Table of Contents - Teacher Created MaterialsTeacher Created Materials #10477 (i4107)—Forces and Motion Teacher’s Guide?

© Teacher Created Materials #10477 (i4107)—Forces and Motion Teacher’s Guide 3

Table of Contents

Introduction and Research

About Inquiry-based Learning . . . . . . . 4

Inquiry-based Learning for the

21st Century . . . . . . . . . . . . . . . . . . . 4

Qualities of an Inquiry-based

Classroom. . . . . . . . . . . . . . . . . . . . . 5

Making the Transition to

Inquiry-based Instruction. . . . . . . . 6

Using the 5 Es in a Science

Classroom. . . . . . . . . . . . . . . . . . . . . 7

Asking Good Questions. . . . . . . . . . . . 9

Teaching Scientifi c Vocabulary . . . . 10

Differentiating Science

Instruction . . . . . . . . . . . . . . . . . . . 11

Using Technology in the

Inquiry-based Classroom . . . . . . . 14

Assessment . . . . . . . . . . . . . . . . . . . . 15

How to Use This Product . . . . . . . . . . . 17

Why Use Discovering Science

through Inquiry? . . . . . . . . . . . . . . 18

Teacher’s Guide . . . . . . . . . . . . . . . . . 18

Inquiry Handbook . . . . . . . . . . . . . . . 25

Inquiry Cards . . . . . . . . . . . . . . . . . . . 26

Teacher Resource CD . . . . . . . . . . . . 27

Using the Video Clips . . . . . . . . . . . . 27

Sample Pacing Plans . . . . . . . . . . . . . 29

Standards Correlation. . . . . . . . . . . . . . 31

Content Overview . . . . . . . . . . . . . . . . . 34

Lessons

Lesson 1: What Is Force? . . . . . . . . . . . . 35

Lesson 2: What Is Motion? . . . . . . . . . . . 43

Lesson 3: Newton’s First

Law of Motion . . . . . . . . . . . . . . . . . . . 51

Lesson 4: Velocity . . . . . . . . . . . . . . . . . . 59

Lesson 5: Acceleration . . . . . . . . . . . . . . 67

Lesson 6: Deceleration . . . . . . . . . . . . . . 75

Lesson 7: Newton’s Second

Law of Motion . . . . . . . . . . . . . . . . . . . 83

Lesson 8: Newton’s Third

Law of Motion . . . . . . . . . . . . . . . . . . . 91

Lesson 9: Friction . . . . . . . . . . . . . . . . . . 99

Lesson 10: Drag . . . . . . . . . . . . . . . . . . . 107

Lesson 11: Speed . . . . . . . . . . . . . . . . . . 115

Lesson 12: Balance and Equilibrium. . 123

Lesson 13: Gravity. . . . . . . . . . . . . . . . . 131

Lesson 14: Magnetic Forces . . . . . . . . . 139

Lesson 15: Earth’s Magnetic Field . . . . 147

Lesson 16: Electricity . . . . . . . . . . . . . . 155

Culminating Activity . . . . . . . . . . . . . . . . 163

Appendices

Appendix A: References Cited . . . . . . . 167

Appendix B: Differentiation

Suggestions . . . . . . . . . . . . . . . . . . . . 168

Appendix C: Contents of the

Teacher Resource CD . . . . . . . . . . . . 174

#10477 (i4107)—Forces and Motion Teacher’s Guide © Teacher Created Materials4

Inquiry-based Learning for the 21st Century“Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.”

—National Science Education Standards

In its official position statement on inquiry-based learning in science, the National Science Teachers Association (NSTA) encourages every teacher to make inquiry science a part of the daily curriculum, noting that it is important to help younger learners become problem-solving learners.NSTA defines scientific inquiry as “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.”

According to the NSTA, students learn science best when:

• they are involved in fi rst-hand exploration and investigation and inquiry/process skills are nurtured;

• instruction builds directly on the student’s conceptual framework; • content is organized on the basis of broad conceptual themes common to all science disciplines; • mathematics and communication skills are integral parts of science instruction.

This position is supported by The National Science Education Standards (1996), which views inquiry as “central to science learning.” As the standards explain, “…when engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations.”

It is important for educators today to prepare students for the lives they will lead outside of the classroom. The world has changed drastically over the past 75 years, and the education provided to students must reflect those changes. According to research from the Partnership for 21st Century Skills (2002), “workers need the learning capacity to become lifelong learners, updating their knowledge and skills continually and independently.” Inquiry-based learning pushes students to ask questions, think critically to answer those questions, synthesize their ideas, and draw conclusions. This type of learning prepares students become learners outside of the classroom and provides them with tools that they can apply to other questions or problems they encounter. Despite widespread agreement on the importance of inquiry-based learning, some teachers are still hesitant to adopt this pedagogical approach in their science classrooms for a variety of reasons. Some feel it is only appropriate for advanced learners; others feel inadequately prepared for this type of instruction; still others are concerned about “managing” an inquiry-based classroom in which students have a greater opportunity, some would say, to be disruptive, pay less attention, socialize, or simply not participate. Yet, research proves these concerns are unfounded.


About Inquiry-based Learning


Qualities of an Inquiry-based Classroom (cont.)

The inquiry-based classroom is in stark contrast to rote learning, memorization (merely for the sake of memorization), or fact-based learning. In an inquiry-based classroom, the teacher does not impart knowledge as much as create an environment in which students learn for themselves through their own inquisitiveness and experiences.

Making the Transition to Inquiry-based Instruction Inquiry-based science lessons can take one of three approaches or range of practices: structured inquiry, guided inquiry, and open inquiry (Colburn 2000). Teachers can incorporate these approaches based on the needs of the students or the objectives of the lesson. In some lessons, it is important for students to have a more structured or guided activity, while other lessons may be more suited for “free-ranging explorations of unexplained phenomena” (Huziak 2003).

It is important to understand that these stages of inquiry are not independent of each other; rather, they exist along a continuum. Therefore, teachers do not need to make the transition to open inquiry-based instruction all at once. “Both students and teachers alike need time to gradually make a transition from the more classical confirmation-type activities and lectures to open-ended activities characteristic of inquiry-based instruction” (Colburn 2000).An inquiry-based science classroom offers both teachers and students a wonderful opportunity to explore science in an exciting way. While there is a learning curve in the adoption of this approach both for teachers and for students, research confirms that inquiry-based methods of teaching not only improve student achievement in science (across all ability groups), but also increase student interest and excitement about science (Walker 2007). As Alan Colburn, professor in the Department of Science Education at California State University, Long Beach, concludes, “It’s up to you to find the right mix of inquiry and non-inquiry methods that engages your students in the learning of science” (2000).

Structured InquiryIn this process, teachers give students a problem to solve, the materials with which to solve the problem, and the steps to follow in conducting an experiment. The teacher does not provide the students with the expected outcome.

Guided Inquiry The teacher suggests possible problems to investigate and provides some materials that might be used in the investigation (students may add others). But the teacher does not provide the actual steps to follow in the investigation. Students devise their own experimental design and make their own conclusions.

Open Inquiry In this approach, students develop their own questions for investigation based on previous knowledge or discussion. They create hypotheses and design their own methods of investigation.


About Inquiry-based Learning (cont.)


Using the 5 Es in a Science Classroom One method for structuring an inquiry-based instructional approach is based on a model developed by Biological Science Curriculum Study (BSCS 2006). This model employs the 5 Es—engage, explore, explain, elaborate, and evaluate—and is based on a constructivist philosophy of learning. In this philosophy of learning, students build or construct their own understanding of new ideas based on what they already know.

Each “E” represents part of a sequential instructional process or learning cycle designed to help students construct their own learning experiences and ultimate understanding of the topic or concept. The general goal and activities at each stage in the 5-E model are listed below and on the following page.

EngageAt this stage, teachers introduce a topic or concept with an intriguing, fascinating, or challenging question or demonstration designed to capture students’ interest, curiosity, and attention. At this stage, teachers do not seek a “right answer”; rather, they prompt students to talk about what they already know about the topic (or think they may know), and discuss what else students would like to know.

ExploreDuring exploration, students conduct various hands-on or problem-solving activities and experiments designed to help them explore the topic and make connections to related concepts, often within groups or teams. During this stage, students share common experiences while the teacher acts as a facilitator, providing materials as needed and guiding the students’ focus.


About Inquiry-based Learning (cont.)

Engage

Lesson 1

What Is Force?

Materials • large box • paper • class set of heavy books

• rulers • note cards

Procedure 1. Display a large, empty box that has

been securely closed, at the front of the room. Place it on the fl oor to give the impression that it is very heavy.

2. Ask students how the box could be lifted 13 centimeters (5 inches) off the ground for an extended period of time (e.g., one hour). Guide their suggestions to consider the box’s weight. For example, if they suggest simply lifting it, ask them if anyone sees a potential problem with that idea and why. Leave the box on the ground and tell students that they will have an opportunity to elevate a heavy object off the ground with nothing more than a piece of paper.

3. Divide students into pairs. Give each student one sheet of plain paper and a heavy book (e.g., textbook or dictionary). All pairs should use the same size book.

4. Tell students that their task is to elevate the book 2.5 centimeters (1 inch) or more off the ground for at least 15 seconds. All four corners must be at least 2.5 centimeters (1 inch) off the ground for all 15 seconds. The only objects that may interact are the fl oor, the book, and the paper (no hands).

5. Explain that students may use no equipment for this task, but they may keep a ruler handy to measure their attempts.

6. Allow time for students to work. Walk around with a ruler to test their trials. (This task may be accomplished by accordion-folding the paper to elevate the book, spiraling 2.5-centimeter (1-inch) strips of the paper under the book, creating little arches under the book, etc.)

7. Once groups fi nish, challenge them to achieve the same result with just a half-sheet of paper, then a quarter-sheet of paper.

8. Discuss this activity. Ask students what happened to the book as they attempted to elevate it.

9. Return to the box at the front of the room. Ask students again how the box could be lifted 13 centimeters (5 inches) off the ground with only a sheet of paper. Have students describe their ideas. Have them also describe the effects of their actions on the box using words such as up, down, slide, and turn.Have students illustrate their ideas on a note card to post on the box.

In this section, students consider how to lift a big box and elevate a heavy object with just paper.


Explore

Lesson 1

What Is Force?

Materials • Inquiry Handbook:

Make It Move! (page 11) • sponges

• pennies • toothpicks • balls of clay or pliable dough

Procedure 1. Explain to students that a force is a push

or pull that acts on an object. (A more complete defi nition will be discussed later in the lesson.) Lead a discussion about which forces students believe affect the objects around them. Have them look in their desks for an object upon which they may apply force.

2. Have students work in groups to apply force to the object. Challenge them to fi nd three different ways they can change the object. Allow the groups to share their discoveries.

3. Create a chart and list the different changes that students describe. Draw an arrow to indicate the type of force they used to move it in this way. (See sample chart to the right.)

4. Distribute copies of the Make It Move! activity sheet to students. Also distribute one sponge, one penny, one toothpick, and one ball of clay or pliable dough to each student. Have them manipulate the four objects to observe what happens to them when a force is applied. Allow students to work in pairs to complete the activity.

5. As a class, have a few students share their observations. Also ask a few students to share and justify which two objects they believe are the most alikeand the most different.

6. Review the chart created in step 3. Ask students to assign a force to each motion. (See the italics in the chart.) Compare as a class, the discussion from step 1 with the results of the Explore activity, Make It Move.

Sample Force Chart

Motion or Movement Force

My pencil rolled across the desk.

I fl icked it with my fi nger. (push)

My eraser toppled over.

I jabbed it with my pencil tip. (push)

I slid my book across the desk.

I pulled on the cover. (pull)

I opened my pencil box lid.

I opened the fl ap, then lifted the lid. (pull, then push)

My book fell to the ground.

I pushed it off the desk, then gravity pulled it down. (push, then pull)

In this section, students apply force to four objects to change each object’s speed, direction, or shape.


Standards Overview

Content Standard Knows that when a force is applied to an object, the object speeds up, slows down, or goes in a different direction

Process Standard Knows that good scientific explanations are based on evidence, observations, and scientific knowledge Explore


Elaborate In this section, students learn how forces, not engines or motors, act to keep a roller coaster in motion.

Engage In this section, students consider how to lift a big box and elevate a heavy object with just paper.

Explain In this section, students learn about different kinds of forces and how they are measured.

Evaluate In this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the What is Force? Assessment.


?

Lesson 1

What Is Force?

Vocabulary action-at-a-distance force: a force that results

without contact

contact force: a force that results when two objects touch each other

force: a push or pull that causes an object to change its speed, direction, or shape

vector: a measure of a force’s strength and direction

Essential QuestionHow does an applied force affect an object?


What Is Force?A force is a push or pull that causes an object to change its velocity or shape. Velocity is the speed and direction an object travels. Acceleration describes the change in velocity over time. So, force (F) is a function of an object’s mass (m) and its acceleration (a). This can be written using the formula below.

F = m × a

Because forces are measured in magnitude and direction, they are also called vector quantities. This can be illustrated with a vector to show both the magnitude and direction of the force. A large arrow shows a large force, and a small arrow shows a small force.

Force is usually measured with a metric unit called a Newton. One Newton is the amount of force needed to accelerate a one kilogram mass by a speed of one meter per second, every second. This can also be represented by the formula below.

1 Newton = 1 kg × m/s2

Force Around UsForces are everywhere. They push us up and pull us down. They propel us forward and yank us backward. Forces are at work in everything we do, whether we stand up, sit down, run a race, stuff a pillow, or drop a coin in a slot. Forces are most obvious when we see objects moving. But, forces are also acting on objects that seem never to move at all. Buildings and bridges endure tremendous forces simply by standing in place. A building’s own weight pushes down with unimaginable force. Simultaneously, the ground supports a structure by pushing up on it with equal force. While this occurs, the weight and movement of machines and people combined with environmental factors—such as temperature change, wind, and

the movement of Earth—all combine to exert continuous forces on buildings.

An object at rest, or one that appears at rest, has forces acting on it. Its apparent nonmovement means that all these forces are currently balanced. Look at the clock on the wall. The clock itself is being pulled downward by gravity. The clock exerts a downward force on the nail it is attached to. The nail anchors the clock to the wall with an equal force upward as gravity pulls the clock downward. Likewise, the air around the clock presses on it, but the clock presses back with an equal force. So, the clock stays put and maintains its shape. Once the force of gravity overcomes the force of the nail, down comes the clock, nail and all.

Lesson 1

What Is Force?Background Information for the Teacher

Explore

Lesson 1

What Is Force?


Make It Move! (page 11) • sponges

• pennies • toothpicks • balls of clay or pliable dough

Procedure 1. Explain to students that a force is a push

or pull that acts on an object. (A more complete defi nition will be discussed later in the lesson.) Lead a discussion about which forces students believe affect the objects around them. Have them look in their desks for an object upon which they may apply force.

2. Have students work in groups to apply force to the object. Challenge them to fi nd three different ways they can change the object. Allow the groups to share their discoveries.

3. Create a chart and list the different changes that students describe. Draw an arrow to indicate the type of force they used to move it in this way. (See sample chart to the right.)

4. Distribute copies of the Make It Move! activity sheet to students. Also distribute one sponge, one penny, one toothpick, and one ball of clay or pliable dough to each student. Have them manipulate the four objects to observe what happens to them when a force is applied. Allow students to work in pairs to complete the activity.

5. As a class, have a few students share their observations. Also ask a few students to share and justify which two objects they believe are the most alikeand the most different.

6. Review the chart created in step 3. Ask students to assign a force to each motion. (See the italics in the chart.) Compare as a class, the discussion from step 1 with the results of the Explore activity, Make It Move.

Sample Force Chart

Motion or Movement Force

My pencil rolled across the desk.

I fl icked it with my fi nger. (push)

My eraser toppled over.

I jabbed it with my pencil tip. (push)

I slid my book across the desk.

I pulled on the cover. (pull)

I opened my pencil box lid.

I opened the fl ap, then lifted the lid. (pull, then push)

My book fell to the ground.

I pushed it off the desk, then gravity pulled it down. (push, then pull)



Explain

Procedure 1. Ask students to think about forces they

have observed. Then have them share ideas about which forces are in play right now in the classroom. If time permits, go outside or tour the building as a class. Have students record at least two forces they observe.

2. Distribute copies of the Forces at Work background page. Have students read this page in small groups. Tell them that as they read, they should look for a defi nition of the word force.

3. As a class, read the information about measuring forces. Have students illustrate one observation from step 1 above. (e.g., If the object is at rest, all the forces working on the object are equal; If the object is moving, the force being applied to it is greater than the forces working against it.)

4. Use these questions to guide students’ understanding of force:

• What is force? • What does force change? • If an object is not moving, does that

mean there is no force acting on it? • Does a force have to be continuously

applied for an object to accelerate?

5. Distribute copies of the Describing Forces activity sheet to students. Allow time for them to complete the activity in pairs. Have students use the background information to aid in the completion of the activity.

6. Discuss students’ responses as a class.

7. Distribute the What Is Force? Vocabulary activity sheet and allow time for students to complete the activity sheet in pairs. Have them share their descriptions and illustrations with the class.

8. Ask students what they know is true of forces. Have each student list one idea on a note card using a colored marker or pen. Attach these ideas to the box from the Engage section of the lesson.


Forces at Work (page 12)Describing Forces (page 13)What Is Force? Vocabulary (page 14)

• note cards • colored markers or pens • box from Engage section

of lesson

Lesson 1

What Is Force?In this section, students learn about different kinds of forces and how they are measured.


© Teacher Created Materials #12267—Forces and Motion Inquiry Handbook 11

Lesson 1Name ____________________________________________

What Is Force?Make It Move!Directions: Use the provided objects to explore the effects of force. Design an experiment, create a hypothesis, and make observations. Create a record of your experiment on a separate sheet of paper. Record the data you collect in a table.

QuestionWhat will happen to each of the objects when you apply a force to it?

HypothesisFormulate a hypothesis for each of the objects. You will need to write four hypotheses. (What are the answers to the questions?) Record your hypotheses.

Experimental DesignA force sets an object in motion. It can speed up, slow down, or change direction. It can also change shape. Explore the effects of force on each object.

Which object can you speed up, slow down, change direction, or change shape?

ObservationWhat happened during your experiment? Create a table to record the results of your experiment. The table should show how each object sped up, slowed down, changed direction, or changed shape. Draw a picture of each object in one of the columns in your table. Label the forces you applied to set the object in motion or to change its shape.

ConclusionWhich two objects are most alike? Why? Which two objects are the most different? Why? Write your conclusion. Do your findings support your hypotheses? What did you learn from this experiment?

#12267—Forces and Motion Inquiry Handbook © Teacher Created Materials12

Lesson 1

What Is Force?Forces at WorkWhat Is Force?Two objects must interact to have force. This results in a push or pull. Once this push or pull is exerted, one or both objects move. Forces can be contact forces, in which two objects actually touch each other. These are forces like tension, friction, applied force, and air resistance. Forces can also be what are called “action-at-a-distance” forces. These forces result from two objects that do not have to touch. How can that be? Gravity, magnetism, and electricity are all action-at-a-distance forces. They do not touch objects, but they can push or pull them.

One of four movements will happen once a force is applied. An object can speed up, slow down, change direction, or change shape. Pushes and pulls all result in these actions. Each picture shows how force affects each object.

Measuring ForceForces can be measured by multiplying the mass of an object by its acceleration. Mass is how much of something there is. Acceleration is a change in speed and/or direction. A force includes both an amount and a direction. The amount of force is usually measured in a unit called a Newton. For example, a force might be 25 Newtons upward. In this example, the amount is 25 Newtons and the direction is upward.

Two instruments used to measure force are a spring scale and a balance scale. They measure units in grams. They do not show the direction of the force.

A vector shows both the strength and direction of a force. It is shown using arrows. The size of the arrow shows the size of the force. The direction of the arrow shows the direction of the force. An object will move in the direction of the larger arrow. If the two arrows are equal, the object will not move. This is a balanced force.

Force: pullAction: speed up

Force: pushAction: change shape

Force: pushAction: change direction

Force: pushAction: slow down

© Teacher Created Materials #12267—Forces and Motion Inquiry Handbook 13

Lesson 1Name ____________________________________________

What Is Force?Describing ForcesDirections: Use what you have learned to write words or phrases about force.

force

#12267—Forces and Motion Inquiry Handbook © Teacher Created Materials14

Lesson 1 Name ____________________________________________

What Is Force?What Is Force? VocabularyDirections: Describe each term. Use the definitions below to help you. Then illustrate what each word means. You can add more on another sheet of paper, if you like.

Defi nition Box

action-at-a-distance force

a force that results without contact

contact force a force that results when two objects touch each other

force a push or pull that causes an object to change its speed, direction, or shape

vector a measure of a force’s strength and direction

Term Description Illustration

force

vector

action-at-

a-distance

force

contact

force

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/IN

CRED

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HU

LK C

OA

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, UN

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SAL’S

ISLA

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S O

F A

DVE

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Less

on 1

Analyzing ScienceHow do potential energy and kinetic energy run a roller coaster?

What forces act to move the coaster car down a hill? What forces act when the coaster car moves up a hill?

How is momentum different from acceleration?

Nonfi ction Writing PromptShould a construction company build a roller coaster with a second hill that is steeper than the first? Why or why not? Write a report that explains your conclusions. Include vocabulary words such as acceleration, momentum, potential energy, and kinetic energy in your writing.

●

■

▲

Fiction Writing PromptWhat would it be like to ride the first roller coaster? Write a journal entry as if you were on the first ride. Describe the excitement you feel due to speed and changes in direction.

The Force Behind the Roller CoasterBackground Information Roller coasters have been pleasing thrill-seekers since 1875. Their fast speed and quick turns may seem to be run by engines, motors, or even magnets. You may be surprised to learn that roller coasters have no engines! Once up the first hill, they move solely on natural forces. Coaster cars must reach the top of the first hill. Then, they accelerate toward Earth. Their momentum keeps them moving on the track. Momentum keeps an object’s speed and direction the same once a force is applied.

Imagine a coaster car the moment before it starts down a steep slope. It has great potential energy. Potential energy is energy that is stored up. The car is ready to move. The higher an object is, the more potential energy it has. When the coaster car gets to the top of the hill, gravity takes over. All of its potential energy is changed to kinetic energy. Kinetic energy is the energy of motion. The coaster car accelerates toward the ground. Now, it will have very little potential energy. The coaster car has less potential energy while it is in motion. An object cannot gain more potential energy than it started with. But, momentum will keep it moving along the track until another force acts on it.

Scientifi c ChallengeForces play quite a role in amusement park rides. Study another ride besides a roller coaster. Make a poster to explain how forces act to make the ride work.

© Teacher Created Materials #10477 (i2278)—Inquiry Cards

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Table of Contents - Teacher Created MaterialsTeacher Created Materials #10477 (i4107)—Forces and Motion Teacher’s Guide?