Gravitational Force |
READ: Prentice Hall: Motion, Forces, and Energy: "Friction and Gravity", pp. 55-61
READ: "The Force of Gravity" on pp. 12-15 in STS Experimenting with Forces and Motion KEY TERMS: Friction, Sliding Friction, Rolling Friction, Fluid Friction, Gravity, Free Fall, Air Resistance, Terminal Velocity, Weight, Mass Analysis & Conclusion: Skip Lines What is your hypothesis about the relationship between mass and weight? What is your plan to investigate the relationship? After completing inquiry 2.1 answers the questions on p. 17. a group. Use loose-leaf. |
Elastic Force |
READ: "The Force of a Rubber Band" on p. 20 in STS Experimenting with Forces and Motion
|
Friction |
READ: "The Force of Friction" on p. 28 in STS Experimenting with Forces and Motion
Draw this chart in your notebook As a group, design a table and record the data from your experiment as you increase the load on the block and measure the effort force needed to move it. Give your table a title. In the table, record the kind of surface used in each trial.
After completing inquiry 4.3 answers the following questions a group. You may write a paragraph, use bullets, or a drawing with written descriptions and captions to answer the question on p. 35. Use loose-leaf.
|
Magnetic Forces |
READ: "Magnetic Forces" on p. 42 in STS Experimenting with Forces and Motion
Analysis & Conclusion: Skip Lines Do magnets have to touch, to exert a force on each other? READ: "Playing Fair" on p. 46 in STS Experimenting with Forces and Motion READ: "The Earth's Magnetic Force" on p. 52 in STS Experimenting with Forces and Motion
Analysis & Conclusion: Skip Lines What happened when you moved the compass slowly toward each other? Which side of your magnet is the north pole? How do you know? Mark it. |
Summary Notes |
Quiz Study Guide |
Rolling Motion |
READ: "Rolling Along" on pp. 70-73 in STS Experimenting with Forces and Motion
SPEED = Distance Traveled/Time of Travel Analysis & Conclusion: Skip Lines Is the motion of the ball nearly constant or is it constantly changing as it moves across the floor? Ho could you provide evidence to support your answer? Why do you think the ball moves the way it does across the floor? Record the class procedure: READ: "Energy of Motion" on p. 75 in STS Experimenting with Forces and Motion
As a group answer the question on p. 76 on loose-leaf.
|
Calculation Review |
|
Getting Around (Exploration Activity) |
The exploration activity is a research project that will give you the opportunity to apply what you learn in this unit. With a partner (or partners) you will select a transportation device to research. You will produce a poster or media presentation which will be presented orally to the class describing how the device demonstrates the concepts and principles of forces, energy, and motion.
Brainstorm possible devices to research.
Evaluate those devices. |
The Fan Car |
READ: Prentice Hall: Motion, Forces, and Energy: "The Nature of Force", pp. 44-49
READ: Prentice Hall: Motion, Forces, and Energy: "Force, Mass, and Acceleration", pp. 52-54 READ: Motion, Forces, and Energy: "Action and Reaction", pp. 64-69 READ: "The Fan Car" on p. 94 in STS Experimenting with Forces and Motion KEY TERMS: Force, Net Force, Unbalanced Force, Balanced Force, Inertia, Mass, Newton, Momentum, Law of Conservation of Momentum AVG SPEED = Distance/Time Analysis & Conclusion:
Skip Lines What do you feel when you simply hold the car with the fan running? In what direction does the fan move the air? In what direction does the fan car want to move? |
The Mousetrap Car |
READ: "The Mousetrap Car" on p. 108 in STS Experimenting with Forces and Motion
Analysis & Conclusion: Skip Lines Is the speed of the car constant as it moves across the floor? How could you calculate the average speed of your car? How could you design an experiment to measure the speed of the mousetrap car as it travels along the floor? Develop a plan to measure the motion AND determine the speed at different positions along the path. Discuss this procedure before committing to it. Write the plan in your notebook. What did you observe? What conclusions can you draw? |
The Roller Coaster |
READ: Prentice Hall: Motion, Forces, and Energy: "Acceleration", pp. 34-38
READ: "The Roller Coaster" on pp. 120-122 in STS Experimenting with Forces and Motion READ: "Potential and kinetic Energy" on pp. 136-137 in STS Experimenting with Forces and Motion KEY TERMS: Acceleration What does it mean for something to have potential energy? If a book weights 15.0 N, what is its gain in gravitational potential energy when it is lifted onto a shelf 2.0 m above the floor? How can you tell whether something has kinetic energy? Do you ever have kinetic energy? How do you get it? How do you lose it? Gravitational Potential Energy = Weight X Height
Analysis & Conclusion:
Skip Lines What force "pulls" on the car as it moves along the track? Does any other forces act on the car as it moves along the track? If so, what are they? How do they affect the motion? What is the weight of the car? How much work must be done to lift the car from the hightest hill on the roller coaster, show your work? Write your plan to measure the speed of the car at 3 different points on the track. (leave enough space in your notebook) What were your speeds? Evaluate your methods and results compared to other groups. |
Summary Notes |
|
Test Study Guide |
Extra Credit |
These "gizmos" may not work for all people.
Gizmo Lessons on Force and Motion - Print the lesson and complete the lesson |