Download IPS- Unit 2 - Haverford School District

Name: ____________________________
Date:______________
Group Members: ___________________________________________________
1.6 Bang Up Job
Big Idea: All changes in translational motion are due to forces. All forces arise from the interactions
between different objects.
Nature of Science Big Idea: In order to give meaning to their data, scientists and engineers
organize and interpret it through tabulating, graphing, and statistical analysis.
Essential Question: What causes the motion of an object to change? What is a force?
Nature of Science Essential Question: In what ways are data analyzed and interpreted?
Goals for This Activity:
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Define force
Identify the forces acting on an object.
Determine when the forces on an object are either balanced or unbalanced.
Compare amounts of acceleration semi-quantitatively.
Can the same force move a bowling ball and a ping pong ball?
Apply Newton’s Second Law of motion to situations in sports activities.
Apply the definition of the Newton as a unit of force.
WHAT DO YOU THINK?
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An unfortunate bug collides with the windshield of a car. Which has the greater force acting on it- the
bug or the car? __________________
Why do you think so? ______________________________________________________________
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In the same situation as above, what has the greater acceleration the bug or the car? ______________
Why do you think so? ______________________________________________________________
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Physics Words
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Newton’s 3rd Law
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Action Force
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Interaction
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Reaction Force
FOR YOU TO DO
 This activity is a challenge. Here is the challenge:
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Create a collision between two PASCO cars on a track where the force on one car is
different than the force on the other car.
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For each car
 you can modify the mass, speed and direction (or any other thing that you want
to modify- within reason).
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You can also choose whether
 the collision is sticky (the cars stick together after the collision)
 bouncy (they bounce off of each other when they collide).
The two cars will be equipped with force sensors that will tell us about the force that acts on that car. We
can then compare the force acting on each car and determine if the force on one car is indeed greater. If
you can get the force on one car to be greater than the force on the other car your group will receive extra
credit! Sounds easy, right?
With the members of your group
1. With you group think about a real life collision where the force on one object would be different than
on the other. Hint, think about cars, sports or any other interaction between two object. Explain your
collision below and tell why you think the force on one object would be different than on the other.
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2. Now your goal is to simulate this collision with the Pasco cars.
3. Use the tables below to determine how the cars will collide.
Type of collision, circle one
Sticky
Bouncy
Blue Car
Added mass
Speed
Direction
Other
Choose one for each row
Zero
500 grams
1000 grams
At rest
Slow
Toward red
Fast
Away from red
Red Car
Added mass
Speed
Direction
Other
Choose one for each row
Zero
500 grams
1000 grams
At rest
Toward blue
Slow
Fast
Away from blue
Next Steps:
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Now let’s test the collisions.
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Your teachers will do the collisions one group at a time on the smart board so that everyone in the
class can see.
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When your group is called be prepared to tell your teacher how to configure the cars.
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Record the results of each group below.
As a side note
 We are working high school equipment, so it won’t be 100% exact.
 If it is reasonably close we should say that they are they same
 If they are significantly far off we should be able to tell which has the greater force.
 Also the equipment can’t accurately read force over 40N, so if it is larger than 54N we should do it over.
RECORD RESULTS HERE
Group #
Was the force on one car greater?
1
2
3
4
5
6
7
Interpret your data from above
1. Were there any groups that were able to create a collision where the force on one car was greater
than the force on the other car? ________________________________________________
2. In a head on collision between a huge train and a tricycle, which object gets hit with a bigger force?
______________________________ Explain why using the information we just learned from the lab.
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3. In the previous question, which object has a greater acceleration? Why? (Hint: look back at Unit
1.2- Newton’s Second Law.)
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4. Create your own collision between two objects, other than cars. Give a full description of how the
collision occurs.
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5. For the collision you just created explain which, if either, has a greater acceleration. __________
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6. Read in your conceptual physics book 6.4 and 6.5
Outline each section below: (We have helped with the first section, the second section should be
outlined on your own.)
6.4 Action and Reaction on Different Masses (fill in the blanks)
 Earth is pulled ____ by the boulder with just as much _____ as the boulder is
pulled______ by the earth
 The Forces are _______ in strength and ________ in direction.
 The pair of forces between the boulder and the earth are the ________, the masses
are ________
 The force the cannon exerts on the cannonball is exactly _______and__________
to the force the cannonball exerts on the cannon.
 Helicopter Example
o The whirling blades are shaped to force air __________(action)
o The air forces the blades_____(reaction)
o Upward Reaction is called______
6.5 Do Action and Reaction Forces Cancel? (You create your own notes for this section)
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Unit 1.3: Bang Up Job Reflection Questions
Remember to use any new vocabulary from this or previous activities!!
1. An unfortunate bug collides with the windshield of a car. Which has the greater force acting on it – the
bug or the car? _______________________________
Why? ______________________________
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2. Which has the greater acceleration, the bug or the car? _____________________________________
Why? ___________________________________________________________________________
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3. Explain what you know about Newton’s 3rd Law up to this point in your own words. ______________
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A large truck which breaks down out on the road and
receives a push back to town by a small compact car.
Which has a greater force acting on it, circle your answer:
Circle the correct answer
4.The car is pushing on the truck, but not hard enough to make the truck move.
The car
The truck
Equal force
Not enough info
5.The car, still pushing the truck, is speeding up to get to cruising speed
The can
The truck
Equal force
Not enough info
6. The car, still pushing the truck, is at cruising speed and continues to travel at the same.
The car
The truck
Equal force
Not enough info
7. The car, still pushing the truck, is at cruising speed when the truck puts on its brakes and causes the car
to slow down.
The car
The truck
Equal force
Not enough info