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P Grade 5 Developed By: The MAPs Team Meaningful Applications of Physical Sciences Dr. Michael H. Suckley Mr. Paul A. Klozik Materials in this manual are based upon the Grade Level Content Expectations provided by the Michigan State Board of Education. The activities and support materials have been inspired by Operation Physics. Participants registered for this workshop have permission to copy limited portions of these materials for their own personal classroom use. Grade 5 Measuring Changes in Motion A. Introduction 1. Grade Level Curriculum Expectations ------------------------------------------------------- 35 2. Naive Ideas Concerning Forces and Motion ------------------------------------------------ 4 B. Newton’s First Law --------------------------------------------------------------------------------- 5 1. Motion a. Measuring the Velocity of Various Objects ----------------------------------------------- 6 b. People Walk - Velocity ----------------------------------------------------------------------- 9 c. Measuring the Motion of a Toy Car -------------------------------------------------------- 10 2. Inertia a. Fundamentals ---------------------------------------------------------------------------------- 11 b. Using Your Marbles -------------------------------------------------------------------------- 12 C. Newton’s Second Law ------------------------------------------------------------------------------ 13 1. Acceleration (change in velocity) a. Observing Acceleration ---------------------------------------------------------------------- 14 b. People Walk - Acceleration ---------------------------------------------------------------- 15 c. Acceleration A More Complete Picture --------------------------------------------------- 18 2. Fundamentals of Force a. Observing Forces (using the “Gizmo”) ---------------------------------------------------- 20 b. Finding the Forces----------------------------------------------------------------------------- 21 c. Understanding Types of Force --------------------------------------------------------------- 26 d. Forces in a Collision -------------------------------------------------------------------------- 28 e. The Falling Cup-------------------------------------------------------------------------------- 29 3. The affect of Mass on Acceleration ------------------------------------------------------------ 30 D. Newton’s Third Law --------------------------------------------------------------------------------- 31 1. Equal and Opposite -------------------------------------------------------------------------------- 32 2. Equal and Opposite another Look --------------------------------------------------------------- 33 E. Appendix 1. Vendor List ----------------------------------------------------------------------------------------- 36 2. Making Formulas Out of Words ----------------------------------------------------------------- 37 3. K-7 Standard Science Processes ----------------------------------------------------------------- 38 4. Physical Science Grade Level Content Expectations ----------------------------------------- 39 5. Grade Level Mathematics Expectations ------------------------------------------------------- 40 Measuring Changes in Motion © 2009 ScienceScene Page 2 Introduction Isaac Newton was born in 1642 and died in 1727. He was an English physicist, mathematician, and natural philosopher and is considered one of the most important scientists of all time. Newton formulated laws of universal gravitation and motion, laws that explain how objects move on Earth as well as through the heavens. Newton took known facts and formed mathematical theories to explain them. He used these theories to predict the behavior of objects in different circumstances and then compared his predictions with what he observed. Finally, Newton used his results to check—and if need be, modify—his theories. He was able to unite the explanation of physical properties with the means of prediction. Newton began with the laws of motion and gravitation he observed in nature. Then he used these laws to convert physics from a mere science of explanation into a general mathematical system with rules and laws. It is the purpose of this booklet to investigate Newton’s Three Laws of Motion. The battery powered racecars, stopwatches, batteries, and most of the materials used in the experiments were obtained at our local Dollar Store. The stopwatches were modified by the addition of two external sensors. The sensors turn the stopwatch on and off eliminating the human error created when timing an event. A racetrack was also added to provide a consistent surface for the cars. The track is made from corrugated plastic (8-mm) which allows the sensors to be inserted. Measuring Changes in Motion © 2009 ScienceScene Page 3 Naïve Ideas Concerning Motion 1. Time can be measured without establishing the beginning of the interval. 2. The location of an object can be described by stating its distance from a given point, ignoring direction. 3. The distance an object travels and its displacement are always the same. 4. An object’s speed is the same as its velocity. 5. If an object is accelerating, then the object is speeding up. 6. An object’s acceleration cannot change direction. 7. Acceleration always occurs in the same direction as an object is moving. 8. If an object has a speed of zero (even instantaneously), it has no acceleration. 9. The only “natural” motion is for an object to be at rest. 10. If an object is at rest, no forces are acting on the object. 11. Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are acting on it. 12. Force is a property of an object. An object has force, and when it runs out of force it stops moving. 13. The motion of an object is always in the direction of the net force applied to the object. 14. Large objects exert a greater force than small objects. 15. A force is needed to keep an object moving with a constant speed. 16. Friction always hinders motion. Thus, you always want to eliminate friction. 17. Frictional forces are only due to irregularities in surfaces moving past one another. 18. Rocket propulsion is due to exhaust gases pushing on something behind the rocket. 19. When dropped in a vacuum, objects of different masses fall at different speeds. 20. When dropped in a vacuum, objects fall at constant speeds. Measuring Changes in Motion © 2009 ScienceScene Page 4 Motion and Newton’s First Law The study of motion is sometimes referred to as classical mechanics which is divided into two areas of study; statics and dynamics. Statics is the study of equilibrium. in which forces balance each other and thereby cancel out any movement. Rigid frameworks, such as a bridge, a vehicle chassis, or the timber frame of a house or roof are examples of statics. If the forces acting on a system do not cancel each other, motion will result. The analysis of this kind of situation falls within the study of dynamics or of moving bodies. Newton produced the first laws that described the motion of bodies. Newton maintained that a constantly moving body does not require force to maintain the motion. If an unbalanced force acts on a moving body, a change in motion will occur. This changing motion is referred to as acceleration. Uniform motion in a straight line is "natural" and will continue indefinitely unless some unbalanced force acts on the body. This is the essential content of Newton's first law of motion. Newton's First Law states that any body moving uniformly in a straight line [or at rest] will remain in uniform motion [or at rest], unless acted upon by some unbalanced force. Inertia is the property of matter that tends to keep a body in motion when in motion, or at rest when at rest. When discussing motion of a body in a uniform straight line or at rest we usually use the term speed. Speed does not indicate direction only distance per unit of time. Scientists use the term velocity which includes the direction of the motion as well as the speed. Observing linear motion with constant speed requires that the measurement of two quantities: the distance traveled by the object (d), and the time taken for the object to travel such distance (t). Speed is obtained by dividing the distance traveled (d), by its corresponding time (t). speed (v) = (distance traveled by the object (d)) / (time of travel (t)) or v= d /t Measuring Changes in Motion © 2009 ScienceScene Page 5 Measuring the Velocity of Various Object 1. Measuring the velocity of a battery powered toy. a. Obtain a small toy, which is the moving object to be used in this experiment. b. Make a racetrack. Mark a starting line, and 1.00 meter from that a finish line. Call this distance x, measure it with the meter rule, and record this exact distance. c. Release the moving object approximately .25 meter in front of the starting line. Begin timing when the car passes over the starting line, and clock the time that it takes to travel the distance x. Call this time (t). d. Repeat this procedure several times, until you are satisfied about two ideas: (the car should be moving when it passes the two points.) 1) The vehicle is indeed traveling with a velocity that can be reasonably called constant, (uniformly, steadily, in a straight line) 2) The time for each run is about the same, (not unusually high or low). e. Compute the velocity of the moving object, using the ratio v = x / t and record. f. Collect three sets of data and calculate the average velocity. g. Repeat for the second car. 2. Measuring the velocity of water level rise. a. Turn the water on at a moderate rate. Keep this flow constant for both beakers. b. Fill the 400-ml. beaker with any amount (approximately one fourth of the beaker) of water, while timing (t). c. Mark the top of the water, and measure its distance in meters from the bottom of the beaker to the top of the water. d. Repeat this for two additional readings. e. Compute the distance (x) of the water level rose using: x1 = L1 - L0 x2 = L2 - L1 x3 = L3 - L2 f. Compute the velocity of water flow using: v = x / t. g. Repeat this for two additional readings. h. Obtain average velocity of the water flow. i. Repeat for a 250 ml beaker. 10 9 8 7 6 5 4 3 2 1 3. Measuring the speed of the second hand of a clock. a. Select a wall clock which has a second hand . b. As the outer end of the second hand rotates around the center of the clock, it travels a certain distance (x), in a given time (t). c. Choose a number of full revolutions (N), express it in seconds, and record it under time (t) on the data sheet provided. d. Compute the distance traveled by the outer point of the second hand by noting: 1) The tip of the second hand moves in a circle. In order to find the distance traveled, we must find the circumference of that circle. To determine the circumference, we must measure the radius (r) of the circle in meters. The radius is the distance between the center of the clock, and the tip of the second hand. Double that figure to obtain the diameter, and multiply that result by pi (3.14). 2) The total distance traveled would be the number of full revolutions(N) multiplied by the distance traveled or x = (N) x 2r x 3.14. Call this distance x, and record. e. Compute the speed using: v = x / t f. Repeat for a wristwatch which has a second hand. Measuring Changes in Motion © 2009 ScienceScene Page 6 4. Measuring the velocity of a bouncing ball. a. The total distance (x) that the ball traveled is equal to the sum of the heights x1, x2 and x3. The initial height is x1, the final height is (x3) and the average of x1 and x3 is x2. The total distance (x) that the ball traveled is equal to the sum of the heights (x = x1 + x2 + x2 + x3). The heights are most easily measured by bouncing the ball near a wall, using the brick divisions to help in the measurement of the height of the bounce. b. The time (t) taken for the ball to make two bounces would be measured from the starting point (the release point), to the end point (the top of the second bounce). c. Compute the average speed using: v = x / t. d. Collect three sets of data and calculate the average velocity. e. Repeat for the second ball X1 X2 X2 X3 5. Measuring the velocity of Sound. a. Note: Light travels at a velocity of 186,000 miles per sec., or 299,793 Km per sec. Sound travels at a velocity of 330 meters per sec. For most short distances of less than several kilometers, light would reach us from some point almost instantaneously, while sound would take considerably longer. This difference in velocity will be used to determine the time (t) needed for sound to travel a given distance (x). Set observers with stopwatches approximately 300 meters from a person with a speed of sound device. The speed of sound device emits a sound and a bright light at the same moment. (Check with lab assistant for exact location and pre- measured distance (x)). b. When the observers are ready, signal to the person with the sound device to activate the device. The observers will see the light, at which time they must immediately start their timers, and turn them off when they hear the sound. This difference represents the time (t) taken for the sound to travel to the observers. c. Compute the velocity using: v = x / t. d. Take the outdoor air temperature, and calculate the speed of sound using the temperature method V= 330 m/sec. + (.6 x temp.). This will be considered the theoretical. e. Compute your error and percentage of error. Measuring Changes in Motion © 2009 ScienceScene Page 7 Linear Motion with Constant Speed/ Velocity ( Record Data in Meters, for example 0.2501-m, and Seconds ) Object 1. Toy Cars 2. Flowing Water 3. Clock Hands 4. Bouncing Ball Distance Time Speed Average Distance Time Speed Average Battery Powered Car Pull Back Car 400-ml. Beaker 250-ml. Beaker Wall Clock Wrist Watch With Second Hand Tennis Ball Super Ball Trial 1 Trial 2 Trial 3 Trial 1 Trial 2 Trial 3 Trial 1 Trial 2 Trial 1 Trial 2 Trial 3 Trial 1 5. Sound Trial 2 Trial 2 6. Calculate the percentage of error for the speed of sound. OC a. air temperature c. error = m/sec b. speed of soundtheo . = m/sec d. % error = Measuring Changes in Motion © 2009 ScienceScene Page 8 People Walk - Velocity Purpose: Provide practice in measurement, timing with a stopwatch, collection of data and graphing. Directions: 1. Survey your classroom and mark off a walking path, in meters, as long as possible. 2. Students will be both walkers and timers. Finish Start Student Name Trial – sec. 1 2 3 Average seconds Distance meters Speed m/s 1. 2. 3. 4 5 6. 7. 8. 9. 10. Average: Measuring Changes in Motion © 2009 ScienceScene Page 9 Measuring the Motion of a Toy Car Objective: To measure the speed and velocity of a toy car. Materials: track, stopwatch with electronic sensors, racecar with a magnet attached Purpose: To collect the data to measure velocity. t0 t1 .50-meters Finish Point Starting Point Procedure: 1. Connect the electronic sensor to the stopwatch and insert one of the sensors into the slot at the starting point and the second sensor at the finish point or .50-meters from the first sensor. When the racecar is released the magnet will activate the first sensor, turning on the stopwatch, and when the racecar passes over the second sensor the stopwatch will be turned off. 2. Release the racecar at the starting line and obtain the time for .50-meters. Repeat this procedure until: a) The vehicle is indeed traveling with a velocity that can be reasonably called constant, (uniformly, steadily, in a straight line) b) The time for a run should be about the same for most runs, (not unusually high or low). 4. Obtain the time for three trials and determine the average time to travel between t 1 and t0. 5. The velocity between t0 and t1 is equal to distance/time or .500-m / (t1 - t0 ). 6. Repeat the experiment using a distance of .350-m. and compare velocities. Trial 1 Trial 2 Trial 3 Average Distance Velocity Sec. Sec. Sec. Sec. meters Meters/sec .500 .350 7. Graph the three trials using time (sec) on the x-axis and distance (meters) on the y-axis. 8. What does the graph show you? Discuss the results. Measuring Changes in Motion © 2009 ScienceScene Page 10 Inertia Objective: Explain the resistance of a body to change its state of motion. Materials: battery powered car, one film canisters, C-cell battery Purpose: Use a battery and a toy racecar to observe inertia. Procedure: Part A – Inertia and Balanced Forces 1. Place the film canisters on a solid surface. 2. Place the battery on top on the film canisters. 3. Attach the “string” to the film canister and the racecar as indicated in the picture. Make sure the string is taut and begin moving the car. As the car moves the battery and film canister move with the racecar. Part B – Inertia and Unbalanced Forces 1. Attach the “string” to the film canister and the racecar as indicated in the picture. 2. Start the car moving. The car will be fully accelerated when the car reaches the end of the string. The racecar will have enough force to pull the film canister out from under the battery. The inertia of the battery will cause the battery to remain at rest and drop straight down to the tabletop immediately, beneath its starting point. Measuring Changes in Motion © 2009 ScienceScene Page 11 Inertia - Using Your Marbles Objective: Explain the resistance of a body to change its state of motion. Materials: a marble, two five-ounce paper cups, masking tape, and a yardstick Purpose: Challenge your friends to move a marble from one paper cup to another without touching either the marble or the cups. Then show them that it can be done with the help of the force of inertia. Procedure 1. Cut one cup down so that the sides are about one inch tall. 2. Tape this cup to one end of the yardstick and place the marble in it. 3. Tape the taller cup about four inches along the yardstick from the first. 4. Tape the other end of the yardstick to the doorframe at floor level. The tape forms a hinge so that the stick can be raised. 5. Raise the end of the yardstick until it is about twenty inches above the floor. 6. You are now ready to move the marble without touching either cup. 7. Release the yardstick with a light downward push. The marble should fall into the other cup. How does this come about? The marble falls in a straight line under the force of gravity. The cups follow a curved path, as is shown in the diagram. It may take a little practice to push down with the exact force so that the marble lands in the other cup. Measuring Changes in Motion © 2009 ScienceScene Page 12 Newton’s Second Law – Acceleration Newton's second law relates the mass, acceleration and the forces acting on a body. Specifically, Newton's Second Law describes what happens when an unbalanced force is applied to a moving body. The change in the motion of an object depends upon the size of the force, and the mass of the object. The greater the unbalanced force on a body, the greater the acceleration. A smaller acceleration will occur if one were to increase the mass of the object and used the same unbalanced force. The change of motion takes place in the same direction as the unbalanced force acts. F=mxa Acceleration occurs when the velocity (direction and speed) of an object changes. Acceleration is the measure of how much the velocity changes during a certain period of time. We have analyzed the kind of motion in which the speed of the moving object was constant during the entire run (trial). You are familiar with the changing speed of your car in traffic, as you step on the accelerator to pass a slow moving vehicle. If you think for a moment about moving objects (cars, birds, bees, etc.), you will recognize that it is uncommon to actually find objects always moving at a constant speed. Therefore, the concept of motion with a uniformly changing speed is a must for studying motion. Measuring Changes in Motion © 2009 ScienceScene Page 13 Observing Acceleration – A Toy Car Objective: To measure the acceleration of a toy car. Materials: track, stopwatch with electronic sensors, racecar with a magnet attached .500-meter .350-meter .150-meter t2 t0 t1 B Starting Point A 1. Obtain the time for .350-meters distance by connecting the electronic sensor to the stopwatch and inserting one of the sensors into the slot of the plastic racetrack at the starting point (t 0) and the second sensor at the point (t1) or .350meters from the first sensor. Release the racecar at the starting point (t 0) and record the time. Run three trials. The trails should be consistent, if they are not, repeat until you obtain consistent times. 2. Obtain the time for .500-meters distance by inserting one of the sensors into the slot of the plastic racetrack at the starting point (t0) and the second sensor at the point (t2) or .500-meters from the first sensor. Release the racecar at the starting point (t0) and record the time. Run three trials. The trails should be consistent, if they are not, repeat until you obtain consistent times. 3. Calculate the time for the .150-meters distance (t1→ t2) by subtracting t1 from t2 (t2- t1). 4. Calculate the average time needed to travel the 0.350-m and the 0.150-m distances. 5. The average velocity (v1) at position A is equal to distance/time or .350-m / t1. The time to travel between t2 and t1 is: t2 - t1 The velocity (v2) at position B is equal to distance/time or .150-m / (t2 - t1). 6. Calculate the time TA and TB where the average velocity actually occurs. Time at point A: TA = t1 / 2 Time at point B: TB = (t2 + t1) / 2 7. Calculate the change in velocity (∆v), using: ∆v = (velocity B – velocity A) 8. Calculate the change in time (∆t ) between point B and point A: ∆t = T B - TA 9. Calculate the acceleration of your car, between point A and point B. a = ∆v / ∆t 0.350-m t0→ t1 0.500-m t0→ t2 0.150-m t1→ t2 (t2- t1) First time trial time trial Second time trial Third time trial (4) Average Time (5) Average velocity v = d/t (6) Time (when average velocity occurred) v1 for 0.350-m v2 for 0.150-m Position A TA = t1/2 Position B TB = (t2 + t1) / 2 (7) v = change in adjacent velocity v= v2 – v1 (8) T = change in time between adjacent velocity t = TB – TA (9) a = acceleration between points Measuring Changes in Motion © 2009 ScienceScene Page 14 a = v / t People Walk - Acceleration Purpose: Provide practice in measurement, timing with a stopwatch, collection of data and graphing involving acceleration. Directions: 1. Survey your classroom and mark off a six meter walking path, into two meter segments 2. Have one student be the walker, one student be the starter, and the rest of the students placed at point’s t1, t2, and t3 to be timers 3. Each trial begins with the starter saying “GO” and all timers start their stopwatches. When the walker passes them they turn off their stopwatch. 4. The started records all the times on the master sheet and begins the next trial. A Start d = 2.0-m t1 t0 d = 2.0-m Data Collection and Analysis t0 First time trial Second time trial 0 0 Third time trial 0 Average time 0 Time to travel 2.0 meters Average velocity v = d / t (d = 2.0 meters) C B d = 2.0-m t2 t1 t2 t3 t1 - t0 t2 - t1 t3 - t2 Point. A V1 = 2.0 / (t1-t0) Point. B V2 = 2.0 / (t2-t1) Point. C V3 = 2.0 / (t3-t2) Measuring Changes in Motion © 2009 ScienceScene Finish t3 Page 15 Point. A Average time the velocity actually occurred T= change in time between adjacent velocity V= change in adjacent velocity a (acceleration) = V / T Point. B T1=(t0+t1)/ 2 Point. C T2=(t1+t2) / 2 T3=(t2+t3) / 2 T1 = T2 -T1 T2 = T3 -T2 V1 = V2 -V1 V2 = V3 -V2 a1 = V1 / T1 a2 = V2 / T2 Measuring Changes in Motion © 2009 ScienceScene Page 16 Measuring Changes in Motion © 2009 ScienceScene Page 17 Acceleration A More Complete Picture Objective: To measure the acceleration of a trolley from rest to the bottom of an incline. Materials: track, stopwatch with electronic sensors, racecar with a magnet attached Purpose: To collect the data to calculate acceleration. 1. This is a large group cooperative project. 2. Timers will be placed at each interval marked on a suspended wire. 3. Start the trolley and all the timers at to when the trolley passes each interval, the timers at that interval must stop their stopwatches. 4. The timers will average their times, and record that average as a single trial. Repeat to obtain a total of three trials. 5. Calculate the accelerations of your trolley 6. Describe the calculated accelerations and compare them to the actual trolley track. 7. Graph the average of the three trials using time (sec) on the x-axis and distance (meters) on the y-axis. 8. What does the graph show you? Discuss the results. Measuring Changes in Motion © 2009 ScienceScene Page 18 t0 Trial #1 0.00 Trial #2 0.00 Trial #3 0.00 1. Av. Time (seconds) t1 t2 t3 t4 t5 t6 t1 - t0 t2 - t1 t3 - t2 t4 - t3 t5 - t4 t6 - t5 0.00 2. Time to travel 2.00 Meters" V1=2/(t1-t0) V2=2/(t2-t1) V3=2/(t3-t2) V4=2/(t4-t3) V5=2/(t5-t4) V6=2/(t6-t7) 3. Av. Velocity for 2.00 Meters T1=(t0+t1)/2 T2=(t1+t2)/2 T3=(t2+t3)/2 T4=(t3+t4)/2 T5=(t4+t5)/2 T6=(t5+t6)/2 4. Av. time velocity Actually occurred ∆T1=T2-T1 ∆T2=T3-T2 ∆T3=T4-T3 ∆T4=T5-T4 ∆T5=T6-T5 5. ∆ T = Change in time between adjacent velocity ∆V1=V2-V1 ∆ V2=V3-V2 ∆V3=V4-V3 ∆V4=V5-V4 ∆ V5=V6-V5 6. ∆V = Change in adjacent velocity A1= ∆V1/∆T1 A2=∆V2/∆T2 A3=∆V3/∆T3 A4=∆V4/∆T4 A5=∆V5/∆T5 7. Acceleration = ∆V / ∆T Measuring Changes in Motion © 2009 ScienceScene Page 19 Observing Forces Objective: To observe the force and its effect on a toy car. Materials: battery powered toy, bubble level accelerometer used to measure force, 15 cm. string with loop at each end, suction cup pivot-point, and one student Purpose: To collect the data to observe the direction of force on a moving car. Bubble Level Accelerometer Procedure: 1. Locate the accelerometer or "force detector" on your car and observe the bubble in the accelerometer with the car resting flat on the table. Adjust the accelerometer by bending the wire so that the bubble is centered. Record your observation. 2. Release the car. Observe any motion of the bubble in the accelerometer. Record your observation of the movement of the bubble for forward movement. 3. Make the car go backwards in a straight line. Observe any motion of the bubble in the accelerometer. Record your observation of the movement of the bubble for backward movement. 4. To observe the force associated with circular motion: a. Find a smooth surface approximately 25-cm. in diameter. In the center of this area attach the suction cup pivot point using a drop of water. b. Obtain the 15-cm. piece of string, from the kit, with a loop at one end and a hook at the other end. Attach the hook to the metal loop near the middle of the car. Loop the other end of the string around the pivot point. 5. Release the car. Observe any motion of the bubble in the accelerometer. Record your observation of the movement of the bubble for the circular motion. Movement of the Car Direction of movement of the accelerometer bubble None Forward Backward Circular Measuring Changes in Motion © 2009 ScienceScene Page 20 Finding the Forces Materials: 1. set of six arrows 2. clean paper for drawings 3. 500-gram hooked mass 4. rubber band 5. wire spring 6. platform spring scale 7. strong laboratory table 8. sponge or foam rubber 9. two identical books 10. meter stick 11. soy car(powered) or air puck 12. 13. 14. 15. 16. 17. l8. 19. 20. 21. 22. graduated cylinder (100 ml) marble (so fit graduated cylinder) glycerin (to fill graduated cylinder) paper towels or coffee filters washer or coins scissors tape string 3x5card Hair dryer) Ping Pong ball Before you begin, obtain or make a set of six paper or cardboard arrows two short arrows, two medium arrows and two long arrows. These arrows represent what physicists call “vectors.” These arrows can be labeled to represent various types of forces. As you do this activity you are to label your arrows to indicate the names of the forces needed to explain your observations. Use names like gravity, hand, table, etc. You are to determine all the forces that act on each of the numbered items, and then label and attach the arrows to the item to show the name, the direction, and the relative size of all forces acting on the item. When physicists draw diagrams like this, they are called “free body diagrams.” It is customary so place the arrows with the tail of the arrow at the point where the force is applied to the object or at the center of the object. Physicists call the point ax the center of the object the object’s “center of mass.” Placing the arrows on real objects in this way is not always possible, but do the best you can. Obtain several sheets of paper on which to draw a “free body diagram” for each of the activities below. How do you recognize the presence of forces acting on a particular object? First, remember that everything that touches an object exerts a force on that object. So the first question to ask is, “What touches this object?” In addition a few forces (gravity, magnetism and static electricity) act even though they do not touch the object. Physicists call these non-touching forces “action at a distance.” Second, remember that if the object is not accelerating the forces must be balanced (i.e. the net force is zero). If the object is accelerating, then all the forces are not balanced. One way to show an unbalanced situation is so use arrows of different lengths. If you would like some background on forces and how to locate them, ask the workshop leader to help you. The Activities 1a Get a 500-gram booked mass. (We will call it the HM.) Have someone hold it in their outstretched hand. Use the arrows so indicate all the forces acting on the HM. Care must be taken in all of these activities to distinguish between the object that the force acts ON. and the source of the force. 1b. What happens to the HM if you push UP harder with your hand? Which arrow (i.e., force) is affected by pushing UP harder? How was the arrow affected? How should the free-body diagram be changed to show this? What happens to the HM when you push UP on it harder? 1c. What happens if you quickly remove your hand from under the HM? Which arrow (Le., force) is affected by the removal of your hand? How was the arrow affected? How should the flee-body diagram be changed to show this? What was the result of this action on the motion of the HM? 2a. Hang the hooked mass from a rubber band. While you do this watch the shape of the rubber band. Use the arrows to indicate the forces acting on the HM. What must the rubber band do in order to exert a force on the HM? Measuring Changes in Motion © 2009 ScienceScene Page 21 2b Hang the hooked mass from a spring, While you do this watch the shape of the spring. Use the arrows to indicate the forces acting on the HM. What must the spring do in order to exert a force on the HM? What is similar about the forces on items (hand, rubber band, and spring supporting the HM in 2a and 2b above? 3a Place the HM on a platform spring scale. Add the arrows representing the forces acting on the HM. What is the common name for the gravitational force acting on an object? 3b. Attach a string to the HM . Describe the forces acting on the string and HM. 3c. Now release the string and drop the HM. (Please catch it.’) Review what happens when an unbalanced force acts on the HM. What forces acting on the HM were affected by releasing the string? 4a. Place the hooked mass on a soft sponge or piece of foam rubber. The sponge should be soft and about the size of the HM. Push the HM with a slight horizontal force. The force you apply should be large enough to affect the sponge, but not so large as to make the sponge or the HM slide. Add arrows to indicate all the forces acting. 4b. Remove the sponge from under the HM, and let the HM rest on the table. NOW when you push on the HM without causing it to move, what are the characteristics of the force that is counteracting your push? You will notice that as you gradually increase the horizontal force you are exerting on the HM, the HM will eventually start to slide across the table. Can you push the HM so that it moves with constant speed in a straight line.? Add arrows to the sliding HM to show all the forces acting on it.. How do the arrows on the sliding HM compare with the arrows on the stationary HM in part 4a? (This is the last activity with the hooked mass.) 5. Attach a suing to a toy car or a low-friction air puck or the flying Pig so that it runs in a circle at constant speed on the table or in the air. Add arrows to indicate the forces acting on it. [Note: Physicists call a force than keeps an object moving in a circle with constant speed a centripetal force. Centripetal, though, is the name of a direction (toward the center), not the name of a type of force, so you should not label any of your arrows centripetal force. Use the name of the type of force]. 6. Place a coin at the edge of the table. Give it a flick with your finger so it hits the floor some distance away. Make a free-body diagram showing the forces acting on the coin (1) setting on the table, (2) while your finger is in the process of flicking it and (3) while it is moving through the air. In 3b. you dropped a 500-gram mass. Compare your diagram for that with the one you just made. 7. Out of a 3 x 5 card, make a device that allows you to flick one coin at the same time that you simply drop a second coin. See the diagram below. Make a free-body diagram showing the forces on the coins while they are moving through the air. Measuring Changes in Motion © 2009 ScienceScene Page 22 Measuring Changes in Motion © 2009 ScienceScene Page 23 Circular Motion The following diagram helps to explain the circular motion of an object. This motion depends on the object’s inertia, straight line direction the object wants to travel, and the force applied by a string pulling the object towards the center of the circle. ID=Inertia direction ID ID CP R3 IdID Rx=Resultant of Inertia & Center Pull ID D RIdI 4 D CP dir ect ion CP CP dir ect ion CP=Center Pull direction ID CP ID CP dir ect ion R2 R1 = CP ID ID ID ID = Inertia Direction is really the Inertia an object has at that point. It also wants to travel in that direction at that instant, especially if it was released at that instant. CP = Center Pull or better known as centripetal force. This is the force that is directed (towards the center of rotation). The object is pulled towards the center of rotation, by the string at that instant. This force is the one that keeps the object traveling in a circle. R1 R2 R3 R4 etc are the RESULTANT of the object and the direction of the object at that point or instant. This results from “Force” ID and the “Force” CP acting on the object at that instant. Measuring Changes in Motion © 2009 ScienceScene Page 24 Finding the Forces – Teacher Notes Idea: > Remember that forces ALWAYS ACT IN PAIRS. > This activity is designed to help participants learn to identify forces acting on objects. > It reinforces the idea that objects accelerate when forces are out of balance (or an unbalanced force) is acting on the object. > Also objects may move even when one or more forces are acting on it. Student Background > Participants should know the definition of acceleration and that acceleration is the result of unbalanced forces. > They should know that inertia is not a force. Advance Preparation: > Get all of the material you will use in your class ahead of time. Management Tips: > The workshop is a set of activities in the format of a self paced tutorial. > Demonstrate making a free-body diagram before participants begin. > Depending on the group of students, it may be helpful so stop after every few activities for group discussion. > Regarding activity 5 avoid using the term centripetal force, until you have explained it. “The force of the string on the car” causes fewer problems. Points To Emphasize In The Summary Discussion: >To recognize the presence of forces, remember that everything that touches an object exerts a force on that object. > If one force acts on an object and it isn’t accelerating, there must be some other force acting on the object to balance the first. > Friction is a helpful force, useful for starting and stopping . > When forces act by contact, there is a stretching, compression or deflection of the objects, even if the amount is too small to be seen. > A few forces (gravity, static electricity and magnetism) act even though they do not touch the object. Measuring Changes in Motion © 2009 ScienceScene Page 25 Answers For Free Body Diagrams 1a. At Rest 1b. Pushed up 2a. At Rest 1c Acceleration 2a. At Rest 2b. At rest 3a. At Rest 3b. At Rest 3c At Acceleration Measuring Changes in Motion © 2009 ScienceScene Page 26 4a. At Rest 4b. Moving With Constant Speed 5. Moving With Constant Speed but accelerating 6. At rest and Accelerating 7. Accelerating Measuring Changes in Motion © 2009 ScienceScene Page 27 Understanding Types of Forces FOR YOUR INFORMATION Definitions of Forces • Force is defined as any influence (push or pull) or (action) that results in accelerating motion or deforming an object. In the metric unit of measurement it is measured in Newtons. • Study on FORCES indicate that an object at rest may be acted upon by two or more forces, like the force of a table and the force of gravity, which all add to zero; inertia is not a force; acceleration is proportional to the net force, not to the applied force. • Have you noticed how many different names we have used for forces? Names like net, gravity, the force of the table. friction, unbalanced force and more. We have developed the habit of naming forces based on their cause. Even net force is a term that says that the important force is caused by all of the forces acting together. • We can also described forces in terms of the direction in which they act. We can use directions like up, down, left, opposite, east, etc. Describing the directions forces act has been so obvious we haven’t had to pay much attention to the names we used until now. Types of Force • If the sum of all the forces acting on an object is zero, then the object is not accelerating. This means that the object is at rest or is moving with constant velocity. • A net force is needed to make an object accelerate. When there is a net force acting on an object, the object will accelerate with an acceleration that is proportional to the force and inversely proportional to the mass of the object. In addition, the direction of the acceleration will be in the direction of the net force. ( F = m a) • Forces always come in pairs. These pairs of forces are sometimes called action and reaction. The action force and the reaction force ALWAYS act on different objects. • There are only four kinds of forces: 1. the gravitational force, 2. the electromagnetic force, 3. the weak nuclear force and 4. the strong nuclear force. Only the gravitational force and the electromagnetic force affect objects around us in ways we are likely to notice. Circular Forces • When objects move in straight lines, the directions of the forces acting are constant. But when objects move in circles, a force acts with a direction that none of the above descriptions fits. This direction is toward the center of the circle. We call this direction CENTRIPETAL {CEN – TRIP – PET – TAL }. • Many people mistakenly believe that centripetal force is the name of a the force. The truth is a force toward the center of the circular path can be caused by a lot of things: gravity causes the centripetal force on the earth as it orbits the sun, static electricity causes the centripetal force on an electron as it orbits the nucleus of an atom, a string (held together by electric forces between atoms) causes the centripetal force on something tied to it and swung in a circle, etc. • In MOTION it was shown than when an object changes direction, it’s velocity is changing. Acceleration is defined as something that happens when velocity changes, not just speed. When an object is accelerating, there is a net force acting. When a net force acts toward the center of a circle, the object moves in a circle. Since a net force is acting, the object must be accelerating. This is correct even if the object is not changing speed. The direction of a force that acts toward the center is called ‘centripetal’. • A force away from the center is called ‘centrifugal’ (CEN-TRIF-U-GAL). Many people mistakenly think that when an object is moving in a circle, there is a force acting on the object in a direction away from the center of the circle. They don’t know that inertia is not a force! Although there is the strong sensation that an outward force must act on an object moving in a circle or turning a corner, the only force that contributes to the circular motion is one that acts centripetally — toward the center. Gravitational Force • All objects attract all other objects with a force called gravitational force. • The size of the gravitational force is affected by the distance between the objects and the mass of the objects. • Weight is the force of gravity on an object by the earth when the object is at or near the surface of the earth. • The force of gravity between the sun and the planets keep the planets from moving through space in straight lines. The force of gravity between the planets and their moons have the same effect. The shape and relative motions of the galaxies are the results of the gravitational force. The ultimate fate of the universe is determined by the force of gravity. Electromagnetic Force • Scientists believe that what we usually call electric force and magnetic force are really the same thing. • Electric forces act on objects when the object carries a net electric charge or a non-uniform distribution of charge. • The size of an electric force depends on the amount of charge and the distance between the charged objects. Measuring Changes in Motion © 2009 ScienceScene Page 28 • • • • • • Magnetic forces are commonly observed between two magnets or between a magnet and some metals. Magnetic force is also observed around a moving electric charge. In fact, physicists believe that all magnetic forces are produced by moving charges. (Electrons surrounding some atomic nuclei give rise to the magnetism associated with permanent magnets.) Magnetic forces act on moving electric charges. The size of magnetic forces on a moving charge depends on the amount of moving electric charge, the speed of the moving electric charge, the direction of the electric charge’s motion relative to the direction of the magnetic field and the intensity (i.e., strength) of the magnetic field. The size of magnetic forces between magnets or between a magnet and any object depends on how many “magnetic” atoms are present in the objects, on how the atoms of the materials are arranged, the exact type of atoms the material is made of and the distance between the objects. All other observable forces are manifestations of the electromagnetic force. Frictional Force • Frictional forces are often classified as sliding, rolling, static and fluid. • Sliding and rolling frictional forces result when solids in contact pass by each other. Static frictional force results when solids are in contact, at rest and when a force or forces are trying to cause them to move with respect to each other. Fluid frictional force results when a solid is moving through a gas or a liquid. • Most examples of accelerating objects rely on friction. A car, for example, starts moving, speeds up, turns corners, slows down and stops only because of friction. • Our ability to grasp things, to walk and to sit in chairs depends on friction. • Frictional force often causes the wearing away of surfaces. Lubricants are used to reduce frictional force in many machines. • Frictional force causes kinetic energy to be transformed into thermal energy. (The Concorde airliner gets so hot during normal flight that it expands several inches due to the heating.) Normal Force • “Normal” means “perpendicular to”. • Whenever an object is placed on a surface, a force acts normal to the surfaces in contact. This causes the supporting surface to sag. Since this sagging is slight, it often goes unnoticed. However, it is always there and the resulting force of the surface attempting to return to its original position is perpendicular to the surface. This force is called the normal force. • The lower surface pushes upwards because its molecules are stretched and/or compressed. The electric forces among the molecules give rise to the force. Tension Force Tension force is the force exerted by a string, spring, beam or other object which is being stretched compressed. The electric forces among the molecules give rise to the force. The tension force is always directed along the length of the string, beam, etc. Pressure Is Not A Force. • Pressure is equal to the force divided by the area over which that force is exerted. (P = F/A) • Solids, liquids and gases can apply pressure. Measuring Changes in Motion © 2009 ScienceScene Page 29 Forces in a Collision Objective: To observe force and its effect. Materials: 2 force scales, 2 bathroom scales Purpose: To collect the data to observe the direction of force. Procedure: 1. The diagram above shows a child and an adult pushing on each other. (They are holding bathroom scales to measure the forces exerted.) Predict how they will move. Explain your prediction. (Does the answer depend on who does the pushing? What if both push at the same time?) 2. Which scale will show the biggest number? (The reading on a scale measures the force acting on the person holding that scale.) 3. Suppose the situation was slightly different than in the illustration. For each situation below, predict how the readings on the scales would compare with each other. Explain your predictions. a. If the adult’s chair was backed up against a wall, how would the readings on the scales compare with each other? b. If the child’s chair was backed up against a wall, how would the readings on the scales compare with each other? c. If both chairs were backed up against a wall, how would the readings on the scales compare with each other? Measuring Changes in Motion © 2009 ScienceScene Page 30 The Falling Cup Objective: To observe the force of gravity. Materials: stool or chair, foam cup, water, wastebasket Purpose: To collect the data to observe the direction of force. Procedure: Before beginning the demonstration, poke a hole in the bottom and/or in the side of the foam cup. Use a heavyweight foam cup. While covering the holes in the cup, fill it about 3/4 full of water. Stand on a stool while holding the water-filled cup in one hand and covering the holes with your thumb and forefinger. While holding the cup, release your fingers, allowing water to flow into a barrel or wastebasket and record your observations. Predict what will happen when the cup and the water are dropped. Drop the cup and the water and record your observations. Indicate why this happened and suggest one or more reasons for what was observed. During discussion, point out that all objects fall with the same accelerated motion in the absence of any external influence. (The water in the cup is massive enough to make the effect of air friction on the cup negligible.) The object in this case is often called a “freely falling body”. Also point out that no water will flow out when the cup is dropped because both the water and the cup are falling with the same motion. You might use this opportunity to discuss weightlessness. Measuring Changes in Motion © 2009 ScienceScene Page 31 The Affect of Mass on Acceleration Objective: Explore the relationship between force, mass, and acceleration Materials: battery powered car, C-cell battery, rubber band Purpose: Observe the affect of mass on the acceleration of the car. Procedure: 1. Place the car on a solid surface. 2. Run the car approximately .50-meter and observe the speed of the car. 3. Place the battery on top of the car. Use the rubber band to hold the battery in place. 4. Start the car and as the car moves observe any change in the speed of the car. 5. Observe and record the difference in speed with the additional mass of the battery and without the additional mass of the battery. Observations: Measuring Changes in Motion © 2009 ScienceScene Page 32 Newton’s Third Law – Action and Reaction Newton's third law, expresses the relationship between action force and reaction force. This law frames the principle that can be observed in a rocket, in which the backward expulsion of gases causes a reactive force that drives the payload forward. Newton's Third Law indicates that for every action, there is an equal and opposite reaction. One example is the rotating lawn sprinklers that spin when water squirts from their nozzles. Such sprinklers have two or four arms, and as the water emerges from the nozzles, the arms are pushed around in the opposite direction spraying water over the lawn. Another example is stepping out of a boat onto the dock. You push against the boat, pushing it backwards, as you go forward onto the dock. Other examples could include the rocket engines of the space shuttle, shooting a rifle, a released balloon filled with air, a skateboard and the jet propulsion engine. Measuring Changes in Motion © 2009 ScienceScene Page 33 Equal and Opposite Objective: Explain how one force produces an equal and opposite force Materials: battery powered car, slippery plastic 8-cm. X 8-cm. Purpose: To investigate Newton’s Third Law by observing the movement of the slippery plastic as the racecar accelerates. Slippery Plastic Procedure: 1. Crumple the plastic until it looks very wrinkled. (This reduces surface contact and thus less friction) 2. Place the slippery plastic on a solid, flat surface. 3. Place the car on top on the slippery plastic as shown. 4. Start the car and carefully observe the car and the slippery plastic. 5. Write your observations of both the car and the slippery plastic. Observations: Measuring Changes in Motion © 2009 ScienceScene Page 34 Equal and Opposite, another Look Objective: Explain how one force produces an equal and opposite force Materials: battery powered car, two soda cans, plastic 8-cm. X 75-cm. Purpose: To investigate Newton’s Third Law by observing the movement of the slippery plastic as the racecar accelerates. Procedure: 1. Place two soda cans on a flat surface approximately 25-cm apart. 2. Place the plastic on top of the soda cans. 3. Place the car on top on the plastic as shown. 4. Start the car and carefully observe the car and the plastic. 5. Write your observations of both the car and the slippery plastic. Observations: Measuring Changes in Motion © 2009 ScienceScene Page 35 Appendix 1 Vendor List of Materials Used In Physical Science 1-800-255-6124 Operation Physics Supplier Arbor Scientific P.O. Box 2750 Ann Arbor, Michigan 48106-2750 1-800-367-6695 Astronomy Learning Technologies, Inc. Project STAR 59 Walden Street Cambridge, MA 02140 1-800-537-8703 The best diffraction grating I've found Radio Shack See Local Stores Discount Science Supply (Compass) 28475 Greenfield Road Southfield, Michigan 48076 Phone: 1-800-938-4459 Fax: 1-888-258-0220 Educational Toys Oriental Trading Company, Inc. P.O. Box 3407 Omaha, NE 68103 1-800-228-2269 Laser glasses KIPP Brothers, Inc. 240-242 So. Meridian St. P.O. Box 157 Indianapolis, Indiana 46206 1-800-832-5477 Rhode Island Novelty 19 Industrial Lane Johnston, RI 02919 1-800-528-5599 U.S. Toy Company, Inc. 1227 East 119th Grandview, MO 64030 Mouser Electronics 958 N. Main Mansfield, TX 76063-487 1-800-346-6873 All Electronics Corp. 905 S. Vermont Av. Los Angeles, CA 90006 1-800-826-5432 Chemistry Flinn Scientific Inc. P.O. Box 219 Batavia, IL 60510 1-708-879-6900 Rainbow Symphony, Inc. 6860 Canby Ave. #120 Reseda, California 91335 1-818-708-8400 Holographic stuff Electronic Kits Chaney Electronics, Inc. P.O. Box 4116 Scottsdale, AZ 85261 1-800-227-7312 Electronic Kits Lasers Metrologic Coles Road at Route 42 Blackwood, NJ 08012 1-609-228-6673 laser pointers Magnets The Magnet Source, Inc. 607 South Gilbert Castle Rock, CO. 80104 1-888-293-9190 Dowling Magnets P.O. Box 1829/21600 Eighth Street Sonoma CA 95476 1-800-624-6381 Science Stuff - General Edmund Scientific 101 E. Gloucester Pike Barrington, NJ 08007-1380 1-609-573-6270 Materials for making telescopes Marlin P. Jones & Associates, Inc P.O. Box 12685 Lake Park, Fl 33403-0685 1-800-652-6733 Flea Markets Measuring Changes in Motion © 2009 ScienceScene Page 36 Garage Sales Motion ©2004 Page 37 Appendix 2 Making Formulas Out of Words SPEED CHANGE IN DISTANCE CHANGE IN TIME VELOCITY CHANGE IN DISTANCE & DIRECTION CHANGE IN TIME ACCELERATION CHANGE IN SPEED CHANGE IN TIME ACCELERATION CHANGE IN VELOCITY CHANGE IN TIME Note: to make the equation simple we place “ “ in place of the word “change”. SPEED ( s) d t s or d VELOCITY (v ) t ACCELERATION (a ) s t ACCELERATION (a ) v t Note: The arrow indicates a change in direction Measuring Changes in Motion © 2009 ScienceScene Page 38 Appendix 3 Physical Science Grade Level Content Expectations K-7 Standard Science Processes Inquiry Process S.IP: S.IP.M.1 S.IP.05.11 S.IP.05.12 S.IP.05.13 S.IP.05.14 S.IP.05.15 S.IP.05.16 Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. Generate scientific questions about motion based on observations, investigations, and research Design and conduct scientific investigations on motion and changes in motion. Use tools and equipment (stop watches, meter sticks and tapes, models, balances) appropriate to scientific investigation of motion. Use metric measurement devices in the investigation of motion. Construct charts and graphs from data and observations dealing with motion and changes in motion. Identify patterns in data regarding motion. Inquiry Analysis and Communication S.IA: S.IA.M.1 S.IA.05.11 S.IA.05.12 S.IA.05.13 S.IA.05.14 S.IA.05.15 Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. Analyze information from data tables and graphs to answer scientific questions on motion. Evaluate data, claims, and personal knowledge through collaborative science discourse about motion. Communicate and defend findings of observations and investigations about motion using evidence. Draw conclusions from sets of data from multiple trials of a scientific investigation on motion and changes in motion. Use multiple sources of information on motion and changes in motion to evaluate strengths and weaknesses of claims, arguments, or data. Reflection and Social Implications S.RS: S.RS.M.1 S.RS.05.11 S.RS.05.12 S.RS.05.13 S.RS.05.15 S.RS.05.16 S.RS.05.17 S.RS.05.19 Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology. Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. Evaluate the strengths and weaknesses of claims, arguments, and data regarding motion and changes in motion. Describe limitations in personal and scientific knowledge regarding motion and changes in motion. Identify the need for evidence in making scientific decisions about motion. Demonstrate scientific concepts about motion through various illustrations, performances, models, exhibits, and activities. Design solutions to problems concerning the motion of objects using technology. Describe the effect humans and other organisms have on the balance in the natural world when force is applied to an object. Describe how science and technology of motion have advanced because of the contributions of many people throughout history and across cultures. Measuring Changes in Motion © 2009 ScienceScene Page 39 Appendix 4 Physical Science Grade Level Content Expectations Grade 5 Science Standards, Statements, and Expectations Students participate in an in-depth study of motion as related to a point of reference, distance, time, and direction. Their exploration into motion also presents high interest content for students to hone their skills in metric measurement and the use of tools and equipment appropriate to scientific investigations. The middle school experiences of investigating balanced and unbalanced forces, and their relationship to the size of change in motion, provide concrete experiences on which a more comprehensive understanding of force can be based at the high school level. Students can move from qualitative descriptions of moving objects in the elementary to quantitative descriptions of moving objects and the identification of the forces acting on the objects. The completion of the study in motion involves the exploration and identification of contact and non-contact forces and how they change the motion of objects. Students’ everyday experiences in motion lead them to believe that friction causes all moving objects to slow down and stop. In-depth explorations into reducing the force of friction can help the students understand and demonstrate that a moving object requires friction to keep it moving. The understanding of objects at rest requires the students recognize that there are balanced forces in equilibrium, such as a book on a table or chair on the floor. Force and Motion P.FM: P.FM.05.21 P.FM.05.22 P.FM.M.3 P.FM.05.31 P.FM.05.32 P.FM.05.33 P.FM.05.34 P.FM.M.4 P.FM.05.41 P.FM.05.42 P.FM.05.43 Force Interactions - Some forces between objects act when the objects are in direct contact (touching), such as friction and air resistance, or when they are not in direct contact (not touching), such as magnetic force, electrical force, and gravitational force.. Distinguish between contact forces and non-contact forces. Demonstrate contact and non-contact forces to change the motion of an object. Force- Forces have a magnitude and direction. Forces can be added. The net force on an object is the sum of all of the forces acting on the object. The speed and/or direction of motion of an object changes when a non-zero net force is applied. A balanced force on an object does not change the motion of the object (the object either remains at rest or continues to move at a constant speed in a straight line). Describe what happens when two forces act on an object in the same or opposing directions. Describe how constant motion is the result of balanced (zero net) forces. Describe how changes in the motion of objects are caused by a non-zero net (unbalanced) force. Relate the size of change in motion to the strength of unbalanced forces and the mass of the object. Speed- Motion can be described by a change in position relative to a point of reference. The motion of an object can be described by its speed and the direction it is moving. The position and tempo of an object can be measured and graphed as a function of time. Explain the motion of an object relative to its point of reference. Describe the motion of an object in terms of distance, time and direction, as the object moves, and in relationship to other objects. Demonstrate how motion can be measured and represented on a graph. Measuring Changes in Motion © 2009 ScienceScene Page 40 Appendix 5 Grade 5 Grade Level Mathematics Expectations Measurement N.ME.05.08 Understand the relative magnitude of ones, tenths, and hundredths and the relationship of each place value to the place to its right. N.ME.05.15 N.FL.05.16 Multiply a whole number by powers of 10: 0.01, 0.1, 1, 10, 100, 1000, and identity patterns. Divide numbers by 10’s,100’s, 1000’s using mental strategies. M.UN.05.03 Compare the relative sizes of one cubic inch to one cubic foot, and one cubic centimeter to one cubic meter. M.UN.05.04 Convert measurements of length and weight within a given system using easily manipulated numbers. D.RE.05.01 Read and interpret line graphs, e.g., distance-time graphs. Measuring Changes in Motion © 2009 ScienceScene Page 41