Fifth Grade Unit: Force and Motion
I.
Force and Motion
Time and Flow: Nine weeks
II.
Activity Examples: hands-on, whole and small group discussion,
cooperative learning, recording data, making graphs, and brainstorming
Flow Chart:
Go With The Flow
III.
Content Blast:
Objects store energy as a result of their position. Stored energy is referred to as
potential energy. If you think about a bow, in its usual position without an arrow, the
bow has no stored energy, thus it has no potential energy. When the bow is drawn,
there is stored energy, as a result of its position. This is potential energy; it is stored
in the drawn bow. Gravitational potential energy is the energy stored in an object
as a result of its vertical, or height, position. Kinetic energy is the energy of motion.
When an object has motion, it has kinetic energy. The energy is stored as the result
of the gravitational attraction between the Earth and the object. Mechanical energy
is the energy possessed by an object due to its motion or its stored energy of
position. It can be either kinetic or potential energy.
A force is defined as a push or pull. When you write, for example, you are exerting a
force on your pencil because you push or pull it across the paper.
Sometimes there are two forces acting together. If two people are pushing a table
across the floor in the same direction, the two forces are added together. Adding
these two forces together is called the net force. In the case of the two people
pushing the table, the net force is unbalanced. When there is an unbalanced force
there is a force that changes an object’s motion or causes it to accelerate. This can
be shown with arrows; the wider arrow is the stronger of the forces.
Separate forces
=
Net Force
Two forces can also act in opposite directions. When the forces are equal and act in
opposite directions, they balance each other out. There is no net force in this case.
Using the example of two people pushing on a table, if there is a person on opposite
ends of the table and they are both pushing on the table with an equal amount of
force, they balance each other out to a zero net force. This means the table will not
move.
Separate forces
=
0 Net Force
When there are separate forces that are not equal and one force is more powerful
than the other, they will not balance out to zero net force. Because there is one force
stronger than the other, the weaker force is not strong enough to balance the other
end. They are pushing in opposite directions but one of them is pushing with a
greater force. The motion will occur in the direction that the stronger force is moving.
If two people are pushing on opposite ends of the table and one is pushing with
more force, the table will move in the direction that the person with the stronger force
is moving.
Separate forces
=
Net Force
Newton’s Laws of Motion
Newton’s First Law
If there is a ball in front of you that is just sitting there, it will stay there until you kick
it or if another force acts on it. Why is that? It is intertia. Intertia is the tendency of an
object to resist any change in its motion. That means the object doesn’t want to
move or if it is moving, it wants to keep moving. Newton’s First Law of Motion is also
called the Law of Intertia. This law states that an object at rest will remain at rest
unless there is anunbalanced force acting on it. An object in motion will keep moving
until there is an unbalanced forced acting on it.
When two people are pushing the table in the same direction, it is easier to keep it
moving once it starts to move than getting the table to move initially. This is because
of intertia.
Newton’s Second Law
Newton’s Second Law of Motion explains how force, mass, and acceleration are
related. The law states acceleration equals force divided by mass. When something
accelerates it gains speed. When someone is driving and putting their foot on the
gas pedal to gain speed, they are accelerating. If two people are pushing two tables,
one a very heavy table and the other a very light table, the person pushing the light
table will move it across the room faster than the one with the heavier table. That is
because the lighter table has less mass. Students in fifth grade do not need to work
with the formula, but they need to understand the concept of the relationship
between force, mass, and acceleration.
Newton’s Third Law
This law states that “for every action there is an equal but opposite reaction.”
Whenever objects interact, they exert forces upon each other. This means that there
is a pair of forces acting on the interacting objects. Forces always act in pairs, equal
and opposite action-reaction force pairs. A bird uses its wings to fly by pushing the
air down. The air reacts by pushing the bird up. The size of the force on the air
equals the size of the force on the bird; the direction of the force on the air is
opposite the direction of the force on the bird. This action and reaction pair makes
birds fly.
Other Forces
Some surfaces, like ice, are so slick it is easy to slip and fall. Others are so rough
that it is difficult slide things across them. All surfaces have irregularities that make
up textures on the surface, some you can see, others cannot be seen. Friction is
caused by the irregularities getting caught on one another as two surfaces rub
against each other.
Friction acts as a force acting in the opposite direction of an object’s motion. Friction
slows things down and can cause them to come to a stop, thus it makes objects
overcome interia. Friction helps us to move around as well. Without friction it would
be difficult to move around on some surfaces. Friction can change its force based on
the surfaces of the objects sliding together and how hard the surfaces are being
pushed together. Besides slowing things down, friction also creates heat. If you rub
your hands together they get warm because of friction.
When you hold something up and let go, it falls this is because of gravity. Gravity is
the force that pulls things towards Earth. The force of gravity acts between all
objects. Gravity is an unbalanced force, so when objects are dropping in a free fall,
(with no other forces acting on the object), they will accelerate at a rate of 9.8 meters
per second. So, in theory all objects would fall at the same rate. On Earth however,
when something is dropped another force, air resistance is a force that acts upon
the object as well. Air resistance is an opposite force acting on the falling object. Air
resistance causes an object to fall slower. Air resistance is not the same on all
objects because they have different surface areas. Objects with larger surface areas
have more air resistance but that doesn’t necessarily mean they fall slower, the
object’s weight also plays a factor. Weight is a measure of the force of gravity on an
object. When a falling object’s air resistance equals the force of gravity upon that
object, the object will still fall, but will stop accelerating. This is called terminal
velocity.
Momentum
Some objects are easier to stop than other. Baseball catchers often catch a baseball
that can be moving at very fast speed, or velocity, such as 80 or 90 miles per hour.
Can they stop cars moving at the same speed? It is probably not something they
want to try. The ball and the car both have momentum, but even though moving at
the same speed, it is not the same amount of momentum. The reason that these
objects do not have the same momentum is because of their mass. The car has a
much larger mass than the ball and has more momentum, making it more difficult to
stop.
Objects that have a small mass can also have a lot of momentum. Think of a bullet
being fired from a gun. Because of its speed, or velocity, as its fired from that gun, it
has a very large amount of momentum.
Simple Machines
Energy is defined as the ability to do work or cause change. Work is defined as the
transfer of energy through motion, or force times distance. Calculation of work is not
expected at fifth grade, but it is important to understand the concept with working
with simple machines.
Simple machines are tools that make work easier by allow us to push or pull over
increased distances. The amount of work done depends on how much force is used
and how far something is moved. Work is made easier by transferring a force from
one place to another, changing the direction of the force, increasing the force, and
increasing the distance over which a force is applied. When a machine puts out
more force than is put in, the machine is said to have a mechanical advantage.
Simple machines cannot increase both the strength of the force and the distance it
moves at the same time. A simple machine can produce more work than the amount
of work that is put into the machine.
Simple machines use energy to work but they have few or no moving parts. The six
types of simple machines are: pulley, lever, wedge, wheel and axle, inclined plane,
and screw. Combining two or more simple machines work together to make work
easier is called a compound machine. There are many great websites with that
students can look at to see how these machines work one is the Edheads site:
http://www.edheads.org/activities/simple-machines/
Objectives:
3.01
Determine the motion of an object by following and measuring its
position over time.
3.02
Evaluate how pushing or pulling forces can change the position and
motion of an object.
3.03
Explain how energy is needed to make machines move
 Moving air
 Gravity
4.04
Determine that an unbalanced force is needed to move an object or
change its direction
4.05
Determine factors that affect motion including:
 Force
 Friction
 Inertia
 Momentum
4.06
Build and use a model to solve a mechanical design problem
 Devise a test for the model.
 Evaluate the results of test.
4.07
Determine how people use simple machines to solve problems.
RBT Tags
Unit Title: Force and Motion
Number of Weeks: 9
RBT Tag
Number Competency or Objective
4.01
Determine the motion of an object by following and
measuring its position over time.
4.02
Evaluate how pushing or pulling forces can change the
position and motion of an object
4.03
Explain how energy is needed to make machines move.
 Moving air
Gravity
4.04
Determine that an unbalanced force is needed to move
an object or change its direction.
4.05
Determine factors that affect motion including:
 Force
 Friction
 Inertia
 Momentum
4.06
4.07
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Build and use a model to solve a mechanical design
problem.
 Devise a test for the model.
 Evaluate the results of test.
Determine how people use simple machines to solve
problems
Materials needed for activities:
[SOME MATERIALS ARE DUPLICATED IN OTHER LESSONS]
Magnets
Various Items (Some that attract and some that repel) Paper Clips, marble, etc
Carpet Samples (If you do not have a carpet area)
Hot Wheels
Strips of wood to act as planks [you can get scraps at a hardware store; try to
ensure that the wood is as smooth as possible]
Tennis ball
Softball or Larger form of ball
Measuring Tape
2 thick textbooks
1 playing card
1 film container [find these at photo developing areas]
12 quarters
Washers [Hardware Store]
Strong yarn or string
Science notebook
Time line made from adding machine tape
Washers (4 per group)
String
Meter tape or meter stick
Paperclip
Stop watch or clock with a second hand (1 per group)
Graph paper
Chair
Sample of data table (see appendix)
Safety goggles
Two empty film canisters
1 Hot Wheels track
Meter tape or stick
2 Alka Seltzer tablets, each broken into three equal pieces
Water, 100 ml
Sand
Paper towels
Straw
String
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Balloon
Masking tape
Plastic cup (12 oz. size)
Penny
Index card
Various toys 1 set per group:
Rattlebacks [available from www.sciencekit.com]
Poppers [available from www.orientaltradingcompany.com]
Tops
Topsy-turvy tops
Spring-up toy
Super balls
Chart paper
Markers
3 pieces insulation foam tubing for pipes [the real name is extruded pipe
insulation, it can be found at Lowes or Home Depot. It comes in a round tube,
one side is already cut, and you will have to cut it half lengthwise on the other
side. This gives you two pieces, about six feet long. Your groups will need three
of these cut pieces.]
Marble
VI.
Activities:
Lesson Title: Pendulums
Objective 4.01
Activity Concepts: During this investigation students will construct pendulums of
various lengths using string, washers, and masking tape. Each group will make
three tests of their pendulums to see the relationship between the length of their
pendulum and number of cycles completed in 30 seconds. This data will be
represented on both a real graph using the pendulums and a graph constructed on
grid paper. They will then test how the frequency changes (or doesn’t change) by
adding washers to the end of their string. As a final challenge, they attempt to
estimate how long thirty seconds is based on their pendulum swings. .
Process Skills: observation, classification, inferring, predicting, communicating,
formulating hypotheses, experimenting, collecting and recording data, interpreting data,
and making models.
Materials:
 Science notebook
 Time line made from adding machine tape
 Washers (4 per group)
 String
 Meter tape or meter stick
 Paperclip
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Stop watch or clock with a second hand (1 per group)
Graph paper
Note: Make a time line from adding machine tape numbered from one to forty-eight. The
numbers should be spaced evenly apart. This number line will be placed on the wall.
Students will then tape their pendulums under the number that corresponds to the
number of cycles that their pendulum makes in thirty seconds.
Engage
1. Ask students what they know about things that move in cycles. See if they can
discuss different things that move in cycles in their homes or in nature (e.g. the
washing machine, seasons, moon, migration, etc.)
2. Introduce the idea of a swing as an example of an object the moves in a cyclic
motion and have them discuss the movement of a swing (back and forth).
3. Have them imagine being seated on a swing and being pulled back further and
further in the air before being let go. Allow them time to describe how they would
complete a full cycle on the swing.
Explore
1. Students need get into groups of three or four. One person needs to hold the
pendulum, one needs to hold and release the washers, one needs to watch the
time, and the final person needs to count the cycles.
2. Assign each group a specific length for their string. They will cut a piece of string
10 centimeters longer than their specific length. (This will allow for tying string to
be tied to the paperclips and the washers. The given specific length of the string
should be from where it is knotted on the washers to where it is knotted on the
paper clip.) Tie one end of the string to the paperclip and the other end to four
washers.
3. Demonstrate how to hold the paperclip so that the movement of the pendulum
does not come into contact with the hand of the person holding the paperclip. It is
very important that the paperclip is held steady. An easy way to do this is for the
person holding the paperclip not to watch the pendulum, rather they should look
straight ahead.
4. Demonstrate to the students how to hold the washers parallel to the floor and
then release. They will need to count (silently) how many cycles (one complete
out and back swing) the pendulum makes in 30 seconds.
5. Have each group do five trials of their pendulum. This information needs to be
recorded, along with the string length in their science notebook.
6. Once the five trials are over, find the median of this data. Students will take the
string and tape it onto the number line in the appropriate spot using the median.
7. Give each group a second piece of string and a new length. They will repeat
steps 2-6 using a different length.
Explain
1. Use graph paper to make a line graph of the data. Analyze how the “real world”
graph (graph on the wall made with string and time line) and the paper and pencil
graph are the same and how they are different. Look at the various frequencies,
the number of cycles in a unit of time (in this case 30 seconds).
2. Discuss with the students the variables, both controlled (time and number of
washers) and the manipulated variables (the length of the string) in this
investigation.
3. Discuss potential energy (stored energy, in this case gravitational potential
energy) and kinetic energy (the energy of motion). Have students point out
where both of these types of energy occur and how they change.
4. Discuss inertia (bodies in motion will stay in motion; bodies at rest will stay at
rest unless acted upon by an outside force) and how it relates to the pendulum.
When can inertia be observed and what forces act upon the pendulum?
5. Have the students explain what a cycle is in reference to pendulums. Explain to
students that a period is the amount of time to complete one cycle.
6. Students should draw a diagram in their notebook, labeling important terms that
can be illustrated.
Elaborate
1. Have students predict what other variable they could change on their pendulums
and see if that would make a difference in frequency. It is important to remind
them that they can only change on thing at a time, (i.e. if they change the number
of washers used, they need to leave the string length the same). Test their
predications.
2. Give students time to test their predictions and extensions that they tried.
Discuss the investigations they made and what they found out.
Evaluate
1. Go back to the graphs, ask students about the predictions they can make from
their graphs. Are there any patterns that can be found? What predictions can you
make from the graphs? What do you want to ask?
2. What is the relationship between the length of the pendulum and the number of
cycles per thirty seconds?
3. How long would you predict your pendulum would be for it to swing six times per
thirty seconds? Thirty-two times per thirty seconds?
4. What else would you like to know about a pendulum? How could you find out?
Lesson Title: Push It, Pull It, Move It
Objective 4.02
Activity Concepts: This investigation uses the concepts of movement to develop a
basic understanding of energy and motion. Students will conduct investigations that look
at how motion changes, what forces act upon an object to make it move, and the
different types of energy that is being used and transferred.
Process Skills: observation, classification, inferring, predicting, communicating,
formulating hypotheses, experimenting
Materials:
Per student:
 Science notebook
 Plastic cup (12 oz. size)
 Penny
 Index card
Per Group:
 Various toys 1 set per group:
Rattlebacks [available from www.sciencekit.com]
Poppers [available from www.orientaltradingcompany.com]
Tops
Topsy-turvy tops
Spring-up toy
Super balls
 Chart paper
 Markers
 3 pieces insulation foam tubing for pipes [the real name is extruded pipe
insulation, it can be found at Lowes or Home Depot. It comes in a round tube,
one side is already cut, and you will have to cut it half lengthwise on the other
side. This gives you two pieces, about six feet long. Your groups will need three
of these cut pieces.]
 Masking tape
 Marble
Engage
1. Pass out a cup, index card, and penny to each student. Explain to them that they
will be doing some activities that will explain the motion of objects.
2. Have them place the cup and the index card to the side. They will need to place
the penny on the table in front of them and make observations of the penny’s
motion and only the penny’s motion.
3. Give them about 30 to 90 seconds to record their observations.
4. Once they have finished, have them share their results. Make sure they have
only focused on their observations of the penny’s movement [or lack of
movement, not the physical characteristics. At this point, do not get into any
formal discussion of Newton’s First Law, rather let the kids, using their own
words describe the motion of the penny. There should be something said to the
idea of, the penny won’t move unless something pushes it.]
5. Have the students take the penny, cup, and the index card, there should be one
for each student. Place the cup on the table standing upright. The index card
needs to lie across the opening of the cup, covering it. Place the penny on top of
the index card.
6. Students need to flick the card quickly trying to make the penny fall into the cup
without picking up the card. The cup should remain standing as the penny falls
into the cup.
7. Discuss how the motion of the penny has changed from when they were just
looking at the penny on the table top. What forces caused the motion of the
penny? [gravity] What forces caused the movement of the index card?
[mechanical energy, the finger flicking the card]
8. Have the students set up the cup, card, and penny again. Have them identify the
potential energy [gravitational potential energy] and the kinetic energy involved in
this set up.
Explore
1. Before doing this investigation explore, observe and play with the toys yourself.
Develop some questions about the movement of the toys based on this
exploration. Ask these questions of your students as they explore.
2. Place the students into groups of two or four. They will be working together to
explore the motion of the various toys [rattlebacks, poppers, tops, topsy turvy
tops, spring up toy, and super balls]. Encourage the students to each explore all
of the toys.
3. The groups need to analyze the motion of the toys and think about how the toys
move, what the toy does, how it acts before it stops, and what makes it stop.
Give them plenty of time for this exploration.
Explain
1. In their groups, have the students use chart paper to draw a detailed diagram of
one of the toys they explore (so that all the toys will be used have a system to
make sure one of each type of toy is illustrated).
2. On their diagram they will need to show how the toy begins to move, continue the
motion, and how it stops. [They may need to show the diagram in steps to show
the range of motion of the toy.]
3. They will need to make sure they label the motion, forces applied on the toys and
by the toys, along with all the other ways of talking about motion that they have
learned so far.
4. Presentations: Give each group 5 minutes to present their toy and explain how it
works using their diagram.
Elaborate
Have students compare and contrast their toys and how they move, the forces acting
upon them and where energy is used on the toys.
1. Give each group a sheet of graph paper and have them design a graph the
motion of the toy observed. Discuss the types of measurements that will be
required to represent the motion on graph paper. Also discuss the best type of
graph that best represents this motion.
2. Give the group time to work on these graphs.
3. These graphs can be put with their charts for further evaluation by the students
and teacher.
Evaluate
1. Students, put together in groups of four, will be constructing a rollercoaster for
the evaluation of this lesson.
2. They will need three pieces [three halves] of the pipe insulation foam, a marble
and masking tape.
3. They can use chairs, tables, walls, or other objects to tape their rollercoaster to,
especially at the beginning of the coaster.
4. Along the length of the roller coaster, students should have the following
elements: a loop, a turn, and a hill. The marble must make it through the entire
coaster.
5. Set a time limit for each group to complete their coaster.
6. Once the coasters are complete, have each group demonstrate their coaster.
They will need to discuss the forces applied along the coaster, where energy
input and output can be found, the order of the elements and why this order was
used. They also need to discuss the problems they encountered and how well
the expectations were met.
Lesson: Power Up
Objective 4.03
Part I: Blast Off Balloons – Air Powered
Activity Concepts: A colony on the moon is in dire need of supplies. We need to
construct an air-powered rocket capable of carrying the supplies to them. There is a
limited number of equipment from which to choose our building materials.
Process Skills: Formulating hypotheses, observation, inferring, communicating,
making models
Materials:
 Tape
 Clothes pin
 Straw
 Scissors
 Scrap paper
 Cereal box (or stiff paper)
 Paper or plastic cup (optional)
 Balloon (long skinny ones work best)
 Long piece of fishing line (or smooth string)
 Small item for payload (simulate food stuffs)
Engage
Students will be shown numerous pictures, video clips and you’re
“Homemade Version” of a balloon rocket.
Explore
All teams will be required to build their rockets with the same power source…a long
skinny balloon. From there it is up to each team to personalize their design.
SEE MISSION SHEET at end of lesson.
Explain
The science…as the team’s blow up their balloon, they are forcing air into a smaller
space. Air particles don’t like to be squished into smaller spaces; this is called
“compression”. The particles want to get moving back into a less crowded area. When
you let go of the clothespin, the air in the balloon rushes out to the lower pressure (less
crowded) room (remember in weather patterns, air moves from higher pressure systems
to lower pressure systems). All that air rushing out the back of the balloon pushes it
forward. Remember Newton’s Third Law Of Motion, for every action—air rushing out the
balloon opening—there is an equal and opposite reaction—the balloon rocket shooting
off down the fishing line.
Elaborate
Students will need to brainstorm a machine that could help accomplish a real
world task (their real world), and be powered by air. Basic requirements would
be explanation of the problem, how the machine would work, and a relatively
detailed design of the invention (extra points for building an active model of their
invention).
Evaluate
Have each student write a paragraph for each of the following questions:
What was your group attempting to achieve with its rocket design?
How did the rocket set the payload in motion?
What could you have done to make the rocket better?
What helped the rocket work as well as it did?
What did this activity teach you about motion and forces?
Ask for volunteers to share their answers with the class. Discuss students' answers and
the forces that work on objects in motion.
MISSON: Save The Moon Colony From Starvation
Your Orders:
1. Design and draw your blueprints for the perfect rocket. The source of power for your
rocket will be an inflated balloon.
2. Build your payload hold from materials such as paper, cardboard, or a paper/plastic
cup.
3. Your rocket will move on a piece of fishing line, which is threaded through a straw on
your rocket. Remember, you must include the straw in your design.
4. It is up to you to find the optimum way to connect the payload container to the straw
and the balloon.
5. Blow up your balloon and use the clothespin to keep it closed.
6. Attach one end of the fishing line to the back of a chair. Hold the other end in your
hand at the same height.
7. Load your payload (Paper Clips, marble, or any other small/light object) into the
container.
8. Thread the fishing line through the straw attached to your balloon rocket.
9. Unclip your clothespin and watch your rocket go defeat hunger and save the
countless lives of starving people
10. You are required to have fun while accomplishing this task, Good Luck!!
Part II: Screaming Science - Gravity Powered
Process Skills: Formulating hypotheses, observation, inferring, communicating,
making models
Materials/Group:
 Tennis ball/Similar size ball
 Two Large Pieces of cardboard (70 x 200 cm) Have extra for mistakes and rebuilding
 Heavy Duty Scissors
 Glue/ Duct Tape/Glue Gun
 Yard/meter stick
Engage
Students will be immersed in the wild world of coasters through mind- blowing movies
utilizing United Streaming, pictures found on the web or other resources, web based
roller coaster design sites located in the resource section, and various discussions on
their personal experience with the scream machines!
Explore
Tell students/teams they will be building a cardboard roller coaster with three hills. The
ball in each design must start from the top of the first hill, roll up and down the other two
hills, without falling off. The track with the highest combined hill height will win…of
course the ball has to complete the course!
Have students think about what they learned from the engagement processes when
answering the following questions about designing their roller coasters:
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Does the size of the hill matter? If not, why? Can they be the same size? If not
the same size, what order should they go in…small to large, large to small, or a
combination of the two?
Does the slope of the hill count? Is it better to make the hills steep or not so
steep? Why?
Should the turns (tops and bottoms of the hills) be smooth or sharp? Why?
Note: Leave students with enough time to make revisions to their original design—an
important factor in the world of design and engineering.
Divide students into small groups and give each group the materials listed earlier. The
teams will be cutting two identical tracks from the two pieces of cardboard. Have them
design the hills to all dip at the same height from the bottom of the cardboard. For
example, each valley in the roller coaster has to bottom out at a height of 25
centimeters from the bottom of the cardboard (see diagram). Have students use heavyduty scissors (teacher may need to help in this area) to cut out both tracks. Of course
we want them to design their own tracks, but this diagram is a general idea on how to
have basic success with the roller coaster design.
Extra Cardboard
25 cm from
bottom
The teams will need support pieces to be glued between the two main pieces of track.
This will give the track stability and keep the main pieces the same distance apart
through out the entire track. They can get these pieces from the extra cardboard cut out
from the main track. Have them cut at least twenty 4cm x 12cm rectangle pieces. Glue
along the 12 cm side and place in between the two large track pieces at various
locations. This will ensure a 4cm width along the entire machine.
Again, the winning team will successfully have their ball travel the length of the ride and
have the highest combined hill height. Just add the heights of all three hills, from the
base line up, and the winner will have the largest number. You can also use a timing
device to see whose ride lasts the longest, shortest, etc.
Explain
The science…Why do the hills have to go from largest to smallest? There are two
forms of mechanical energy at work in their coasters; Potential and Kinetic. The
potential energy is supplied by gravity (sitting at the top of the first highest hill) and the
kinetic comes when the potential begins to move down the track. Due to friction
between the roller coaster car and the track, part of the original mechanical energy is
lost and transformed into heat. So as the friction continues more and more energy is
lost as heat. This is why you must make the hills smaller or the cars (balls) would never
make it all the way through. The two forms of mechanical energy that are relevant to the
understanding of how a roller coaster works are gravitational potential energy and
kinetic energy.
Elaborate
Amusement park rides, water park rides, and rides in the local playground provide thrills
while potential energy (PE) and kinetic energy (KE) transform from one to the other.
Make a list of such rides and explain where in the ride the PE and the KE are the
greatest. Also, where in your examples do you think some of your energy is lost due to
heat?
Evaluate
Have each student write a paragraph for each of the following questions.
What was your group attempting to achieve with its coaster design?
How was the ball set in motion?
What could you have done to make the coaster better?
What helped the coaster work as well as it did?
What did this activity teach you about motion and forces?
Ask for volunteers to share their answers with the class. Discuss students' answers and
the forces that work on objects in motion.
This lesson was adapted from- Ted Latham, physics and science/technology teacher,
Watchung Hills Regional High School, Warren, New Jersey.
Assessment:
Extensive rubric available at:
http://school.discovery.com/networks/junkyardwars/pdf/junkboxrubric.pdf
MISSION SHEET
STAR DATE 2056
MISSON: save the moon colony from starvation
Your ORDERS
1. design and draw your blueprints for the perfect rocket. The Source of power for your
rocket will be an inflated balloon.
2. Build your payload HOLD from materials such as paper, CARDBOARD, or a
paper/plastic cup.
3. Your rocket will MOVE ON a piece of fishing line, which is threaded through a straw
on your rocket. Remember, YOU MUST include the straw in your design.
4. It is up to you to find the optimum way to connect the payload container to the straw
and the balloon.
5. Blow up your balloon and use the clothespin to keep it closed.
6. attach one end of the fishing line to the back of a chair. Hold the other end in your
hand at the same height.
7. Load your payload (Paper Clips, marble, or any other small, light object) into the
container.
8. Thread the fishing line through the straw attached to your balloon rocket.
9. Unclip your clothespin and watch your rocket GO DEFEAT HUNGER AND SAVE
THE COUNTLESS LIVES OF STARVING PEOPLE!
10. YOU ARE REQUIRED TO HAVE FUN WHILE ACCOMPLISHING THIS TASK,
GOOD LUCK!!!
Balloon Vocabulary
Compression- forcing air molecules into a more crowded space.
Inertia- the physical force that keeps something in the same position or moving in the
same direction.
Friction- a resistance to motion of two surfaces that are in contact with each other as
they roll or slide across one another.
Gravity- the force which attracts objects towards one another, especially the force that
makes things fall to the ground
Newton’s Third Law- an object in motion tends to stay in motion, and an object at rest
tends to stay at rest, until an out side force acts upon them to change their state.
Coaster Vocabulary
Mechanical Energy- Energy generally associated with a moving mass.
Potential Energy- The energy that a mass has because of its height.
Kinetic Energy- The energy that a mass has because it is moving.
Friction- A resistance to motion of two surfaces that are in contact with each other as
they roll or slide across one another.
Heat- due to the kinetic energy of the atoms and molecules vibrating and moving with
random motions.
Lesson Title: Balanced or Unbalanced?
Objective 4.04
Activity Concepts: Students will be investigating balanced and unbalanced forces
and how motion is a result of the application of unbalanced forces. Students will
then investigate that when there is movement due to unbalanced forces, there is
an opposite and equal reaction to the force that causes the movement.
Process Skills: observation, measuring, inferring, predicting, communicating,
collecting data, interpreting data, identifying and controlling variables, formulating a
hypothesis
Materials:
 Chair
 Sample of data table (see appendix)
Per student:
 Science Notebook
 Safety goggles
Per group of four students:
 Two empty film canisters
 1 Hot Wheels track
 Meter tape or stick








2 Alka Seltzer tablets, each broken into three equal pieces
Water, 100 ml
Sand
Paper towels
Straw
String
Balloon
Masking tape
Engage
Place a chair in the middle of the floor. Ask the students if there are any forces
acting on this chair.
Invite a student to gently push the chair a short distance across the floor. Ask
them again if there are any forces acting on this chair. (The push made it
moved across the floor, an unbalanced force.)
Repeat the second one step, this time have a second student push back on the
opposite side of the chair while the first student pushes back on the other side.
Ask the students again, what forces are acting on the chair. Also ask them why
the chair doesn’t move. (Even though there are forces acting on the chair, they
are balanced causing the chair to not move.)
Repeat step one. Have the students can determine if there are any forces
acting upon it even though there isn’t anyone pushing it. (The force of gravity is
pulling down on the chair. Since the chair isn’t moving, there must be an equal
force moving in the opposite direction, it is the floor pushing back up.)
Explore
All students need to be wearing safety goggles when doing this investigation.
1. Place students into groups of four.
2. Lay the Hot Wheels track on the table. Both ends of the track need to be
facing way from students. Make a mark in the center of the track.
3. Place an empty film canister (bullet), with the cap on, on the track with the
cap on the center mark.
4. Take a second film canister, put the lid on it and place it on the track at the
center mark. The cap of the canisters should be touching and facing each
other. Observe what happens.
5. Now take the second film canister, and pour water to a depth of about 5 mm
into it.
6. Place about 1/3 of an Alka Seltzer tablet into the canister (cannon) and
shake for a second or two. Place the cap firmly onto the canister and lay it
on the track. The cap of the second canister should also be on the center
mark (caps of both canisters should be facing each other and touching).
7. Step back. The canister with Alka Seltzer should explode, pushing on the
empty canister. (If the canister doesn’t explode in two minutes, carefully
remove it from the track and slowly open the lid to release the pressure.
Clean it out and load another canister and try again.
8. Measure the distance traveled by the empty film canister (bullet) and the
Alka Seltzer (cannon) canister. Make a data table to record the data. You
will have three trials.
9. For the second trial, fill the bullet canister to a depth of 5 mm of water and
place the lid on it. (This is the same amount of water that is in the cannon
canister.) Place the bullet back on the track at the center mark. Repeat
steps 4-7 and record the data onto the data table.
10. Empty the bullet canister and fill it with sand. Put the lid back onto the
canister. Place the bullet canister on the track at the center mark. Again,
repeat steps 4-7.
Explain
1. What happened to the two empty film canisters? Explain. (If the forces are
balanced, then there will be no movement. To have movement, there must
be unbalanced forces.)
2. During which trial did the bullet canister move the most? During which trial
did the cannon move the most? Explain why. (When the bullet canister is
empty, it has less mass than the cannon it will travel further. When the bullet
canister has the same amount of water in it as does the cannon canister,
the masses are very similar and they travel close to the same distance.
When the bullet is filled with sand, the cannon traveled further since the
bullet had more mass.)
3. Which way did the lids move? Which way did the canisters move? Why did
this happen? (The gases build up inside of the cannon canister and force
the lid to move in a forward motion. This action causes a reaction from the
canister, causing it to move backwards.)
4. Why did the canister with the most mass move the least?
Elaborate
1. Cut a long piece of string, approximately five meters long.
2. Take a straw and tape it to one side of a blown up balloon, along the length
of the balloon.
3. Tie one end of the string to a chair.
4. String the other end of the string through the straw and tie it to another chair
so the string is stretched tightly.
5. Move the balloon to one end of the string and blow it up. Hold the end of the
balloon until you are ready to launch it. (Note: students need to figure out
which way the balloon will go in order to figure out which end of the string to
move the balloon towards.
6. Have the students do this several times, trying to make the balloon travel
different distances.
Evaluate
In their science notebooks have the students choose one of the activities write an
explanation of what happened during the investigation. They can use labeled
diagrams or just a written explanation. They will need to make sure they use the
terms used in this lesson (balanced forces, unbalanced forces, motion, action, and
reaction).
Lesson Title: Moving with Momentum
Objective: 4.05
Activity Concepts: The more mass an object has the greater its momentum.
Process Skills: identifying and controlling variables, experimenting, making model,
predicting, observing, using number relationship, communicating
Materials:
Per Group:
 Strips of wood to act as planks [you can get scraps at a hardware store; try to
ensure that the wood is as smooth as possible]
 Ping pong ball
 Tennis ball
 Softball or Larger form of ball
 Measuring Tape
 2 thick textbooks
Engage
Ask students which would they rather stop from running at 10 mph, a 40 lb
kindergartner or a 100 lb fifth grader. Why? [You may want to give a benchmark of what
10 mph may look like.]
Explore
Set up the textbooks and wood like a ramp. [Make sure that the ramp is set up in a way
that allows for the balls to go as far as possible without bumping into something.]
Procedure:
[Have students record their findings in their notebook.]
1. Start the ping pong ball at the top of the ramp
2. Let it roll down the ramp
3. Have students measures from the end of the ramp to the ball
4. Have students record their findings
5. Repeat steps 1-4 with the tennis ball
6. Repeat steps 1-4 with the larger ball
Explain
Ask for one representative from each group to explain their findings. [Allow students to
come back together and decide how they want to explain their findings.] Explain that
their findings show that the greater the mass of an object the greater the momentum.
[Have students record their findings in their notebook.]
Elaborate
Encourage students to think about riding in a car. Ask them what would be the first thing
you should do after you get into the car. They will answer put on the seatbelt. Ask them
why do they put on the seatbelt. Explain that the seatbelt will is used because of
momentum. When your parents put on the brakes the car does not stop immediately.
Momentum keeps the car moving and friction tries to stop it. The seatbelt is protecting
you from the momentum of the car.
Evaluate
Evaluate student’s notebook findings.
Name:_____________________________
Date: ______________
MOVING ON WITH MOMENTUM
Object
Ping Pong
Ball
Trial 1
Trial 2
Trial 3
Average
Tennis Ball
Softball
Lesson Title: Reaction and Action Forces
Objective: 4.05
Concepts: reaction and action forces
Process Skills: Observing, Formulating Hypothesis, Experimenting, Inferring
Materials:
3 quarters per group
Engage
Pair students together. [Pair them with at approximately the same height and weight as
best as possible.]Students are to sit on the floor back to back with their arms locked
together. [Before you start, inform the students they must be careful not to hurt each
other.] Explain to them that the object of this activity is for them to go from sitting on the
floor to standing together. [In order for the students to accomplish this they must work
together and provide an equal force to stand.] After the students accomplish this task
and return to their seats, ask them how they accomplished that task. [Direct them to the
scientific answer of forces.]
Explore
Lay the quarters touching side by side.
Quarter
1
Quarter
2
Quarter
3
Inform the students that the objective of this activity is to move Quarter 1. They must
abide by the following rules to accomplish this:
Students cannot touch Quarter 1 with anything {inform them that this means blowing on
it, moving the table, etc but it can move. They cannot touch Quarter 2 and it cannot
move. They can touch and move Quarter 3 anywhere. [To solve the problem, move
Quarter 3 so that it hits Quarter 2]
Explain
The fundamental cause of the movement is Newton’s Law that for every action there is
an equal and opposite reaction. The reason for the standing activity was to show that as
your partner used force you also used a reaction force to help you stand. In order to
accomplish this without hurting each other, you had to use force equally and in the
opposite directions.
Also, the Quarter Activity shows opposite and equal reactions. Think of Quarters 3 and
2. Quarter 3 acts as an action force by initiating contact and Quarter 2 exerts a reaction
force upon Quarter 3. That is why it does not move. [When explaining this section it
would be best to reset the quarter position.]
Elaborate
Give the students everyday examples of action and reaction forces. For example, a
rocket launch, a skydiver using a parachute, etc. [This can be placed in graphic
organizer form.
Situation
A person shooting pool.
Action
The tip of the stick
Reaction
The ball that was hit by
the stick moves
Have them identify the action and reaction forces. Students need to place the examples
in their notebook.
Evaluate
Their notebook responses from extension/elaboration will be reviewed for student
understanding.
Lesson Title: Inertia
Objective: 4.05
Activity Concepts: The tendency of an object to resist change in its state of motion is
an object’s inertia.
Process Skills: Experimenting, Inferring, Making Models, Predicting, Formulating
Hypothesis
Materials: Per Group
 1 playing card
 1 film container [find these at photo developing areas]
 1 quarter
Engage
How does Newton’s First Law relate to inertia?
Explore
1. Place the film container on the table.
2. Place the card on top of the container.
3. Center the quarter on top of the card.
Instruct students that they must get the quarter inside the cup and the only thing they
can touch is the card. [Students can do this by either flicking the card on giving it a swift
jerk.]
Explain
Ask students how they got the coin inside the container. [Lead them into the scientific
explanation. You want them to use the word force.] Explain to students that Newton’s
Law says that an object at rest will remain at rest and in object in motion will continue
moving in a straight line until an outside force acts on it. Ask the students how the coin
activity follows Newton’s First Law. [Answer should be along the lines that the quarter
was at rest until a force, our hand/card, acted upon it. The quarter was at rest.] Ask if
there are any questions.
Elaborate
You will need to pair students together. [Pair them with at approximately the same
height and weight as best as possible.] They are to stand facing each other and palms
touching. Instruct one student to gently push on their partner. Have the partner return
the favor. [This will also be a good opportunity to ask students if they did not have their
partners pushing back what would happen. Students will answer and you can reiterate
the fact that an object will continue to move without a force acting upon it.]
Evaluate
Have the students write in their science notebook how this activity exemplifies inertia.
Check their responses form their notebook.
Lesson Title: Inertia (Part 2)
Objective: 4.05
Activity Concepts: inertia and gravity
Process Skills: making a model, inferring, observing
Materials:
 Washers [purchased at hardware store]
 Strong yarn or string
Engage
Ask students how they think the planets stay in orbit. Accept reasonable answers.
Explore
[Have students tie the strings and washers together before you go outside or to an open
space.] Explain to students that they will be going outside to do an experiment. They will
need to take the string with the washer and swing it around their heads. Consider it to
be like a cowboy and lasso. When they release the string, they must observe the path it
takes. [** Please take the time to give your students extra instruction on safety.]
Explain
When the students return to the classroom ask them the path that the string took. The
answer should be a straight line. Inertia is the force that helps objects continue moving
in a straight line.
Elaborate
Encourage students to consider how the planets stay in orbit. Inertia is the force that
wants objects to continue moving in a straight line. Yet gravity is strong enough to keep
the planets in orbit.
Lesson Title: Having Fun with Force
Objective: 4.05
Activity Concepts: forces common to earth; gravity, magnetism, and friction
Process Skills: Observing, Predicting; Formulating Hypothesis; Experimenting;
Inferring
Materials:
Per Group:
 Magnets
 Various Items (Some that attract and some that repel) Paper Clips, marble, etc


Carpet Samples (If you do not have a carpet area)
Hot Wheels
Engage:
1. Review of forces.
2. Pair students together.
3. Pair students of like weight and height as best possible.
4. Have them sit on the floor back to back and lock arms.
5. Instruct them that they must be careful and not hurt each other.
6. Their task is to work themselves up to a standing position.
7. After they have finished, have a small discussion on how this activity relates to
force.
8. Discuss: What are three main forces that affect objects on earth everyday?
Explore:
Station 1:
1. Students will need their materials. Have students use the following chart to
predict what will be attracted to the magnet and what will be repelled.
2. After they have set their predictions, have students share some items that will
repel and attract.
3. Then students will take one item at a time and see if it attracts or repels. They will
record their answer for each item.
Station 2:
1. Carpet Samples or Carpeted Area (Same length as slick area) {Strips of sand
paper can also be an option}
2. Slick Surface (Same length as carpeted area)
3. Hot Wheels Cars
4. Stop Watch
5. Start with the carpeted sample or area.
6. Place car at starting line and have students push the car toward the finish line.
Another student will need to use the stopwatch to time the trial.
7. Record the results on the table.
8. Repeat steps 2 and 3 two more times.
9. Switch to the slicker surface for the next three trials.
10. Repeat steps 2, 3, and 4.
11. Have students answer the questions at the bottom of the sheet
Explain
Ask….
To share their results from Station 1 and then Station 2
Ask students if they found anything that was interesting in their investigations.
Explain to students that there are three main forces that affect our world.
Magnetism (Station 1)
Friction (Station 2)
{Before telling them the last force, have students stand up. Ask them why they are not
falling up when they leave their desk.} The final force is gravity.
Elaborate
Ask students what it would be like on Earth if we did not have:
 Magnetism
 Friction
 Gravity
Accept all reasonable answers
Evaluation
Have students write their responses to the Extension questions in their science
notebook. {This can also be done as a narrative or writing prompt.}
NAME: __________________________ DATE: ______________
HAVING FUN WITH FORCE
STATION 1:
Name: ____________________________
Date: _____________________
HAVING FUN WITH FORCE
STATION 1:
Item
Description
Prediction
Attract or
Repel
Actual
Attract
or
Repel
Was your
hypothesis
correct?
Comments
HAVING FUN WITH FORCE
STATION 2
Turns
1
2
3
1
2
3
Surface
Time
Observation
Lesson Title: Junkyard Battles (Fling a Cow)
Objectives: 4.06 and 4.07
Activity Concepts:
Students will build a model to solve a mechanical design problem based on materials
available from the “Junkyard”. Sample Problem (you can make up your own) - We have
had a serious virus invade all technologies on earth. As a result of this catastrophe, our
farm animals are in trouble of starvation. We must move the animals to more fertile
feeding grounds, and a catapult is the only way possible at this time! Problem will be
solved based on criteria presented.
Process Skills:
Formulating hypotheses, observation, inferring, communicating, making models
Materials:
 Paper for design stage
 Pictures of catapults
 Computer with Internet access (optional)
 Cardboard shoe boxes or Strips of Tag Board
Rubber bands (4 for each catapult)
 Craft/Popsicle sticks
 Masking tape
 Plastic spoon (1 for each catapult)
 Rulers (1 per student group)
 Scissors (1 per student group)
 Plastic Farm Animals or your choice of object
Masking tape (for launching competition)
 Object of your choice to serve as a target
 Create Your Own Challenge Pieces- use what you like (check resource for
website)
Engage
Students will be shown numerous pictures, video clips and you’re “Homemade Version”
of a catapult. http://www.unitedstreaming.com/
[Note to Teacher, take the time to research online, there are many examples of easy
catapults you can build…Yes you can]
Explore
Tell students they are going to work in groups to create catapults out of everyday
objects. To connect to goal 4.07 explain how simple machines allow the catapult to
work. Give details that catapults were often used as weapons of war during the Middle
Ages. The ancient Romans used catapults to throw stones at their enemies. The
catapult was a large lever. They used a pulley to pull down the arm of the catapult. The
device was set on wheels--an advanced version of rollers--to move it from place to
place. Show students some pictures of catapults and discuss how they work, making
sure that students understand catapult designs and uses. A good animated illustration
of a catapult can be found at
http://www.howtobuildcatapults.com/catapultmangonelanimation.html
Tell students that after building their catapults, they will compete to see whose catapult
can fling a farm animal the farthest and a second competition to see who can get it
closest to a target.
As a class, determine which catapult was able to launch an animal the greatest
distance. Ask students: Why did this catapult work best? What element(s) of its design
do you think helped propel the starving animal farther than the others?
Explain
Divide students into manageable groups (3-5 per group), and provide each group a map
to the junkyard of supplies they will need to make their catapults (see materials list) as
well as any other things you wish to provide. Tell the groups that they can design their
catapults however they please, but drawing a detailed diagram of their design is
essential. Announce to the students they will be timed in this activity. If you have a Bull
horn that is what they use on the real show. Two hours to design and build, this can be
spread over as many days as needed (they may need less or more time to complete).
Now, it is time to design and build their catapults. Remember to ask them to name their
team. Remind them, they can use only the materials from the junkyard, nothing else.
Once students have completed their catapults, it’s time to save some farm animals.
Clear an area in the classroom that can be used for the launching starving bovines to
more fertile ground. Using masking tape, mark a starting line. Place the target object
about 5 feet in front of the line. The distance may need to be adjusted based on the
ability of their catapults.
[Note to teacher- if you make yours ahead of time with similar materials, you get a good
idea of the distance capabilities they will achieve]
One at a time, have the student teams place their catapults on the line and fling a
animal to the promised land-their goal is to hit the target. Mark where each team's
animal landed with a piece of masking tape that has been labeled with the team's name.
They are allowed three tries and can adjust their power, angle or other variables if
possible, to create a more favorable launch.
As a class, determine which team was the most successful in accurately hitting (or
coming the closest to hitting) the target with its animal. Talk about the design of the
winning catapults. Why did this design work the best?
Next, an optional contest could be to have students again place their catapults on the
starting line and fire a second critter — their goal, this time, is to achieve the greatest
distance. Again, mark where each animal lands with a piece of labeled masking tape.
Once all the catapults have been fired, have students measure the distance from the
starting line to where their payload landed.
Elaborate
Wrapping It Up form from the Junk Box Wars create your own challenge web site
relates the project to real world applications.
Evaluate
Have each student write a paragraph for each of the following questions.
 What was your group attempting to achieve with its catapult design?
 How did the catapult set the animal in motion?
 Which challenge did your catapult meet best, accuracy or distance?
What could you have done to make the catapult better?
 What helped the catapult work as well as it did?
 What did this activity teach you about motion and forces?
Ask for volunteers to share their answers with the class.
 Discuss students' answers and the forces that work on objects in motion.
Assessment:
Extensive rubric available at:
http://school.discovery.com/networks/junkyardwars/pdf/junkboxrubric.pdf
Vocabulary:
Acceleration- The change in speed over time
Force- Strength or energy exerted; cause of motion or change
Inertia- The physical force that keeps something in the same position or moving in the
same direction.
Propel- To push or drive forward or onward by, or as if by, means of a force that
imparts motion
VI.
Assessment
1. Of the following choices, which gives the best example of Potential Energy?
a. a car driving around a track.
b. a boulder about to fall into the ocean.
c. an arrow flying through the air.
d. an egg frying in a pan.
2. Which form of energy has the greatest effect on the above image?
a. solar
b. magnetic
c. wind
d. hydroelectric
3. Which two forces are effectively support the earth and moon orbit?
a. gravity and inertia
b. momentum and gravity
c. inertia and friction
d. friction and momentum
4. What are the two forces that affect the level of an object’s acceleration?
a. mass and force
b. force and friction
c. gravity and mass
d. friction and mass
5. Which is an example of friction on a vehicle?
a. friction between the pedal and someone’s foot
b. friction between the passenger and the door
c. friction between the tires and the road
d. friction between the radio and the steering wheel
6. When a runner is crossing the finish, what force does not allow him to stop as soon
as the crosses the finish line?
a. gravity
b. momentum
c. acceleration
d. velocity
7. Which of the following variables has the most effect on the number of cycles in a
given amount of time for a pendulum?
a. the height of the drop
b. the mass of the pendulum
c. the length of the string
d. the type of material in the pendulum
8. Determine which of the following pendulums lengths will complete the greatest
number of cycles in 30 seconds.
a. 50 centimeters
b. 25 centimeters
c. 100 centimeters
d. 75 centimeters
9. A penny being held in the air has what kind of energy?
a. kinetic energy
b. potential energy
c. mechanical energy
d. force energy
Between which of the following objects would there be the most friction?
a. ice and a metal skate blade
b. ice and a plastic blade on a sled
c. ice and gravel
d. ice and a block of sanded wood
VIII. Resources
http://www.worsleyschool.net/science/files/pendulum/pendulum1.html
http://www.materialworlds.com/sims/Pendulum/worksheet3.html
http://www.calacademy.org/products/pendulum/index.html
http://library.thinkquest.org/CR0215468/gravity.htm
http://www.iit.edu/~smile/ph96m5.html
http://www.stvincent.cac.uk/Resources/Physics/Speed/speed/motgraphs.html
http://www.darylscience.com/Demos/RollerCoaster.htm
Stop Faking It, Force and Motion. NSTA Press.
Rocket Mission Sheet located on next page.
http://school.discovery.com/lessonplans/programs/forces/
http://www.cmu.edu/gipse/materials/pdf-2001/balloon.pdf
http://www.yesmag.bc.ca/projects/balloon_rockets.html
http://id.mind.net/~zona/mstm/physics/mechanics/forces/newton/newton.html
http://school.discovery.com/lessonplans/programs/rollercoaster/
Various Coaster Movies
http://www.unitedstreaming.com/
Coaster Design Help Websites
http://www.official-linerider.com/play.html
http://www.usoe.k12.ut.us/CURR/SCIENCE/sciber00/8th/forces/sciber/forces.htm
http://galileo.phys.virginia.edu/outreach/8thGradeSOL/Newton3Frm.htm
Create Your Own Challenge
http://school.discovery.com/networks/junkyardwars/create.html
Cheap Lesson Plans
http://wwws.aimsedu.org/aims_store/pages.php?aKeywords=catapult&pageid=5&action
=srchResults
Super Slinger
http://school.discovery.com/networks/junkyardwars/pdf/junkboxlaunch.pdf