unit 3: force, motion, energy rm 1mrblucher.weebly.com/uploads/9/9/0/3/99036176/... · lesson 1:...
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Gateways to Science, STAAR Edition, Grade 8
Lesson 1: Speed, Velocity, and AccelerationUNIT 3: Force, Motion, Energy RM 1
A greyhound dog can run about 40 mi/hr.
A greyhound dog can run about 40 mi/hr.
Canadian geese can fly approximately 75 miles in
3 hours.
Canadian geese can fly approximately 75 miles in
3 hours.
Monarch butterflies fly12 mi/hr south as they migrate.
Monarch butterflies fly12 mi/hr south as they migrate.
A trip from Austin to Dallas takes about 3 hours going 65 mi/hr north.
A trip from Austin to Dallas takes about 3 hours going 65 mi/hr north.
A car slowsfrom 60 mi/hr to 25 mi/hr.
A car slows from 60 mi/hr to 25 mi/hr.
A car increases speed from 30 mi/hr to 65 mi/hr.
A car increases speed from 30 mi/hr to 65 mi/hr.
A car turns left while maintaining the same speed.
A car turns left while maintaining the same speed.
Engage Card Sort
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Lesson 1: Speed, Velocity, and Acceleration
Timekeeper
Keep track of the time by announcing the time every 2 seconds (Ready, set, go, 2, 4, 6, 8, etc.).
Tool needed: timing device
Walkers
Follow the walking directions listed on the Walker Card. If you don’t understand, ask your teacher for clarification.
Tool needed: walker direction description card
Distance Markers
Use small markers to indicate on the track the distance traveled by the walkers at a specific time. Place, not throw, markers on the ground when your time is announced. Determine the distance traveled and give the data to the recorder in your group.
Tool needed: time markers
Recorders
Record the distance of each marker on a data table.
Tools needed: data table, pencil
Task Cards
UNIT 3: Force, Motion, Energy RM 2
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Walker 1
Data and Graph Paper
Lesson 1: Speed, Velocity, and AccelerationUNIT 3: Force, Motion, Energy RM 3
Time (sec)
Distance (m)
0
2
4
6
8
10
12
14
16
18
20
0 2 4 6 8 10 12 14 16 18 20Time (sec)
Dis
tan
ce (
m)
30
20
10
Page 1 of 4
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Lesson 1: Speed, Velocity, and AccelerationUNIT 3: Force, Motion, Energy RM 3 continued
Page 2 of 4
Walker 2
Time (sec)
Distance (m)
0
2
4
6
8
10
12
14
16
18
20
0 2 4 6 8 10 12 14 16 18 20Time (sec)
Dis
tan
ce (
m)
30
20
10
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Lesson 1: Speed, Velocity, and AccelerationUNIT 3: Force, Motion, Energy RM 3 continued
Page 3 of 4
Walker 3
Time (sec)
Distance (m)
0
2
4
6
8
10
12
14
16
18
20
0 2 4 6 8 10 12 14 16 18 20Time (sec)
Dis
tan
ce (
m)
30
20
10
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Lesson 1: Speed, Velocity, and AccelerationUNIT 3: Force, Motion, Energy RM 3 continued
Page 4 of 4
Walker 4
Time (sec)
Distance (m)
0
2
4
6
8
10
12
14
16
18
20
0 2 4 6 8 10 12 14 16 18 20Time (sec)
Dis
tan
ce (
m)
30
20
10
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Lesson 1: Speed, Velocity, and Acceleration
0seconds
2seconds
4seconds
6seconds
8seconds
10seconds
12seconds
14seconds
16seconds
18seconds
20seconds
Distance Markers
UNIT 3: Force, Motion, Energy RM 4
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Walker 1
Start at 0 meters. Slowly walk at a constant speed heel-to-toe for
the entire 20 seconds.
Walker 2
Start at 0 meters. Very slowly walk heel-to-toe, then start going
a bit faster at 8 seconds and much faster at 16 seconds until
20 seconds.
Walker 3
Start at 0 meters. Slowly walk heel-to-toe until 8 seconds and stop. When 14 seconds is announced, begin walking
quickly with long steps until 20 seconds.
Walker 4
Start at 0 meters. Walk quickly with long steps for 6 seconds.
Stop from 6 to 12 seconds. At 12 seconds, turn around and slowly
walk heel-to-toe toward the beginning.
Walking Description Cards
UNIT 3: Force, Motion, Energy RM 5Lesson 1: Speed, Velocity, and Acceleration
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Key Word Information Memory Clue
distance
speed
velocity
acceleration
KIM Column
UNIT 3: Force, Motion, Energy RM 6Lesson 1: Speed, Velocity, and Acceleration
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Lesson 1: Speed, Velocity, and Acceleration
SPEEDLIMIT
251. What does this sign represent?
2. What is the unit of measurement for this sign? What does that mean?
What’s the Limit?
UNIT 3: Force, Motion, Energy RM 7
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Lesson 1: Speed, Velocity, and Acceleration
Use the graph to answer questions 1–6.
Speed of Migratory Animals
50
Dis
tanc
e (k
m)
40
30
20
10
0 30 60
Time (minutes)
Canadian Goose
Hummingbird
Monarch Butterfly
1. Which animal has the fastest speed?
2. Which animal travels 5 km in 15 minutes?
3. How far does the hummingbird travel in 60 minutes?
4. How far does the hummingbird travel in 30 minutes?
5. What is the speed in km/hr of the monarch butterfly at 60 minutes?
6. Which of the following statements best describes the velocity of a migrating Canadian goose?
A The Canadian goose travels approximately 50 km/hr to the south.
B The Canadian goose migrates to the north in the summer and to the south in the winter.
C The Canadian goose travels 48 km/hr during its yearly migration.
D The Canadian goose travels approximately 15 km/hr faster than migrating hummingbirds.
Graphing Speed
UNIT 3: Force, Motion, Energy RM 8
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Lesson 1: Speed, Velocity, and Acceleration
Example of Motion Motion Justification
A greyhound dog can run about 40 mi/hr.
Canadian geese can fly approximately 75 miles in 3 hours.
Monarch butterflies fly 12 mi/hr south as they migrate.
A trip from Austin to Dallas takes about 3 hours going 65 mi/hr north.
A car slows from 60 mi/hr to 25 mi/hr.
A car increases speed from 30 mi/hr to 65 mi/hr.
A car turns left while maintaining the same speed.
Which Is Which?
UNIT 3: Force, Motion, Energy RM 9
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Lesson 1: Speed, Velocity, and Acceleration
speed velocity acceleration
1. Butterflies flying south at 12 m/hr
2. A bowling ball rolling 6.4 m/s
3. A roller coaster going over a hill
4. A person biking 12 mi/hr northwest
5. A football just after being kicked
6. A boater canoeing at 26 m/min
Checking for Understanding
UNIT 3: Force, Motion, Energy RM 10
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Lesson 1: Speed, Velocity, and AccelerationUNIT 3: Force, Motion, Energy RM 11
WORD BANK
acceleration speeddirection time distance velocity
Motion Concept Map
Changes in motion are measured by
uses
and
No direction required
uses
and
Direction required
change in
or
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Lesson 1: Speed, Velocity, and Acceleration
1. Between which two points does the object stop?
2. Between which two points does the object have the greatest speed?
3. Describe and compare the motion of the object between Points A and B to Points B and C.
4. At which points does the object change directions?
5. Calculate the speed at Point E.
UNIT 3: Force, Motion, Energy RM 12
Distance vs. Time
Dis
tanc
e (m
)50
F
40
B E30
20
10C D
A0 2 4 6 8 10
Time (sec)
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Lesson 1: Speed, Velocity, and Acceleration
Motion Card Sort
Page 1 of 2
UNIT 3: Force, Motion, Energy RM 13
Speed Velocity Acceleration
The distance traveled in a certain
amount of time
Speed with a direction
A change in the speed or direction
A dog is walking5 meters per minute.
A dog is running 18 meters per minute south toward a house. An elevator slows to a stop.
A car is traveling 65 mi/hr.
A flock of geese flies at a constant speed as it migrates to Canada.
A person is parachuting toward Earth.
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Lesson 1: Speed, Velocity, and Acceleration
Page 2 of 2
UNIT 3: Force, Motion, Energy RM 13 continued
A hiker walks 20 miles in 8 hours.
A skateboarder travels a constant speed in a northerly direction.
A space shuttle lifts off the launch pad.
A bike racer travels 17 mi/hr.
A person hikes 20 miles in one day toward a mountain summit.
Hurricane Ike traveled 9mi/hr WNW (west northwest).
A football player slowsto catch the footballand is tackled.
A car is traveling on a curved road.
A rollercoaster travels on a loop.
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Lesson 1: Speed, Velocity, and Acceleration
Page 1 of 4
Choose the best answer for each question.
1 Which of the following is needed to determine velocity?
A Direction only
B Direction and time
C Distance and direction
D Distance, time, and direction
Use the graph to answer questions 2 and 3.
Dis
tanc
e (k
m)
30
20
10
0 15 30
Time (minutes)
Motorcycle A Motorcycle B
2 Which motorcycle is the fastest? Explain.
3 Which motorcycle accelerates faster?
Assessment—Speed, Velocity, and Acceleration
UNIT 3: Force, Motion, Energy RM 14
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Lesson 1: Speed, Velocity, and Acceleration
Page 2 of 4
UNIT 3: Force, Motion, Energy RM 14 continued
For questions 4–9, identify the appropriate term describing the motion and then support your answer.
4 A motorcycle slows as it comes to a stop sign.
5 A trip from Houston to Galveston will take about 1 hour driving at an average of 60 mi/hr south.
6 A brand new motorcycle goes from 0 to 60 mi/hr in 3 seconds.
7 During rush hour, it takes about 40 minutes to drive to Pasadena travelling at an average of 35 mi/hr.
8 During rush hour, it takes about 45 minutes to drive to Conroe travelling at an average of 40 mi/hr north.
9 A trip to Brownsville will take about 5 hours travelling at an average of 70 mi/hr.
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Lesson 1: Speed, Velocity, and Acceleration
Page 3 of 4
UNIT 3: Force, Motion, Energy RM 14 continued
Use the following diagram to answer questions 10–12.
libraryfriend’s house
home
school
10 A student walks home from school, making two stops on the way home. What is the total distance the student traveled? Use the grid to record your answer to the nearest tenth of a kilometer.
3.5 km
1.2 km
1.8 km
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Lesson 1: Speed, Velocity, and Acceleration
Page 4 of 4
UNIT 3: Force, Motion, Energy RM 14 continued
11 The student leaves school at 3 p.m. and arrives home at 5 p.m. What is the student’s speed? Use the grid to record your answer to the nearest one-hundredth of a kilometer.
12 What is the unit of measurement for the answer to question 11?
A mi/hr
B cm/min
C km/min
D km/hr
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Lesson 2: Balanced and Unbalanced Forces
Draw a third arrow on each diagram to show the direction the object will move. Determine if each picture is an example of balanced or unbalanced forces. Then explain why you think the forces are balanced or unbalanced.
Which Way Does It Move?
UNIT 3: Force, Motion, Energy RM 15
1.
2.
3.
4.
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Lab Station Cards
UNIT 3: Force, Motion, Energy RM 16
Page 1 of 2
Lesson 2: Balanced and Unbalanced Forces
Station 1 Around and Around
1. Place the marble on the plate. Apply enough force to the marble to make it travel around the lip of the plate without going off the plate.
2. In your science notebook, explain why the marble takes a circular path around the edge of the plate without going off the plate.
3. Place the marble on the lip of the plate that has a section removed. Predict what will happen when you apply enough force to the marble to make it travel around the lip of the plate. Record your prediction.
4. Test your prediction. Explain what occurs. Draw and label a diagram showing the path the marble takes.
Analysis Questions
1. How does the edge of the plate exert a force on the marble?
2. How does this activity model the movement of planets in our solar system?
3. How can this model the Moon’s movement around Earth?
Station 2 Tug of War
1. Place the rubber band on the hooks of two spring scales.
2. Hold the spring scales and apply enough force to have the following readings on each spring scale.
3. Copy the table and record what occurs for each set of readings.
4. Draw and label a diagram for each example.
Example Spring Scale A Spring Scale B Movement Result1 5 N 5 N
2 5 N 10 N
3 10 N 5 N
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UNIT 3: Force, Motion, Energy RM 16 continued
Page 2 of 2
Lesson 2: Balanced and Unbalanced Forces
Station 3 Dropping the Ball
1. Drop a table tennis ball on a tabletop. Why does the ball fall from your hand to the table?
2. Set the blow-dryer on high speed and low heat. Point the blow-dryer so the air is moving straight up.
3. Hold the table tennis ball about 25 cm above the center of the blow-dryer nozzle. Gently release the ball. If the ball flies off, try again using a different height. Record what happens.
4. Place the table tennis ball above the blow-dryer as directed in step 3. Slowly angle the blow-dryer 90o to the right or left. Record your observations.
Analysis Questions
1. What two forces are exerted on the ball during the investigation?
2. Are the two forces balanced?
3. What do you think happens to an object when forces are balanced?
4. What do you think happens to an object when forces are unbalanced?
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Spring Scale
UNIT 3: Force, Motion, Energy RM 17Lesson 2: Balanced and Unbalanced Forces
A spring scale measures force in units of newtons (N).
On Earth, a reading of 100 g of mass on a spring scale indicates about 1 N force of gravity.
On the Moon, the force of gravity would be about 1/6 of 1 N of force.
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Balanced and Unbalanced Forces
UNIT 3: Force, Motion, Energy RM 18Lesson 2: Balanced and Unbalanced Forces
50 Nto the left
30 Nto the left
50 N + 30 N = 80 Nnet force to the left
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Net Forces
1. What is the net force acting on the object?
2. Are the forces balanced or unbalanced?
3. Describe how the forces will affect the motion of the object.
4. What is the net force acting on the object?
5. Are the forces balanced or unbalanced?
6. Describe how the forces will affect the motion of the object.
7. What is the net force acting on the object?
8. Are the forces balanced or unbalanced?
9. Describe how the forces will affect the motion of the object.
UNIT 3: Force, Motion, Energy RM 19Lesson 2: Balanced and Unbalanced Forces
50 N to the right
50 N to the right
50 N to the right
50 N to the
left
30 N to the
left
50 N to the right
Example A
Example B
Example C
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Forces Concept Map
UNIT 3: Force, Motion, Energy RM 20Lesson 2: Balanced and Unbalanced Forces
such as
arecan be measured with a
in units of
can be
Forces
which causeswhich results in
WORD BANK
• acceleration• balanced• change in direction• change in motion• change in speed• friction• gravity• newtons• no change in motion• pulls • pushes• spring scale• unbalanced• wind
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Lesson 2: Balanced and Unbalanced ForcesUNIT 3: Force, Motion, Energy RM 21
Forces Concept Map Answer Key
such as
arecan be measured with a
pushes
balanced
change in speed
spring scale
newtons
wind
pulls
unbalanced
change in direction
acceleration
gravity friction
in units of
can be
Forces
which causeswhich results in
no change in motion
change in motion
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Lesson 3: Newton’s Second Law of Motion
Explore Setup
UNIT 3: Force, Motion, Energy RM 22
Activity 1
Activity 2
cup with opening cut ruler
block
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Lesson 3: Newton’s Second Law of Motion
A60 g
B40 g
C20 g
50 N
50 N
50 N
1 m
starting line finish line
1. How much force is being applied to each ball?
2. Which ball will have the greatest acceleration?
3. How will doubling the force applied to Ball A affect the ball’s acceleration?
Equal Force, Different Masses
UNIT 3: Force, Motion, Energy RM 23
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Lesson 3: Newton’s Second Law of Motion
Page 1 of 3
Part 1
A student performs an experiment on Newton’s law of force and acceleration. The data collected are listed in the table below but some information is missing. Complete the table.
F = maForce (N) = Mass (kg) x Acceleration (m/s2)
Experiment A2 2
2 5
Experiment B2 5
5 2
Experiment C10 5
20 5
Match the student’s conclusion statements with the above experiments.
1 The greater the force applied to an object, the more the object accelerates.
2 If the force applied to an object is doubled, the rate of acceleration is also doubled if the mass remains the same.
3 If an equal force is applied to two different objects, the more massive object has a smaller rate of acceleration.
Assessment—Newton’s Second Law of Motion
UNIT 3: Force, Motion, Energy RM 24
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Lesson 3: Newton’s Second Law of Motion
Page 2 of 3
UNIT 3: Force, Motion, Energy RM 24 continued
Part 2
Answer each question using complete sentences.
A tennis racket hits a tennis ball, exerting a different amount of force on the ball during a tennis game.
Swing A Swing B Swing C F = 20 N F = 10 N F = 5 N
4 Which swing results in the greatest acceleration of the ball? Explain.
5 Which swing results in the least acceleration of the ball? Explain.
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Lesson 3: Newton’s Second Law of Motion
Page 3 of 3
UNIT 3: Force, Motion, Energy RM 24 continued
A 10 N force is applied to each of these objects.
BasketballMedium Mass
Bowling BallLarge Mass
Tennis BallSmall Mass
6 Which object will have the greatest acceleration? Explain.
7 Which object will have the least acceleration? Explain.
8 Which option best describes the object with the greatest force?
A A 15 kg mountain bike with an acceleration to 0.6 m/s2
B A 100 kg motorcycle with an acceleration to 0.09 m/s2
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UNIT 3: Force, Motion, Energy RM 25
Lab Station Cards
Lesson 4: Newton’s First Law of Motion
Station 1 Hot Wheels, Fast Cars
1. Place the blocks under the ramp to raise it 5 cm.
2. Tape the marker to the flat surface approximately 10 cm from the end of the ramp. Make sure the marker is perpendicular to the ramp.
3. Place the car at the top of the ramp.
4. Lay a pencil in front of the car, forming a barrier while holding the car in place at the top of the ramp. Hold the pencil in this position.
5. Place the penny on top of the car.
6. Quickly remove the pencil barrier, releasing the car to roll down the ramp.
7. Record your observations. Repeat two more times for consistent results.
8. Use the rubber band to secure the penny to the top of the car.
9. Repeat the above steps three times with the penny attached to the car with a rubber band.
10. Record your results for each trial.
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Lesson 4: Newton’s First Law of Motion
Page 2 of 4
UNIT 3: Force, Motion, Energy RM 25 continued
Station 2 Pennies for Your Thoughts
Part A: Catch a Falling Penny
1. Bend your right elbow so your forearm is horizontal and your hand is near your ear.
2. Balance a penny on your elbow.
3. Quickly move your arm down and grab the penny with your right hand before it falls.
4. Stack another penny on the first one and repeat steps 2 and 3. How many pennies can you stack on the first one and still catch the pennies? Record your best score.
5. Repeat the process two more times using the number of pennies in your best score.
Part B: Penny on a Finger
1. Make a fist with your palm up and extend your index finger.
2. Balance the small index card on your finger.
3. Place the penny in the center of the card, over the top of your finger.
4. Quickly flick the card with a finger on your other hand.
5. Record your observation.
6. Repeat the process two more times.
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Lesson 4: Newton’s First Law of Motion
Page 3 of 4
UNIT 3: Force, Motion, Energy RM 25 continued
Station 3 What a Drag!
1. Attach the spring scale to the hook or string on the block of wood.
2. Place the block of wood flat on the smooth surface of a tabletop or floor.
3. Pull the spring scale horizontally, making sure the front edge of the wood does not rise up during the pulling force.
4. Pull the spring scale with a steady speed until the scale settles down to a constant reading as you move the wood.
5. Record both the initial high reading and the steady speed reading.
6. Repeat steps 3–5 on the surface of sandpaper.
7. Repeat steps 3–5 on the carpet remnant.
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Lesson 4: Newton’s First Law of Motion
Page 4 of 4
UNIT 3: Force, Motion, Energy RM 25 continued
Station 4 Keep Rolling Along
1. Put on a safety apron.
2. Place a closed container of water in the center of the rolling cart. Allow the water to become still.
3. Walk five steps very slowly, pushing the cart, then stop suddenly.
4. Observe and record what happens to the water.
5. Repeat steps 2–4 walking at a normal pace.
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Newton’s first law of motion
until
objects in motion
objects at rest
is also called
which states
Lesson 4: Newton’s First Law of MotionUNIT 3: Force, Motion, Energy RM 26
Concept Map
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Lesson 4: Newton’s First Law of Motion
Lab Station Cards
UNIT 3: Force, Motion, Energy RM 27
Station 1 Book Smarts!
1. Predict what will happen to a stack of books sitting on a rolling chair when the chair suddenly stops after rolling slowly, rolling at a medium pace, and rolling at a fast pace.
2. Neatly stack the books at the front edge of the chair seat.
3. Roll the chair slowly for five steps then stop the chair suddenly. Be careful not to pull the chair back when stopping.
4. Use the meter stick to measure the movement, if any, of the books.
5. Repeat steps 2–4 walking at a normal pace.
6. Repeat steps 2–4 walking at a fast pace.
7. In your science notebook, record your observations. Compare your observations with your prediction.
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Lesson 4: Newton’s First Law of MotionUNIT 3: Force, Motion, Energy RM 27 continued
Station 2 Bottle Pull
Predict what will happen when force is applied to two stationary objects with different masses.
1. Place the partially filled water bottle on a flat surface. Place the spring scale through the loop on the bottle.
2. Pull the bottle horizontally along the surface of the table, making sure the front edge of the bottle does not rise up.
3. Pull the bottle with a steady speed for the length of 1 meter.
4. Observe the spring scale readings when you begin to pull the bottle and as the bottle is pulled along the meter stick. In your science notebook, record the initial reading and the constant readings.
5. Repeat steps 1–4 using the full bottle. In your science notebook, record your observations.
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Lesson 4: Newton’s First Law of MotionUNIT 3: Force, Motion, Energy RM 27 continued
Station 3 A Magician’s Trick
1. Predict what will happen if you place the 2-liter bottle on the sheet of wax paper and pull the paper slowly. In your science notebook, record your prediction.
2. Place the 2-liter bottle on the wax paper 5 cm from the edge and pull the paper slowly and horizontally along the surface. Record your observations.
3. Predict what will happen if you quickly pull the wax paper horizontally from under the bottle. Record your prediction.
4. Place the 2-liter bottle on the wax paper 5 cm from the edge. Very quickly pull the paper horizontally along the flat surface. Practice several times.
5. Repeat the experiment using the sheet of white paper.
6. In your science notebook, record your observations. Compare your observations with your prediction.
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Lesson 4: Newton’s First Law of MotionUNIT 3: Force, Motion, Energy RM 28
Observation Chart
Station Prediction ResultsHow does Newton’s first law of motion relate to this station?
1
2
3
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Lesson 4: Newton’s First Law of Motion
Choose the best answer for each question.
Part 1
Use complete sentences to answer question 1.
1 While shopping for cars, it is important to consider their safety features. Three different car seats with headrests are pictured. Which car seat would be the safest if you were in a rear-end collision? Support your answer applying Newton’s first law of motion.
Part 2
Choose the best answer for each question.
2 How does Newton’s first law of motion apply to a ball rolling across the gym floor after an unbalanced force is applied?
A The ball will stop at the line halfway across the gym.
B The ball will continue to roll until an unbalanced force is applied.
C The ball will start bouncing until it hits the wall.
D The ball will roll in a zigzag pattern to the other end of the gym.
Assessment—Newton’s First Law of Motion
UNIT 3: Force, Motion, Energy RM 29
Seat 1 Seat 2 Seat 3
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UNIT 3: Force, Motion, Energy RM 29 continuedLesson 4: Newton’s First Law of Motion
3 A person walks out of a store with a pillow at the top of an overflowing shopping cart. While walking to the car, the cart’s wheel hits a large rock, causing the cart to suddenly stop. Which of the following is likely to happen as a result of Newton’s first law of motion?
F The pillow will slide backwards due to inertia.
G The pillow will apply a balanced force on the cart.
H The pillow will slide forward due to inertia.
J The pillow will not be affected by the sudden stop.
4 The law requires all people riding in a car to wear seat belts. If the car suddenly stops, the seat belts hold the passengers in place. How does Newton’s first law of motion apply when a person is not wearing a seat belt?
A The passengers will continue moving forward due to inertia.
B The passengers will move backward into the seat.
C The passengers will lean into another passenger’s seat.
D The passengers will not be affected by the sudden stop of the car.
Direction of Motion
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UNIT 3: Force, Motion, Energy RM 29 continuedLesson 4: Newton’s First Law of Motion
5 A space shuttle is preparing for launch. How does Newton’s first law of motion apply?
F The space shuttle will accelerate into space.
G The space shuttle applies an unbalanced force on the ground.
H The space shuttle applies an unbalanced force on the tower.
J The space shuttle remains at rest until an unbalanced force is applied.
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Lab Station Cards
Lesson 5: Newton’s Third Law of MotionUNIT 3: Force, Motion, Energy RM 30
Station 1
1. Set the spring scales at zero.
2. Place one spring scale on each end of the rubber band.
3. Gently pull on the spring scales and observe what happens to the scales.
4. As one person pulls one spring scale to a specific value, observe the value on the opposite spring scale.
5. Switch roles and repeat steps 2–4.
Conclusions
1. In your science notebook, create an illustration and identify the forces.
2. Write a summary of this activity.
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UNIT 3: Force, Motion, Energy RM 30 continuedLesson 5: Newton’s Third Law of Motion
Station 2
1. Have one person sit in each rolling chair. Position one chair behind the other in a row with both people facing the same direction. They should hold their feet off the floor or rest them on the bottom of the chairs.
2. The person seated in back pushes off of the chair in front of them.
3. Reverse order so the other person in the chair gets to push.
4. Observe the motion of both chairs.
Conclusions
1. In your science notebook, create an illustration and identify the forces.
2. Write a summary of this activity.
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UNIT 3: Force, Motion, Energy RM 30 continuedLesson 5: Newton’s Third Law of Motion
Station 3
1. Slip the string through the straw.
2. Select one person to blow up the balloon and hold the end shut without tying it.
3. Tape the balloon to the straw on the string.
4. Release the balloon.
5. Observe and record your observations.
Conclusions
1. In your science notebook, create an illustration and identify the forces.
2. Write a summary of this activity.
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Station 1
Station 3
Explore Activities
UNIT 3: Force, Motion, Energy RM 31Lesson 5: Newton’s Third Law of Motion
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Gateways to Science, STAAR Edition, Grade 8
UNIT 3: Force, Motion, Energy RM 32
Describe how Newton’s third law of motion applies to the picture.
Boat
Lesson 5: Newton’s Third Law of Motion
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Gateways to Science, STAAR Edition, Grade 8
CriteriaPoints
Possible
Earned Assessment
Self Teacher
Traveled minimum distance.
Complies with specifications.
Diagram of car design with forces indicated by arrows.
Description of motion related to Newton’s laws of motion.
Total
UNIT 3: Force, Motion, Energy RM 33
Balloon Racer Rubric
Lesson 5: Newton’s Third Law of Motion
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Gateways to Science, STAAR Edition, Grade 8
Which Law Applies?
UNIT 3: Force, Motion, Energy RM 34W
hic
h L
aw A
pp
lies?
Iden
tify
the
corr
ect N
ewto
n’s
law
that
rel
ates
to e
ach
stat
emen
t by
writ
ing
the
num
ber
of th
e ap
prop
riate
law
.
____
___1
. For
ces
occu
r in
act
ion-
reac
tion
pairs
.
____
___2
. Bal
ance
d fo
rces
are
equ
al in
siz
e bu
t act
in
oppo
site
dire
ctio
ns.
____
___3
. The
iner
tia o
f an
obje
ct d
epen
ds o
n its
mas
s;
th
e gr
eate
r th
e m
ass,
the
grea
ter
the
iner
tia.
____
___4
. Acc
eler
atio
n of
an
obje
ct d
epen
ds o
n th
e m
ass
of th
e ob
ject
and
the
forc
e ex
erte
d on
the
obje
ct.
____
___5
. Whe
n th
e sa
me
amou
nt o
f for
ce is
app
lied
to tw
o ob
ject
s w
ith d
iffer
ent m
asse
s, th
e ob
ject
with
the
grea
ter
mas
s ha
s le
ss a
ccel
erat
ion.
____
___6
. Ine
rtia
is th
e te
nden
cy o
f an
obje
ct to
res
ist a
chan
ge in
mot
ion.
____
___7
. A s
tatio
nary
obj
ect w
ill n
ot m
ove
until
a fo
rce
grea
t eno
ugh
to o
verc
ome
its in
ertia
is e
xert
ed
on
the
obje
ct.
____
___8
. Unb
alan
ced
forc
es c
ause
acc
eler
atio
n.
____
___9
. Whe
n yo
u w
alk
on th
e gr
ound
, the
gro
und
exer
ts a
forc
e on
you
r fo
ot.
Wh
ich
Law
Ap
plie
s?
Iden
tify
the
corr
ect N
ewto
n’s
law
that
rel
ates
to e
ach
stat
emen
t by
writ
ing
the
num
ber
of th
e ap
prop
riate
law
.
____
___1
. For
ces
occu
r in
act
ion-
reac
tion
pairs
.
____
___2
. Bal
ance
d fo
rces
are
equ
al in
siz
e bu
t act
in
oppo
site
dire
ctio
ns.
____
___3
. The
iner
tia o
f an
obje
ct d
epen
ds o
n its
mas
s;
th
e gr
eate
r th
e m
ass,
the
grea
ter
the
iner
tia.
____
___4
. Acc
eler
atio
n of
an
obje
ct d
epen
ds o
n th
e m
ass
of th
e ob
ject
and
the
forc
e ex
erte
d on
the
obje
ct.
____
___5
. Whe
n th
e sa
me
amou
nt o
f for
ce is
app
lied
to tw
o ob
ject
s w
ith d
iffer
ent m
asse
s, th
e ob
ject
with
the
grea
ter
mas
s ha
s le
ss a
ccel
erat
ion.
____
___6
. Ine
rtia
is th
e te
nden
cy o
f an
obje
ct to
res
ist a
chan
ge in
mot
ion.
____
___7
. A s
tatio
nary
obj
ect w
ill n
ot m
ove
until
a fo
rce
grea
t eno
ugh
to o
verc
ome
its in
ertia
is e
xert
ed
on
the
obje
ct.
____
___8
. Unb
alan
ced
forc
es c
ause
acc
eler
atio
n.
____
___9
. Whe
n yo
u w
alk
on th
e gr
ound
, the
gro
und
exer
ts a
forc
e on
you
r fo
ot.
Lesson 6: Application of Newton’s Laws
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Gateways to Science, STAAR Edition, Grade 8
Law of action-reaction
Law of inertia
Col
lidin
g co
ntin
enta
l pla
tes
buck
le a
nd fo
ld, f
orm
ing
mou
ntai
ns.
Law of action-reaction
Law of acceleration
Law of inertia
Wea
ring
a se
at b
elt w
hen
ridin
g in
a c
ar
An unbalanced force accelerates an object in the direction of that
force.
Law of acceleration
Law of inertia La
w o
f ine
rtia
Kicking a soccer ball down the field.
Walking across the floor
F =
ma
An
obje
ct’s
mot
ion
rem
ains
co
nsta
nt u
nles
s an
un
bala
nced
forc
e ac
ts o
n it.
Twirling a ball on a string
Law of acceleration
Law of inertia
Law
of a
ctio
n-re
actio
n
Law of acceleration
F = ma
For every action there is an
equal and opposite reaction.
Law
of a
ctio
n-re
actio
nLaw of action-reaction
F = maLaw
of acceleration
Fee
ling
“wei
ghtle
ss” a
t the
ve
ry to
p of
the
rolle
r co
aste
r rid
e
Law of action-reaction
Knocking over a bicycle with a moving car
Law of inertia
Law
of a
ccel
erat
ion
Law of inertia
Launching a rocket from a lift-off pad
Hitting a golf ball off a tee
Law
of a
ccel
erat
ion
F = ma
Newton’s Laws of Motion Puzzle
Lesson 6: Application of Newton’s LawsUNIT 3: Force, Motion, Energy RM 35
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UNIT 3: Force, Motion, Energy RM 36
Newton’s Laws of Motion Puzzle Template
Lesson 6: Application of Newton’s Laws
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Folded Model Template
UNIT 3: Force, Motion, Energy RM 37Lesson 6: Application of Newton’s Laws
fold
her
e
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UNIT 3: Force, Motion, Energy RM 38
Newton’s Laws of Motion Picture Cards
Lesson 6: Application of Newton’s Laws
Page 1 of 2
A D G
HEB
C F J
water out
direction of movement
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UNIT 3: Force, Motion, Energy RM 38 continuedLesson 6: Application of Newton’s Laws
K N Q
ROL
M P S
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Assessment—Application of Newton’s Laws
UNIT 3: Force, Motion, Energy RM 39
Choose the best answer for each question.
Team A Team B
1 In the picture above, two teams of students are playing tug-of-war. Each team is pulling in the opposite direction, but both teams are moving in the same direction. Which of the following best describes the forces in this situation?
A The forces are balanced and the net force is zero.
B The forces are balanced and Team A is exerting a greater force.
C The forces are unbalanced and Team A’s force is greater.
D The forces are unbalanced and Team B’s force is greater.
Lesson 6: Application of Newton’s Laws
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2 The Pioneer 10 spacecraft was launched in March 1972 to explore the solar system. Pioneer 10 has continued on its journey and is now traveling beyond the solar system. Which statement best explains why Pioneer 10 continues to travel farther in space?
F For every action force, there is an equal and opposite reaction force.
G Objects in space accelerate at a greater rate than objects on Earth.
H The force of the solar wind moves objects through space at a constant speed.
J Objects in motion will remain in motion unless acted on by unbalanced forces.
3 When a car suddenly stops at a red light, a book lying on the car seat slides forward. Why does the book continue to move forward?
A The book loses its backward force.
B The car moves in reverse more rapidly than the book.
C The friction of braking transfers energy to the book.
D The book’s inertia causes it to continue moving.
UNIT 3: Force, Motion, Energy RM 39 continuedLesson 6: Application of Newton’s Laws
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Use the table to answer question 4.
4 A toy car is pushed 10 m across an identical section of floor. The table shows the amount of time it took for the car to travel during each trial. The difference in the time recorded for each trial is most likely caused by differences in —
F force exerted
G surface friction
H inertia
J car mass
UNIT 3: Force, Motion, Energy RM 39 continuedLesson 6: Application of Newton’s Laws
Toy Car Motion
Trial Time in Seconds
1 5
2 7
3 4
4 7
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5 A student sitting in a wheelchair at rest throws a basketball forward. Since the student and the wheelchair have greater mass than the basketball, the student and the wheelchair will —
A move backward at a slower speed than the basketball moves forward
B travel the same distance as the basketball but in the opposite direction
C move backward at a faster speed than the basketball moves forward
D move with the same forward force as the basketball
6 A child jumps on a trampoline. Which of the following causes the child to rise in the air?
F inertia
G mass
H a reaction force
J a gravitational force
UNIT 3: Force, Motion, Energy RM 39 continuedLesson 6: Application of Newton’s Laws
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7 When the air is released from a balloon, the air moves out one end and the balloon moves in the other direction. Which statement does this situation best illustrate?
A What goes up must come down.
B For every action there is an equal and opposite reaction.
C The shape and size of an object affect air resistance.
D The acceleration due to Earth’s gravity is 9.8 m/s2.
8 Which of these statements best describes the action-reaction force needed to launch a space shuttle?
F The ground pushes up on the rocket when exhaust gases push down on the ground.
G Exhaust gases push down on air, while the ground pushes up on the rocket.
H The rocket pushes exhaust gases down, while the exhaust gases push the rocket up.
J Gravity pulls the rocket exhaust down, while friction pushes up against the atmosphere.
UNIT 3: Force, Motion, Energy RM 39 continuedLesson 6: Application of Newton’s Laws
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9 The frog leaps from its resting position at the lake’s bank onto a lily pad. If the frog has a mass of 0.5 kg and the acceleration of the leap is 3 m/s2, what is the force the frog exerts on the lake’s bank when leaping?
A 0.2 N
B 0.8 N
C 1.5 N
D 6.0 N
10 How much force is needed to accelerate a 5 kg object at a rate of 4m/s2?
F 0.25 N
G 1.25 N
H 9 N
J 20 N
UNIT 3: Force, Motion, Energy RM 39 continuedLesson 6: Application of Newton’s Laws