Download Competency Goal 6: Students will conduct investigations

Competency Goal 6: Students will conduct investigations, use models,
situations, and appropriate technologies and information systems to build
an understanding of motion and forces.
Objectives
6.01 Students will demonstrate ways that simple machines can change
force.
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SEPUP Labs with carts, tracks and weights
Class work with “Centers”
Rube Goldberg Devices
6.02 Students will analyze simple machines to determine how much
and how well they assist with the work (mechanical advantage).
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Class work with “Centers”
1. M.A. of an inclined plane
a. height/length
b. height x length
c. length /height
d. length - height
2. M.A. of a lever
a. length of effort arm/length of resistance arm
b. length of resistance arm x length of effort arm
c. length of resistance arm/length of effort arm
d. length of effort arm x length of resistance arm
3. M.A. of wheel and axels
a. radius wheel x radius axel
b. radius axel x radius wheel
c. radius wheel/radius axel
d. radius axel/radius wheel
6.03 Students will evaluate motion in terms of Newton’s Laws:
1st Law
 For every action there is an equal and opposite reaction
2nd Law
 How fast or slow an object moves is the result of a
combination of all forces acting on the object.
3rd Law
 A moving object will continue to move at a constant speed
in a straight line until another force acts upon that moving
object.
 An object at rest will remain at rest
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Friction slows down the motion of an object
The greater the force, the greater the change in motion
Example questions:
Know where to draw the arrows in order to show Newton’s Law. Know which
law is being addressed.
Write the simple machine that is shown in each picture.
30.______
31._______
32.______
33._____
34._____
35.______
36._____
6.04 Students will analyze that an object’s motion is always judged
against some other object or point.
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SEPUP Labs with carts, tracks and weights
Class work with “Centers”
6.05 Students will describe and measure quantities that characterize
moving objects and how these interact with each other.
 Time
 Distance
 Mass
 Force
 Velocity
 Center of Mass
 Acceleration
Examples of this objective:
1. Work is equal to _____.
a. force/distance
b. distance – force
c. distance/force
d. force x distance
2.
a.
b.
c.
d.
Speed is equal to _____.
time/distance
distance/time
distance - time
distance x time
3. You exert a force of 5 N to lift your book bag off
the floor. How much work do you do if you lift it 3 m?
4. A pulley lifts a 150,000 N metal container.
The work done on the pulley is 5,250,000 J.
What was the distance that the pulley lifted the metal container?
5. Suppose you left your weed eater outdoors all winter. It’s now rusty.
Of your 5, 382 joules of work, only 2,300 go to “eating” the grass.
What is the efficiency of the weed eater now?
Force
Mass
Acceleration
2500kg
850N
60m/s2
40kg
8,000N
35m/s2
100,000N
55m/s2
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SEPUP Labs with carts, tracks and weights
Class work with “Centers”
6.06 Students will investigate and analyze the real world interactions
of balanced and unbalanced forces:
 Sports and recreation
 Transportation
 The human body