FORCE AND MOTIONPhysical Science, Force & Motion - Physics

MSTP Region 11 Teacher Center

Feb. 8, 2012

Today's Trainers: Emily Dare, Josh Ellis, Gillian RoehrigUniversity of Minnesota

TODAY’S AGENDA Discussion on PLC Meetings Match it! Newton’s 1st Law Newton’s 2nd Law Newton’s 3rd Law What is Engineering? Integrating Physics and Engineering

Pasta Cars Introduction to PLC C

SHARE PLC PROGRESS What happened during your meetings? How did it go? What questions do you still have?

STANDARDS THROUGHOUT THE DAY9.1.1.2.1 – Formulate a testable hypothesis, design and conduct an

experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation.

9.1.1.2.2 – Evaluate the explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the scientifically acceptable evidence, and suggesting alternative scientific explanations.

9.1.3.3.2 – Communicate, justify, and defend procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual, or written means.

9.1.3.3.3 – Describe how scientific investigations and engineering processes require multi-disciplinary contributions and efforts

9.1.3.4.4 – Relate the reliability of data to consistency of results, indentify sources of error, and suggest ways to improve data collection, and analysis

Motion

What is motion?

What words do we use to describe motion?

MATCH IT!

Tools Neededo LabQuest Handheld

Computero Motion Detector

Tools recommendedo Meter Stick(s)o Tape

Goals/Objectives• To allow students to learn

about the relationships between velocity/displacement, speed/velocity, and time

• To allow students to learn the relationship between these concepts and acceleration

• To allow students the opportunity to think critically about graphs and their physical meaning

MATCH IT!Set-Up Instructions

oSet the switch of the motion detector to the right (people/ball)

oSet the length of sample collection on LabQuest to 10 seconds

oSet sample rate to 2 s/sample and interval to 0.5 s/sample

**Note: The length of sample and sample rate/interval are

usually decent, but you are free to adjust as you see fit

MATCH IT!o Mark floor at known

distances o Use a clear patho Use a book or other

solid object as focal point for detector (bodies move too much)

o "Collect" button on probe to collect data

With Each Attempt:• Plan your motion• Make prediction of

graph• Compare your

prediction to graph on LabQuest

To really test your skills, try matching graphs by going to:

Analyze --> Motion Match --> New Position Match

MATCH IT!o Change y-axis to show

velocityo Repeat the steps as before

With Each Attempt:• Plan your motion• Make prediction of

graph• Compare your

prediction to graph on LabQuest

To really test your skills, try matching graphs by going to: Analyze --> Motion Match --> New Velocity Match

MATCH IT!

As a Student:oWhat can you say about the relationship between distance/displacement, speed/velocity, and time? o Why might it have been difficult to exactly match the graphs?o Take some time to do one last graph, but pay attention to the velocity vs. time graph. What does this tell you about acceleration?o What do the slopes of the lines tell you in your graphs?

As a Teacher:oWhat were some of the challenging aspects of this activity as a teacher? As a student?oHow would you go about bringing this to your classroom with your students?

NEWTON'S 1ST LAW

Watch the following demonstrations and make note of your observations.

Newton’s 1st Law: Explained

• Newton’s first law states that an object in motion stays in motion and an object at rest stays at rest…

• Inertia – the tendency for things to keep doing what they are doingo Really just another name for mass – it is not a

force!

Newton’s 1st Law: Explained

• Newton’s first law states that an object in motion stays in motion and an object at rest stays at rest…

• Inertia – the tendency for things to keep doing what they are doingo Really just another name for mass – it is

not a force!

Why do objects slow down, then?

Newton’s 1st Law: Explained

• Newton’s first law states that an object in motion stays in motion and an object at rest stays at rest…

... until acted upon by another force!

A HOVER WHAT?

Materials:• Hovercraft• Meter sticks or

measuring tape• Timers• Long, smooth floor

How can we set up an activity to be able to collect data about the motion of the hovercraft once we push it?

A Hover What?

Standards Met6.2.2.1 - Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object.

6.2.2.2.2 - Identify the forces acting on an object and describe how the sum of the forces affects the motion of the object.

9.2.2.2.1 - Recognize that inertia is the property of an object that causes it to resist changes in motion.

INTRODUCING NEWTON'S 2ND LAW

Materials:• 1 cart/group• Books or other

objects • Timer• Meter stick• Tape

INTRODUCING NEWTON'S 2ND LAW

Ideally, you should have seen the following patterns: oThe harder I push my cart, the faster it goes.oThe softer I push my cart, the slower it goes.oThe more mass I have on my cart, the slower it goes.oThe less mass I have on my cart, the faster it goes.

INTRODUCING NEWTON'S 2ND LAW

Standards Met6.2.2.2.1 - Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object. 6.2.2.2.2 - Identify the forces acting on an object and describe how the sum of the forces affects the motion of the object. 9.2.2.2.1 - Recognize that inertia is the property of an object that causes it to resist changes in motion. 9.2.2.2.2 - Explain and calculate the acceleration of an object subjected to a set of forces in one dimension (F=ma).

More With Carts…and Newton

• Empty

• One has a heavier mass

• Both have equal mass

• People of similar mass

• People of vastly different mass

Observe two carts pushed together Observe two carts pushed apart (people on carts)

More With Carts…and Newton

• Empty

• One has a heavier mass

• Both have equal mass

• People of similar mass

• People of vastly different mass

Observe two carts pushed together Observe two carts pushed apart (people on carts)

Despite differences in scenarios, we saw that...

MORE WITH CARTS...AND NEWTON

Despite differences in scenarios, we saw that...

For each force, there is an equal and opposite force

MORE WITH CARTS...AND NEWTON

Despite differences in scenarios, we saw that...

For each force, there is an equal and opposite force

(Forces are like shoes - they come in pairs!)

MORE WITH CARTS...AND NEWTON

Despite differences in scenarios, we saw that...

For each force, there is an equal and opposite force

(Forces are like shoes - they come in pairs!)

Standards Met9.2.2.2.3 – Demonstrate that whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted by the second object back on the first object

WHAT IS ENGINEERING?

Break into teams of 2-3 and create a concept map that portrays "What is engineering?"

Be as detailed as possible

Share your map with the class

Engineering Design Process

INTEGRATING PHYSICS AND EDPo Why is integration important?

o How can you integrate physics and EDP so it becomes more than just physics with EDP (or vice versa)?

o What parts of your current instruction already do this?

EXAMPLE: PASTA CARSo One common example of

integrating physics concepts with the engineering design process is the pasta car project

o Students are provided with:• Physics content• Construction materials• A goal for their pasta

car

o Teams of students work together to create a car made out of pasta that accomplishes the goal

WHAT'S INTEGRATED?

o This activity could serve a wide number of physics concepts• Force and motion• Friction• Energy

o We are going to choose one concept to integrate (and do it well!)

MATCHING TO STANDARDS9.1.1.2.1 – Formulate a testable hypothesis,

design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation.

9.1.1.2.2 – Evaluate the explanations proposed by others by examining and comparing evidence,

STEP 1: BRAINSTORMWhat's the goal?•Farthest distance?•Fastest time?•Quickest down the ramp?

What do we know about...•Acceleration?•Velocity?•Distance?•Mass?•Friction?•Kinetic and potential energy?

STEP 2: DESIGN• Plan out your car with accurate measurements• This is a great opportunity to talk about scale and

units• Use your eraser! Stress the importance of

revision• Each member of

the group can create a rough draft of their design

• The group as a whole can create the final draft

AVAILABLE MATERIALS

o Spaghetti (long and thin)o Penne (tubes)o Lasagna (wide and wavy)o Hot glue gun

STEP 3: ANALYZE• Review your peer's designs

and offer feedback

• What seems obvious to the designer may not be obvious to the reviewer (and vice versa)

• Big question: Could anothergroup correctly build yourpasta car with just yourplans?

STEP 4: BUILD

Go up to the front of the room and pick up the materials you outlined in your design

STEP 5: TEST

• The moment of truth! How does your pasta car measure up on the rubric?

• You can allow three trial runs and record the best of those three

• Students have the option to make tweaks in between runs if necessary

STEP 6: REDESIGN

Now that you've seen other designs and their results, think about how you

would modify your pasta car

DEBRIEF: EDP

Review: What did you did in each step?

Step 1: Brainstorm Step 2: Design Step 3: Analyze Step 4: Build Step 5: Test Step 6: Redesign

EXTENSIONS• One option is to provide the

students with all the pasta materials they can use

• Another option is to have a "store" where students can purchase materials from their given budget

• Students learn about real-world constraints that engineers faceo Your design must be under

budgeto Some materials may be more

valuable (read: expensive) than others

STANDARDS MET

9.1.2.1.1 – Understand that engineering designs and products are often continually checked and critiqued for alternatives, risks, costs, and benefits, so that subsequent designs are refined and improved

9.1.2.2.1 – Identify a problem and the associates constraints on possible solutions

9.1.2.2.2 – Develop possible solutions to an engineering problem and evaluate them using conceptual, physical, and mathematical models to determine the extent to which solutions meet the design specifications

9.1.3.3.1 – Describe how values and constraints affect science and engineering

INTRODUCTION TO PLC A

Session 1 •Review Standards and K-12 Science Frameworks•Discuss integrating subjects and engineering

Session 2 •Review EDP models•Review previous lessons•Work on EDP/Physics lesson

Session 3 •Work on EDP/Physics lesson

Implement Implement EDP/Physics lesson in classroom

Session 4 •Reflection•Posters•Brainstorm

EXIT SLIP

What new ideas do you have about teaching physics this year?

What questions do you still have about integrating EDP with physics?

Anything else that you would like to share with the MSTP Instruction Team?

Please turn this in as you leave.

Thank you!