HCPSS Curriculum Framework- Grade 8- Physics Force and Motion
How is an overall understanding of physics useful in improving personal safety?
Title: Interactions of Force and Motion
Overview This unit describes the interactions between force and motion over approximately three week period of time. Students will
investigate the processes defined by Newton’s Laws. Students will define inertia, action and reaction and balanced and unbalanced forces.
Students will collect data from multiple trials about motion and use this data to explain the effects of mass and the amounts of force on the
motion of an object. Students will demonstrate the law of inertia and construct an argumentative writing piece that demonstrates an
understanding of the principles of motion involved in the movement of a car.
Enduring Understandings These go beyond discrete facts or skills to focus on larger concepts, principles, or processes. They are
transferable–applicable to new situations within or beyond the subject.
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Forces cause motion or changes in motion.
All motion can be described and explained using Newton's three laws of motion.
Motion is a result of the sum of the forces acting on it.
Motion is affected by the relationship between force, mass, and acceleration.
Motion graphs can be used to display or interpret speed and direction of an object
Momentum is a measure of mass in motion.
Essential Questions (What is the walk away knowledge and understanding for students?)
● How does inertia affect motion?
● When would your understanding of the inertia of other objects benefit you?
● How can we be moving while standing still?
● Why do we measure speed?
● What causes an object to move or stop moving?
● What are forces and how do they affect the motion of objects?
● What is momentum? Can you have too much momentum, what happens if you do?
● How are force and motion connected?
● How do forces affect the motion of an object?
Interdisciplinary Connections
The content areas the unit covers will be the motion of objects and how these objects interact with each other.
Opportunities for making interdisciplinary connections in social studies could be a discussion of state seat belt laws and how those
politics effect the daily lives of individuals in a community. Students will construct argumentative writing pieces and will apply language
arts skills and literacy skills.
Opportunities for intra-disciplinary connections could be the connection in planetary motion (orbits) and forces (gravity) as described in
the earth science disciplines.
Goal 2.
Curriculum Standards:
Science
Gr. 8 Science:
Identify and relate formal ideas (Newton’s Laws) about the interaction of force and motion to real world
experiences. (5.A.2_8)
a.
State Newton’s Laws of Motion. (5.A.2.HC_1)
b.
Investigate and explain the interaction of force and motion that causes objects that are at rest to move. (5.A.2.a_8)
■Define and give examples of inertia, action and reaction, and balanced and unbalanced forces.
c.
Demonstrate and explain, through a variety of examples, that moving objects will stay in motion at the same speed and in the
same direction unless acted on by an unbalanced force. (5.A.2.b_8)
■Explain the effects of inertia on moving and stationary objects.
d.
Investigate and collect data from multiple trials, about the motion that explain the motion that results when the same force
acts on objects of different mass; and when different amounts of force act on objects of the same mass. (5.A.2.c_8)
e.
Based on data collected and organized, explain qualitatively the relationship between net force applied to an object and its
mass for a given acceleration. (5.A.2.d_8)
■Plan, design, construct, test, and evaluate a vehicle (e. g., Newton car or roller coaster) to demonstrate Newton’s laws.
f. Calculate the net force given the mass and acceleration. (5.A.2.e_8)
g. Explain how momentum is a property of moving objects. [GT] (5.A.2.HC_2)
Skills and Processes
- Skills & Processes - Goal 1 - Demonstrate the ability to use proper safety procedures when conducting an investigation.
- Skills & Processes - Goal 15 - Design, analyze, or carry out simple investigations and formulate appropriate conclusions based
on data obtained or provided.
Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
English Language Arts
Overall: Comprehension of Informational Text (from the Maryland VSC for Reading K-8)
- Read a selection about a controversial topic and explain, in writing, the positive and negative effects aspects of the topic using
supporting details from the text.
- Locate and read several sources of information on a topic. Critique the scientific information and identify possible sources of bias.
Goal 12
- Analyze important ideas and messages in informational texts. (R.SP.12)
- Analyze the author's argument, viewpoint, or perspective (texts or portions of texts in which the author's argument, viewpoint or
perspective is evident). (R.SP.12.b)
- Summarize or paraphrase (the text or a portion of the text). (R.SP.12.d)
Application of the text for personal use or content-specific use.
- Connect the text to prior knowledge or experience (prior knowledge that clarifies, extends, or challenges the ideas in the text or a
portion of the text). (R.SP.12.i)
Goal 14
Read critically to evaluate informational text. (R.SP.14)
Concepts/Topics/Vocabulary
Concepts:
● An unbalanced force is a push or a pull that cause an object to move.
● Inertia is a property of matter to resist changes in motion. Unbalanced forces (gravity, friction, push, pull, air resistance, centripetal
force) can cause an object to change its motion.
● Newton’s 2nd law- force is equal to mass multiplied by acceleration.
● Newton’s 3rd law- for every action there is an equal and opposite reaction.
● Kinetic energy is the energy of objects in motion. That energy can be changed (increased/decreased) when an unbalanced force is
applied to the object in motion.
● Observe, describe and compare the motion of objects using position, speed, velocity, and direction.
● Calculate speed and acceleration.
● Create and analyze motion speed graphs.
● GT- Create and analyze acceleration graphs.
Vocabulary:
● Key terms- including speed, velocity, distance, position, inertia, force, push, pull, balanced force, unbalanced force, reference point,
acceleration (positive and negative), slope, momentum, Newton’s laws, gravity, friction, air resistance, centripetal force, mass, weight,
Newton (unit of measure)
Student Outcomes
● Explain how force and velocity are related.
● Use appropriate tools (Vernier probe ware, meter stick, triple beam balance, and stop watch) to measure distance, mass, and speed.
● Calculate the speed of an object using the formula v=d/t
● Interpret an object's motion using a line graph to describe relationships between time, speed, acceleration, and distance traveled.
● Construct line graphs of an objects’ motion.
● Give examples of inertia and balanced and unbalanced forces.
● Explain the effects of inertia on moving and stationary objects.
● Explain the motion that results when the same forces acts on objects of different masses and when different forces act on objects of the
same mass.
● Explain how momentum is a property of moving objects.
● Explain how an understanding of physics has helped to improve personal safety (bike helmets, air bags, and parachutes).
Skills/Engagement
Introduction
Speed/Motion engagement:
● Share the audio clip with students from Top Gun, “ I feel the need, the need for speed.” Then ask students what they think speed is, how
is it measured, are there instances where it pays to go the fastest, the slowest?
● Have students complete “The Amazing Classroom Race” which is a lab experience in which students will design a set of lab procedures
in order to calculate how fast they can run a 5K race and work to derive the formula for speed. See reference section. Student can use
the Vernier Motion probe for this as well, or CPO photogate system.
● Vernier Velocity Lab #34 (reference section)
● Momentum Engagement: Pose the following questions to the students, ““Which would hurt more, a falling brick or a falling feather ?
Why?” and “Would you need more information to answer this question? What kind of information would you need?” Have the
students discuss their answers to this question in pairs, and then share their answers with another group. Introduce the momentum lab
and remind the students that you will be coming back to those questions at the close of the lab. In this lab students will investigate the
effect of mass on momentum and explain how momentum is a property of a moving object.
Discussion- How do we describe and measure motion?
Ask the students how to think about how police officers catch speeders. After 30-60 seconds have the students do a Think/Pair Share about the
question, then take student responses. Most students will say a radar detector. Ask the students how they think the radar detector works. Ask
students how and why motion is measured. Are there instances in which it counts to be the fastest? Slowest?
New Information: How do we visually represent speed?
Explain to students that line graphs are usually used to visually depict an object’s speed. Give the students a motion line graph and ask them to
work in pairs to determine how the object is moving. The graph you give students should show an object speeding up, traveling at a constant
speed, slowing down and an object that is stopped. Then have them join another pair to reflect on each other’s answers. Then discuss the graph
as a class. If a group/s came up with the correct interpretation have them share with the class how they arrived at their answer. Dispel any
misconceptions if necessary.
Assessment
1. Suggested- Formative Assessment Probes from Page Keeley’s Uncovering Student Ideas in Physical Science Vol. 1, NSTA Press 2010:
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9.
a. “Following Jack: Part 1”- The purpose of this assessment probe is to determine whether students can interpret a motion graph.
b. “Following Jack: Part 2”- The purpose of this probe is to determine whether students can translate a motion diagram into a
graph.
c. “Go-cart Test Run”- The purpose of this probe is to have students analyze a position vs. time graph.
d. “Just Rolling Around” - The purpose of this assessment probe is to elicit student ideas about uniform motion.
e. “Crossing the Finish Line”- The purpose of this assessment is to elicit student ideas about comparing motion (acceleration,
average speed, instantaneous speed, position...)
f. “NASCAR Racing”- This probe has students predict what they know about the term velocity.
g. “Talking About Forces”- This probe can measure prior student knowledge about the definition of force.
h. “Force and Motion Ideas”- This probe will illicit student ideas about force and motion
i. “Fricition” - This probe has students identify examples of friction
j. “A world without friction”- This probe has students predict what would happen if there were no frictional forces in the world.
k. “Rolling to a Stop”- This probe has students predict an explanation about why a roller skater would stop rolling after pushing off
of a wall.
l. “Outer Space Push”- This probe has students explain what would happen to a box if it was pushed in outer space.
Student produced graph descriptions
Student produced graphs and speed calculations with lab data
Have students complete a Concept Circle to explain the relationship between force, speed, and inertia.
PSA (Public Service Announcement) that uses the concepts of physics and Newton’s laws which explains why seat belts should be worn
while in a moving vehicle.
Graphic organizer of seat belt stance for the argument writing assignment. (prewrite tool)
Argumentative writing piece on seat belt laws.
Constructed vehicle.
Independently analyze a speed graph and speed calculations.
Lesson Plans/Seeds (This is a suggested timeline of activities)
Day 1
● Engagement: For a warm-up ask students to do a KWL about what motion is and what causes objects to move. This can be done as a
“Think-Pair
Share,”
“Speed
Networking”
or
another
format.
●
Explanation: Introduce the terms inertia, force (balanced and unbalanced), motion, reference points and Newton’s 1st law. Show
students “Relative Motion” animation from classzone.com. Have students generate their own explanation/definition of motion. Have
students generate examples that illustrate Newton’s 1st law in pairs and then independently. Students may choose to illustrate their
example through drawing/cartoon. (assessment)
Need more here.
Days 2 and 3
● Engagement(Topic Velocity):
○ Share the audio clip with students from Top Gun, “ I feel the need, the need for speed.” Then ask students what they think
speed is, how is it measured, are there instances where it pays to go the fastest, the slowest?
○ Have students complete “The Amazing Classroom Race” which is a lab experience in which students will design a set of lab
procedures in order to calculate how fast they can run a 5K race and work to derive the formula for speed. See reference
section. Student can use the Vernier Motion probe for this as well.
Days 4 and 5
● Explanation: Vernier’s Velocity Lab #34. In this lab students will investigate the relationship between release height and speed. Data is
gathered using Vernier probe ware and students will use gathered data to generate their own motion graphs. Prior to the lab for a
warm-up ask students to predict/hypothesize what they think will happen to speed as release height is increased. After the lab discuss
the results as a class. In addition also ask students to brainstorm about other factors that affect motion (slow it down or speed it up.)
Day 6
● Explanation: Introduce the terms speed, velocity and acceleration (positive and negative) .
● Evaluation: Have students complete a Concept Circle to explain the relationship between force, speed/velocity, and inertia.
● Evaluation and Exploration: Using the formative assessments “Following Jack Part One” and “Following Jack Part Two” from NSTA Press
gauge students prior knowledge and misconceptions about motion graphs. Then have students examine speed graphs and teach
students how to read motion graphs and calculate speed using motion graphs. “Following Jack Part Two” can be used as a formative or
summative assessment.
Day 7
● Extension: Have students construct motion(speed) graphs using data collected from experiments.
● Evaluation: Have students independently complete the “Three Little Pigs Graph”. This assignment will have students demonstrate their
ability to read and analyze a motion line graph.
Day 8
●
Extension: Have the students complete the virtual lab “Linear Motion” offered by SAS Curriculum pathways. In this virtual lab students
will “compare the position and velocities of moving objects, over time, as they undergo zero, negative, or positive acceleration” and
interpret motion graphs. See resource section for the url address for this virtual lab.
Days 9 and 10
● Engagement: For a warm-up ask students to discuss what they know about inertia. Ask students to imagine that they are traveling in a
car that is moving at 60 mph. Ask students to predict how fast they themselves are moving. Ask students to discuss what happens to
passengers and objects in the car when it suddenly stops. How does the car stop? How do you stop? This can be done as a “Think-Pair
Share” or in lab groups or seat partners. Show students the video clip the MythBusters “Killer Tissue Box Part One” (which can be
found on Discovery Streaming) and then have students predict whether or not a tissue box can kill a passenger in a car crash.
● Exploration: Vernier’s Crash Test Dummy Lab #36. In this lab students will investigate the relationship between velocity and the distance
a “crash-test dummy” is thrown. Students will measure velocity using Vernier probe-ware using different release heights and measure
the distance that the “crash-test dummy” was thrown.
Day 11
● Explanation/Exploration: Introduce Newton’s 2nd law and the equation F= M x A. Have students investigate the relationship between
force and mass and force and acceleration. Have students complete a lab investigation from Glencoe that demonstrates this concept.
Using a spring scale have students measure the amount of force it takes to pull a science textbook a distance of 3 feet. Then have
students measure the amount of force it takes to pull 2 textbooks 3 feet. Lastly have students pull the one textbook slow and then fast
and record the amount of force needed.
Day 12
● Exploration: Have students redo the Vernier Crash Test Dummy lab, this time adding a seat belt to the passenger. Teacher and student
can discuss the difference between two and three point seat belts. Have students test different seat belt designs and collect
quantitative and qualitative data on the movement of the passenger.
Days 13 and 14
● Engagement(Topic Momentum): Reminding them of the NFL video that they watched on Day___ Pose the following questions to the
students, “Who would have an easier time breaking through a block of players into the endzone to score, a running back who is running
10 mph or a lineman running 10 mph? Why?” and “Would you need more information to answer this question? What kind of
information would you need?” Have the students discuss their answers to this question in pairs, and then share their answers with
another group. Tell students that the answer to this question has to do with momentum. Ask students to discuss in their pairs or lab
groups what the word momentum means to them.
●
Exploration: Using the Vernier probes have students manipulate mass of the dummy using standard masses. Have students identify the
relationship between mass and speed. In this lab students will investigate the effect of mass on momentum and explain how
momentum is a property of a moving object.
Days 15 and 16
● Explanation: Using their knowledge gathered from the Momentum lab and the Crash Test Dummy lab have students develop a PSA
(Public Service Announcement) that explains why seat belts should be worn while in a moving vehicle. The PSA can be done as a podcast,
poster, brochure, or audio-file ans should explain the difference between the momentum of a speeding SUV and a speeding sports car
and include data from their test results from both labs.
Day 17
● Using Vernier’s Velocity Lab #34 have students manipulate surface at the bottom of the ramp in order to investigate the effect of surface
type on speed.
Day 18
● Explanation: For this reading activity students will be given different articles that either support or argue against the use of seat belts.
Divide students into groups and distribute readings. The articles for the close reading assignment: “U.S. Pushes for Wider Seat Belt Use”
USA Today (support seat belt use) “The Hidden Dangers of Seat Belts” by David Bjerklie ( argues against seatbelt use) are located in the
reference section.
○ Direct students to read the article as a group and come up with a summery of the position taken by the author.
○ Student groups should then develop a presentation that demonstrates the authors point of view and share with the class.
(Students can be given choice as to their method of presentation.)
○ Next, have the students regroup with their original partners and discuss the motivations and/or bias of the author and report
out to the larger class.
Day 19
● Extension: Have students review teacher supplied resources and readings on seat belt laws. Have students fill out a graphic organizer
that highlights the reasons why and why not to a person should wear a seat belt. Then have groups of students debate their opinion.
Days 20 and 21
● Explanation: Argument writing assignment. After researching the science behind seat belt use and crash statistics students will
construct a written argument about whether or not wearing a seat belt should be required by state law.
Days 22-25
●
●
Extension: Have students construct and evaluate vehicles demonstrating Newton’s laws. This can be done differently depending on
how each school carries out Goal 2.E (Plan, design, construct, test, and evaluate a vehicle (e. g., Newton car or roller coaster) to
demonstrate Newton’s laws.)
Evaluation: After testing individual student vehicles discuss what caused vehicles to be successful or fail. Then either have each class
work to construct a new vehicle with improved design. Or have groups of students in each class construct a new vehicle with the
improved
design
and
complete
a
second
test.
How will you teach the content or how will students learn the content independently? (Multiple Means of Representation)
Multiple Means of Representation
Visual
Seat belt challenge- students will be able to design their own create diagram
design
seatbelts to test
Multiple Means of Engagement
Kinesthetic
Auditory
of build design and present or discuss design
test
with others
Visual
Kinesthetic
Auditory
Graph construction
Labs with motion detector
graphed information will show motion trends
Vehicle construction
Multiple Means of Action & Expression
Visual
A constructed vehicle that a student can use to describe the Student draws comic to represent the laws as
vehicles are in motion
laws of motion as it moves.
Kinesthetic Auditory
An effective seat belt with a verbal explanation as to why it is
the best design.
A self-constructed graph of motion.
Speed calculations.
Resources: Substantial lists of suggested literary and/or informational texts and other supporting resources.
Suggested Texts (Literary and/or informational)
Suggested Media to support this unit
The Hidden Dangers of Seatbelts
http://www.stnonline.com/resources/seat-belts/the-history-of-seatbelt-development
“Relative Motion” animation
“U.S. Pushes for Wider Seat Belt Use”
MythBusters: Killer Tissue Box video clip, Attempt 2,3, and final- this can be accessed o
DiscoveryStreaming or in the resource section.
http://www.classzone.com/books/ml_science_share/vis_sim/mfm05_pg7_relmotion/mfm05_pg7_relmotio
By Jayne O'Donnell
Text: USA TODAY
May 19, 2003, n.p.
(see Resource Folder for pdf of article)
http://www.edmunds.com/car-safety/the-50-year-oldinnovation.html
Video: Carbon-Fiber Car of the Future- although this video discusses fuel efficiency as related to m
the connection to Newton’s 2nd law and vehicle mass can be made.
http://www.teachersdomain.org/resource/oer08.sci.engin.design.futurecar/
http://www.time.com/time/nation/article/0,8599,1564465,00.html
Video: Air Bag Design
http://www.teachersdomain.org/resource/eng06.sci.engin.systems.airbag/
http://www.history.com/this-day-in-history/three-point-seatbeltinventor-nils-bohlin-born
Top Gun Sound clip
http://www.youtube.com/watch?v=ZwNWviK5z0Q
http://www.wired.com/autopia/2009/08/strapping-success-the-3point-seatbelt-turns-50/
“Sir Issac and Seat Belts” by Dirk Oden- This is a decent article that
relies on force and motion to explain why people should where seat
belts. The article also works to dispel seat belt myths.
http://www.scienceperspectives.com/Sir-Isaac-and-Seat-Belts.htm
“Medical Exemptions from Safety Belt Use” from the Iowa
Department of Transportation
http://www.iowadot.gov/mvd/ods/exemption.htm
National Safety Council report on driver safety
http://www.nsc.org/safety_road/driversafety/pages/seatbelts.aspx
“Common Excuses for Not Wearing Seatbelts” Louisiana Workers'
Compensation Corporation
US National Science Foundation
The Science of NFL Football
videos and resources compiled with help from NBC sports.
http://www.nsf.gov/news/special_reports/football/index.jsp
http://www.lwcc.com/article_detail.cfm?AID=86&nav=50
“8 Reasons Why People Don’t Wear Seatbelts”, by Safer by
Choice
http://saferbychoice.com/2009/07/reasons-why-people-dont-wearseatbelts/