Title
: Trucking Along
Grade Level: 3
Benchmarks:
P.FM. 03.37 Demonstrate how the change in motion of an object is related to the strength of the
force acting upon the object and to the mass of the object.
S.IP.03.16 Construct simple charts and graphs from data and observations.
Objectives:
-Students will determine which object will roll further when the strength of the force acting upon
it is the same and given the two different masses of the objects.
- Students will determine which object will roll further when the strength of the force on the two
objects differs but the masses are the same.
-Students will create a chart to record their findings.
Misconceptions:
“Frictional forces are only due to irregularities in surfaces moving past one another.”
-This lesson will address this through the truck simulation. To show the frictional force different
sized parachutes are used instead of changing the surface in which the truck rolls down.
Materials and Setup:
Engage:
Demonstrate a marble or ball rolling down a ramp
 Two balls or marbles of different mass (different size is fine)
 Ramp (wood, a book, a Matchbox car track)
 1 thick books to make the ramp
Explore, Explain, and Elaborate:
 Computers with internet access, one per pair of students
 http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml
Safety:
There are no safety requirements.
Requisite Knowledge/skills for students:
A good majority of students will have experiences with rolling different sized balls down tracks,
through different materials (ie: grass, concrete, carpet, sand) or rolling matchbox cars through the
same types of things. They may know more about the concepts then they first believe.
Procedure:
Engage: (5 minutes)
Set up the ramp in front of the class.
Ask students to predict what will happen when you roll each ball down the ramp.
Example Student Responses:
-The lighter one will go further since it has less weight to carry.
-The lighter one will go faster since it has less weight to carry.
-The heavier one will go further since it has more ‘force’.
-The heavier one will go faster since it has more weight to carry it.
Record predictions, then test and record results.
Today the class will explore what makes something move down a ramp with a computer game.
Explore: (15-25 minutes)
Have students log into
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml and select “Forces in
Action”. The screen shown below will appear.
Directions are given in the text box at the top of the screen. The audio can be used to read
directions, as needed. Students should use the “table” button to record distances and return to the
experiment screen by clicking the “activity” button.
Have students go through testing the truck with no weight, the light weight, and the heavy weight
with no parachute. Then have the students repeat the experiment with each weight and the small
parachute, then each weight with the large parachute. NOTE—the written directions at this point
may get confusing for students. Watch and intervene. DO NOT have students go on to test the
second gradient.
Have students summarize their results while waiting for peers to finish.
Explain: (10-15 minutes)
After students have completed the activity, have them report back their results.
Expected Student Results:
Weight Size, Parachute, Gradient 1
Distance
Heavy Weight, No Parachute
90
Heavy Weight, Big Parachute
70
Heavy Weight, Small Parachute
80
No Weight, No Parachute
70
No Weight, Small Parachute
60
No Weight, Large Parachute
50
Light Weight, No Parachute
Light Weight, Small Parachute
Light Weight, Big Parachute
80
70
60
Ask students what force or forces are acting on the truck. Ask students what happened when the
size (strength) of the force changed.
Example Student Responses:
-If the strength of the force increased then the truck moved further.
-If the strength of the force decreased then the truck moved less.
Ask students what happened when the mass of the object changed.
Example Student Responses:
-The more the mass of the truck increased the further it moved.
-The bigger mass moved the truck to 90 while the smaller mass moved the truck to 80
and the truck with no mass rolled to 70.
Ask students to explain the relationship between the mass and its change and the force and its
change.
Expected Student Responses:
-As the mass of an object increases its distance rolled increases.
-As the force acting upon it (in this case an opposite force, parachute) increases its
distance rolled decreases.
Elaborate (Apply, Extend): (15-20 minutes)
Have students predict what will happen if the gradient (ramp height) increases. Predictions must
take into account changes in mass and chances in friction (from the parachute).
Then have students return to the video and repeat the experiment, this time with the gradient set
at 2, for all or some combinations (at the teacher’s discretions).
Expected Student Results:
Weight Size, Parachute, Gradient 2
Distance
Heavy Weight, No Parachute
100
Heavy Weight, Big Parachute
80
Heavy Weight, Small Parachute
90
No Weight, No Parachute
80
No Weight, Small Parachute
70
No Weight, Large Parachute
60
Light Weight, No Parachute
90
Light Weight, Small Parachute
80
Light Weight, Big Parachute
70
Expected Student Responses:
-When the gradient of the track increased by 1 (so it went from gradient 1 to gradient 2)
the distance the truck rolled also increased (with a gradient change of 1 it increased by
10).
Evaluate:
Evaluation will occur in many different parts of the lesson. During the Engage portion students
will be asked to record predictions and results. This will help the teacher determine their
previous knowledge level and where some misconceptions may lie. During the Explore portion
students will be asked to record their data and summarize their results. Evaluating through
the Elaborate portion will be a lot like the previous Explore portion where students will be asked
to predict, record and summarize. For the final summative evaluation of the lesson students will
be asked to fill in a lab report. The lab report will be a combination of what the students have
been recording throughout the entire lesson and it will also include some thinking questions for
the students to work through.
Benchmarks:
P.FM. 03.37 Demonstrate how the change in motion of an object is related to the strength of the
force acting upon the object and to the mass of the object.
S.IP.03.16 Construct simple charts and graphs from data and observations.
Objectives:
-Students will be able to determine which object will roll further when the strength of the force
acting upon it is the same and given the two different masses of the objects.
- Students will be able to determine which object will roll further when the strength of the force
on the two objects differs but the masses are the same.
-Students will be able to create a chart to record their findings.
GLCE
Learning
Objective
Instructional
Activity
P.FM. 03.37
Demonstrate
how the
change in
motion of an
object is
related to the
strength of
the force
acting upon
the object
and to the
mass of the
object.
-Students will be able to Engage- This will be a
determine which object
teacher led
will roll further when
demonstration.
the strength of the force
acting upon it is the
same and given the two
different masses of the
objects.
- Students will be able to
determine which object
will roll further when
the strength of the force
on the two objects
differs but the masses
are the same.
During the Engage – we will know
students are on the right track or where
their misconceptions lie through
questioning and listening to student
discussion. This is a formative assessment.
Key points to listen for:
The mass makes it go faster/ travel further
P.FM. 03.37
-Students will be able to
During the Explore- we will know the
Explore- This will be the
Assessment
Demonstrate
how the
change in
motion of an
object is
related to the
strength of
the force
acting upon
the object
and to the
mass of the
object.
determine which object
computer generated game
will roll further when
or demonstrated.
the strength of the force
acting upon it is the
same and given the two
different masses of the
objects.
- Students will be able to
determine which object
will roll further when
the strength of the force
on the two objects
differs but the masses
are the same.
students are on the right track or where
they are having problems by walking
around the classroom, asking questions and
listening to student responses.
Key phrases to be looking for:
Increase parachute decrease distance
Increase mass  increase distance
Increase gradient  increased distance
Sample questions to ask:
What is happening to the distance traveled
when we add a larger parachute?
What do you think would happen if we
added a small mass and a small parachute?
Can we compare this to the truck rolling by
itself only?
P.FM. 03.37
Demonstrate
how the
change in
motion of an
object is
related to the
strength of
the force
acting upon
the object
and to the
mass of the
object.
-Students will be able to
determine which object
will roll further when
the strength of the force
acting upon it is the
same and given the two
different masses of the
objects.
- Students will be able to
determine which object
will roll further when
the strength of the force
on the two objects
differs but the masses
are the same.
During the Explain- we will know the
students are on the right track when they
are able to answer the questions correctly.
This portion also requires the students to
make up their own force and motion
problems and write down what they did for
the day for a ‘sick student’. These are all
appropriate assessments since they require
them to create and design their own force
and motion problems and solve them. If
they can do that correctly then it is a good
indicator they understand the concepts
presented in the lesson.
S.IP.03.16
Construct
simple charts
and graphs
from data
and
observations.
Students will be able to
create a chart to record
their findings.
This activity is used in
the Explain portions.
This assessment will be
done by the students
filling out the charts (lab
tables) on their lab
reports for each section.
The students will have to fill in a given
blank chart as they work through their
experiments. This is an appropriate
assessment since it requires them to use
their data and observations to construct a
simple chart which is exactly what the
GLCE asks.
Scientific Background:
Force in this experiment how far the truck traveled on the track. The track does not very but the
Weight, frictional force and gravitational potential energy can.
Newton’s second law says, “The change in acceleration with which an object moves is directly
proportional to the magnitude of the force applied to the object and inversely proportional to the
mass of the object.” The equation is F = M*A; this shows that the larger the mass the greater the
force and the force is what helps the object move. That is why the truck with the larger mass and
every other factor the same moved further than the truck with the smaller mass. This equation
also shows that the larger the acceleration the greater the force. The acceleration in these
demonstrations was the gradient change. When the gradient changed to 2 or increased the force
or the distance traveled also increased.
In this experiment we are providing the truck with gravitational potential energy by placing it on
an incline. “Gravitational potential energy is energy an object possesses because of its position in
a gravitational field.” (Nave) The gravitational field in this case is the Earth and by changing the
incline in which the truck is released will change the trucks potential energy. Therefore, the
larger the incline the larger the gravitational potential energy. When the truck is released gravity
will pull it down so it moves down the track. Gravitational potential energy equals height
multiplied by mass.
The larger the mass the further the truck will travel; the larger mass will keep the truck moving.
This can be seen through the height multiplied by mass. When the heights remain the same, but
the masses are different we can see that the object will have a larger potential energy and
therefore move further.
In the demonstrations regarding motion in this lesson, the parachute serves as the frictional force.
It serves as the frictional force because it is a force in the opposite direction of the motion of the
truck. The larger the parachute the larger the frictional force. A frictional force always opposes
the motion of an object across a surface. Frictional force can also be determined by the texture of
the surface. For example, a smooth surface would have a lower frictional force than a bumpy
surface.
References:
BBC Home. (2012, May 2). Science Clips. Retrieved from
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml
Nave, R. Gravitational Potential Energy. N.p., n.d. Web. 15 May 2012.
<http://hyperphysics.phy-astr.gsu.edu/hbase/gpot.html>.
Newton's Second Law. N.p., n.d. Web. 15 May 2012.
<http://www.ic.arizona.edu/~nats101/n2.html>.
Wagon, Joy. The Force of Friction. Ed. Joy Wagon. N.p., 1998. Web. 15 May 2012.
<http://regentsprep.org/regents/physics/phys01/friction/default.htm>.
Student Materials:
Worksheets (attached)
Wrap it Up!
We are almost done: Keep up the good work!
In this experiment, what type of force is exerted with opening of a parachute on the back of
the truck? What did this force do? Draw a picture if needed.
In this experiment, what did the change in gradient do to the distance the truck rolled?
(Remember we changed the gradient from 1 to 2)
What type of effect did mass have on the computer trials? Remember when you switched the
mass from big to small or none at all.
What type of effect did parachute have on the computer trials? Remember when you
switched the parachute from big to small or none at all.
Make up your own force and motion problem:
-Pick the Mass, Gradient and Parachute for each truck and then figure out which one
will roll the furthest.
-These are just like the ones you did in the earlier worksheets.
For Mass use: Big, Small or None
For Gradient use: 1 or 2
For Parachute use: Big, Small or None
Truck A
Mass 
Gradient 
Parachute 
Truck B
Mass 
Gradient 
Parachute 
Please write a sentence describing why that truck will roll the furthest.
Now find a partner to ask your question!
Name of Partner:____________________
How would you explain what we did today to a classmate who was out for the day and was not
able to participate in these activities? Draw a picture if needed. Include the effects of Mass,
Gradient and Friction force on a moving object.
Wrap it Up!
(KEY)
We are almost done: Keep up the good work!
In this experiment, what type of force is exerted with opening of a parachute on the back of
the truck? What did this force do? Draw a picture if needed.
A FRICTIONAL FORCE IS EXTERTED. IT REDUCES THE DISTANCE THE TRUCK ROLLS.
THE LARGER THE PARACHUTE THE SMALLER THE DISTANCE IT ROLLS
In this experiment, what did the change in gradient do to the distance the truck rolled?
(Remember we changed the gradient from 1 to 2)
THE LARGER THE GRADIENT THE FURTHER THE TRUCK ROLLED. AS ONE
INCREASED THE OTHER ALSO INCREASED.
What type of effect did mass have on the computer trials? Remember when you switched the
mass from big to small or none at all.
ONCE AGAIN AS ONE INCREASES SO DOES THE OTHER. THE BIGGER THE MASS
THE FURTHER THE TRUCK WILL ROLL.
What type of effect did parachute have on the computer trials? Remember when you
switched the parachute from big to small or none at all.
THIS ONE DOES THE OPPOSITE . THE INCREASE IN PARACHUTE SIZE RESULTS IN A
DECREASE IN DISTANCE ROLLED.
Make up your own force and motion problem:
-Pick the Mass, Gradient and Parachute for each truck and then figure out which one
will roll the furthest.
-These are just like the ones you did in the earlier worksheets.
For Mass use: Big, Small or None
For Gradient use: 1 or 2
For Parachute use: Big, Small or None
Truck A
Mass 
Gradient 
Parachute 
Truck B
Mass 
Gradient 
Parachute 
Please write a sentence describing why that truck will roll the furthest.
ANSWERS WILL VARY.
KEY PHRASES
LARGER THE FRICTIONAL FORCE LESS FAR THE TRUCK MOVES
LARGER THE MASS FURTHER THE TRUCK MOVES
LARGER THE GRADIENT FURTHER THE TRUCK MOVES
Now find a partner to ask your question!
Name of Partner:____________________
How would you explain what we did today to a classmate who was out for the day and was not
able to participate in these activities? Draw a picture if needed. Include the effects of Mass,
Gradient and Friction force on a moving object.
KEY PHRASES
LARGER THE FRICTIONAL FORCE LESS FAR THE TRUCK MOVES
LARGER THE MASS FURTHER THE TRUCK MOVES
LARGER THE GRADIENT FURTHER THE TRUCK MOVES
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