Force, motion & Energy Funded by Grant received from Nebraska’s Coordinating Commission for Postsecondary Education (CCPE)

What ideas did you try from Workshop #1★ How did it go? ★ How did students respond?★ Did you note any impact on learning? Explain.

Most importantly...

Enjoy the Learning Experience

● Take comfort breaks as needed● Ask questions● Share ideas● Share answers. Don’t be afraid of

being “wrong”.

Do you typically teach force, energy & motion?

Yes NoSome

How do you feel about teaching force, motion & energy?

Excited! It makes me nervous and/or

it’s not my favorite.

Okay.

Overview of the grant project

Connection to NEbraska Science standards NE Science Standards

● SC5.1.1 Students will combine scientific processes and knowledge with scientific reasoning and critical thinking to ask questions about phenomenon and propose explanations based on gathered evidence.

● SC5.2.2 Students will identify the influence of forces on motion.❖ SC5.2.2a Describe motion by tracing and measuring an object’s position over a

period of time (speed).❖ SC5.2.2b Describe changes in motion due to outside forces (push, pull, gravity)

❖ MA 5.4.2 Analysis & Applications: Students will analyze data to address the situation.➢ MA 5.4.2.a Use observations and experiments to collect, represent, and interpret the data using tables and bar

graphs.

pedagogical knowledge Teaching practices that enhance science instruction

1) Incorporate hands-on investigations● Balloon Rocket● Balloon Car● Ballistic Car● Design a candy corn catapult● Design a roller coaster or Have a Ball activity

2) Incorporate technology ● On-line calculator● PhET simulations● Apps-Show Me● Newsela

3) Multi-modal vocabulary ● Visual, Auditory, Kinesthetic

4) Actively engage students in collaborative learning● Walk and Talk● Numbered Heads Together● Inside/Outside Circle

Force, motion & EnergyPre-Assessment

Keep in mind…It’s okay not to know the answers☺

Reminder: Science logs/journals●

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***

Aristotle

Galileo Galileo

Isaac Newton

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Review on Motion - a bit of history

Aristotle (~300 BC): natural and violent motion

Natural motion of elements determines the motion of any object4 elements: fire, water, earth, air

Violent motion – overrides natural motion by means of forces

CLAIM: Heavier object fall faster!

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Galileo Galilei (16th- 17th century) – 1st astronomer

Invented telescope in 1609

On motion:Inertia is the property of object to resist motion

CLAIM:All object fall at the same rate!

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Isaac Newton (17-18th century)

• Newton’s 3 laws of motion1. Inertia2. Force causes acceleration3. Action-reaction

• Newton’s law of gravitation

• Motion in mathematical form, introduced FORCES!

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Motion is Relative

• Everything is always moving.

• Are you still right now?

• At this moment, your speed relative to the Sun is about 100,000 kilometers per hour.

• It’s all about choosing a point of reference.

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Q: What is the difference between velocity and speed?

a) They have different unitsb) Velocity includes speed and directionc) None, they are different words for the same thing

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Q: What produces acceleration in your car?

a) the acceleratorb) the steering wheelc) the braked) all of the abovee) none of the above

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Q: If you move in a circle at constant pace, are you accelerating?

a) Yesb) Noc) it depends

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Review on Motion - Define Motion VocabularyPhy

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• Mass - amount of matter in an object

• Measure of inertia, or “sluggishness” that an object exhibits in response to any effort to change its state of motion

• Position - your place in space

• Velocity - change in position over time• Speed + Direction

• Acceleration - change in velocity over time

• speeding up, slowing down, or going in curvy lines

The Moving Man - PHET Simulation Demo (advanced)

Define motion terms:

• Position

• Velocity (speed + direction) – rate of change of position

• Acceleration – rate of change of velocity

https://phet.colorado.edu/en/simulation/legacy/moving-man

• What is meaning of negative position or velocity?• What is the meaning of negative acceleration? (careful, it’s tricky)• Explore Position, Velocity and Acceleration graphs in time.

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Review on Motion - some thought questions

What causes object to move?

What causes objects to accelerate?

What helps object stay put?

How does energy affect motion?

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3rd Law: Action-Reaction To any force, there is an equal and opposite reaction force.

2nd Law: Force causes Acceleration(net) Force = mass × acceleration

1st Law: Law of InertiaAn object would remain at rest or move in a straight line at constant speed unless acted upon by an external (net) force.

Newton’s Laws of MotionPhysic

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1st Law: inertiaAn object would remain at rest or move in a straight line at constant speed unless acted upon by an external (net) force.

Give an example!

[ Spacecrafts]

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Newton’s Laws of Motion

2nd Law: force causes acceleration(net) Force = mass × acceleration

Give an example!

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Newton’s Laws of Motion

3rd Law: Action-reaction To any applied force, there is an equal and opposite reaction force.

[ the bug and the windshield - who has a better day? ]

Give an example!

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Newton’s Laws of Motion

Review on Motion - Define MotionPhy

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● Balance of forceshttps://phet.colorado.edu/en/simulation/forces-and-motion-basics

● Moving Man (Plotting motion: Position vs. Time, Velocity vs. Time, Acceleration vs. Time)https://phet.colorado.edu/en/simulation/legacy/moving-man

● Forces and motion (more advanced, forces as vectors, friction)https://phet.colorado.edu/en/simulation/legacy/forces-and-motion

https://phet.colorado.edu/

Applied vs. Net Force – PHET Simulation demo

• Is there are force on you right now? Why aren’t you sinking?

• How do you move across the room?

• Explore: What is the force condition for equilibrium?

• https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

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Review on Motion - Net Force Cause Acceleration

Safety precautions:Avoid placing materials near your mouth or eyes.

Be aware of and handle sharp objects with care.

Use materials appropriately.

Challenge 1: How far can a balloon rocket travel?

•

think-pair -share

variables to consider

●●●●

Challenge: How far can a balloon rocket travel? •

•

•

Challenge: How far can a balloon rocket travel?

Team Controlled Variable: Average/mean of the trials

Team 1

Team 2

Team 3

Team 4

Team 5

Team 6

Mean of the Means

CALCULATOR:https://tinyurl.com/qct6s9w

think-pair -share

What causes the balloon to move?What causes it to go further?

Which one of Newton’s law is applicable here?

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3rd Law: Action-Reaction To any force, there is an equal and opposite reaction force.

2nd Law: Force causes Acceleration(net) Force = mass × acceleration

1st Law: Law of InertiaAn object would remain at rest or move in a straight line at constant speed unless acted upon by an external (net) force.

Newton’s Laws of MotionPhysic

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3rd Law: Action-Reaction To any force, there is an equal and opposite reaction force.

Let’s identify the Action-Reaction pair of forces between:1. You and Earth2. Earth and Moon3. You push on a wall4. You push a brick on the wall (no sliding)

Newton’s 3rd Law of MotionPhysic

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Multi-modal vocabularyEXample: “Show me” app

hOw can we represent the important terms to help our students understand them better?

● Examples/Non-examples● Analogies● Drawings or visuals● Actions, movement,

simulations● Songs or poems● Frayer’s Model● Models or sculptures

CHALLENGE 2: How easily can you pull an object across different surfaces?

BRICK (object) slideRubber Band Scale:

CHALLENGE 2: How easily can you pull an object across different surfaces?

Challenge: brick/bowl slide REcord amount of force (grams)

Team Surface 1 Surface 2 Surface 3

Team 1

Team 2

Team 3

Team 4

Team 5

Team 6

Mean of the

Means

CALCULATOR:https://tinyurl.com/qct6s9w

Table talk

Forces of friction Phy

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Special force: FrictionPhy

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Friction depends on the normal force (the force perpendicular to the surface)

How does weight affect friction?

Two forces of Friction: Kinetic (motion) friction vs. Static (no motion) friction

What happens when you sand a surface with sandpaper?What happens when you rub your hands?

To answer use:PHET Simulation: https://phet.colorado.edu/sims/html/friction/latest/friction_en.html

hOw can we represent the vocabulary words to help students understand & remember them

better? ● Examples/Non-examples● Analogies● Drawings or visuals● Actions, movement,

simulations● Songs or poems● Frayer’s Model● Models or sculptures

Literature can serve as a springboard to scientific exploration

Curriculum materials: NEW STEM RESOURCES

Challenge 3: How could you design a balloon car that...

Think about it….Walk and talk

Challenge 3: How could you design a balloon car?

Table talk

Challenge 3: examples of a balloon car

•

KEEp trying….perseverance

Challenge 4: How does a ballistic car work?●●●

●

Challenge 4: ballistic car Team Attempt 1:

Distance Attempt 2: Distance

Attempt 3: Distance

Team 1

Team 2

Team 3

Team 4

Team 5

Team 6

Mean of All Teams

CALCULATOR:https://tinyurl.com/qct6s9w

Table talk

PROJECTILE MOTION: Kinematics in 2D

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Projectile motion - COMPADREhttp://www.compadre.org/portal/items/detail.cfm?ID=3490

Projectile motion - PHEThttps://phet.colorado.edu/en/simulation/legacy/projectile-motion

• A projectile is an object moving in two dimensions under the influence of Earth’s gravity

• its path is a parabola.

PROJECTILE MOTION: Kinematics in 2DPhy

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• Vertical• Acceleration due to GRAVITY

• Horizontal:• NO acceleration

PROJECTILE MOTION = Vertical motion + Horizontal MotionPhy

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Kinematics Equations for Projectile MotionTreat the motion in x- and y-direction separately!

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Teach Projectile MotioN with angry birds LABPhy

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Angry birds - projectile motion analysis - COMPADRE ACTIVITYhttp://www.compadre.org/portal/items/detail.cfm?ID=11562

CODING ACTIVITY - create angry bird kind of gamehttps://www.tynker.com/hour-of-code/physics-cannon-2-player

Challenge 5: Defining Gravity Using Spring Scales

● Spring scales with weights (gravity) -DEMO - https://phet.colorado.edu/en/simulation/legacy/mass-spring-lab

Measuring Mass With SpringsIn this activity you will investigate the physical science of various masses and springs.1. Click this link: http://phet.colorado.edu/ This is a screen shot of the website:

Exploration Phase

1. Place various objects on the springs

2. Freely explore the effect of (1) adding friction, (2) making the spring softer and harder, and (3) changing the force of gravity (i.e., the planet).

Questions:

1. What happens to a spring when a lighter object is added to it?

2. What happens to a spring when a heavier object is added to it?

3. Explain why you think this happens.

Explanation Phase

Use the sim and fill in the blanks of the following table for 3 different conditions of the springs. Use the draggable ruler provided to make measurements. The ruler should be aligned with the reference line as seen below.

Generate a rule for the length of the spring when a mass is added to it based on the completed chart (i.e., reference point).

Use your rule to complete the chart below.

Apply (theoretically) to other scenarios

Test (experimentally) one scenario to confirm

Freely Falling ObjectsNear the surface of the Earth, all objects experience approximately the same acceleration due to gravity.

Motion with constant acceleration

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In the absence of air resistance, ALL objects fall with the same acceleration, although this may be hard to tell by testing in an environment where there is air resistance.

Freely Falling ObjectsPhy

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The Universal Law of Gravitation(Why Universal?)

• Weight = net force on object

•If at rest, weight = force of gravity on the object: W = mg•g = 10 m/s2 only applies near the surface of the Earth

• your weight in outer space?

• your weight on the Moon?

• your weight on the Sun?

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What does Gravity depend on?(Q2: what does your weight depend on?)

• Consider two masses, m1 and m

2.

• They are separated by distance r.

• The mutual Force of gravity is:

Answer:• Your mass• Radius of planet• Mass of planet

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High-g experience• At 4-6g’s most people black out• Astronauts train to endure 9g’s

• Roller coaster ~ 3g’s • Formula 1 drivers upto 5g’s• Might survive 45g’s?• At 50g’s, your organs are soup

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Mass vs. Weight

What does it mean to be weightless? => in free-fall (only gravity acting on you)

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video: Free Fall on moon Phy

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- Astronaut David Scott (Apollo 15) proved Galileo right

- video of dropping hammer/feather on the Moon

1. Make a prediction2. Watch the video (1 min):

http://tinyurl.com/yaoqgtzk3. Compare results with prediction4. Discuss why?

Phet simulation: Countering GravityPhy

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Lunar Lander (fun game)https://phet.colorado.edu/en/simulation/legacy/lunar-lander

hOw can we represent the vocabulary words to help students understand & remember them

better? ● Examples/Non-examples● Analogies● Drawings or visuals● Actions, movement,

simulations● Songs or poems● Frayer’s Model● Models or sculptures

Think about it….Walk and talk

HHow could you represent word “gravity” so your students could better

understand & remember it?

Curriculum resource

https://tinyurl.com/yb8fxgk9

Challenge 6: How can you make a candy corn catapult?

●●●●

How can you make a candy corn catapult?

How can you make a candy corn catapult?

How can you make a candy corn catapult?

Think about it…Stand up, hand up, pair up

➔ https://www.youtube.com/watch?v=iu49gV-fefE

Challenge 6:

Think about it…Stand up, hand up, pair up

➔ https://www.youtube.com/watch?v=iu49gV-fefE

➔ Predict how far your catapult will fling the candy corn.

➔ Explain your prediction.

Challenge: Candy corn results Team Attempt 1:

Average Distance

Attempt 2: Average Distance

Team 1

Team 2

Team 3

Team 4

Team 5

Team 6

Mean of the

Means

CALCULATOR:https://tinyurl.com/qct6s9w

Let’s try it…..

Challenge 7: ball on a roll/rollercoaster

●

Step 1: ball on a roll

Steps 2 & 3: ball on a roll

Steps 4, & 5: ball on a roll

How does the ball’s height on the ramp affect the distance it rolls?

How does the ball’s height on the ramp affect the distance it rolls?

●

●

CURRICULUM RESOURCE: Picture Perfect Science:

Challenge 8: rollercoaster challenge● Have you ever been on a rollercoaster?● What was it like?

Watch video of rollercoaster ride: (3 minutes)● Think of words that describe the experience: https://www.youtube.com/watch?v=h_lcZcBcQ0o

Rollercoaster

Challenge 8: construct a Rollercoaster

Challenge 8: rollercoaster challengeUsing what we’ve learned today, let’s design a roller coaster.

Cup challenge in groups of 4 or 5 (orange track with cup taped to the end)

● What do you think the cup is for?

● Can you make the car roll from one end of the track and stop in the cup?

● Can you make the car roll faster?

● Can you make the car roll more slowly?

● Can you make the car roll go over a hill on your roller coaster?

● Can you make the car roll go over two hills?

● Can you make the car roll go through a hoop?

Curriculum resource: Newsela Readin

g in

Scienc

e

https://newsela.com/● Free articles (need to create an account)● Articles can be adjusted (i.e., readability level) to

differentiate for diverse learners

Example: Newsela Rollercoaster article ● http://tinyurl.com/y8h7x2lo

ROLLERCOASTER PHYSICSMechanical energy: Kinetic and Potential

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112

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Energy converts from one

type to another

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Energy Conservation

Energy Skate Park - PHET Simulation Demo (Bar and Pie Charts!)

• https://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html

• Does the final height of the skater depend on his/her mass?

• Does the final height of the skater depend on friction?

• Can the skater reach final height higher than his/her initial height?

• When does the skater move the fastest?

• When does the skater move the slowest?

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Think about it…Stand up, hand up, pair up

➔ https://www.youtube.com/watch?v=iu49gV-fefE

What is something you are excited to try in your classroom?

“Plicker” Post-Assessment

References and Resources

Even More Picture-Perfect Science Lesson K-5: Using Children’s Books to Guide Inquiry by Emily Morgan & Karen Ansberry (2013, National Science Teachers Association Press)

More Picture Perfect Science Lessons: Using Children's Books to Guide Inquiry, K-4 (Morgan & Ansberry, 2007). Includes 15 ready-to-use science lessons stemming from children’s literature books.

Picture-Perfect Science Lessons - Expanded 2nd Edition: Using Children's Books to Guide Inquiry, 3-6 (Morgan & Ansberry, 2010). Includes 15 ready-to-use science lessons stemming from children’s literature books.

References and Resources

Picture Perfect STEM Lessons, 3-5: Using Children’s Books to Inspire Science Learning by Emily Morgan & Karen Ansberry (2017, National Science Teachers Association Press)

The Inventor’ Secret by Suzanne Slade (2015, Charlesbridge)

Rosie Revere, Engineer by Andrea Beaty(2013, Charlesbridge)

Popping with Power: Physical Science Activities Integrating Math and Science (2004, AIMS Education Foundation) pp. 34-39; 40-48; 70-77.

Newsela. https://newsela.com/

Module 2:FORCE, MOTION, &

ENERGY

Before Next Workshop…. Post your responses to the following:

1. Did the workshop help you better understand and learn electrical concepts and how to teach them? Explain.

2. What aspects of the workshop were most helpful to you?

3. What suggestions (if any) do you have for future workshops?

4. Select and implement 2+ of the technology tools introduced during Workshop #2 to teach electrical or other scientific concepts in your classroom (i.e., inside/outside circle, iPad or iPhone apps, PHeT simulations, Newsela, ballistic car, hands-on materials).

a. Describe how you used the activity/technology and what scientific concept you taught in your classroom.

b. How successful would you consider the instruction/materials in teaching students the scientific concept in your classroom? How do you know? Provide evidence of student learning (i.e., students’ responses, assessment data, etc…)

c. What adjustments/suggestions would you make for future instruction?

d. What is your personal goal for future science instruction and what support do you need to meet your goal?