Ccps force, motion & energy workshop #2

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

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

Most importantly...
Enjoy the Learning Experience
● Take comfort breaks as needed
● Ask questions
● Share ideas
● Share answers. Don’t be afraid of
being “wrong”.

Do you typically teach force, energy & motion?
Yes NoSome

How do you feel about teaching force, motion & energy?
Excited!
It makes me
nervous
and/or
it’s not my
favorite.
Okay.

Connection to NEbraska Science standards NE
Science Standards
● SC5.1.1 Students will combine scientific processes and knowledge with scientific
reasoning and critical thinking to ask questions about phenomenon and propose
explanations based on gathered evidence.
● SC5.2.2 Students will identify the influence of forces on motion.
❖ SC5.2.2a Describe motion by tracing and measuring an object’s position over a
period of time (speed).
❖ SC5.2.2b Describe changes in motion due to outside forces (push, pull, gravity)
❖ MA 5.4.2 Analysis & Applications: Students will analyze data to address the situation.
➢ MA 5.4.2.a Use observations and experiments to collect, represent, and interpret the data using tables and bar
graphs.

pedagogical knowledge
Teaching practices that enhance science instruction
1) Incorporate hands-on investigations
● Balloon Rocket
● Balloon Car
● Ballistic Car
● Design a candy corn catapult
● Design a roller coaster or Have a Ball activity
2) Incorporate technology
● On-line calculator
● PhET simulations
● Apps-Show Me
● Newsela
3) Multi-modal vocabulary
● Visual, Auditory, Kinesthetic
4) Actively engage students in collaborative learning
● Walk and Talk
● Numbered Heads Together
● Inside/Outside Circle

Force, motion & Energy
Pre-Assessment
Keep in mind…It’s okay not to know the answers☺

Reminder: Science logs/journals
●
●
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●
***

Aristotl Galileo
Isaac
Physics
review
Review on Motion - a bit of history

Aristotle (~300 BC): natural and violent motion
Natural motion of elements determines
the motion of any object
4 elements: fire, water, earth, air
Violent motion
– overrides natural motion by means of
forces
CLAIM: Heavier object fall faster!
Physics
review

Galileo Galilei (16th
- 17th
century) – 1st
astronomer
Invented telescope in 1609
On motion:
Inertia is the property of
object to resist motion
CLAIM:
All object fall at the same rate!
Physics
review

Isaac Newton (17-18th
century)
•Newton’s 3 laws of motion
1. Inertia
2. Force causes acceleration
3. Action-reaction
•Newton’s law of gravitation
•Motion in mathematical form,
introduced FORCES!
Physics
review

Motion is Relative
•Everything is always moving.
•Are you still right now?
•At this moment, your speed
relative to the Sun is about
100,000 kilometers per hour.
•It’s all about choosing a point of
reference.
Physics
review

Q: What is the difference between
velocity and speed?
a) They have different units
b) Velocity includes speed and direction
c) None, they are different words for the same thing
Physics
review

Q: What produces acceleration in your car?
a) the accelerator
b) the steering wheel
c) the brake
d) all of the above
e) none of the above
Physics
review

Q: If you move in a circle at constant pace,
are you accelerating?
a) Yes
b) No
c) it depends
Physics
review

Review on Motion - Define Motion VocabularyPhysics
review
•Mass - amount of matter in an object
• Measure of inertia, or “sluggishness” that an object exhibits in response
to any effort to change its state of motion
•Position - your place in space
•Velocity - change in position over time
• Speed + Direction
•Acceleration - change in velocity over time
• speeding up, slowing down, or going in curvy lines

The Moving Man - PHET Simulation Demo (advanced)
Define motion terms:
•Position
•Velocity (speed + direction) – rate of change of position
•Acceleration – rate of change of velocity
https://phet.colorado.edu/en/simulation/legacy/moving-man
• What is meaning of negative position or velocity?
• What is the meaning of negative acceleration? (careful, it’s tricky)
• Explore Position, Velocity and Acceleration graphs in time.
Physics
review

Review on Motion - some thought questions
What causes object to move?
What causes objects to accelerate?
What helps object stay put?
How does energy affect motion?
Physics
review

3rd Law: Action-Reaction
To any force, there is an equal and opposite reaction force.
2nd Law: Force causes Acceleration
(net) Force = mass × acceleration
1st Law: Law of Inertia
An object would remain at rest or move in a straight line at constant
speed unless acted upon by an external (net) force.
Newton’s Laws of MotionPhysics
review

1st Law: inertia
An object would remain at rest or move in a straight line at constant
speed unless acted upon by an external (net) force.
Give an example!
[ Spacecrafts]
Physics
review
Newton’s Laws of Motion

2nd Law: force causes acceleration
(net) Force = mass × acceleration
Give an example!
Physics
review

3rd Law: Action-reaction
To any applied force, there is an equal and opposite reaction force.
[ the bug and the windshield - who has a better day? ]
Give an example!
Physics
review

Review on Motion - Define MotionPhysics
review
● Balance of forces
https://phet.colorado.edu/en/simulation/forces-and-motion-basics
● Moving Man (Plotting motion: Position vs. Time, Velocity vs. Time, Acceleration vs. Time)
https://phet.colorado.edu/en/simulation/legacy/moving-man
● Forces and motion (more advanced, forces as vectors, friction)
https://phet.colorado.edu/en/simulation/legacy/forces-and-motion
https://phet.colorado.edu/

Applied vs. Net Force – PHET Simulation demo
•Is there are force on you right now? Why aren’t you sinking?
•How do you move across the room?
•Explore: What is the force condition for equilibrium?
•https://phet.colorado.edu/sims/html/forces-and-motion-basics/lates
t/forces-and-motion-basics_en.html
Physics
review
Review on Motion - Net Force Cause Acceleration

Safety precautions:
Avoid placing materials near your mouth or eyes.
Be aware of and handle sharp objects with care.
Use materials appropriately.

Challenge 1: How far can a balloon rocket travel?
•

variables to consider
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Challenge: How far can a balloon rocket travel?
•
•
•

Challenge: How far can a balloon rocket travel?
Team Controlled Variable: Average/mean of the
trials
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Mean of the Means
CALCULATOR:
https://tinyurl.com/qc
t6s9w

What causes the balloon to move?
What causes it to go further?
Which one of Newton’s law is applicable here?
Physics
review

3rd Law: Action-Reaction
To any force, there is an equal and opposite reaction force.
Let’s identify the Action-Reaction pair of forces
between:
1. You and Earth
2. Earth and Moon
3. You push on a wall
4. You push a brick on the wall (no sliding)
Newton’s 3rd Law of MotionPhysics
review

Multi-modal vocabulary
EXample: “Show me” app

hOw can we represent the important terms to
help our students understand them better?
● Examples/Non-examples
● Analogies
● Drawings or visuals
● Actions, movement,
simulations
● Songs or poems
● Frayer’s Model
● Models or sculptures

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

BRICK (object) slide
Rubber Band Scale:

Challenge: brick/bowl slide
REcord amount of force (grams)
Team Surface 1 Surface 2 Surface 3
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Mean of
the
Means
CALCULATOR:
t6s9w

Forces of friction
Physics
review

Special force: FrictionPhysics
review
Friction depends on the normal force (the force perpendicular to the surface)
How does weight affect friction?
Two forces of Friction: Kinetic (motion) friction vs. Static (no motion) friction
What happens when you sand a surface with sandpaper?
What happens when you rub your hands?
To answer use:
PHET Simulation: https://phet.colorado.edu/sims/html/friction/latest/friction_en.html

hOw can we represent the vocabulary words to
help students understand & remember them
better?● Examples/Non-examples
● Analogies
● Drawings or visuals
● Actions, movement,
simulations
● Songs or poems
● Frayer’s Model
● Models or sculptures

Literature can serve as a springboard to scientific
exploration

Curriculum materials: NEW STEM RESOURCES

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

Think about it….
Walk and talk

Challenge 3: How could you design a balloon car?

Challenge 3: examples of a balloon car
•

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

Challenge 4: ballistic car
Team Attempt 1:
Distance
Attempt 2:
Distance
Attempt 3:
Distance
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Mean of All
Teams
CALCULATOR:
t6s9w

PROJECTILE MOTION:
Kinematics in 2D
Physics
review
Projectile motion - COMPADRE
http://www.compadre.org/portal/items/detail.cfm?ID=3490
Projectile motion - PHET
https://phet.colorado.edu/en/simulation/legacy/projectile-motion

• A projectile is an object moving in two dimensions under the influence of Earth’s gravity
• its path is a parabola.
PROJECTILE MOTION: Kinematics in 2D
Physics
review

•Vertical
• Acceleration due to GRAVITY
•Horizontal:
• NO acceleration
PROJECTILE MOTION = Vertical motion + Horizontal Motion
Physics
review

Kinematics Equations for Projectile Motion
Treat the motion in x- and y-direction separately!
Physics
review

Teach Projectile MotioN with angry birds LABPhysics
review
Angry birds - projectile motion analysis - COMPADRE ACTIVITY
http://www.compadre.org/portal/items/detail.cfm?ID=11562
CODING ACTIVITY - create angry bird kind of game
https://www.tynker.com/hour-of-code/physics-cannon-2-player

Challenge 5: Defining Gravity Using Spring Scales
● Spring scales with weights (gravity) -DEMO - https://phet.colorado.edu/en/simulation/legacy/mass-spring-lab

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

Exploration Phase
1. Place various objects on the springs
2. Freely explore the effect of (1) adding friction, (2) making the spring softer and
harder, and (3) changing the force of gravity (i.e., the planet).
Questions:
1. What happens to a spring when a lighter object is added to it?
2. What happens to a spring when a heavier object is added to it?
3. Explain why you think this happens.

Explanation Phase
Use the sim and fill in the blanks of the following
table for 3 different conditions of the springs. Use
the draggable ruler provided to make
measurements. The ruler should be aligned with
the reference line as seen below.
Generate a rule for the length of the spring
when a mass is added to it based on the
completed chart (i.e., reference point).

Use your rule to complete the chart below.
Apply (theoretically) to other scenarios
Test (experimentally) one scenario to confirm

Freely Falling Objects
Near the surface of the Earth, all objects experience
approximately the same acceleration due to gravity.
Motion with constant acceleration
Physics
review

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

The Universal Law of Gravitation
(Why Universal?)
•Weight = net force on object
•If at rest, weight = force of gravity on the object: W = mg
•g = 10 m/s2
only applies near the surface of the Earth
•your weight in outer space?
•your weight on the Moon?
•your weight on the Sun?
Physics
review

What does Gravity depend on?
(Q2: what does your weight depend on?)
• Consider two masses, m1
and m2
.
• They are separated by distance r.
• The mutual Force of gravity is:
Answer:
• Your mass
• Radius of planet
• Mass of planet
Physics
review

High-g experience
• At 4-6g’s most people black out
• Astronauts train to endure 9g’s
• Roller coaster ~ 3g’s
• Formula 1 drivers upto 5g’s
• Might survive 45g’s?
• At 50g’s, your organs are soup
Physics
review

Mass vs. Weight
What does it mean to be weightless?
=> in free-fall (only gravity acting on you)
Physics
review

video: Free Fall on moonPhysics
review
- Astronaut David Scott (Apollo 15) proved Galileo
right
- video of dropping hammer/feather on the Moon
1. Make a prediction
2. Watch the video (1 min):
http://tinyurl.com/yaoqgtzk
3. Compare results with prediction
4. Discuss why?

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

Think about it….
Walk and talk
HHow could you represent
word “gravity” so your
students could better
understand & remember it?

Curriculum
resource
https://tinyurl.com/yb8fxgk9

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

How can you make a candy corn catapult?

Think about it…
Stand up, hand up, pair up
➔ https://www.youtube.com/watch?v=i
u49gV-fefE
Challenge 6:

Think about it…
➔ https://www.youtube.com/watch?v=i
u49gV-fefE
➔ Predict how far your
catapult will fling the
candy corn.
➔ Explain your
prediction.

Challenge: Candy corn results
Team Attempt 1:
Average
Distance
Attempt 2:
Average
Distance
Team 1
Team 2
Team 3
Team 4
Team 5
Team 6
Mean of
the
Means
CALCULATOR:
t6s9w

Challenge 7: ball on a roll/rollercoaster
●

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

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

CURRICULUM RESOURCE: Picture Perfect Science:

Challenge 8: rollercoaster challenge
● Have you ever been on a rollercoaster?
● What was it like?
Watch video of rollercoaster ride: (3 minutes)
● Think of words that describe the experience:
https://www.youtube.com/watch?v=h_lcZcBcQ0o

Challenge 8: construct a Rollercoaster

Challenge 8: rollercoaster challenge
Using what we’ve learned today, let’s design a roller coaster.
Cup challenge in groups of 4 or 5 (orange track with cup taped to the end)
● What do you think the cup is for?
● Can you make the car roll from one end of the track and stop in the cup?
● Can you make the car roll faster?
● Can you make the car roll more slowly?
● Can you make the car roll go over a hill on your roller coaster?
● Can you make the car roll go over two hills?
● Can you make the car roll go through a hoop?

Curriculum resource: NewselaR
eading
in
Science
https://newsela.com/
● Free articles (need to create an account)
● Articles can be adjusted (i.e., readability level) to
differentiate for diverse learners
Example: Newsela Rollercoaster article
● http://tinyurl.com/y8h7x2lo

ROLLERCOASTER PHYSICS
Mechanical energy: Kinetic and Potential
Physics
review

Energy converts from one
type to another
Physics
review
Energy Conservation

Energy Skate Park - PHET Simulation Demo
(Bar and Pie Charts!)
•https://phet.colorado.edu/sims/html/energy-skate-park-basics/latest
/energy-skate-park-basics_en.html
•Does the final height of the skater depend on his/her mass?
•Does the final height of the skater depend on friction?
•Can the skater reach final height higher than his/her initial height?
•When does the skater move the fastest?
•When does the skater move the slowest?
Physics
review

Think about it…
➔ https://www.youtube.com/watch?v=iu49gV-fefE
What is something you
are excited to try in
your classroom?

References and Resources
Even More Picture-Perfect Science Lesson K-5: Using Children’s Books to Guide
Inquiry by Emily Morgan & Karen Ansberry (2013, National Science Teachers
Association Press)
More Picture Perfect Science Lessons: Using Children's Books to Guide Inquiry,
K-4 (Morgan & Ansberry, 2007). Includes 15 ready-to-use science lessons
stemming from children’s literature books.
Picture-Perfect Science Lessons - Expanded 2nd Edition: Using Children's Books
to Guide Inquiry, 3-6 (Morgan & Ansberry, 2010). Includes 15 ready-to-use
science lessons stemming from children’s literature books.

References and Resources
Picture Perfect STEM Lessons, 3-5: Using Children’s Books to Inspire Science
Learning by Emily Morgan & Karen Ansberry (2017, National Science Teachers
Association Press)
The Inventor’ Secret by Suzanne Slade (2015, Charlesbridge)
Rosie Revere, Engineer by Andrea Beaty(2013, Charlesbridge)
Popping with Power: Physical Science Activities Integrating Math and Science
(2004, AIMS Education Foundation) pp. 34-39; 40-48; 70-77.
Newsela. https://newsela.com/

Module 2:
FORCE, MOTION, &
ENERGY
Before Next Workshop…. Post your responses to the following:
1. Did the workshop help you better understand and learn electrical
concepts and how to teach them? Explain.
2. What aspects of the workshop were most helpful to you?
3. What suggestions (if any) do you have for future workshops?
4. Select and implement 2+ of the technology tools introduced during
Workshop #2 to teach electrical or other scientific concepts in your
classroom (i.e., inside/outside circle, iPad or iPhone apps, PHeT
simulations, Newsela, ballistic car, hands-on materials).
a. Describe how you used the activity/technology and what scientific
concept you taught in your classroom.
b. How successful would you consider the instruction/materials in
teaching students the scientific concept in your classroom? How do
you know? Provide evidence of student learning (i.e., students’
responses, assessment data, etc…)
c. What adjustments/suggestions would you make for future
instruction?
d. What is your personal goal for future science instruction and what
support do you need to meet your goal?

Ccps force, motion & energy workshop #2

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