Forces and Motion
Lesson 1
•Make observations of the motion of an object over distance and time
•Describe forces that affect the motion of objects
•Increase the time traveled of a moving object by decreasing the
speed and/or increasing the distance traveled.
Key Questions
1. What forces can slow the motion of the object over a
distance?
2. What forces can increase the speed of the motion of an
object over a distance?
3. What variables affect the amount of time it takes for a
marble to travel a set distance?
Key Terms:
The universe is in constant motion.
• Find the word motion in your key terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
▫ Change of Motion
▫ Relative Position
▫ Time
Scientific Group Work Rules
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Remain with your group at all times
Share materials as appropriate with your group
Talk in a soft voice or appropriate noise level
Allow group members to complete own task
Allow everyone to talk
Encourage everyone to contribute
Collect all materials prior to starting task
Keep materials organized
Start tasks right away and continue focus
throughout lesson
Cooperative Learning Roles in Group
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Group Leader
Materials Manager
Encourager
Timekeeper
Data Collector
(Note: If a group has less than 5 people, some
people may have more than 1 job.)
Group Leader
1. Read all directions to your group
2. Lead discussions
3. Check data sheet
4. Help with clean-up
5. You are the only person who can ask the
teacher for help.
Materials Manager
1. Collect and return all materials and supplies to
appropriate place(s)
2. You are the only one who can retrieve materials and
supplies.
3. Make sure everyone has equal access to materials and
supplies.
4. Check data sheet
5. Help with clean-up
Encourager
1. Monitor all team members to ensure they do their own
jobs
2. Take responsibility for praising and affirming jobs well
done
3. Record comments and actions that show positive
interpersonal communications
4. Report recorded data to group at debriefing sessions
5. Help with clean-up
Timekeeper
1. Hold team stopwatch or watch the clock
2. Keep group on task and remind them about time
3. You are responsible for getting the group to finish
on time.
4. Check data sheet
5. Help with clean-up
Data Collector
1. Collect data for activity
2. Record data on appropriate form or sheet
3. Return data sheet to teacher and/or record group
data on class data sheet
4. Make sure all other team members check data
sheet
5. Help with clean-up
Create a path to make the marble move across the table in the
longest amount of time as possible without the marble
stopping.
How to use a stopwatch
1. Clear out numbers to zero
2. Push start button as soon as marble is dropped
3. Push end button as soon as marble drops off
table
Place a marble on the raised end of a table.
Observe the motion of the marble from the start to follow its
path all the way until it drops off the table to the floor.
1. Write the question you are
investigating.
• How can we increase the time it takes a marble
to roll down a ramp?
2. List the materials you are using.
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1 marble
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1-3 stopwatches
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1 table
•
Miscellaneous material to use as barriers and
path
3. Draw a diagram of your investigation.
• Include the materials used and what it looks like
from your eyes.
4. Write what you think will happen.
• How will the marble move? What will stop it?
What will speed it up?
5. Record your observations.
• How did the marble move? What did you see?
Place a marble on the raised end of a table.
Observe the motion of the marble from the start to follow its
path all the way until it drops off the table to the floor.
For homework, please bring in any additional materials that
you may want to use with your group on your experiment.
Part 2:
• 1. Draw a diagram of your revised investigation.
• 2. Make a chart to record your time and distance
traveled.
Trials
Trial 1
Trial 2
Trial 3
Time
Distance
Part 2 cont:
• 3. Write a conclusion for your investigation.
Include a description of the forces (barriers,
surfaces, and inclines) that affect the motion of
the marble. State what factors best increased the
travel time of the marble. Use your data for your
investigation to support your conclusion.
Lesson 1 Wrap Up-Share Conclusions
• Turn to a neighbor from a different group than your own
to be your partner for this activity.
• Read to them your conclusion aloud.
• After reading the conclusion, ask your partner if s/he
needs anything repeated or explained.
• If so, explain or repeat. If not, have the partner share one
thing s/he liked about your conclusion.
• After you are finished, repeat these steps with your
partner.
• If you are all finished, try to notice some of the
similarities and differences between your conclusions.
Forces and Motion
Lesson 2
•Describe the motion of an object using a point of reference.
•Describe the motion of an object in terms of distance.
Key Questions
1. How do you know when an object is in motion?
2. How are time and distance used in describing motion?
Key Terms
• Find the term change of direction in your key
terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
▫
▫
▫
▫
direction
distance
point of reference
variables
Background Information
• Teacher read Background Information to
students.
• Students copy notes into science journal on the
following slides:
Copy into Journal
Types of Motion:
• Linear *
• non linear
• rotation
Two Components of Motion:
• speed (distance and time)
• direction
Copy into Journal
All motion is relative to its point of reference. A
point of reference must be a non-moving object.
Can you come up with an example of linear
motion and a point of reference? Put this
example into your journal.
Complete Activity 2
• Groups of 3
• Assign roles (two people need to take on two
roles)
• Gather Materials- 1 frog and measuring tape
• Using the measuring tape and a point of
reference, you will observe and measure the
movement of the frog.
• As you complete this activity, you will answer the
following questions for activity 2:
Activity 2 Questions/Tasks:
1. Describe the motion of the toy frog. Include a
point of reference and motion words in your
description.
2. Make a data chart to record the distance the
frog traveled in three trials.
3. Use your data to make a bar graph that shows
the distance the frog traveled in the three
trials.
4. Did your frog move the same distance for each
trial? Discuss with your group some of the
variables that may change the frog’s motion.
Activity 2 Journal Questions:
Look around your classroom. Look outside the
window. Look in the hallway.
1. List as many objects as you can that are
moving.
2. What is the evidence that you have that tells
you they are moving?
3. List as many objects as you can that are not
moving.
4. How do you know they are not moving?
Remember-Complete Activity 2
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Groups of 3
Assign roles (two people need to take on two roles)
Gather Materials- 1 frog and measuring tape
Using the measuring tape and a point of reference, you
will observe and measure the movement of the frog.
• As you complete this activity, answer the questions.
• Once all groups are ready, I will post the terms used to
describe motion.
Describing Motion
Motion Words
rolled
slid
hopped
jumped
flew
Direction Words
up
down
north
south
east
west
left
right
Speed Words
fast
faster
slow
slower
Distance Words
centimeters
meters
far
farther
short
shorter
long
longer
Use these words to help you describe motion throughout your activity!
Forces and Motion
Lesson 3
•Describe motion in terms of point of reference and speed.
Key Questions
1. How is speed determined when describing the motion of
an object?
Key Terms
• Find the term average speed in your key terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
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change of speed
constant speed
instantaneous speed
speed
Complete Activity 3-Class Motion
• Students will be grouped off into groups of 5. Students
may decide which cooperative learning roles each
member shall complete. These are in addition to the
regular duties of the job:
• Group Leader- checks if trial is ready & stays start/stop
• Materials Manager- completes motions
• Encourager• Timekeeper- records time with stop watch
• Data Collector-
Activity 3 Questions/Tasks:
Complete Average Speed Data Table
1. What form of motion moved at the fastest
speed?
2. What form of motion moved at the slowest
speed?
3. Rank in order from slowest to fastest the
different forms of motion.
4. Write a conclusion that explains the fastest and
slowest form of motion. Use your data in your
conclusion.
Activity 3 Questions/Tasks Cont:
Revisiting the Activity 1- Marble Motion
You will use your data collected to answer the following questions for
this activity:
1. Write the question you are investigating. (completed for you)
2. Make a data table to record the measurements and calculations of
the average speed of the marble.
Page 11:
1. Explain how you know that the marble was moving in your
investigation.
2. What measurements are needed to find the average speed of a
moving object? (completed for you)
3. Paul and Janine built a sled that they wanted to enter into the
“Homemade Sled Contest” at the Winter Carnival. The rules
require that sleds must travel at a minimum speed of 1 meter per
second. Explain how Paul and Janine can determine if their sled
qualifies for the contest. (completed for you)
Forces and Motion
Lesson 4
•Demonstrate motion on a graph.
Key Question
1. How can motion be represented on a graph?
Key Terms
• Find the term graph in your key terms.
• Read the definition and highlight it.
Background Information
• Teacher read Background Information to
students.
• Teacher demonstrates how to create a graph and
graph components on board.
• Teacher reviews with class part 2 of the activity
The Tortoise and the Hare.
Complete Activity 4-Graphing Motion
• Students will be grouped off into odds and evens for this
activity. We will have the following roles:
• 1 Group Leader- checks if trial is ready & stays start/stop
• 4 Materials Manager- completes motions
• 1 Encourager- records positives on paper
• 5 Timekeeper- records time with stop watch at each
stopping point
• Data Collector/Encourager- the remaining students will
collect the data for this activity and act as an encourager
helping the main encourager come up with positives to
write down for group.
Activity 4 Questions/Tasks:
1. Record your data on the chart below.
2. Describe the motion of your mover.
3. Make a line graph using your Motion Data
Chart. Record the time trials and final walk in
different colors on the graph.
4. What information does your graph show about
the motion of your mover? Compare the time
trials to the final heel-to-toe walk.
Forces and Motion
Lesson 5
•Describe force as a push or a pull.
•Describe how balanced and unbalanced forces affect motion.
Key Questions
1. What is a force?
2. What forces start an object at rest into motion?
Key Terms
• Find the term balanced forces in your key terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
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force
force strength
non-zero net force
unbalanced forces
zero net force
Background Information
• Teacher read Background Information to
students.
• Teacher reviews and completes page 16 and 17
with students.
Forces and Motion
Lesson 6
•Demonstrate balanced and unbalanced forces using the force from
inflated balloons.
Key Questions
1. How can balanced and unbalanced forces be
demonstrated using inflated balloons?
Background Information
• Teacher reads first two paragraphs of
Background Information to students.
• Teacher completes balloon demonstration and
students observe.
• Teacher reviews pg 18 and 19 in journals.
Forces and Motion
Lesson 7
•Measure unbalanced forces in newtons.
•Measure the force needed to move an object over different surfaces.
Key Questions
1. How are forces measured?
2. How does the force change when moving objects over
different surfaces?
Key Terms
• Find the term friction in your key terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
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▫
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gravitational force
gravity
newton
spring scale
Background Information
• Teacher read Background Information to
students.
• Students copy notes into science journal on the
following slides:
Copy into Journal
Types of Friction:
1. Static Friction- The friction that acts on objects
that are not moving.
2. Sliding Friction- When two surfaces slide over
each other.
3. Rolling Friction- When an object rolls across a
surface.
4. Fluid Friction- When a solid object moves
through a fluid.
Review• What is a balanced force?
• What is an unbalanced force?
What is a spring scale?
• An instrument used to measure forces.
How do I “zero” a spring scale?
• See demonstration
What are the measurements on a
spring scale?
• Newton Scale-unit used to measure force
• Gram Scale- unit used to measure the
mass/weight of objects
*Note- you will use the Newton Scale during the
first part of this activity!
Why is it important to take
accurate measurements?
• Think-Pair-Share
Complete Activity 7-Measuring Force
• Students will be grouped off into groups of 5 and into
cooperative learning roles.
• Materials Needed:
• Wood block with hooks
• Spring scale
• Ramp
• Grass
• Tagboard/Cardboard
• Sandpaper
• Measuring tape
• Masking tape
Teacher Demonstration
• Show example of how to measure and complete
activity
Activity 7 Questions/Tasks:
1. Make a chart to show your data of the amount of force
it takes to move the block of wood over different
surfaces.
2. Make a chart that shows your data for the amount of
force it takes to move the block up the ramp and down
the ramp. Be sure to include the angle of the ramp and
different surfaces the block travels over.
3. Write a conclusion statement using your data from
your investigations of the force to move the block
without the ramp, with the ramp, and over different
surfaces. Include your claim (what you think), evidence
from your data, and reasoning (why it makes sense).
Use the template to answer your conclusion. You are
encouraged to add to it as you see fit.
Forces and Motion
Lesson 8
•Describe how unbalanced forces cause changes in motion.
•Describe how constant motion is due to balanced forces.
Key Questions
1. Why does the rolling ball stop rolling?
2. What is constant motion?
Review Newton’s First Law of Motion
on page 23
• Highlight his first half of his law (first sentence
only)
Place frog on desk and apply force:
Does the frog follow the law?
What forces are acting on the object?
Are they balanced or unbalanced?
How do we know?
Think-Pair-Share
Summary
• The force of the desk pushing up on the object
and the force of gravity pushing down on the
object are the forces acting upon the object. The
forces are balanced, or zero-net, because the
object is not moving.
Review Newton’s First Law of Motion
on page 23
• Highlight his second half of his first law (second
sentence only)
New Questions to Consider:
Does the jumping frog obey the second part of
Newton’s First Law Motion?
Does the jumping frog stay in motion in a straight
line?
What forces are acting upon the jumping frog?
Why does the object stop?
All of these questions you will think about during
this activity and develop conclusions based on
your observations and activities.
Activity 8- Intro Activity
• Get into cooperative learning groups.
• Using one sticky note per group, walk around
the room with your group recording objects you
see that obey the second half of Newton’s First
Law of Motion.
• Time: 3-5 minutes
Intro Activity Criteria:
• Brainstorm a list of objects in motion that travel
in a straight line and continue to move without
any external force acting on the object to keep it
going.
1. Examples have to be objects. (For example, not
light.)
2. Examples must include motion in a straight
line.
3. Examples must show continuous movement
without an external force.
Share Results
• What did you find?
• Analyze examples
Conclusion- Nothing!!!
• If this is so, how did Newton, who lived about
350 years ago, come up with this idea? All he
had were everyday experiences to observe…just
like you!
• Sometimes, simple observations do not always
give enough information to explain what is
happening in the physical world. There are
forces that we cannot see that affect the motion
of objects on Earth!
Teacher Demonstration and Questions:
• Demonstrate marble and ramp activity
• Review questions on page 23 and answer:
1. What started the motion of the
marble down the track?
• A push (force) started the marble rolling.
Describe the motion of the
marble.
• The marble traveled along the track at a rapid
speed and then eventually slowed down and
came to a stop.
3. Read Newton’s First Law of
Motion. Describe how the marble
“obeyed” or “disobeyed” Newton’s
Law.
• The marble “obeyed” Newton’s First Law of
Motion by traveling in a straight path and
remaining in motion until friction and gravity
acted on the ball to slow its motion and
eventually stop the marble.
Conclusion
• The forces of gravity and friction effect the
motion of the marble and all moving objects on
Earth.
Complete Activity 8- Why Does the
Rolling Ball Stop Rolling?
Students will be grouped off into groups of 5 and into
cooperative learning roles.
Materials Needed:
• Marble
• Rolling track
• 1 Metric rulers
Students complete experiment according to directions in
journal on pg 24.
Students then answer question on pg 25 using complete
sentences and being sure to explain answer.
Forces and Motion
Lesson 9
•Describe the relationship between mass and weight.
•Describe the relationship between the mass of an object and the
motion of an object.
Key Questions
1. What is the difference between mass and weight?
2. How does the mass of an object affect its motion?
Key Terms
• Find the term mass in your key terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
▫ weight
Want to find the best diet that is
out of this world?
• Go to the moon
• Because weight is the measure of gravity on an
object, a person can lose 5/6th of his or her
weight just by going to the moon, where surface
gravity is much weaker than on the Earth.
However, even though a person would weigh
less, would s/he have the same mass???
Think-Pair-Share
Teacher Background- Review
Today, you will be comparing the mass and weight
of objects. In order to do this let’s first review
Newton’s Second Law of Motion:
An object’s acceleration depends on the mass of
the object and the size of the force acting on it.
Copy onto the top of pg 26
Force= mass x acceleration
Let’s take a closer look at
acceleration:
Acceleration= is the rate of change in speed or
direction of an object.
You can accelerate by speeding up, slowing down,
or changing direction.
*For this activity, you will only be measuring
acceleration by change of speed!
More interesting facts…
• A greater unbalanced external force causes a
greater acceleration of an object in the direction
of the force.
• The more mass an object has, the greater the
force needed to accelerate it.
Teacher Demonstration-Spring Scale
Spring Scale:
• Review how to zero spring scale
• Review how to use the spring scale:
▫ Place the ball in the baggie and measure the
weight of the ball
Teacher Demonstration-Balance
Balance:
• Review units of measurement- grams
• Review how to use the balance:
▫ Place the ball on one side of the balance and put
weights on the other side until the balance is
equal.
▫ Total the weights on the other side to get your
total mass.
Record Mass of Balls on pg 26
• Measure the mass of the balls:
Teacher will complete first demonstration and
pick students to complete measurement of other
balls.
All students will record data.
Activity 9- Part 1 Questions/Tasks:
Measure the mass and weight of the balls:
(Students will need to complete weight column in their
cooperative learning groups.)
1. Write the question you are investigating? (completed
for you)
2. Write what you already know and think will happen.
(completed for you)
3. List the materials you will use. (completed for you)
4. Write or draw the steps you will take. (You will need to
decide in your groups how you will complete this
activity and record it here.)
Skip pg 28
Complete Activity 9- Part 1- Mass and Motion
Students will be grouped off into groups of 5 and into
cooperative learning roles.
Group Materials Needed:
• Steel ball, Wooden ball , and Shooter marble
• Bag (to place the ball in to measure with spring scale)
• Spring scale (used to measure the weight of objects)
Class Item Needed:
• Precision balance (used to measure the mass of objects)
Activity 9- Part 2 Questions/Tasks:
1. Write the question you are investigating. (completed
for you)
2. What is the variable in your investigation? (completed
for you)
3. Record the height of your ramp. (This will stay
constant and vary by group.)
4. Write or draw the steps you will take. (You will need to
decide this with your group ahead of time.)
5. Make a chart and record our observations and data.
(Complete the table and be sure to record observations
below)
Activity 9- Part 3 Questions/Tasks:
Check to make sure all your data collected and recorded in
parts 1 & 2 are accurate and precise.
Copy the data into the table with your neatest handwriting
using a pen.
Develop and write a final conclusion using complete
sentences and satisfying the requirements listed on
page 31.
Teacher Demonstration- Part 2
• Set up and trials
Complete Activity 9- Part 2 & 3- Mass and Motion
Students will be grouped off into groups of 5 and into
cooperative learning roles.
Group Materials Needed:
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Steel ball, Wooden ball, and Shooter marble
Tape measure
Stopwatch
Metric ruler
Rubber track
ramp
Forces and Motion
Lesson 12
•Design a paper airplane that will fly a greater distance.
•Explore the forces that affect the flight of an aircraft.
Key Question
1. How do forces affect the motion of aircraft?
Key Terms
• Find the term air resistance in your key terms.
• Read the definition and highlight it.
Background Information
• Teacher read Background Information to
students.
• Students review four forces of flight.
• Students review handout, Four Forces of Flight.
Four Forces of an Airplane:
1. Weight- Force that pulls the airplane towards
the Earth. (depends on mass)
2. Lift- Amount of force needed to overcome the
weight. (generated by air)
3. Drag- Resistance of the aircraft to move
through the air. (shape of aircraft, quality and
humidity of the air, and velocity of aircraft
affect drag)
4. Thrust- Force used to overcome drag. (push or
propulsion system)
Review Handout, Four Forces of Flight
What has been your experience
with paper airplanes?
• Think-Pair-Share
Prepping for Activity 12…
Task 1- Make a paper airplane!
• Using only one sheet of paper, you will design your own
paper airplane.
• You may work only with the paper distributed and make
no additions or cuttings at this time.
• Think about what you have learned about the four forces
of flight as you are making your airplane.
• You may not test them in any way before the trials.
• Please make sure your name is visible on the airplane.
• Once you are satisfied with your design, go to page 44
and draw a model of your paper airplane according to
the directions given. Be sure to label the forces.
Activity 12- Part 1 Questions/Tasks:
1. Record your observations of the flight path of your first
design of the paper airplane.
2. Record the distance of each trial for the flight of your
first design of the paper airplane.
Complete Activity 12- Part 1The Forces and
Motion of Flight
Students will be grouped off into groups of 5 and into
cooperative learning roles.
Materials Needed:
• Paper airplane (one for each student)
• System of measurement
• Large area to test
While you are conducting your trials, be sure to observe how the
different forces affect your flight.
Also, think about how you would like to modify or redesign your paper
airplane for the next trial. Remember, you may make additions
and/or remove parts from your airplane for the second trial.
Debrief
•
•
•
•
•
What did you find helpful in your trials?
What types of things affected your flight? How?
How does the thrust impact the flight?
What types of changes did you make?
How did you further research changes you
wanted to make?
Prepping for Activity 12…
Task 2- Modify your paper airplane!
• You need to modify or redesign your paper airplane.
• You may use a new sheet of paper or reuse your old one.
• You are welcome to make additions or cuttings to your
plane.
• Think about what you have learned about the four forces
of flight as you are modifying your airplane.
• You may not test them in any way before the trials.
• Please make sure your name is visible on the airplane.
• Once you are satisfied with your design, go to page 44
and draw a model of your modified paper airplane
according to the directions given. Be sure to label the
forces.
Activity 12- Part 2 Questions/Tasks:
1. Record your observations of the flight path of your
modified design of the paper airplane.
2. Record the distance of each trial for the flight of your
modified design of the paper airplane.
Pg. 45Write how you modified the airplane and use your data to
tell if your modifications improved its flight. Tell how
changing designs helps to learn more about how things
fly.
(Be sure to use complete sentences. You may also refer to
your pictures on pg. 44 and/or draw diagrams. Please
be precise and explicit when responding.)
Complete Activity 12- Part 2The Forces and
Motion of Flight
Students will be grouped off into groups of 5 and into
cooperative learning roles.
Materials Needed:
•
•
•
•
•
Modified paper airplane (one for each student)
System of measurement
Tape
Science Journal and Pencil
Large area to test
While you are conducting your trials, be sure to observe how the
different forces affect your flight.
Also, think about how this flight compared to the last.
Debrief
• Were your modifications successful in allowing
your plane to travel farther?
• If so, what do you think helped it?
• If not, what do you think hindered it?
Complete conclusion on page 45
Forces and Motion
Lesson 13
•Identify and compare contact and non-contact forces.
•Explain how objects move using non-contact forces, such as gravity
and magnetism.
Key Question
1. How can things move without something touching them
with a push or pull?
Key Terms
• Find the term contact force in your key terms.
• Read the definition and highlight it.
• Then, find the following key terms, read their
definitions, and highlight them in your book:
▫ Magnetic attraction
▫ Magnetic repulsion
▫ Non-contact force
Background Information
• Teacher read Background Information to
students.
• Students copy drawing of bar magnet into
journal.
Bar Magnet
S
BAR MAGNET
N
Class Discussion• What are some examples of contact forces?
• What are some examples of non-contact forces?
Review- Did you get any of these?
Contact Forces
Bat hitting a baseball
Pulling a wagon
Throwing an airplane
Pushing a pencil
Using a fork, spoon, or knife
Non- Contact Forces
Gravity
Magnetism
The list of contact forces is much larger than the list of non-contact forces!
Teacher Demonstration
• 2 paperclips on a book
What forces are acting on the paper clips when
they are at rest?
What forces are acting on the
paper clips when they are at rest?
• The force of the book is pushing up against
gravity…
AND
• The force of gravity is pushing down on the
book.
CAUSING
BALANCED FORCES MEANING THE PAPER
CLIPS DO NOT MOVE.
How could I demonstrate the noncontact force of gravity with these
materials?
• Quickly move the book from under the paper
clips!
• The paper clips fall!
Teacher Demonstration
• 2 paperclips on an index card
• magnet
Without touching the card or paper clips, the
magnet moves the paperclips. How?
We know that for an object to move there must be
an unbalanced force acting on the object. What
was the force that moved the objects?
What is the difference between magnetic attraction and
magnetic repulsion?
Activity 13- Cooperative Groups:
• Materials: index card, paper clips (2), and
bar magnets (2)
1. After you get your materials and determine your
cooperative learning roles, explore magnetism using
your materials.
2. Try to demonstrate magnetic attraction.
3. Try to demonstrate magnetic repulsion.
4. Answer the remaining questions on your activity.
5. Once you finish with your group, go back to your seat
and review your journals to make sure all questions
are answered and journals are complete.
Congrats! Congrats! Congrats!
1. We should now be complete with our journals! 
2. Tomorrow, we will use our journals to help us
complete study guides and start studying for the final
assessment.