easily observed and understood in real-­‐
life situations. As you and your students work through hands-­‐on experiments and observations, we will explore gravity, Newton’s Three Laws of Motion, friction, acceleration, velocity and how studying science can be physically fun! Objectives •
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Compare how gravity affects objects of various masses Observe inertia in action Explore the concept of action-­‐reaction through observation and analysis Conduct experiments to test the theory of acceleration Collect and record data in tabular form Ohio’s Learning Standards Grade 1: Physical Science – Motion and Materials • Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth. Grade 2: Physical Science – Changes in Motion • Forces change the motion of an object. Grade 5: Physical Science – Light, Sound and Motion • The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. How to Set Up Your Room •
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Please have student desks clear before the program begins. Please provide an empty desk or small table for the museum educator to set up display items. If booking multiple programs, transitions will be easier if museum staff sets up in only one location. Additional set-­‐up requirements: o Divide class into 6 groups o Each student should have a pencil and a copy of the “Forces and Motion” worksheet (attached.) Please Note: There are 2 versions of the worksheet. Please print the one that best corresponds with your classes’ grade level and/or ability. Introduce the vocabulary and additional resources provided below. Vocabulary accelerate -­‐ to change the speed of motion in a certain amount of time conservation – the keeping or protecting of something from change, loss, or damage force – a push or pull on an object; the capacity to do work or cause physical change friction -­‐ a force that works against the motion of objects that are in contact as they move past each other; a force of resistance gravity – the force of attraction between the Earth or another celestial body on an object on or near its surface inertia – a property of objects that states they will remain at rest, or continue moving in a straight line unless some force causes them to change what they are doing mass – the amount of matter (stuff) in an object; a measure of an object’s inertia momentum – the product of the mass and velocity of an object motion -­‐ the action or process of moving or of changing place or position; movement resistance – a force that tends to oppose or slow down motion (acceleration) speed – a measurement of distance over time mass – the amount of matter (stuff) in an object; a measure of an object’s inertia weight – the measurement of the vertical force of gravity on an object Extension Activities Acceleration Test Take your students outside on a pleasant day to observe the acceleration of a ball thrown into the air. Stand in the middle of a large, open area and throw a large rubber ball high into the air. Have the students observe its ascent and descent. Ask them to observe at what point(s) the ball was moving fastest, and at which point it was moving slowest, as the ball left your hand. Let groups of students try it for themselves and explain how Newton’s Second Law of Motion (acceleration) applies to their experiment. Action/Reaction Materials Needed: • styrofoam cup • 2 flexible straws cut to about 4” • 2 strings, each cut 5” long Procedure: • Give 3-­‐4 students the above materials and have them pierce the side of the cup with a straw, insert the straw halfway into the cup, and bend the flexible neck at a 90-­‐degree angle to the exterior of the cup. • Direct students to do the same with the other straw at a point on the cup exactly opposite the place where they inserted the first straw. Again, bend the flexible neck at a 90-­‐degree angle to the exterior of the cup, so that both straw ends are facing the same way, either clockwise or counter-­‐clockwise. • Attach one piece of string to the top of the cup like a bucket handle, and tie the other piece to the center of the string handle, so that when they lift the string, the cup rotates. • Direct the students to hold their cup by the string over a bucket or large plastic container. Have students pour water in the cup from a pitcher and observe the movement of the cup as the water comes out of the straws. Turn the straws in the opposite direction, again fill the cup with water, and observe. • The students will notice that the action of the water draining from the straws causes a reaction: the cup rotates in the opposite direction. Ask students to predict what will happen when the straws are turned so that they point in opposite directions. Test their hypotheses and analyze the results. Online Resources for Teachers and Students Click the link below to find additional online resources for teachers and students. These websites are recommended by our Museum Educators and provide additional content information and some fun, interactive activities to share with your class. CMNH Educators regularly review these links for quality. Web addresses often change so please notify us if any links have issues. Cleveland Museum of Natural History https://cmnh.org/edlinks Educator Resource Center (ERC) Materials for Loan The Educator Resource Center offers educator workshops, thematic teaching kits, animal dioramas, and more for loan to area teachers. Contact the ERC at 216-­‐231-­‐2075 for information on individual or school membership. Visit the Museum’s ERC website for more information on workshops https://www.cmnh.org/ERC Hours o Monday through Friday, 1 to 5 PM o Wednesday, 1 to 6 PM o Saturday, 9 AM to 2 PM If you’re interested in additional resources be sure to check out the following ERC materials or browse ERC materials online at http://cmnh.hosting.l4u.com Related ERC kits for this topic include: Force and Motion: Explore physics with this Forces and Motion kit! The kit includes a wide variety of materials to teach difficult physics concepts while students complete hands-­‐on activities. An Educator guide is included with this kit. Introduction to Inquiry for the Early Grades: Physical Science: Use inquiry to engage young scientists in 6 exciting, hands-­‐on learning centers! Students will explore light, sound, and magnets. Books and extension
activities also included.
Grades 1 and 2
Newton’s First Law of Motion
Inertia
Newton’s Second Law of Motion Newton’s Third Law of Motion
Force = Mass x Acceleration
(F =m x a)
Actions and Reactions
GRAVITY: The force of gravity pulls objects towards Earth's center.
1. Collect Data: Rank the objects from lightest (1) to heaviest (4).
___________
____________
___________
____________
Golf Ball
Wiffle Ball
Baseball
Tennis Ball
2. Hypothesis: Which ball will hit the ground first? ______________
3. Results: Which ball(s) hit the ground first? _________________
Produced and published by the Education Division, The Cleveland Museum of Natural History, 1 Wade Oval Dr., University Circle, Cleveland, OH 44106. Last Updated 6/22/2016.
Newton’s 1st Law of Motion
Newton’s 2nd Law of Motion
Newton’s 3rd Law of Motion
Inertia
Force = Mass x Acceleration
Actions and Reactions
Observe: Mr. Moose and his
roller skate car.
4. Hypothesis: What will
happen if you add mass to the
cart, but keep your force the
same? (Circle your answer below)
Observe: Give a push and
get pushed back. Watch the
rocket balloon fly.
Travel more distance
Travel less distance
Cart Mass
Distance (cm)
Empty
1 Weight
2 Weights
5. Did the cart go further with
more mass or less mass?
(Circle your answer below)
More mass
Less mass
Produced and published by the Education Division, The Cleveland Museum of Natural History, 1 Wade Oval Dr., University Circle, Cleveland, OH 44106. Last Updated 6/22/2016.
Newton’s First Law of Motion
Grades 3-5
An object at rest tends to remain at rest,
and an object in motion tends to stay in motion,
unless they are acted upon by an outside force.
(INERTIA)
Gravity
Observe: Mr. Moose and his roller skate.
The force of gravity pulls objects towards Earth's center.
1.
Rank the objects from lightest (1) to heaviest (4).
__________
__________
__________
__________
Golf Ball
Wiffle Ball
Baseball
Tennis Ball
Newton’s Second Law of Motion
Acceleration of an object is directly related to
the force applied to an object and inversely
related to the mass of the object. (F = m x a)
Question: When the force is kept constant, does changing the mass
affect the distance traveled?
Question: What happens if you drop the balls at the same time?
2.
Hypothesis: Which ball(s) will hit the ground first?______________
3.
Results: Which ball(s) hit the ground first?________________
4.
What causes resistance as the balls fall? ___________________
5. Hypothesis: What will happen if mass is added to the cart?
Travel more distance
(circle one)
Travel less distance
1.
Produced and published by the Education Division, The Cleveland Museum of Natural History, 1 Wade Oval Dr., University Circle, Cleveland, OH 44106. Last Updated 6/22/2016.
SAME FORCE, CHANGING MASS
6.
Cart
Mass
Trial #1
(cm)
Newton’s 3rd Law of Motion
Trial #2
(cm)
For every action, there is an
equal and opposite reaction.
Empty
Observe: Give a push and get pushed back. Watch the rocket
balloon fly.
1 Weight
2 Weights
Momentum
Question: How are two moving objects with different masses
affected by resistance?
7.
11.
Hypothesis: When rolled down the same slope, which ball will
travel the farthest? (circle one)
Tennis ball
What force pulled the balls down the ramp? ________________
9.
What force made them stop? __________________________
Yes
No
AFTER YOUR PROGRAM
Wiffle ball
8.
Would this experiment work in outer space?
Read the following examples and decide which law fits the
situation. Write 1, 2, or 3 on the line to identify the law.
_______ As the fuel in a rocket ignites, the force of the gas explosion
pushes out the back of the rocket and pushes the rocket
forward.
_______ When you are standing in a bus and the bus suddenly stops,
your body continues to go forward.
_______ A pitched baseball goes faster than a pitched bowling ball.
10.
_______ A swimmer pushes water back with her arms, but her body
moves forward.
Results: Which ball traveled the farthest? (circle one)
Tennis ball
_______ As an ice skater pushes harder with his leg muscles, he begins
to move faster.
Wiffle ball
2.
_______ A boy is riding his bicycle and hits a stick. The bicycle stops,
but the boy is thrown over the handlebars. Luckily, he’s fine
because he was wearing his helmet.
Produced and published by the Education Division, The Cleveland Museum of Natural History, 1 Wade Oval Dr., University Circle, Cleveland, OH 44106. Last Updated 2/1/2015.