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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.


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 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 turns left while maintaining the same speed.


Engage Card Sort



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



Walker 1

Data and Graph Paper


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



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




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




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




0seconds

2seconds

4seconds

6seconds

8seconds

10seconds

12seconds

14seconds

16seconds

18seconds

20seconds

Distance Markers




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



Key Word Information Memory Clue

distance

speed

velocity

acceleration

KIM Column

UNIT 3: Force, Motion, Energy RM 6Lesson 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?





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





Example of Motion Motion Justification


Canadian geese can fly approximately 75 miles in 3 hours.

Monarch butterflies fly 12 mi/hr south as they migrate.


A car slows from 60 mi/hr to 25 mi/hr.



Which Is Which?





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





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




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.


Distance vs. Time

Dis

tanc

e (m

)50

F

40

B E30

20

10C D

A0 2 4 6 8 10

Time (sec)




Motion Card Sort

Page 1 of 2


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.




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.




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





Page 2 of 4


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.




Page 3 of 4


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




Page 4 of 4


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



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?


1.

2.

3.

4.



Lab Station Cards


Page 1 of 2


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




Page 2 of 2


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?



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.



Balanced and Unbalanced Forces


50 Nto the left

30 Nto the left

50 N + 30 N = 80 Nnet force to the left



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.








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



Forces Concept Map


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



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



Lesson 3: Newton’s Second Law of Motion

Explore Setup


Activity 1

Activity 2

cup with opening cut ruler

block




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





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





Page 2 of 3


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.




Page 3 of 3


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


Gateways to Science, STAAR Edition, Grade 8 Page 1 of 4


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.




Page 2 of 4


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.




Page 3 of 4


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.




Page 4 of 4


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.



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




Lab Station Cards


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.



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.



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.



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





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


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


Seat 1 Seat 2 Seat 3



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



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.



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.



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





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





Station 1

Station 3

Explore Activities

UNIT 3: Force, Motion, Energy RM 31Lesson 5: Newton’s Third Law of Motion




Describe how Newton’s third law of motion applies to the picture.

Boat

Lesson 5: Newton’s Third Law of Motion



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


Balloon Racer Rubric

Lesson 5: Newton’s Third Law of Motion



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.

____

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. Unb

alan

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forc

es c

ause

acc

eler

atio

n.

____

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. Whe

n yo

u w

alk

on th

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ound

, the

gro

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you

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ot.

Lesson 6: Application of Newton’s Laws



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 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


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




Newton’s Laws of Motion Puzzle Template




Folded Model Template

UNIT 3: Force, Motion, Energy RM 37Lesson 6: Application of Newton’s Laws

fold

her

e




Newton’s Laws of Motion Picture Cards


Page 1 of 2

A D G

HEB

C F J

water out

direction of movement



UNIT 3: Force, Motion, Energy RM 38 continuedLesson 6: Application of Newton’s Laws

K N Q

ROL

M P S



Assessment—Application of Newton’s Laws



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.




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.




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


Toy Car Motion

Trial Time in Seconds

1 5

2 7

3 4

4 7



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




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.




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


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