Forces,

Motion, and
Velocity Unit

ED 121
Curriculum Instructional Planning
Professor Ewart
Jacqueline Firestone
December 3, 2013

1.

Time Line for Unit

Forces Introduction

2.

FrictionMarble Lab

3.

Air ResistancePaper Airplane

4.

Velocity Introduction

5.

GravityEgg Drop

6.

Spring ForceRubber Band Car

7.

TensionBridge Building

8.

Newtons Laws of Motion

9.

Jeopardy Review

10. Unit Test

Forces Lesson Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
2.b. -Students know when an object is subject to two or more forces at once, the
result is the cumulative effect of all the forces.
2.d. - Students know how to identify separately the two or more forces that are
acting on a single static object, including gravity, elastic forces due to tension or
compression in matter, and friction.
Learning Outcomes/Objectives:
Students will be able to identify the and describe the seven different forces that act
upon an object.

Vocabulary:
Force
Friction
Applied
Air Resistance
Gravitational
Tension
Normal
Spring

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the lab the teacher will circulate around the classroom helping students and
monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials
Video
Notes sheets
PowerPoint

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
Modifications for Diverse Learners:
Visuals
Word Wall
Modeling

Conversations
Real World Examples
International Grouping

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher will show the first 2:40 seconds of a video on force
http://www.youtube.com/watch?v=NYVMlmL0BPQ
o The teacher will stop the video periodically asking the class to make predictions.

Teaching/Instructional Process:
o The teacher will then explain that today they are going to learn about the seven
different forces that act on objects.
o The class will then work through the corresponding PowerPoint

Guided Practice and Monitoring:
o Students will be expected to fill in their notes sheet while listening to the
PowerPoint.

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.
o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will quickly verbally review the types of forces and encourage the
students on their hard work.

Independent Practice:
o The teacher will then explain that students will need to complete the types of
forces worksheet for homework.

Types of Forces

What is Applied Force

A fore that is applied on an object by a living
thing or another object.

Example:
A person pushing a chair
The applied force is being
exerted on the chair by
the person

Gravitational Force
Gravity is the force with which the earth,
moon, or other massive objects attract other
objects toward themselves.
All objects on earth
experience the force
of gravity.
The force is directed
downward toward
the center of the earth.

How to Calculate Gravity

The force of gravity on earth is always equal
to the weight of the object
Equation:

Fgrav = m * g
g = 9.8 N/kg
m = mass (kg)

Normal Force
The support force exerted upon an object
that is contact with another stable object.
Example:
Cereal bowl on a table.
The surface is exerting an
upwards force in order
to support the weight of the bowl.
What else in our classroom
has a normal force acting on it?

Friction
The force exerted by a surface as an object
moves across it.
Two types of friction:

Sliding
Static
Often opposes the motion of an object
Try rubbing your hands together to feel the
friction between them.
If you rub them together long enough what
happens?

What Causes Friction?

Friction results from two surfaces pressed
closely together
This causes intermolecular attractive
forces between molecules of the different
surfaces.
The amount of friction
depends on:
The types of surfaces
The amount of
pressure on them

Air Resistance
A force acting upon objects as they travel
through the air
Observed to oppose the travel of motion
Has the largest impact for objects at high
speeds

Tension Force
The force that is transmitted through string,
rope, cable or wire when it is pulled tight by
forces acting from opposite ends
The force is directed
along the length
of the wire
Pulls equally on
objects on both ends
of the wire

Spring Force
A force exerted by a compressed or stretched
spring upon any object that is a7ached to it.
Objects that compresses or stretches a spring
is always acted upon
The force strives to
restores the object
to its rest or
equilibrium posi?on

Name: _________________________ Period: _______________________ Date: ______________________

Type of Force
Examples
Picture
Applied Force is ________________________ 1. ________________

___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________


Gravitational Force is __________________ 1. ________________
___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________


Normal Force is________________________ 1. ________________
___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________


Friction is _______________________________ 1. ________________
___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________


Air Resistance is _______________________ 1. ________________
___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________


Tension Force is _______________________ 1. ________________
___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________


Spring Force is _________________________ 1. ________________
___________________________________________
________________
___________________________________________ 2. ________________
___________________________________________
________________
___________________________________________ 3. ________________
___________________________________________
________________

Friction Lesson Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
2.c. - Students know when the forces on an object are balanced, the motion of the
object does not change.
2.e. - Students know that when the forces on an object are unbalanced, the object
will change its velocity (that is, it will speed up, slow down, or change direction).

Learning Outcomes/Objectives:
Students will be able to determine which forces are acting on marbles rolling down
a ramp.
Students will be able to identify ways to increase the forces acting on the marble.

Vocabulary:
Force
Gravity
Friction
Air resistance

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the lab the teacher will circulate around the classroom helping students and
monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials
Tape
Tin foil
Cotton balls
Styrofoam
Cardboard
Empty paper towel or toilet paper
roles
Bubble wrap
Marbles
Fan

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
Eight different stations will be set up around the room
Each station will have one ramp, a fan, and a box filled with a variety of other
recycled resources.

Modifications for Diverse Learners:

Visuals
Modeling
Graphic paper
International Grouping
Word Wall
Movement activity
Manipulatives

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher will quickly verbally review the different forces that act on object
o Students will be strategically divided into groups through showing a PowerPoint
slide that says who is in which group.

Teaching/Instructional Process:
o The teacher will then explain that their goal for the day is to try to find a way to
make their marble move down a ramp a slow as possible.
o She will clarify that if the marble stops moving or does not reach the base of the
ramp the team will be disqualified.
o She will also explain that they will need to keep track of which forces are acting
on the marble and which forces they have increased.

Guided Practice and Monitoring:
o The groups will then be given a box of supplies and set free to try and slow down
the marble.
o The teacher will move around the class while groups are working, asking
questions and challenging students to push the experiment further.

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.
o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will stop the groups 15 minutes before the bell rings.
o The class will then go to each groups ramp, timing how slowly the marble was
able to travel and determining who was able to make the marble travel the
slowest.

Independent Practice:

o The teacher will then explain that if students will be responsible for writing a
one paragraph summery of the different forces that were acting on their marble
and how they were able to increase these forces.

Name: ______________________________________________________
Period: _______________________________________

Friction Marble Lab

Objective:
Find a way to make their marble move down a ramp a slow as possible. If the marble stops
moving or does not reach the base of the ramp the team will be disqualified.

1. List ideas of how to make the marble move slower:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_______________________________________________________________________________________/_________________
__

2. Draw a picture of your alterations to the ramp (label the picture)














3. Identify which forces are acting on the marble.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
4. Which forces did you increase?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
5. Which forces did you decrease?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

6. Record the times for each group.
Group 1
Group2
Group 3
Group 4
Group 5


7. After sending your marble down the slope, what was the best modification you made?
Why was it so beneficial?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Conclusion
1. Restate the objective
2. Was how did you alter the ramp?
3. What other ways did groups successfully alter the ramp
4. What forces were acting on the marble, slowing it down?
5. Tell what you learned
6. How would you do this differently next time?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Name: ______________________________________________________
Period: _______________________________________

Paper Air Plane Lab

Hypothesis: __________________________________________________________________________________________

__________________________________________________________________________________________________________

Procedure:
1. Make a paper airplane
2. Draw a picture of your plane in the box below







3. Run three trials of your plane. Record the distance of each trial and then calculate the
average.

Trial 1
Trial 2
Trial 3






Average Distance: ______________________ (include unit)

4. Modify your plane in some way (make the wings a different shape, add a paper clip,
adjust the tail, etc.)
5. How did you modify the plane? _________________________________________________________________

_____________________________________________________________________________________________________
6. Draw a new picture of your plane in the box below








7. Run three addition trails of your plane. Record the distance of each trial and then
calculate the average.
Trial 1
Trial 2
Trial 3






Average Distance: ______________________ (include unit)


8. Modify the plane another time in a different way (make the wings a different shape, add
a paper clip, adjust the tail, etc.)
9. How did you modify the plane? _________________________________________________________________

_____________________________________________________________________________________________________
10. Draw a new picture of your plane in the box below








11. Run three addition trails of your plane. Record the distance of each trial and then
calculate the average.
Trial 1
Trial 2
Trial 3






Average Distance: ______________________ (include unit)

Questions: Write your answers using complete sentences!

1. What provided the force that caused your airplane to move?
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

__________________________________________________________________________________________________________

2. Was this force balanced or unbalanced?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

__________________________________________________________________________________________________________

3. What forces caused your airplane to slow down and come back to Earth? Were these
forces balanced or unbalanced?

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

__________________________________________________________________________________________________________

4. When the airplane was resting on the floor, was gravity still working? What about
friction/air resistance? Explain your answers.
_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

__________________________________________________________________________________________________________

5. Draw your paper airplane as it is flying in the air.
Leave some room to draw and label all of the forces acting on it, including: applied force,
gravity, and friction/air resistance. Finally, draw and label one arrow to indicate the net
force on the paper airplane.

Conclusion
1. Restate purpose
2. Was your hypothesis correct or incorrect?
3. Give an example of how your hypothesis was correct or incorrect
4. Why do you think it happened that way?
5. Tell what you learned
6. How would you do this differently next time?
__________________________________________________________________________________________________________

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Velocity

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
1.d. - Students know the velocity of an object must be described by specifying both
the direction and the speed of the object.

Learning Outcomes/Objectives:
Students will be able to determine what information is needed to calculate velocity.
Students will be able to calculate the velocities of all students walking in the
classroom.

Vocabulary:
Velocity

Time
Graph
Distance
Speed
Motion

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the lab the teacher will circulate around the classroom helping students and
monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials:
Six Stopwatches
Yardstick
Tape
Document camera

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
Eight different stations will be set up around the room
Each station will have two tape-lines on the floor with different lengths between
each line (6ft, 8ft, 10ft, 12ft, 14ft, 16ft, 18ft, 20ft)
Modifications for Diverse Learners:
Visuals
Graphic paper
Word Wall
Manipulatives

Modeling
International Grouping
Movement activity


Instructional Procedures
Anticipatory Set/Orientation:
o Students will be strategically divided into groups of three through showing a
PowerPoint slide that says who is in which group.
o Once groups have formed the groups will get a stop watch from the teacher.
o Each student will walk each course as fast as they can, heel to toe.
o While they are walking one of the other students will be the timer and the other
student will judge to make sure they are doing the course accurately.
o The students will then record their times on a piece of paper under the
document camera
o After everyone is finished the teacher will declare the student with the shortest
time the fastest.
o Students will most likely protest seeing as each group had different lengths to
walk.
o The teacher then will ask the class how she can calculate which time was the
fastest.
o They will be again split into their groups to try and determine a fair way to
determine who is the fastest.

Teaching/Instructional Process:
o After the students have struggled with a way to determine a fir winner for a fee
minutes the teacher will show a youtube video to introduce speed and velocity
http://www.youtube.com/watch?v=DRb5PSxJerM
o The teacher will then introduce the vocabulary terms velocity and speed
defining the terms and clarifying how they are different while making students
familiar with their place and picture on the word wall.
o The teacher will then show the corresponding PowerPoint (only slides one and
two) solidifying how to calculate velocity.

Guided Practice and Monitoring:
o After showing the PowerPoint and introducing how to calculate velocity the
teacher would model how to calculate the velocity of several students in the
class.
o The teacher would then tell the class that they could work their group to
determine the rest of the class velocities, trying to determine a winner
o Each student would need to show their work for each person in the class

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.

o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will take a sheet under the document camera and post it to EDU
o The teacher would encourage the students praising them for their hard work in
determining velocity
Independent Practice:
o The teacher will then explain that if students were unable to calculate all the
velocities in class they would need to calculate the remaining velocities for
homework..

Who Can Walk The Fastest?

Your Name

How Far You Walked? How Long it Took You?

(____________________)
(_________)

Formulas for Velocity

How does speed affect

the lines on a graph?

Independent--------------Speed
Dependent----------------Lines on a graph
Controlled----------------Distance
Measure-------------------Time
Everything else
is controlled

Set Up Your Data Table

Time
[s]

Distance
[m]

Constant Velocity - Slow

Click to animate

Dont forget to collect your data

0m
0s

1m
2s

2m
4s

3m
6s

4m
8s

5m
10s

Constant Velocity - Fast

Click to animate

Dont forget to collect your data

0m
0s

1m
1s

2m
2s

3m
3s

4m
4s

5m
5s

Set Up Your Graph

5
4
3
2
1
0

Distance [m]

Now that you got your data now graph it,

and answer the questions on pg. 9.

0 1 2 3 4 5 6 7 8 9
Time [Sec]

Tension Lesson Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
2.b. -Students know when an object is subject to two or more forces at once, the
result is the cumulative effect of all the forces.
2.c. - Students know when the forces on an object are balanced, the motion of the
object does not change.
2.d. - Students know how to identify separately the two or more forces that are
acting on a single static object, including gravity, elastic forces due to tension or
compression in matter, and friction.
2.e. - Students know that when the forces on an object are unbalanced, the object
will change its velocity (that is, it will speed up, slow down, or change direction).

Learning Outcomes/Objectives:
Students will be able to build a cantilever bridge capable of lifting one group
member, utilizing only the materials provided by the teacher
Students will be articulate what forces were acting on the bridge
Students will be able to explain the effect of tension, gravity and normal force on the
bridge.

Vocabulary:
Force
Normal Force
Tension Force
Gravity

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the lab the teacher will circulate around the classroom helping students and
monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials
8 broom/mops with wooden
4 ropes
handles
4 five gallon buckets full of water
2 large bed sheet
Lab sheets
4 chairs
Document camera

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
There will be two stations set up right outside the classroom, each with the supplies
necessary for completing the lab.
Modifications for Diverse Learners:
Word Wall
International Grouping
Visuals
Movement Activities
Modeling
Drawing pictures
Real World Examples
Measuring Data

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher will explain that bridges hold up cars using different kinds of forces
and that today we are going to try and build our own bridges.
o The students will be intentionally broken into groups of five using a PowerPoint
slide

Teaching/Instructional Process:
o The teacher will explain that the students will need to determine how to lift one
group member as though he/she were a car on a bridge using only the materials
provided.
o The teacher will also explain that they will be unable to touch their group member
when they are being lifted by the bridge.
o The teacher will explain the lab booklet for the lesson and go over the
requirements for the lab.
o Each person will be given their own lab booklet

Guided Practice and Monitoring:
o The groups will work together to determine how they want to build their bridge.
o They will need to complete numbers one and two in the booklet and have it
checked by the teacher before they will be allowed to test their strategy at one of
the two stations.
o Groups will then go outside to test their strategy.
o The group will record weather their strategy was successful and the teacher will
be able to help direct their next attempt.
o They will then determine how to modify their strategy based on their first
attempt.
o The teacher must clear their modification before they can return to the test
stations.

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.

o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.
o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will explain that how cantilever bridges work and have call three
volunteers to the front of the class demonstrating how to build the bridge for the
groups who were unsuccessful..
o The teacher will then ask the class some closing questions about their bridges,
stimulating whole class conversation:
Were any existing designs worked better than the one I demonstrated?
Why do those design changes make the bridge work better?
What forces were you using to lift your group member?

Independent Practice:
o The teacher will then explain that students will need to complete the rest of the
lab and the conclusion portion for homework.

Name: ______________________________________________________
Period: _______________________________________

Egg Parachute Drop Lab

Predict which parachute has the best chance of surviving (10 cm, 20 cm, 30 cm) and why
you think this parachute has the best chances.
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Procedure:
1. Cut a 10 cm by 10 cm square from your trash bag
2. Cut a 20 cm by 20 cm square from your trash bag
3. Cut a 30 cm by 30 cm square from your trash bag
4. Make a parachute out of each square by tying a piece of string to each corner of the
square, then attaching the other ends of the strings to a plastic sandwich bag
5. Place a raw egg in each of the sandwich bags
6. Drop each of the egg parachutes from a height of six feet
7. Record the time it took each parachute to reach the ground

Time it Took Each Parachute to Reach the Ground
10 cm square
20 cm square
30 cm square







Questions: Write your answers using complete sentences!

1. What forces were acting on your parachute as it fell?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. Was these force balanced or unbalanced?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. What force caused youre the parachute to come back to Earth?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. How did the fall of the larger parachutes differ from the fall of the smaller one?
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
5. Define velocity. How do you think velocity was related to the egg drop experiment?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
6. Remembering that velocity is v=d t , calculate the velocity of each of the parachutes.

10 cm plane: ______________(distance) ____________(time) = ____________________ ft./sec.
20 cm plane: ______________(distance) ____________(time) = ____________________ ft./sec.
30 cm plane: ______________(distance) ____________(time) = ____________________ ft./sec.

Velocity Each Parachutes
10 cm square
20 cm square
30 cm square







Conclusion
1. Restate purpose
2. Was your prediction correct or incorrect?
3. Give an example of how your prediction was correct or incorrect
4. Why do you think it happened that way?
5. Explain the formula for velocity and how it related to the experiment
6. Explain which forces were acting on the parachutes
7. How would you do this differently next time?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Car Building Lesson Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
1.b. - Students know that average speed is the total distance traveled divided by the
total time elapsed and that the speed of an object along the path traveled can vary.
1.c. - Students know how to solve problems involving distance, time, and average
speed.
1.d. - Students know the velocity of an object must be described by specifying both
the direction and the speed of the object.
2.b. -Students know when an object is subject to two or more forces at once, the
result is the cumulative effect of all the forces.
2.d. - Students know how to identify separately the two or more forces that are
acting on a single static object, including gravity, elastic forces due to tension or
compression in matter, and friction.

Learning Outcomes/Objectives:
Students will be able to articulate the effect of the spring force on the car
Students will be able to calculate the velocity of their car
Students will be able to explain the effect of friction, gravity and air resistance on
their car.

Vocabulary:
Gravity
Distance
Air Resistance
Time
Velocity
Spring force

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the lab the teacher will circulate around the classroom helping students and
monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials
Cardboard
4 Styrofoam disks (per car)
Rubber bands
Paper clips
Paper
Masking tape,
Straws
Zip ties (optional)

Toothpicks (optional)
Measuring tape
Single hole punch
Scissors

Lab sheets
Document camera
Stopwatches

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
There will be two pieces of tape on the floor five feet apart
Modifications for Diverse Learners:
Word Wall
International Grouping
Visuals
Movement Activities
Modeling
Drawing pictures
Real World Examples
Measuring Data

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher will explain the basic parts of a car, wheels, axels, body, and engine.
o The students will be intentionally broken into groups of three using a
PowerPoint slide
o The teacher will tell the class that cars are moved through a force, but she will
not identify which force.

Teaching/Instructional Process:
o The teacher will explain that the students will be building their own cars and she
will emphasizing that the students will need to figure out on their own how to
make the car move.
o The teacher will explain the lab booklet for the lesson and go over the
requirements for the lab.
o Each person will be given their own lab booklet

Guided Practice and Monitoring:
o The groups will work together to build a rubber band powered car and test the
car driving it from one line to another line five feet away.
o The group will record how long it takes the car to travel from one tapeline to the
other three different times and then calculate the average time.
o The groups will then modify their car and test the car an additional three times.

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.

o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.
o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will explain that the cars were powered by spring force.
o The teacher will then ask the class some closing questions about their car,
stimulating whole class conversation:
Were any existing designs used as inspiration?
What design changes increased car performance?
Why do those design changes increase performance?
What are other forms of energy transfer that you commonly use to power cars?
o The teacher will show a YouTube video to solidify this concept
http://www.youtube.com/watch?v=p0IZsfzDS4s

Independent Practice:
o The teacher will then explain that students will need to complete the rest of the
lab and the conclusion portion for homework.

Name: ______________________________________________________
Period: _______________________________________

Car Building Lab

Objective: Create a rubber band powered car that can travel a distance of 5 feet or greater.
Procedure:
1. Discuss with you group and write down a list of things your car will need:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. Work with you team to build your car
3. Draw a picture of your car in the box below (label the different parts and materials)












4. Run three trials of your car.
Each time, record the amount of time it takes your car to travel five feet.
Trial 1
Trial 2
Trial 3






Average time: ______________________ (include unit)

5. Think about a way to modify your car so that it will travel faster. Is there a force you can
increase or decrease to change the velocity of the car? _______________________________________


6. How did you modify the car? ____________________________________________________________________

_____________________________________________________________________________________________________
7. Draw a new picture of your car in the box below

8. Run three addition trails of your car.

Record the time of each trial and then calculate the average time.
Trial 1
Trial 2
Trial 3






Average time: ______________________ (include unit)

Questions: Write your answers using complete sentences!
1. Name and describe the force that caused youre car to move?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. Where you able to modify your car and increase the speed? If so, why do you think this
modification worked?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

3. What forces caused your car to slow down and come a stop? Were these forces the same
as the forces acting on your airplane last week? Were the forces balanced?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. Draw a diagram of your car as it is moving across the floor.
Leave some room to draw and label all of the forces acting on it, including: friction,
gravity, applied force, air resistance, and spring force.

Conclusion
1. Restate objective
2. Explain how you built your car and why you built it in that way
3. Identify the forces acting on the car
4. Which forces increased the cars velocity and which decreased the cars velocity?
5. Explain how you calculated the velocity of your car
6. Tell and thing else you learned
7. Explain what you would change next time based on your knowledge?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Tension Lesson Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
2.b. -Students know when an object is subject to two or more forces at once, the
result is the cumulative effect of all the forces.
2.c. - Students know when the forces on an object are balanced, the motion of the
object does not change.
2.d. - Students know how to identify separately the two or more forces that are
acting on a single static object, including gravity, elastic forces due to tension or
compression in matter, and friction.
2.e. - Students know that when the forces on an object are unbalanced, the object
will change its velocity (that is, it will speed up, slow down, or change direction).

Learning Outcomes/Objectives:
Students will be able to build a cantilever bridge capable of lifting one group
member, utilizing only the materials provided by the teacher
Students will be articulate what forces were acting on the bridge
Students will be able to explain the effect of tension, gravity and normal force on the
bridge.

Vocabulary:
Force
Normal Force
Tension Force
Gravity

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the lab the teacher will circulate around the classroom helping students and
monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials
8 broom/mops with wooden
4 ropes
handles
4 five gallon buckets full of water
2 large bed sheet
Lab sheets
4 chairs
Document camera

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
There will be two stations set up right outside the classroom, each with the supplies
necessary for completing the lab.
Modifications for Diverse Learners:
Word Wall
International Grouping
Visuals
Movement Activities
Modeling
Drawing pictures
Real World Examples
Measuring Data

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher will explain that bridges hold up cars using different kinds of forces
and that today we are going to try and build our own bridges.
o The students will be intentionally broken into groups of five using a PowerPoint
slide

Teaching/Instructional Process:
o The teacher will explain that the students will need to determine how to lift one
group member as though he/she were a car on a bridge using only the materials
provided.
o The teacher will also explain that they will be unable to touch their group member
when they are being lifted by the bridge.
o The teacher will explain the lab booklet for the lesson and go over the
requirements for the lab.
o Each person will be given their own lab booklet

Guided Practice and Monitoring:
o The groups will work together to determine how they want to build their bridge.
o They will need to complete numbers one and two in the booklet and have it
checked by the teacher before they will be allowed to test their strategy at one of
the two stations.
o Groups will then go outside to test their strategy.
o The group will record weather their strategy was successful and the teacher will
be able to help direct their next attempt.
o They will then determine how to modify their strategy based on their first
attempt.
o The teacher must clear their modification before they can return to the test
stations.

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.

o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.
o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will explain that how cantilever bridges work and have call three
volunteers to the front of the class demonstrating how to build the bridge for the
groups who were unsuccessful..
o The teacher will then ask the class some closing questions about their bridges,
stimulating whole class conversation:
Were any existing designs worked better than the one I demonstrated?
Why do those design changes make the bridge work better?
What forces were you using to lift your group member?

Independent Practice:
o The teacher will then explain that students will need to complete the rest of the
lab and the conclusion portion for homework.

Name: ______________________________________________________
Period: _______________________________________

Cantilever Bridge Lab

Objective:
Determine how to lift one group member as though he/she were a car on a cantilever
bridge using only the materials provided. You may not touch the group member and you
may only utilize the supplies provided.
Procedure:
1. Discuss with your group and determine a strategy to lift your group member:
2. Draw a picture of the way you plan to lift your group member.












3. Was this strategy successful? Why or why not? _______________________________________________
____________________________________________________________________________________________________
_____________________________________________________________________________________________________
4. Discuss a way to modify your bridge. Is there a way you can lift the person higher or
more easily? ______________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
5. Draw a new picture of your planned modification below.











6. Was this strategy more successful? Why or Why not? _______________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Questions: Write your answers using complete sentences!

1. Name and describe the force(s) that you utilized to lift your group member?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
2. Where you able to modify your bridge and lift your partner higher or more easily? If so,
why do you think this modification worked?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. What forces were acting against your bridge? Were these forces balanced or
unbalanced? How do you know?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________________________________________________________________________________________
4. Draw a diagram of your cantilever final bridge.
Leave some room to draw and label all of the forces acting on the bridge, including:
gravity, natural force, and tension.

Conclusion
1. Explain how you built your cantilever bridge and why you built it in that way
2. Define tension force and explain how it related to your bridge
3. Identify the other forces acting on the bridge
4. Which forces acted against lifting the group member and which forces helped you lift
the group member?
5. Tell and thing else you learned
6. Explain what you would change next time based on your knowledge?

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Newtons laws of Motion Lesson Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
2.a. - Students know a force has both direction and magnitude.
2.c. - Students know when the forces on an object are balanced, the motion of the
object does not change.
2.e. - Students know that when the forces on an object are unbalanced, the object
will change its velocity (that is, it will speed up, slow down, or change direction).
2.f. - Students know the greater the mass of an object, the more force is needed to
achieve the same rate of change in motion.

Learning Outcomes/Objectives:
Students will be able to explain Newtons three laws of Motion
Students will be able to connect each law to a previous lab done in class
Students will be able to connect each law to another experience in the real world

Vocabulary:
Force
Proportional
Acceleration
Equal
Mass
Law
Direction
Theory

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
During the group work the teacher will circulate around the classroom helping
students and monitoring their progress.
After the lab the teacher will collect the lab sheets.
The students will reinforce what they learned through homework and teacher will
collect the homework the next day

Materials
Ted Ed video
Document camera
Lab sheets

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board

Modifications for Diverse Learners:

Word Wall
Real World Examples
Visuals
International Grouping
Video
Drawing pictures
Modeling

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher will explain that the class that without knowing it they have learned
tree different laws throughout the two weeks.

Teaching/Instructional Process:
o The teacher will define a law and explain how it is different than a theory
o The students will be intentionally broken into partner groups
o The teacher will then start the TED Ed video about Newtons laws of motion
http://ed.ted.com/lessons/joshua-manley-newton-s-3-laws-with-a-bicycle
o The teacher will pause the law after the first section challenging the class to
make predictions with their partner
o The teacher will restart the video, pausing it again after the first law of motion is
explained. The teacher will then further explain the law and give one example of
how it works in the world.
o Students will then be asked to fill out the first section of their worksheets with
tier partner.

Guided Practice and Monitoring:
o After the groups have completed the first section the teacher will restart the
movie following the same procedure for laws two and three.

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
o During demonstrations the teacher will ask questions of the class and have them
respond with thumbs up and down.
o During the lab the teacher will circulate around the classroom helping students
and monitoring their progress.
o After the lab the teacher will collect the lab sheets.
o The students will reinforce what they learned through homework and teacher
will collect the homework the next day

Closure:
o The teacher will explain ask student to share how they saw each of the three
laws in the labs with the whole class.
o The teacher will then ask the class some closing questions about the laws,
stimulating whole class conversation:

Why are these laws important?

How would things work differently if they didnt exist?
How do they make our lives easier?

Independent Practice:
o The teacher will then explain that students will need to complete the rest of the
worksheet and the conclusion portion for homework.

Name: ______________________________________________________
Period: _______________________________________

Newtons Laws of Motion

Objective:
Determine how Newtons laws of motion apply to the labs about force and velocity we
have done in the past two weeks.

Labs Done in Class:
Marble and Friction
Egg drop and Gravity
Paper Air Planes and Air Resistance
Car Building and Spring Force
Velocity of Walking
Bridge Building and Tension Force

Newtons First Law of Motion (Law of Inertia)
Objects at rest stay at rest unless a force acts on them
Objects in motion stay in motion unless a force acts on them
Moving objects dont spontaneously slow down, speed up, or change direction

1. How did you see Newtons first law of motion in two of the labs above? ___________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. Draw tow picture of, and label, the ways you saw this law in action
Name of Lab: ________________________________ Name of Lab: ________________________________

3. What is one other example, not from our labs that you can think of that shows this law?
Explain why this is an example of Newtons first law. _________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Newtons Second Law of Motion

Force = Mass X Acceleration
The acceleration of an object is proportional to, and in the same direction as,
the force acting on the object
Acceleration is inversely proportional to an objects mass

4. How did you see Newtons second law of motion in two of the labs above? ________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
5. Draw tow picture of, and label, the ways you saw this law in action
Name of Lab: ________________________________ Name of Lab: ________________________________

6. What is one other example, not from our labs that you can think of that shows this law?
Explain why this is an example of Newtons second law. _____________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________


Newtons Third Law of Motion
Every action has an equal and opposite reaction
When one object applies a force on a second object, the second object exerts an equal
force in the opposite direction at the same time.

7. How did you see Newtons third law of motion in two of the labs above? __________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
8. Draw tow picture of, and label, the ways you saw this law in action
Name of Lab: ________________________________ Name of Lab: ________________________________

9.
10. What is one other example, not from our labs that you can think of that shows this law?
Explain why this is an example of Newtons third law. _____________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Conclusion
1. Explain Newtons three laws of motion
2. Give an example of each law from in class
3. Give an example of each law from the real world
4. Utilize the words force and motion
5. Explain anything else you learned

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________

Jeopardy Review Plan

Name: Jacqueline Firestone




Grade level: 8th
Date: 3 December 2013





Length of lesson: 50 min

Content Standards:
1. Motion: The velocity of an object is the rate of change of its position. As a basis for
understanding this concept:
b. Students know that average speed is the total distance traveled divided by
the total time elapsed and that the speed of an object along the path traveled
can vary.
c. Students know how to solve problems involving distance, time, and average
speed.
d. Students know the velocity of an object must be described by specifying both
the direction and the speed of the object.
e. Students know changes in velocity may be due to changes in speed, direction,
or both
2. Forces: Unbalanced forces cause changes in velocity. As a basis for understanding
this concept:
a. Students know a force has both direction and magnitude.
b. Students know when an object is subject to two or more forces at once, the
result is the cumulative effect of all the forces
c. Students know when the forces on an object are balanced, the motion of the
object does not change.
d. Students know how to identify separately the two or more forces that are
acting on a single static object, including gravity, elastic forces due to
tension or compression in matter, and friction.
e. Students know that when the forces on an object are unbalanced, the object
will change its velocity (that is, it will speed up, slow down, or change
direction).
f. Students know the greater the mass of an object, the more force is needed to
achieve the same rate of change in motion.

Learning Outcomes/Objectives:
Students will be able to identify the and describe the seven different forces that act
upon an object.
Students will be able to articulate the effects of each of the seven forces in one of the
labs done in class.
Students will be able to identify ways to increase or decrease the force acting on an
object.
Students will be able to explain and define velocity
Students will be able to calculate velocities of different objects.
Students will be able to apply their knowledge of the seven forces to their everyday
lives.
Students will be able to name and describe Newtons three Laws of Motion.

Students will be able to connect Newtons Laws of Motion to labs done in class and
experiences in the real world.

Vocabulary:
Force
Friction
Applied
Gravity
Gravitational
Normal Force
Friction
Air Resistance

Tension Force
Spring Force
Velocity
Speed
Direction
Time
Motion
Terminal Velocity

Proportional
Law
Theory
Equal
Mass
Acceleration

Assessment:
When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
During instructions the teacher will ask questions of the class and have them
respond with thumbs up and down.

Materials
Jeopardy PowerPoint
Socks
Whiteboards
7-8 noise makers
Expo markers

Room Environment:
Students will be seated in table groups with one other partner
Desks will be facing the board
Modifications for Diverse Learners:
International Grouping
Think-pair-share

Verbal Review
Visual Review

Instructional Procedures
Anticipatory Set/Orientation:
o The teacher intentionally will break the class into teams of four people per team,
using a pre created PowerPoint slide

Teaching/Instructional Process:
o The teacher will then explain the rules of the Jeopardy game:
A team will be randomly chosen to go first
Each team will establish an order for their group member to go in and write the
order in the corner of their whiteboard
The first team selects a category and price value (e.g. "Types of Forces for
$100")

The teacher will then read the corresponding question

Players must wait for the teacher to finish the reading the entire question
before they buzz in
Any player from any team can buzz in by writing their answer on their white
board and then shaking their noisemaker
Teams are allowed to discuss responses prior to buzzing in, but all conversation
must stop when someone buzzes in
The person whose turn it is must be the one to give the response.
A correct response earns the point value of the clue, and gives the answering
team the right to select the next clue
If the player gives an incorrect response or fails to answer in time, that amount
is deducted from the teams score and another team may buzz in and respond.
If no correct response is given, the teacher will reads the correct response and
explain the answer to the class
If this happens the team who originally chose the question maintains control of
the board
Highest scoring team wins extra credit points toward their test

Guided Practice and Monitoring:

o The groups will then be given a whiteboard, a sock, an expo marker, and a noise
maker
o The teacher will randomly select a team to begin and the class will begin the review

Monitoring/Check for Understanding:
o When giving directions, the teacher will ask a student to repeat what the class is
supposed to be doing.
o During instructions the teacher will ask questions of the class and have them
respond with thumbs up and down.

Closure:
o The teacher will stop the game five minutes before the bell rings.
o The teacher will then remind the class of several important concepts and re-explain
any questions they found particularly confusing.

Independent Practice:
o The teacher will then post the questions and answers from the Jeopardy review
game on EDU as a study aid for the test the next day.

Kinds of
Forces

Why does
it matter?

Laws of
Motion

When Did
We Do
That?

100

100

100

100

100

200

200

200

200

200

300

300

300

300

300

400

400

400

400

400

500

500

500

500

500

Teachers
Choice

Forces 100 points

What kind of force is acting
on all objects and happens
near all massive objects
such as the moon?

Forces 100 points

Gravitational Force

Forces 200 points

What kind of force are you
exerting when you rub
your hands together?

Forces 200 points

Friction

Forces 300 points

What kind of force was
acting upon your rubber
band car making it move?

Forces 300 points

Spring Force

Forces 400 points

What kind of force were
you applying to your
partner when you built the
cantilever bridge?

Forces 400 points

Tension Force

Forces 500 points

What kind of force is
exerted on any object that
is in contact with another
object?

Forces 500 points

Normal Force

Why Does it Matter? 100 points

Why was the Egg Drop Lab

important?

* 50 bonus points for
identifying a second way.*

Why Does it Matter? 100 points

Why Does it Matter? 200 points

Why was the Car Building

Lab important?

* 50 bonus points for
identifying a second way.*

Why Does it Matter? 200 points

Why Does it Matter? 300 points

Why was the Marble Lab

important?

* 50 bonus points for
identifying a second way.*

Why Does it Matter? 300 points

Why Does it Matter? 400 points

Why was the Bridge

Building Lab important?

* 50 bonus points for
identifying a second way.*

Why Does it Matter? 400 points

Why Does it Matter? 500 points

In the Paper Air Plane Lab

we learned about balanced
and unbalanced forces.
What is the difference
between them?

Why Does it Matter? 500 points

Laws of Motion 100 points

Who discovered the laws
of motion ?

*50 bonus points if you can
give his full name.*

Laws of Motion 100 points

Sir Isaac Newton

Laws of Motion 200 points

Name one lab activity that

exempliUied one of the
Laws of Motion.

Laws of Motion 200 points

Laws of Motion 300 points

Explain Newtons
First Law of Motion.

Laws of Motion 300 points

Laws of Motion 400 points

Explain Newtons
First Law of Motion.

Laws of Motion 400 points

Laws of Motion 500 points

What is the equation for

the second law of motion?

Laws of Motion 500 points

Force = Mass X Acceleration

When Did We Do That? 100 points

In which lab activity did we

test air resistance?

*50 bonus points if you can
name more than one.*

When Did We Do That? 100 points

Egg Drop

Paper Airplanes

When Did We Do That? 200 points

In which lab activity did

friction effect our results?

*50 bonus points if you can
name more than one.*

When Did We Do That? 200 points

Marble Slope
Rubber Band Car

When Did We Do That? 300 points

Give one example of a

normal force present in
our lab activities?

When Did We Do That? 300 points

When Did We Do That? 400 points

In our tension Lesson plan

we built what kind of
object?

When Did We Do That? 400 points

A Cantilever Bridge

When Did We Do That? 500 points

What was the lab

measuring when we
determined which student
could walk the fastest?

When Did We Do That? 500 points

Velocity

Teachers Choice 100 points

What is the equation for

velocity?

Teachers Choice 100 points

v = d t
Velocity = Distance Time

Teachers Choice 200 points

How is velocity different

than speed?

Teachers Choice 200 points

Velocity can include a

change in direction

Teachers Choice 300 points

What forces are ac,ng upon

you now?

Teachers Choice 300 points

Gravity
Normal Force
Fric,on

Teachers Choice 400 points

After starting your rubber

band car what forces acted
upon it causing it to stop?

*50 bonus points if you can
name more than two forces.*

Teachers Choice 400 points

Gravity
Air Resistance
Friction
Normal Force

Teachers Choice 500 points

What force worked against

your goal in the rubber
band car lab, but for your
goal in the egg drop?

Teachers Choice 500 points

Air Resistance