Newton’s Revenge II€¦ · A Basic Introductionto Sir Isaac Newton’s Laws of Motion 7 Experiments 8 Additional Extension Ideas 28 ... conducted with one child or thirty children,

Newton’s Revenge II

Teachers’ Resource Manual

© 2007 Mad Science ProductionsAll Rights Reserved

History & Mission of Mad ScienceFounded in Montreal, Canada in 1985, the Mad Science Group provides live, exciting and interactivescience programs to children in over 18 different countries through a network of more than 120 fran-chises.Through Mad Science presentations, children are introduced to the world of science in a waythat sparks imaginative learning.All of our programs are specifically designed to be fun, entertainingand educational. Mad Science programs illustrate to students what science is really all about and thatscience is part of everyday life. Our commitment to science education is demonstrated through theamazing show you participated in with your group. It provides a blend of comedy and factual infor-mation to make science come alive for the audience.

To discover more about Mad Science and how you can invite the interactive science experienceinto your school, community center or home check out our Web site: www.madscience.org.

Newton’s Revenge 2

2 | Table of Contents

Welcome to the “Newton’s Revenge 2”Teachers’ Resource Manual 3National Science Education Standardsmet by this Teachers’ Resource Manual 4National Science Education Standardsmet by Mad Science Teachers’ Resource Manuals 5Canadian Common Framework of Science Learning Outcomesmet by the Production and this Manual 6A Basic Introduction to Sir Isaac Newton’s Laws of Motion 7Experiments 8Additional Extension Ideas 28Vocabulary 29Books 30Welcome to The World of Mad Science® 31Paper Airplane Template APPENDIX

Experiment Log APPENDIX

TABLE of CONTENTS


Welcome | 3

WELCOME to the “NEWTON’S REVENGE 2”TEACHERS’ RESOURCE MANUAL

Objective of the ManualThe purpose of this manual is to extend the MadScience experience into the classroom. It has beendesigned to meet the needs of educators by fulfillingspecific standards, which are outlined in the followingsections, as well as to facilitate the inquiry-based learn-ing process. Included are a collection of science exper-iments, extension activities in the areas of math, lan-guage arts, social studies and art.Vocabulary words andbackground information are also provided to ensurethat the concepts presented are both illustrated to stu-dents through the experiments and can be explained.

At the same time, it is practical for scout leaders, campdirectors, after school program animators and parentsto help spark imaginative learning.The activities can beconducted with one child or thirty children, providedthe proper safety warnings are followed.These experi-ments will help to further explore motion related sci-ence concepts to spark children’s interest.

Guide to the ManualThe experiments have been grouped around thethemes presented in the Newton’s Revenge show.Through these demonstrations and activities, studentswill learn about motion and Newton’s Laws of Motion.Each experiment lists the amount of time required,materials needed, tips, safety warnings, detailed steps andappropriate scientific explanations. In the back of themanual you will also find activities for other subjectsrelated to the theme of the science of motion.This willhelp to illustrate to your students the multi-disciplinarynature of science in general and physics more specifi-cally. Finally, there are suggestions for field trips andbooks to consult if you need additional information.

Explanation ofGeneral Science ConceptsYou will find a generic experiment log at the back ofthe manual that you can photocopy and distribute tostudents. It includes specific science terms that can beapplied to any science experiment. You may want toreview these concepts with your students prior tointroducing an experiment.

Hypothesis: This is your best guess based on what youalready know.

Observe: Watch the experiment very carefully, and useas many senses as possible to determine what is occur-ring. Make sure that you do not taste or smell anythingthat you are unsure of.

Record: Write down the materials you used, steps thatyou followed and what happened during the experi-ment. You may also want to include diagrams andother detailed illustrations to depict the experiment.

Conclusions: These are your ideas about why theexperiment worked the way that it did, or did notwork the way you expected it would.


4 | NSES Correlations

NATIONAL SCIENCE EDUCATION STANDARDS

met by this TEACHERS’ RESOURCE MANUAL

The National Science Education Standards were devel-oped by the National Research Council in the UnitedStates, in collaboration with many other bodies, as wellas a number of teachers, school administrators, parents,curriculum developers, college faculties, scientists,engineers, and government officials.They outline whatstudents need to know, understand and what theyshould be able to do to be scientifically literate, and reston the premise that science is an active process.

SCIENCE AS INQUIRY:

• Abilities to do scientific inquiry• Understanding about scientific inquiry

PHYSICAL SCIENCE:

• Position and motion of objects

SCIENCE AND TECHNOLOGY:

• Ability of technological design• Understanding about science and technology

HISTORYAND NATURE OF SCIENCE:

• Science as a human endeavor

NSES Correlations | 5

NATIONAL SCIENCE EDUCATION STANDARDS

met by MAD SCIENCE TEACHERS’ RESOURCE MANUALS


TAKI

NGTH

EW

ORLD

BYSTO

RM

Understanding about scientific inquiry

Ability to distinguish between natural objects and objects made by humans •Ability of technological design •• • •Understanding about science and technology •• •

Properties of earth materials •• •

Changes in earth and sky • •

• •

Characteristics of organisms •

Personal health

Characteristics and changes in populations

Types of resources •• •

Science and technology in local challenges

Science as a human endeavor •• • •

•••

NEW

TO

N’S

REV

EN

GE

2

DON’

TTRY

THISAT

HOM

E

MAD

MIS

SIO

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MARS:

2025

Properties of objects and materials

Position and motion of objects

Life cycles of organisms

Objects in the sky

Changes in environments

••••Abilities necessary to do scientific inquiry

Organisms and environments

SCIENCE AS INQUIRY

PHYSICAL SCIENCE

EARTH AND SPACE SCIENCE

SCIENCE AND TECHNOLOGY

SCIENCE AS INQUIRY

HISTORY AND NATURE OF SCIENCE

LIFE SCIENCE•

•

CANADIAN COMMON FRAMEWORK of SCIENCE

LEARNING OUTCOMES

met by the PRODUCTION and this MANUAL

GENERAL LEARNING OUTCOMES:

• Investigate objects and events in their immediateenvironment, and use appropriate language todevelop understanding and communicate results.

• Demonstrate and describe ways of using materialsand tools to help answer science questions and tosolve practical problems.

• Demonstrate that science and technology use specif-ic processes to investigate the natural and construct-ed world or to seek solutions to practical problems.

SKILLS:

• Observe and explore materials and events in theirimmediate environment and record the results.

• Work with others to share and communicate ideasabout their explorations.

• Interpret findings from investigations using appro-priate methods.

• Work collaboratively to carry out science-related activ-ities and communicate ideas, procedures and results.

KNOWLEDGE:

• Describe forces, motion and energy and relate themto phenomena in their observable environment.

• Describe the motion of an object in terms of a changein position and orientation relative to other objects.

• Investigate and describe different patterns of move-ment and identify factors that affect movement.

• Investigate different kinds of forces used to moveobjects or hold them in place.

• Demonstrate and describe the effect of increasing anddecreasing the amount of force applied to an object.

• Investigate and compare the effect of friction on themovement of an object over a variety of surfaces.

• Demonstrate the use of rollers, wheels and axles inmoving objects.

SPECIFIC LEARNING OUTCOMES:

• Ask questions that lead to exploration and investi-gation.

PERFORMING AND RECORDING:

• Observe and explore materials and events in theirimmediate environment and record the results.

• Follow a simple procedure where instructions aregiven one step at a time.

• Manipulate materials purposefully.• Make and record relevant observations and measure-

ments, using written language, pictures and charts.

ANALYZING AND INTERPRETING:

• Use personal observations when asked to describecharacteristics of materials and objects studied.

• Propose an answer to an initial question or problemand draw simple conclusions based on observationsor research.

COMMUNICATION AND TEAMWORK:

• Work with others and share and communicate ideasabout their explorations.


6 | CCFSLO Correlations

Newton’s Laws of Motion | 7

A BASIC INTRODUCTION to

SIR ISAAC NEWTON’S LAWS of MOTION

Objective of the ManualStop for a minute and think about how we movearound every day. How we go to school, or go to ourfriend’s house to hang out, or even to play a soccergame. All of these things involve motion. Humanbeings, and the objects around us, are always moving.A scientist named Sir Isaac Newton was fascinated bythe world around us, especially the way that thingsmove. His inquisitive mind helped him to developideas about how motion between different objects isrelated. Newton came up with the fundamental Lawsof Motion, and an explanation of how gravity keepsthe planets orbiting around the sun. He even devel-oped a form of mathematics called calculus to helpexplain all of his amazing discoveries. His curiousmind helped him find the answers! Hopefully by try-ing some of these experiments, you will develop somequestions of your own and come up with your ownexplanations. In the Mad Science show “Don’t TryThis at Home 2:Newton’s Revenge,” and through theexperiments in this manual you will have an oppor-tunity to learn more about the amazing discoveries ofNewton.To help get you started here is a little bit ofbackground on Newton’s Laws of Motion.

THE FIRST LAW OF MOTION:

Newton’s First Law says that objects that are sittingstill like to stay still, and that when they are movingthey like to stay moving.The reason for this is that ittakes a force to move an object, like pushing orpulling. Once you do get an object to start moving itwill continue to move until another force slows itdown or stops it all together.The scientific term forthis phenomenon is called inertia. Inertia means youneed a force to get something going, and you need aforce to stop it as well. Here are some examples ofcreating motion by applying force in different ways:

• Set an object in motion

• Make a moving object change direction

• Make a moving object move faster

• Make a moving object come to a screeching stop

THE SECOND LAW OF MOTION:

Newton’s Second Law says that the more force thatwe put on an object, the faster it will move. If wepush a toy car with a lot of force, we see that it movesat a high speed.The Second Law of Motion explainsthat force and the mass of the object are related. Amathematical equation to explain this relationship isF=ma. If you try to push a real car, it will take a lotmore force to get that car moving.

THE THIRD LAW OF MOTION:

Newton’s Third Law says that for every action thereis an equal but opposite reaction.A good example ofthis law is a rocket launch.When a rocket blasts off,we see an explosion of fuel coming out the back ofthe rocket, and then it shoots straight up in the sky.Both the rocket itself and the fuel explosion are giv-ing and receiving equal and opposite pushes which,according to Newton’s Third Law, sends them off inopposite directions.



8 | Experiment

EXPERIMENT:Newton’s First Law of Motion

Procedure:1 Place the car on a table or desk so all the students

can see it. Ask the class if they think the car is ableto move by itself. Explain that it stays where it is,unless it is pushed or moved in some way. Thisillustrates part of Newton’s First Law, which saysthat an object at rest will remain at rest if no out-side forces act upon it.

2 Ask the students what they think will happen ifyou push on the back of the car. You may wantto record their answers on the board to refer tolater on.

3 Push on the back of the car and have the studentsshare their observations with the group. Ask themif they were right in their previous ideas aboutwhat they thought would happen to the car whenyou pushed on it.

Explanation:While this experiment may seem basic it helps to illus-trate Newton’s First Law of Motion in a clear way thatchildren will understand. It shows that an object inmotion will continue in motion in a straight line atconstant speed unless a force acts on it.

• 1 small toy car

MATERIALS REQUIRED

Perform this experiment as a demonstration. While it is a lit-tle basic, it helps to clearly illustrate Newton’s First Law ofMotion so the students are better prepared to explore theother elements of Newton’s laws on their own. You maywant them to try it independently after you have showed itto them and explained the science behind it.

TIPS

NEWTON’S 1st LAW of MOTIONTOPIC(S)

15 MINUTESTIME


Experiment | 9

EXPERIMENT:Car Crash

30 MINUTESTIME


Procedure:1 Sit the doll on top of the car and ask the students

what they think will happen if you push the cartoward the block.

2 Explain to the group that these are their hypothe-ses, or best guesses, and that you will perform anexperiment to see if they are correct.

3 Push the car from behind into the block and havethe children share their observations with the group.

4 Repeat the experiment a couple of times so thechildren can see clearly what happens. Distributematerials to the students and ask them to try it forthemselves.

5 You may also want to photocopy and distribute theexperiment sheet from the back of the manual andhave the children complete it when they conductthe experiment.

Explanation:An object that is in motion stays in motion unless aforce acts to slow it down or stop it. In this example,the block was the force that stopped the car but it didnot stop the doll, which is why the doll continued tofly through the air until it fell on the ground. Objectsin motion stay in motion until they are forced tochange their movement by another force like gravityor friction.

Perform this experiment as a demonstration and then letthe students try it for themselves.

TIPS

• Toy car with a flat top• Toy doll or animal that will fit on top of the car• Heavy wooden block, no taller than the height of the car

MATERIALS REQUIRED


10 | Experiment

Procedure:1 Create a ramp with the ruler by placing a book flat

on the table and taping one end of the ruler to thebook and the other end of the ruler to the table.

2 Tape the pencil flat on the table about two carlengths from the end of the ruler to create a “speedbump” that the car will hit.

3 Make a clay figure similar to a snowman. Flattenthe bottom of figure, and gently sit it on the hoodof the toy car.You want the clay figure to fall off thecar easily, so do not press the clay against the car.

4 Position the car with its clay figure at the very topof the ruler ramp and ask the class what they thinkwill happen when you release the car. Explain thatthese are their hypotheses, or best guesses, and thatyou are going to perform an experiment to see ifthey are correct.

5 Remind students to observe, or watch carefully,during the experiment. Release the car and allowit to roll down the ruler and hit the pencil.

6 Take the second ruler to measure how far the clayfigure fell from the car. You may even want torecord the data on the board. Repeat the proce-dure several times.

7 Add a second book to the ruler ramp and repeatsteps 5 to 9.

Explanation:As the car rolls down the ruler, its speed increases.Theclay figure has the same speed as the car.When the carhits the pencil, the force of the impact stops that car,but the clay figure is free to continue moving forwarduntil some force stops it. Raising the height of the rulercauses the car to reach a higher speed before it hits the

pencil, and so the clay figure also moves at a higherspeed. The faster the clay figure moves, the farther itflies before the force of gravity and air resistance slowthe clay figure’s forward motion and pull it down.

EXPERIMENT:Mini Crash

30–45 MINUTESTIME


You may want to perform this experiment as a demonstra-tion and then let the students try it on their own in groups.Complete steps 1 to 4 before the class begins.

TIPS

• 1 piece of modeling clay, about the size of a walnut• 2 rulers• 1 small toy car that can roll on the ruler• 1 roll of masking tape• 1 pencil• 2 books about 2.5 cm (1 inch) thick

MATERIALS REQUIRED


Experiment | 11

EXPERIMENT:Penny Challenge

20 MINUTESTIME

INERTIATOPIC(S)

Practice makes perfect so you might want to try thisexperiment a couple of times before you perform it foryour students.

TIPS

• Penny• Cup or glass• 10 cm (4 inch) by 15 cm (6 inch) index card

MATERIALS REQUIRED

Procedure:1 Set up the index card on top of the cup and a penny

on top of the index card. Flick the card out fromunder the penny causing it to fall into the cup.

2 Give each student an index card, a penny, and acup. Have them to place the index card on top ofthe cup and the penny on top of the index card.

3 Ask them to try the experiment for themselves.

Explanation:The penny falls into the cup because objects that are atrest like to stay at rest. This concept is called inertia.This means that objects do not move unless there is anoutside force exerted on them.


12 | Experiment

Procedure:1 Place the cup or plate on top of the napkin on a

table where the students can see it.Ask the class ifthey think you will be able to get the napkin outfrom under the cup without lifting it.

2 Take hold of the napkin and slowly try to removeit from under the cup or plate.

3 Have students share their observations.

4 Place the cup or plate on top of the napkin again,but this time quickly pull the napkin out fromunder the cup.

5 Ask the students to share their observations withthe group.

Explanation:Inertia caused the cup or plate to “fall” onto the tablerather than to follow the direction of the napkin.Objects that are at rest, like the cup or plate, want tostay at rest. If an object that is not moving suddenlystarts moving it is because something hit it, shoved it,pushed it, or moved it.These are all examples of forcesthat affect motion.

EXPERIMENT:Tricky Clean-Up

20 MINUTESTIME

INERTIATOPIC(S)

Practice this demonstration before you perform it for theclass. You may want to conduct it as a demonstration andthen provide the students with plastic plates (not dispos-able) and square napkins or handkerchiefs.

TIPS

• Ceramic cup with saucer or plate• Square cloth napkin

MATERIALS REQUIRED


Experiment | 13

EXPERIMENT:A Stack of Coins

Procedure:1 Set the bottle on a table where all the students can

see it.

2 Place the sheet of paper on top of the bottle.

3 Stack some coins on top of the paper directly overthe opening of the bottle. Make sure the largercoins, like the quarters, are on the bottom and thesmaller ones are on top.

4 Ask the students what they think will happenwhen you pull the strip of paper out from underthe stack of coins. Explain that these are theirhypotheses or best guesses and that you are goingto try the experiment to see if they are correct.

5 Hold the strip of paper between your index fingerand thumb and quickly pull the paper out fromunder the coins. Make sure you pull the paper outto the side.

Explanation:The coins remain on top of the soda bottle due toinertia. Inertia is the tendency of an object at rest tostay at rest, unless acted on by an outside force. Thecoins are at rest and want to remain that way.The keyto this experiment is to remove the paper strip veryquickly. Several coins in the stack make it more stableand as a result there is more inertia to overcome.Thismeans that the stack of coins is more likely to staywhere it is unless there is an “outside” force that forcesit to move.

20 MINUTESTIME

INERTIATOPIC(S)

This experiment works well as a demonstration, though youmight want to practice it a couple of times before perform-ing it for the class.

TIPS

• 1 strip of paper 4 cm (2 inches) by 12 cm (5 inches)• 1 soda bottle; glass works best• An assortment of coins: quarters nickels, dimes and pennies

MATERIALS REQUIRED


14 | Experiment

EXPERIMENT:Let’s Take Flight

SAFETY PRECAUTIONS

45 MINUTESTIME

NEWTON’S 2nd LAW of MOTIONTOPIC(S)

Procedure:1 Photocopy the paper airplane template from the

back of the manual for every student in your class.

2 Distribute one template to each student and havethem follow the lines in folding the paper into anairplane. If you teach younger students, you maywant to work on this as a group.

3 Hand out the smaller pieces of paper to each ofthe students. Instruct them to fold it in half verti-cally, so rather than being 22 cm (8 1/2 inches) by5 cm (2 inches) it will be 11.5 cm (4 1/4 inches) by5 cm. Then fold that piece in half horizontally soit will be about 5 by 5 cm, and fold it again hori-zontally so it is about 5 cm by 2.5 cm (1 inch).This will be the hook for your paper airplane.

4 Staple the hook to the bottom of the paper air-plane about 1/4 of the way from the front.

5 Loop the rubber band around the pencil or chop-stick as illustrated in the diagram below. Take thefree end of the rubber band and loop it around thehook on the bottom of the paper airplane.

6 Now it is time to put the paper airplane to the testand launch it! Make sure the students are all linedup on one side of the room to launch their air-planes so no one gets hurt.You may choose to pro-vide them with a target to aim at. Have them pullthe paper airplane back and release.

7 Ask students what happened to their planes.

8 Give them some time to conduct further experi-ments with their paper airplanes. Have them try topull their plane further back, or not as far, andmeasure the distance that it travels.

Explanation:This is an excellent example of Newton’s Second Lawof Motion. It states that the greater the force on anobject, the greater the change in motion. As the chil-dren launch their planes, they will see that the furtherback the pull their plane before releasing, the more dis-tance it will travel. By adding more mass to theirplanes, they will need to launch them with more forcebut will see that they usually travel a further distance.

Make sure students know that their paper airplanes shouldbe launched away from people or objects.

• Paper 8 1/2 by 11 inches, copy of paper airplane template• Sheet of paper 22 cm by 5 cm (8 1/2 by 2 inches)• Stapler• Rubber band• Pencil or chopstick

Try to build a paper airplane before class begins so that youcan provide students with help in case they have difficulties.It will also help to show them what they are creating.

TIPS

MATERIALS REQUIRED


Experiment | 15

EXPERIMENT:Paddle Boat

60 MINUTESTIME

NEWTON’S 3rd LAW of MOTIONTOPIC(S)

TIPS

If steps 1 to 3 are prepared before the class, the studentsshould be able to build their own boats, depending on theirage and ability. If you want to perform the experiment as ademonstration, complete steps 1 to 5 before the class.

• Cardboard• Rubber band• Scissors• Container of water at least 10 cm (4 inches) deep• Ruler

MATERIALS REQUIRED

Procedure:1 Cut a 10 cm (4 inch) square from the cardboard.

2 Shape the boat by cutting one side into a point andcutting out a 5 cm (2 inch) square from the oppo-site end.

3 Cut a paddle from the cardboard. Make it 2.5 cmx 5 cm (1 inch x 2 inches).

4 Loop the rubber band over the ends of the boat.

5 Insert the paddle between the sides of the band.

6 Turn the cardboard paddle toward you to wind therubber band.

7 Ask the class what they think will happen whenyou release the paddle Explain that these are theirhypotheses, or best guesses, and that you are goingto conduct an experiment to see if they are correct.

8 Remind the students to observe, or watch careful-ly, while you place the boat in the container ofwater and release the paddle. Have the childrenshare their observations with the group.

9 Ask the class what they think will happen if youwind the rubber band in the opposite direction byturning the paddle away from you. Explain thatthese are their hypotheses, or best guesses, and thatyou are going to try the experiment again to see ifthey are correct.

J Remind the students to observe or watch careful-ly while you perform the experiment. Place theboat in the water and release the paddle. Ask thestudents to share their observations with the class.

Explanation:Newton’s Third Law of Motion states that when anobject is pushed, it pushes back with an equal and

opposite force. Winding the paddle caused it to turnand hit against the water. When the paddle pushedagainst the water, the water pushed back and the boatmoved. The boat moved in the opposite direction tothe paddle, changing direction when the paddle direc-tion changed.


16 | Experiment

Procedure:1 Provide the students with a plastic bag and a

drinking straw as well as some tape, which the stu-dents can share. Ask them to tape the straw alongthe top edge of the plastic bag.

2 Distribute some pieces of paper streamers to thestudents and ask them to tape the streamers to theopen end of the plastic bag.

3 Have the students thread about 25 feet (7.5meters) of string through the straw.

4 Help the children to tie each end of string to theback of a different chair then move the chairs apartso that the string is taut.

5 Ask the students to set the bag at one end of thestring with the open end closest to the chair.

6 Have the students blow up the balloon and set itinto the bag, holding tight to the balloon’s neck.When they are ready, have a group count down tozero and let go of the neck of the balloon.

7 What happened?

Explanation:This is a great illustration of Newton’s Third Law ofMotion, which states that for every action, there is anequal and opposite reaction. By inflating the balloon,placing it in the bag and releasing it the balloon blastsforward as the air rushes out the opposite end. Thisforce causes the plastic bag rocket to blast off along thestring. The action of the air rushing out of the ballooncauses an opposite reaction of the balloon, causing theplastic bag rocket to move in the other direction.

Extension:Provide the students with different sized balloons thatthey can experiment with. Set up two “tracks” and racethe different sized balloon rockets. Make observationsand record any differences.

EXPERIMENT:Action-Reaction Rocket

45 MINUTESTIME


To save time, clear an area and set up some chairs so thestudents are able to put their rockets to the test once theyhave built them. Arrange the students into groups so youonly need a couple of sets of chairs.

TIPS

• Tape• Plastic drinking straw• Plastic bag; about the shape of the inflated balloon – like

a bread bag• Paper streamers• String; about 25 feet or 7.5 meters long• Long, tube-shaped balloon• 2 chairs

MATERIALS REQUIRED


Experiment | 17

EXPERIMENT:Super Sprinkler

Procedure:1 Before the class begins, the following preparations

are required. If each student is making their ownsprinkler, you will need to prepare each cartonbefore the activity begins, as follows: cut a hole inthe top of the milk carton so you can pour waterinto the container.You also need to make a hole forthe string to go through so you can hang it up.Finally make a hole with the screwdriver in the bot-tom left hand corner of each side of the milk car-ton.When you are done you should have four holes.

2 Tie the string through the top hole.

3 Tie the other end of the string to a low branch ofa tree, or anywhere else you want to hang it.

4 Fill the milk carton with water.You will see thecontainer start to spin as water spurts out of theholes at the bottom. Keep filling the carton withwater and watch as it spins and the water flows outonto the ground.

Explanation:The water squirts out of the holes at the bottom of themilk carton because of the weight of the water. Theforce of the water pushing out of the milk cartonmakes it spin because the holes are all at the far left-hand corner of the container. Newton’s Third Lawstates that every action has an equal and opposite reac-tion so, in this case, the action is the water shooting outof the holes and pushing back on the carton with equalforce.A turbine is formed as the energy of the movingliquid is turned into rotational or spinning energy,which makes the sprinkler work.

45 MINUTESTIME


This needs to be done outside and on a hot day as the chil-dren may get a little wet as the sprinkler spins.

TIPS

• 1 to 2 meters of string• Cardboard milk carton• Scissors• Pitcher of water• Screwdriver • Somewhere to hang the sprinkler from, i.e. tree branch

MATERIALS REQUIRED


18 | Experiment

Procedure:1 Place a ball on the floor where all the children can

see it.

2 Gently roll the ball across the floor.


4 Ask the children the following questions to helpthem think about and understand Newton’s FirstLaw of Motion:

• What happens to the speed of the ball as it rollsacross the floor?

• Why do you think it changes?• What force do you think is working on the ball?

(This may be a difficult question for younger stu-dents, so you might want to omit it.)

5 You may want to roll the ball a couple more timesas you ask these questions so they can make somefurther observations.You may also want to have avolunteer roll the ball.

Explanation:This is an example of Newton’s First Law, which statesthat the ball will stay motionless unless an externalforce acts on it.When you roll the ball across the floora force had been applied to it which makes it roll in thesame direction as the force. The ball will eventuallycome to a complete stop if someone catches it, or if itslows down due to the friction of the floor.

EXPERIMENT:Newton’s First Law… In the Gym

10 MINUTESTIME

MATERIALS REQUIRED

• Newton’s First Law of Motion• Gym/Physical Education

SEE BELOWTOPIC(S)

• Basketball


Experiment | 19

EXPERIMENT:Newton’s Second Law… In the Gym

Procedure:1 Stand at the free-throw line, or have a student vol-

unteer to perform this part of the experiment, andtake a shot at the basket.

2 Have the students watch closely when the ball is inthe air.

3 Throw the ball again, but this time, throw it light-ly or with very little force toward the basket.


5 Throw it one more time as hard as you can andhave the students share their observations.

6 What do they notice is different?

7 Provide the students with some basketballs so theycan try the experiment for themselves.

8 You may also want them to draw or record theirobservations about what happens when the ball isthrown lightly or with more force.

Explanation:Basketball activities are great examples of Newton’sLaws of Motion. By throwing the ball towards the bas-ket you can see Newton’s Second Law in action. If youthrow the ball with more force it travels much fastertowards the basket. In the same way, if you throw itwith less force, it will travel slower.Which do you thinkyou could throw farther, a tennis ball or a basketball? Atennis ball, because it is much smaller and lighter.Newton’s Second Law explains how force, mass, andacceleration are related.

15–20 MINUTESTIME

• Newton’s Second Law of Motion• Gym/Physical Education

SEE BELOWTOPIC(S)

• Basketball• Basketball court

MATERIALS REQUIRED


20 | Experiment

Procedure:1 Hold a ball against a wall and press on the ball as

hard as you can.

2 Have the students share their observations with thegroup.

3 Back up, at least five steps, and throw the ballstraight against the wall. Do not throw it too hardas it may hurt you when it bounces back.

4 Ask the students the following questions.You maywant to repeat steps 1 to 3 a couple of times torefresh their memories:

• Why can’t you push the ball through the wall?• When you apply force to throw the ball, what tells

you that Newton’s Third Law is true?• How does the ball bouncing back to you prove

Newton’s Third Law?

Explanation:This activity illustrates Newton’s Third Law of Motion,commonly known as “every action has an equal andopposite reaction.”When you throw the ball at a wall,the ball bounces back to you.The ball puts a force onthe wall, but what is less obvious is that the wall exertsa force back on the ball. If this was not true, the ballwould have traveled right through the wall! The wallstopped the ball from going any further because it pro-duces an opposite force, which bounces the ball back.The more force placed on the ball when throwing itagainst the wall the faster it will return to you.

EXPERIMENT:Newton’s Third Law… In the Gym

• Newton’s Third Law of Motion• Gym/Physical Education

10 MINUTESTIME

SEE BELOWTOPIC(S)

• Basketball• Wall

MATERIALS REQUIRED

TIPS

Arrange all of the students with a ball and have them followyour instructions to try this experiment.


Experiment | 21

EXPERIMENT:Elbow Snap

Procedure:1 Ask the students if they would like to see you try

to perform a trick.

2 Raise your hand straight up over your head, andthen bend your arm to cover your ear with thepalm of your hand. Place a penny on the flat partof your elbow. Quickly pull your elbow into yourside and catch the penny in your hand. Thisrequires a very quick movement and good hand-eye coordination.

3 Ask the class to share their observations aboutwhat they saw happening.You may need to repeatthe experiment a couple of times.

4 Explain to the group that you used your knowl-edge about science to perform this trick. Inertia isthe force that helps you to catch the penny in theair because objects want to stay where they areunless they are acted upon by another force.

5 Distribute one or two coins to each student, andhave them try it out. Challenge them to try stack-ing several coins on one another.

Explanation:This activity, which looks like a clever trick, is actuallyan example of Newton’s First Law at work. This lawsays that objects like to stay at rest. When you rest apenny on your elbow, if you are quick, you can catchthe penny in your hand.This is because when you firststart moving your arm to catch the penny, the pennyactually rests in the air for a moment, and then slowlystarts to fall to the ground.The force of gravity acts onthe penny and pulls it to the ground. If there was noforce of gravity, you could do this trick without a prob-lem, but on Earth, you need to be quick to catch it.

20 MINUTESTIME


If you teach younger children you may want to just performthis as a demonstration as it may be too difficult for themto try on their own—but they will be amazed by the wayyou used your scientific knowledge. If you teach older stu-dents who are not too rowdy then you might want to pro-vide them with their own pennies to try this experiment forthemselves—though it is important that they have someroom. Try this first as a demonstration and then let studentstry it for themselves. This is an experiment that requires alittle bit of practice before you demonstrate it for the class.

TIPS

• Pennies

MATERIALS REQUIRED


22 | Experiment

Procedure:1 Arrange the students into groups and tell them

that they are going to try an experiment to helplearn more about Newton’s Second Law ofMotion—you may want to remind them that thislaw states that when a force pushes or pulls anobject, that object will move, accelerate, or changedirection accordingly.

2 Distribute the jars, three ring binders and books tothe students.

3 Ask them to set up the three ring binders side-by-side on the stack of books to create a ramp. Makesure that the books are all roughly the same height.

4 Ask the students what they think will happenwhen they release the jars from the top of theramps.They should record these as their hypothe-ses, or best guesses.

5 Instruct the students to place the jars, the emptyone and the full one, at the top of both of theramps and release them at the same time.

6 Ask the students to make some observations aboutwhat happened.They may want to try the experi-ment a couple more times to make additionalobservations. They should record these observa-tions on their experiment sheets.

Explanation:This experiment helps to illustrate Newton’s SecondLaw of Motion, which states that when a force pushesor pulls an object, that object will move and accelerateaccordingly. Down the slope, the empty jar will rollmuch slower than the filled jar. The Earth’s gravitymakes heavier objects roll faster because there is moreforce pulling them down the slope.

EXPERIMENT:Off to the Races

30–45 MINUTESTIME

NEWTON’S 2nd LAW of MOTIONTOPIC(S)

Have the students perform this activity in groups and pro-vide them with a photocopy of the experiment sheet fromthe back of this manual.

TIPS

• 1 pickle jar filled with water or sand• 1 empty pickle jar• 2 three ring binders• A few books• (Optional) Photocopy of the Experiment Log from the

back of this manual

MATERIALS REQUIRED


Experiment | 23

EXPERIMENT:Astro-Blasters

Procedure:1 Hold the tennis ball at your waist and ask students

what they think would happen if you dropped it.

2 Release the tennis ball and have children sharetheir observations with the group.

3 Take the playground ball and hold it at your waist.Ask students what they think would happen if youdropped it.

4 Release the ball and ask the students to share theirobservations with the group.

5 Now hold the tennis ball on top of the playgroundball and ask the students what they think will hap-pen when you release the balls.

6 Release the balls simultaneously and have studentsmake some observations. The tennis ball shouldbounce much higher than the playground ball.

7 Now try placing the playground ball on top of thetennis ball and releasing the balls at the same time.Have children share their observations.

8 Arrange the children into groups and providethem with tennis balls and playground balls andhave them try the experiment for themselves.

Explanation:This activity is an exciting demonstration of Newton’sSecond Law of Motion. In this experiment we can seethat the same amount of force can have different effectson different objects, depending on the size of theobject.When the big ball is dropped on top of the smallball, the big ball does not bounce very high on therebound because it is so much heavier.When the smallball is dropped on top, the force of the rebound isapplied to the small ball and it bounces very high.

30 MINUTESTIME

• Newton’s Second Law of Motion• Gym/Physical Education

SEE BELOWTOPIC(S)

Make sure the students have a lot of space in which to trythis activity. If you teach younger students you might wantto perform this first as a demonstration and then let themtry it for themselves.

TIPS

• Tennis ball • Playground ball

MATERIALS REQUIRED


24 | Experiment

Procedure:1 Ask the students if they remember Newton’s Third

Law of Motion.You may need to remind them thatthe Third Law of Motion states that for everyaction there is an equal and opposite reaction.

2 Have two students come to the front of the roomwhere everyone can see them. Have them faceeach other with their palms touching each other.

3 Ask them to move their feet back slightly to forma small triangle while keeping their hands togeth-er.They should be pushing against each other.

4 Ask them who is pushing whom.

5 Have the rest of the students get into pairs to try itfor themselves.

Explanation:What you just experienced was Newton’s Third Law!When you and your partner were leaning into eachother, it was difficult to see who was pushing whom. Infact, even though neither of you were moving verymuch, because you were leaning towards each other,there was quite a bit of force between you. For everyamount of force that you press against your partner'shands, your partner has to push equally hard to keepfrom falling down.

EXPERIMENT:For Every Action…

10 MINUTESTIME

Make sure the children are not rough with each other whenthey try this activity.

SAFETY PRECAUTIONS

SEE BELOWTOPIC(S)

Try this experiment first with two volunteers in front of theclass and then ask the other students to try it on their own.It might also be a good idea to try this in conjunction with theother Physical Education related activities when the studentsuse balls to illustrate the laws of motion.

TIPS

• Newton’s Third Law of Motion• Gym/Physical Education


Experiment | 25

EXPERIMENT:Red Light, Green Light (Newton’s Version)

Procedure:1 Have all the students stand at one end of the gym

and you stand at the other.

2 Explain the rules—when you yell green light theycan move forward but when you yell red light theyneed to stop immediately. Anyone who is stillmoving will have to return to the starting point.

3 The first one to make it to the end of the gymwins the game.

4 Play the game again.

Explanation:This game provides a fun way to illustrate the First Lawof Motion—moving objects will continue movingunless something makes them stop.When you yell redlight and the students have to stop you will see that thisis not an easy thing for them to do. That is becauseobjects in motion like to stay in motion until an exter-nal force acts on them and sometimes it takes time forthe object to actually stop.

20–30 MINUTESTIME

SEE BELOWTOPIC(S)

• Newton’s First Law of Motion• Gym/Physical Education

Make sure there is a lot of room for the students to movearound when playing the game.

SAFETY PRECAUTIONS


26 | Experiment

Procedure:1 Explain to the class that they are going to have an

opportunity to make their own flying machine tolearn more about Newton’s First Law of Motion—objects at rest stay at rest unless acted upon by anoutside force.

2 Take the sheet of paper 18 cm (7 inches) by 13 cm(5 inches) and instruct them to roll it into a coneand then secure it in place with a piece of tape.

3 Using the markers and crayons decorate the conelike a rocket or a character.You can even use thepieces of colored paper to make arms and legs.

4 Place the top on the empty dishwashing detergentbottle and make sure it is open. Squeeze the bottlea couple of times and see if you can feel the aircoming out of it.

5 Place the mini rocket you decorated on the top ofthe bottle. What do you think will happen whenyou squeeze the bottle?

6 Squeeze the bottle and watch your creation fly.What happens to your mini rocket? When will itstop moving?

Explanation:The air you squeezed out of the bottle was movingvery fast because it was being pushed out of a smallopening.This “speedy air” is capable of applying a forceto objects to make them move. The upward force ofthe air caused the paper cone to shoot upwards.This isan example of Newton’s Second Law because the moreforce applied to the paper cone, the higher the paperrocket will fly.

EXPERIMENT:Flying Fun

45 MINUTESTIME


Make sure the students have a lot of room when they startto launch their mini rockets. If you teach younger studentsyou may want to assemble the mini rockets. As a class forolder students you may want to photocopy the instructionsand let them work on it independently.

TIPS

• Sheet of paper 18 cm (7 inches) by 13 cm (5 inches) • Scraps of colored paper—not construction paper• Scissors• Tape• Empty dishwashing detergent bottle (like Palmolive® or

Sunlight®)• Top of the dishwashing detergent bottle• Markers, crayons or pencil crayons

MATERIALS REQUIRED


Experiment | 27

EXPERIMENT:Whoosh Ball

Procedure:1 Before the class begins do the following:

a Carefully cut the bottoms off of the twoplastic soda bottles.

b Fit the bottles together so there is a neckon either end.

c Tape the bottles together to form a foot-ball shape.

d Take the six-pack holders and cut the ringsapart to make four two-loop handles.

2 Give each pair of students the assembled bottlesand provide them with some time to cover thebottles with construction paper and ribbon so theycan decorate their bottles.

3 If you teach younger students, circulate through theclass and thread two pieces of 2.4 meter (12 foot)string through the bottles. If your class is older sim-ply distribute the strings and have the studentsthread the string through the bottles themselves.

4 Ask the students to tie a set of handles to the endsof each string. If you teach younger students youmay need to help them with this.

5 Have the students get into pairs to try their“Whoosh Ball” to see how it works. Each playerholds onto two handles and pulls on the stringsuntil they are tight. Slide the Whoosh ball to oneend.When it is at your end snap your hands apartto send the Whoosh ball back to your friend. Tocatch the Whoosh ball, keep your hands together.

Explanation:The Whoosh ball works because of Newton’s Laws ofMotion. Even though the Whoosh ball wants to stay atrest, when the strings are pulled apart a force is applied

to one side of the ball.This causes it to fly in the direc-tion of the force.When it reaches your partner, it stops,and then reverses when your partner applies anotherforce in the opposite direction.The ball will zip backand forth on the string because of the different forcesthat you are applying.

45 MINUTESTIME


This might be a good activity to have the students build inpairs, as you need two people to use it.

TIPS

• Scissors• 1 liter (1 quart) plastic soda bottles (2 per team)• Masking tape• Colored construction paper• Ribbons• String; cut into 2.4 meter (12 foot) lengths• Plastic ring six-pack holders

MATERIALS REQUIRED


28 | Further Extension Ideas

Math:• Provide students with a variety of objects, such as paper,

feathers, rocks and books. Challenge the students to droptwo or more objects at once to determine which willland on the ground first. Record the findings in a chart.

• After the “Let’s Take Flight” activity have students mea-sure how far their planes traveled and record the answers.

• Measure the distance that plastic cars can travel on a vari-ety of surfaces including rough, smooth and inclinedplanes. Have students chart or graph results.

• Provide tops for the students and challenge them to spinthe tops and count the number of rotations.Ask them tocompile the results in a chart or graph.

• The Action Reaction Rocket activity and extensionideas that accompany it provide a great opportunity tolearn about time. Provide children with stop watches andhave them time how long it takes the balloon rocket totravel from one end of the string to the other.Also havethem compare the times for different sizes of balloons.

• Perform the “Mini Crash” experiment and plot the datain bar graphs.

• Use motion vocabulary in word problems. For example,if a family was taking a camping trip and drove 100 kmor miles before stopping to get some snacks and thenthey drove another 175 km or miles before they got totheir campsite how far did they travel in total?

• Try the “Rolling Power” experiment and use the mea-surements in graphs.

Language Arts:• Have students write poems related to motion—challenge

them to integrate motion vocabulary into their poems.Examples include inertia, force and friction.

• Ask students to imagine they are journalists reporting onthe amazing powers of the latest super hero—Magnificent Motion!

• Have the students work on fictional or non-fictional sto-ries about forces—like motion, friction or inertia—tocreate books to “publish” and place in the class library.

• Challenge the students to write a short newspaper articleabout the way in which forces are often forgotten about

but are part of our everyday lives. Examples include play-ing basketball, going to the amusement part and ridingthe roller coaster or even skateboarding.

• If you have investigated Sir Isaac Newton in your SocialStudies class have students imagine they are Newtonwriting a letter to a friend about his amazing discoveries.

Art:• Provide students with eyedroppers and paint. Have them

drop paint from the eyedroppers at different heights andmake a picture.

• Challenge students to create their own moving machine—a car, boat or plane—with an assortment of materials.

• If students wrote stories about Magnificent Motion, havethem create illustrations to accompany their stories.

• Provide students with marbles and paint. Have the stu-dents roll the marbles in some paint and then all over apiece of paper by gently pushing them.

Social Studies:• Have students conduct research projects to learn more

about different types of moving machines—cars, planes,trains, or boats.You may even want to have them presenttheir projects to the class and plot the inventions theyinvestigated on a timeline.

• Provide students with books and resources aboutNewton. Review his discoveries with the class. Havestudents write newspaper articles about Newton’s dis-coveries; they can even draw accompanying illustrations.

Field Trip & Further Extension Ideas:• Visit a theme park to explore the motion of roller coasters.• Invite a physicist to visit the classroom.• Invite Mad Science into your classroom to present a

workshop all about motion or forces. All workshops areage-appropriate and curriculum relevant.Visit our Website at www.madscience.org or call toll-free at 1-877-900-7300 to learn more.

ADDITIONAL

EXTENSION IDEAS


Vocabulary | 29

VOCABULARY

FORCE: Any kind of push or pull.

FRICTION: What makes things slow down or stop.

INERTIA: Inertia is the tendency of an object to remainat rest or in constant motion in a straight line until anoutside force acts on it.

MOTION: Movement of an object from one place toanother.

NEWTON’S FIRST LAW OF MOTION: Objects at restwant to stay at rest, unless they are acted upon by an out-side force.

NEWTON’S SECOND LAW OF MOTION: When a forcepushes or pulls an object, that object will move, accel-erate, or change direction accordingly.

NEWTON’S THIRD LAW OF MOTION: For every actionthere is an equal and opposite reaction.

PENDULUM: A weight hanging from a thread, chain orrod that can swing back and forth.

PHYSICS: The study of how matter and energy arerelated. Physicists discover things about space, matter,energy, heat, light, sound, electricity and magnetism.


30 | Recommended Books

Reference Books:Title:Why Doesn’t the Earth Fall Up?:And Other Not SuchDumb Questions about MotionAuthor: Vicki CobbPublisher: Lodestar BooksISBN#: 0325672532Description: This book addresses nine questions aboutmotion, explains Newton’s Laws of Motion, gravity, cen-trifugal force, and other principles of motion. It is appropri-ate for children in Grades 1 to 3.

Title: Horrible Science: Fatal ForcesAuthor: Nick ArnoldPublisher: ScholasticISBN#: 0439043638Description: This reference book provides all of the funda-mental information related to motion and force includinggravity, speed, pressure and friction.

Title: A Scholastic Kids Encyclopedia of ScienceAuthor: David RubelPublisher: ScholasticISBN#: 0590493671Description: This is a great reference book with color pic-tures and illustrations. It is an asset for all classrooms and isintended for children ages seven and older.

Experiment & Activity Books:Title: Forces and Motion: Science ProjectsAuthor: Simon De PinnaPublisher: RaintreeISBN#: 0817249621Description: This activity book explains the concepts offorce and motion by including experiments that can be con-ducted with readily available materials.This book is appro-priate for children in Grades 3 to 6.

Title: Lucky Science:Accidental Discoveries from Gravity toVelcroAuthor: Royston RobertsPublisher: John Wiley and SonsISBN: 0471009547Description: This book outlines some incredible discoveriesthat were purely accidental. The topics covered includemotion and gravity along with other concepts and experi-ments to help reinforce the main ideas. Students in Grades 3to 6 will enjoy this book.

Title: The Spinning Blackboard and Other DynamicExperiments on Force and MotionAuthor: Paul Doherty, Don Rathjen and the ExploratoriumTeacher InstitutePublisher: John Wiley and SonsISBN: 0471115142Description: This fun and educational book includes 23experiments that will enthrall children in Grades 3 to 6while teaching them about the principles of motion.

Storybooks:Title: The Magic School Bus Plays Ball:A Book about ForcesAuthor: Joanna ColePublisher: ScholasticISBN#: 0590922408Description: Another of the wild adventures in the MagicSchool Bus series. This time their investigative spirit hastaken them into the wild world of forces. It is intended forchildren in Kindergarten to Grade 3.

BOOKS


About Mad Science | 31

WELCOME to the WORLD of

MAD SCIENCE®

In March 1985, brothers Ariel and Ron Shlien,teenagers at the time, began launching rockets at birth-day parties in their neighborhood. They quickly real-ized that their means of extra income was very appeal-ing to educators, parents, after school programs andcommunity centers. Fun, cool, hands-on scienceexperiments were in demand.As a result, the first fran-chise was opened in 1994 and has grown to includeover 128 franchises all over the world.

The franchise system, which continues to expand,consists of a network of thousands of Mad Scientistswho work with schools, camps, community centers,and scout groups to spark imaginative learning in mil-lions of elementary school children.All of the programsare inquiry based, age appropriate and are tested byboth children and scientists prior to their integrationinto programs.

Mad Science sparks the imagination and curiosityof children everywhere. Our array of programmingfosters confidence in children as potential scientistsand engineers.

WORKSHOPS

This is a hassle-free and convenient way to bring hands-on science programs directly into your class. All work-shops meet state and provincial curriculum require-ments and offer teachers the flexibility to continueenriching their class with Pre and Post Packages whichcontain an assortment of experiments and additionalactivities all related to the topic of the workshop.Children from Kindergarten to Grade 6 can learn moreabout the intriguing world of light, sound, magnets,chemistry,measurement, ecosystems and so much more.

AFTER SCHOOL PROGRAMS

Mad Science sparks imaginative learning even whenschool is out. We offer fun, hands-on science classesthat will keep your students entertained and engaged.

After school programs are held during lunchtime orafter school and range from four to eight weeks inlength. Parents pay a low, all-inclusive fee at no cost tothe school. Children create and take home projectsafter each class, like model rockets, Mad Science Putty,periscopes and more.

BIRTHDAY PARTIES

Mad Science Birthday Parties are exciting, high energyand interactive shows that make all children feel extraspecial on their birthday.Our entertaining Mad Scientistwill come to your home or party room and performexciting experiments both for and with the children tointroduce them to the exciting world of science withbubbling potions, laser lights, and slippery slime.

SPECIAL EVENTS

Thrill and captivate your school assemblies with anextraordinary Mad Science Special Event. In largegroups, children will participate in conjuring up foggydry ice storms and take a ride on a Mad ScienceHovercraft. Special events can be customized to suitany group size, theme or budget.

PRESCHOOL

Mad Science Preschool workshops are designedspecifically to present experiments and activities tochildren ages three to five. Science is made fun withhands-on programs on color, sound, sight, dinosaursand much more. Children also have the opportunity tomake projects to take home. Finally, teachers can con-tinue the learning process with Mad Science TeacherResource Packages that accompany each class andcontain an assortment of activities related to the themeof the program.

CAMPS

Our summer camp programming relates science to lifefor children. With interactive and unique activities,children learn to discover the world around them withfascinating experiments such as soil testing, using thepower of the sun to bake nachos and using their engi-neering skills to build bridges and domes.

To invite Mad Science into your school, home, summer campor community center call, toll-free, 1-877-900-7300 or visitour Web site at www.madscience.org.

MAD SCIENCE PRODUCTIONS

Mad Science Productions is the live stage show sub-sidiary of the Mad Science Group specializing in large-scale, interactive theatrical productions. In addition toNewton’s Revenge,Mad Science Productions has also pro-duced Movie Magic, Taking the World by Storm and MadMission to Mars: 2025—each with their own correlatedTeachers’ Resource Manual. Mad Science Productionsbrings its shows to theme and amusement parks, localand state fairs, children’s festivals and special events inmajor markets across North America.


32 | About Mad Science

“Let’s Take Flight” Activity | DTTAH II: Newton’s Revenge Teachers' Resource Manual | © 2002 Mad Science Productions

Experiment LogHypothesisTHIS IS YOUR BEST GUESS AS TO WHAT MIGHT HAPPEN.

MaterialsBE SURE TO INCLUDE MEASUREMENTS!

ProcedureMAKE SURE TO WRITE DOWN ALL THE STEPS.

ConclusionsWHAT HAPPENED AND WHY

ObservationsWHAT YOU NOTICED. YOU MIGHT WANT TO MAKE A DIAGRAM ON A SEPARATE SHEET OF PAPER.

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Documents

Newton’s Revenge II€¦ · A Basic Introductionto Sir Isaac Newton’s Laws of Motion 7 Experiments 8 Additional Extension Ideas 28 ... conducted with one child or thirty children,