Printable Resources
Fire Safety Impact System
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:
Appendix J:
Appendix K:
Appendix L:
Appendix M:
Appendix N:
Appendix O:
Appendix P:
Appendix Q:
Appendix R:
Appendix S:
Appendix T:
Appendix U:
Draft: 4/8/2020
Pre / Post Test
Pre / Post Test KEY
Forces and Force Diagrams Inquiry
Forces and Force Diagrams Inquiry KEY
Team Careers
Code of Cooperation Sample
Code of Cooperation Sample
Engineering Design Challenge
Engineering Design Challenge Rubric
Guided Internet Research
Decision Analysis Teacher Instructions
Decision Analysis
Lab Report
Situation Graph Matching Story Cards
Situation Graph Matching Story Cards: KEY
Interpreting Graphs Homework
Interpreting Graphs Homework: KEY
Falling Objects Inquiry
Exit Slip
Forces and Gravity Study Guide
Forces and Gravity Study Guide: KEY
Page 1
Appendix A: Pre / Post Test
Name _____________________________
Date __________
Period _____
Multiple Choice (1 point each)
Identify the choice that best completes the statements or answers the question.
1. Which of the following best determines the net force when more than one force is
acting on an object?
A. a combination of all motions of an object
B. a combination of all motions of an object in two directions
C. a combination of all forces acting on an object
D. a combination of forces acting on an object in two directions
2. Which of the following causes an object to start moving?
A. balanced forces
B. unbalanced forces
C. either balanced or unbalanced forces
D. any combination of forces
3. The gravitational force between two objects depends on the distance between the
objects and each object’s
A. mass
B. pressure
C. volume
D. temperature
4. When something changes position, what is it doing?
A. It is static.
B. It is a reference point.
C. It is lubricated.
D. It is moving.
5. A girl rides an escalator that moves her upward at constant speed. As the girl rises,
how do her gravitational potential energy and kinetic energy change?
A. Gravitational potential energy decreases and kinetic energy decreases.
B. Gravitational potential energy decreases and kinetic energy remains the same.
C. Gravitational potential energy increases and kinetic energy decreases.
D. Gravitational potential energy increases and kinetic energy remains the same.
Draft: 4/8/2020
Page 2
6. Analyze the graphs to the right. Which of the graphs
best represents the relationship between potential
energy (PE) and height above ground (h) for a freely
falling object released from rest?
A. 1
B. 2
C. 3
D. 4
7. The graph to the right shows the distance traveled
by cars A, B, C, & D. The average speed of an
object can be determined by using the formula:
Average speed = distance traveled / time
Which car traveled at an average speed of 20
km/h?
A. A
B. B
C. C
D. D
http://nysedregents.org/Grade8/Science/2009exam.pdf
8. The graph displays data collected as an object is in motion. Describe the object’s
motion at each of the 5 points represented on the Speed vs. Time graph below.
Object’s Motion Described
A
B
C
D
E
Draft: 4/8/2020
Page 3
9. Two teams are competing in a tug-of-war contest. Team A is pulling at 4000N and
Team B is pulling at 4900N in the opposite direction.
Determine which team is winning by completing the following (4 points):
A. Sketch and label the forces.
B. Determine the net force exerted.
C. State whether these forces are balanced or unbalanced. How do you know?
D. State which team is winning.
10. Tommy and John move a lab table across the room by both pushing on the same
side of the table. John exerts a force of 1150N and Tommy exerts a force of 1150N.
Label the forces being exerted on the table, and determine the net force exerted.
List the resisting forces, and use scientific terminology to explain if the forces are
balanced or unbalanced. (4 points)
Lab Table
Draft: 4/8/2020
Page 4
11. State whether your weight or mass would change if you lived on Jupiter. Explain
why. (2 points)
Draw a Force Diagram.
12. A book falls onto the floor from your locker.
Draw a force diagram that displays forces acting on the book as it falling. (2 points)
Draft: 4/8/2020
Page 5
Appendix B: Pre / Post Test KEY
1
2
3
4
5
6
7
C
B
A
D
C
A
B
5 points, 1 point per correct answer:
A
B
C
D
E
8
Object’s Motion Described
speeding up
traveling at a constant speed
slowing down
stopped
traveling at a constant speed
ForceTeamA = 4000 N
ForceTeamB = 4900 N
ForceNet = 900 N
4 points
3 points
9
2 points
1 point
Draft: 4/8/2020
Includes all of the following:

Labeled sketch of forces

Net force exerted.

States forces are unbalanced because Team B is exerting a force of 900N
greater than Team A

Team B is winning; they are exerting more force
Includes 3 of the following:

Labeled sketch of forces

Net force exerted.

States forces are unbalanced because Team B is exerting a force of 900N
greater than Team A

Team B is winning; they are exerting more force
Includes 2 of the following:

Labeled sketch of forces

Net force exerted.

States forces are unbalanced because Team B is exerting a force of 900N
greater than Team A

Team B is winning; they are exerting more force
Includes 1 of the following:

Labeled sketch of forces

Net force exerted.

States forces are unbalanced because Team B is exerting a force of 900N
greater than Team A

Team B is winning; they are exerting more force
Page 6
ForceTommy = 1150 N
Lab Table
ForceNet = 2300 N
ForceJohn = 1150 N
4 points
10
3 points
2 points
1 point
11
Includes all of the following:

Correctly sketches force diagram

Determines net exerted force

List resisting forces: table’s weight (gravity), friction, air resistance (option as it
does not account for much, but it is present)

Explains that the forces are unbalanced; otherwise, the table would remain
stationary
Includes 3 of the following:

Correctly sketches force diagram

Determines net exerted force

List resisting forces: table’s weight (gravity), friction, air resistance (option as it
does not account for much, but it is present)

Explains that the forces are unbalanced; otherwise, the table would remain
stationary
Includes 2 of the following:

Correctly sketches force diagram

Determines net exerted force

List resisting forces: table’s weight (gravity), friction, air resistance (option as it
does not account for much, but it is present)

Explains that the forces are unbalanced; otherwise, the table would remain
stationary
Includes 1 of the following:

Correctly sketches force diagram

Determines net exerted force

List resisting forces: table’s weight (gravity), friction, air resistance (option as it
does not account for much, but it is present)

Explains that the forces are unbalanced; otherwise, the table would remain
stationary
Weight would change on Jupiter, but mass would remain the same. Students should discuss that
mass and weight are proportional to each other. Weight is dependent on gravity. Objects with
more mass have a greater force of attraction (gravity) between them, which causes a greater
weight. When objects have less mass, they also have less force of attraction (gravity) between
them, which equals less weight. Since Jupiter has more mass than the Earth, the attraction of
objects to Jupiter is greater so weight would change.
Includes both of the following:

States weight would change
2 points

Provides reasoning similar to explanation above
1 point
Includes 2 of the following:

States weight would change
Provides reasoning similar to explanation above
Forcegravity
12
2 points
1 point
Draft: 4/8/2020
Forceair resistance
Correctly identifies and labels both forces
Correctly identifies both forces
or
Correctly labels both forces
or
Correctly identifies and labels only one force
Page 7
Appendix C: Forces and Force Diagrams Inquiry
Name _____________________________
Date __________
Period _____
Have you ever done a wall squat? It’s like sitting in a chair without the chair. Your back
is pressed against a wall, thighs are parallel to the floor, knees bent at a 90 angle, and
feet flat on the floor. Wall squats are a great exercise, requiring lots of different forces
acting at the same time. With your team, brainstorm the various forces acting on your
body while doing a wall squat and list them below. Be prepared to share your ideas with
the class. Now, find a wall in your classroom or hallway to actually do a wall squat or
two. Pay attention to any part of your body where you feel “pressure” of any kind.
Brainstorming Ideas:
What allows you to stay in a wall squat
position without falling? What forces
acting on your body?
You have already learned that forces are a ____________________ or a
_________________________ that act on an object. Many different forces act on an
object at the same time. These forces can be shown in a force diagram. A force
diagram shows the object and the forces acting on the object shown by arrows called
vectors. Look at the vectors in the diagram below. Please notice that the vectors show
the direction of the force acting on the person, the magnitude, or size of the force, and
each force is labeled according to its type. Analyze the force diagram below.
http://physics.wku.edu/phys201/Information/ProblemSolving/ForceDiagrams.tml
Which force has the greatest affect on the climber? How do you know?
Draft: 4/8/2020
Page 8
Now, look at the force diagram of the car.
Force acceleration
Force gravity
Force friction
Force road
How is the vector for Force acceleration different from the other vectors? What do you think
this difference represents?
Draw a force diagram that shows the forces acting on you as you did a wall squat. Don’t
forget to label your vectors and make them the appropriate lengths. Remember short
arrows represent smaller forces acting on the object and longer arrows represent larger
force acting on the object.
What could you do to increase your likelihood of staying in the wall squat position for a
longer period of time? Is there any way to increase one of the forces that is acting on
you? If so, how?
Draft: 4/8/2020
Page 9
Forces are measured using a metric unit called a Newton. A Newton is the force of
Earth’s gravity on an object. Since all objects have mass, gravity exerts a force on all
objects. The more mass an object has the more gravitational force acts on the object,
causing it to have more weight. The less mass an object has the less gravitational force
acts on the object, causing it to have less weight. The second factor affecting gravity is
distance. Objects closer to each other have a stronger gravitational attraction; objects
further away from each other have a weaker gravitational attraction. Think about the
difference in the size of planets and their moons. On which place would your weight be
the greatest: Saturn or Earth’s moon? Why?
Using tools such as spring scales can measure a Newton. Notice that your spring scale
displays two units: grams (g) and Newtons (N). Spring scales work by hanging an object
on the hook and lifting the scale and object up so that it is hanging freely. The force of
gravity pulls on the object while the spring scale measures the force of the gravitational
pull in Newtons.
Grams on this side
Newtons on this side
Make your reading here
Hang the object to be measured here
Use a triple beam balance to find the mass (g) of the object on your table, and record the
results below. Next, hang the object on the hook of the spring scale, and record the
force of gravity (N) pulling on the object. Trade objects with another team and repeat
this process.
Object
Draft: 4/8/2020
Mass (g)
Force (N)
Page 10
Leave the second object hanging on the spring scale. What do you notice about the
relationship between grams and Newtons? How many grams does it take to equal one
Newton? ________?
When all the forces acting on an object are known and measured, the net force can be
calculated. Net force occurs when all the forces acting on an object are not equal to
zero, which causes the object’s motion changes. Let’s take another look at the car and
assign values for each force. You will notice that the value for the forcegravity and the
forceroad are equal in force but opposite in direction so they cancel each other out. There
is no up or down movement of the car. The forceacceleration is greater than the forcefriction
and moving in opposite directions so we find that the difference between 20 N and 7 N is
13 N, which is the net force. If forces are moving in opposite directions (working
against each other), we calculate the net force by finding the difference between the
opposing forces.
What direction will the car move? If you were thinking forward or left, you are correct. A
net force vector is drawn and labeled with the net force calculation to show the direction
the car is moving.
Forcenet = 13 Newtons
Force acceleration = 20 Newtons
Force gravity = 2 Newtons
Force road = 2 Newtons
Force friction = 7 Newtons
Forces that are pushing or pulling on an object in the same direction are combined to
calculate the net force. Imagine that two children are attempting to walk a Great Dane,
but he refuses to walk. Trying to force the dog to walk, both children pull on the leash in
the same direction. One child exerts 2 N of force and the other exerts 3N of force.,
Therefore, the net force acting on the dog is 5N, found by combing 2 N and 3N.
Forcechild 1 = 2 Newtons
Forcechild 2 = 3 Newtons
Forcenet = 5 Newtons
http://www.gdcne.org/buying_a_great_dane.htm
www.shutterstock.com
Draft: 4/8/2020
Page 11
Practice:
1. In the following diagram, the weight lifter is applying 8 N of force upward. Gravity is
pulling downward with 5 N of force. Draw & label both force vectors. Also, calculate,
draw, and label the net force.
2. Two girls are fighting over a blanket by pulling in opposite directions. Sandy applies
a force of 4 N to the left. Emily applies 2 N of force to the right. Draw a diagram of
Sandy and Emily pulling on the blanket. Include a force diagram to show each girl’s
applied force vectors, the calculated net force, and a net force vector.
3. The wrestling and volleyball teams have challenged each other to a tug of war
contest, and agree that the losers buy pizza for the winners. The volleyball team is
convinced they will win since they have more competitors participating. The
wrestlers are exerting a force of 38N while pulling the rope to the left. The volleyball
players are exerting a force of 44N while pulling the rope to the right. Which team
will be buying pizza? Draw a COMPLETE force diagram to provide visual evidence
for your answer.
4. Forces in direct contact with an object are referred to as contact forces. In
the car example, the friction is a contact force because it is acting directly on
the. Identify another example of a contact force shown in the picture.
Some forces can influence the motion of an object without direct contact. In the
car example, the force of gravity is a noncontact force affecting the car’s
motion.
Draft: 4/8/2020
Page 12
Appendix D: Forces and Force Diagrams Inquiry KEY
Have you ever done a wall squat? It’s like sitting in a chair without the chair. Your back
is pressed against a wall, thighs are parallel to the floor, knees bent at a 90 angle, and
feet flat on the floor. Wall squats are a great exercise, requiring lots of different forces
acting at the same time. With your team, brainstorm the various forces acting on your
body while doing a wall squat and list them below. Be prepared to share your ideas with
the class. Now, find a wall in your classroom or hallway to actually do a wall squat or
two. Pay attention to any part of your body where you feel “pressure” of any kind.
Brainstorming Ideas:
Friction between shoes & floor
Friction between back & wall
Gravity
May also say that their muscles hurt
(burn) but this is a reaction to fighting the
forces acting on their body.
What allows you to stay in a wall squat
position without falling? What forces
acting on your body?
The strength of your muscles allows you
to stay in the “squat” position and not fall.
The forces acting on your body are
gravity and friction.
You have already learned that forces are a ____________________ or a
_________________________ that act on an object. Many different forces act on an
object at the same time. These forces can be shown in a force diagram. A force
diagram shows the object and the forces acting on the object shown by arrows called
vectors. Look at the vectors in the diagram below. Please notice that the vectors show
the direction of the force acting on the person, the magnitude, or size of the force, and
each force is labeled according to its type. Analyze the force diagram below.
http://physics.wku.edu/phys201/Information/ProblemSolving/ForceDiagrams.tml
Which force has the greatest affect on the climber? How do you know?
Gravity has the greatest effect on the climber. I know this because in the 2nd picture the
blue gravity arrow has more magnitude (is longer than all the other arrows).
Draft: 4/8/2020
Page 13
Now, look at the force diagram of the car.
Force acceleration
Force gravity
Force road
Force friction
How is the vector for Force acceleration different from the other vectors? What do you think
this difference represents?
The forceacceleration vector is longer than all the other vectors. This shows that
acceleration is the strongest force acting on the car.
Draw a force diagram that shows the forces acting on you as you did a wall squat. Don’t
forget to label your vectors and make them the appropriate lengths. Remember short
arrows represent smaller forces acting on the object and longer arrows represent larger
force acting on the object.
Forcegravit
Forcewal
Forcebody friction
Forcefloor
What could you do to increase your likelihood of staying in the wall squat position for a
longer period of time? Is there any way to increase one of the forces that is acting on
you? If so, how?
You could stay in a wall squat a longer period of time by doing strength training exercises to build
up the muscles that were experiencing “burn” or fatigue. The only way to increase the forces
acting on you would be to increase your mass. Mass is proportional to gravity.
Draft: 4/8/2020
Page 14
Forces are measured using a metric unit called a Newton. A Newton is the force of
Earth’s gravity on an object. Since all objects have mass, gravity exerts a force on all
objects. The more mass an object has the more gravitational force acts on the object,
causing it to have more weight. The less mass an object has the less gravitational force
acts on the object, causing it to have less weight. The second factor affecting gravity is
distance. Objects closer to each other have a stronger gravitational attraction; objects
further away from each other have a weaker gravitational attraction. Think about the
difference in the size of planets and their moons. On which place would your weight be
the greatest: Saturn or Earth’s moon? Why?
You would weigh more on Saturn. Saturn has a larger mass than the moon so it has a stronger
gravitational pull on objects that are close to its surface.
Using tools such as spring scales can measure a Newton. Notice that your spring scale
displays two units: grams (g) and Newtons (N). Spring scales work by hanging an object
on the hook and lifting the scale and object up so that it is hanging freely. The force of
gravity pulls on the object while the spring scale measures the force of the gravitational
pull in Newtons.
Grams on this side
Newtons on this side
Make your reading here
Hang the object to be measured here
Use a triple beam balance to find the mass (g) of the object on your table, and record the
results below. Next, hang the object on the hook of the spring scale, and record the
force of gravity (N) pulling on the object. Trade objects with another team and repeat
this process.
Object
Mass (g)
Force (N)
Answers will vary depending on
objects given
Draft: 4/8/2020
Page 15
Leave the second object hanging on the spring scale. What do you notice about the
relationship between grams and Newtons? How many grams does it take to equal one
Newton? ________?
When all the forces acting on an object are known and measured, the net force can be
calculated. Net force occurs when all the forces acting on an object are not equal to
zero, which causes the object’s motion changes. Let’s take another look at the car and
assign values for each force. You will notice that the value for the forcegravity and the
forceroad are equal in force but opposite in direction so they cancel each other out. There
is no up or down movement of the car. The forceacceleration is greater than the forcefriction
and moving in opposite directions so we find that the difference between 20 N and 7 N is
13 N, which is the net force. If forces are moving in opposite directions (working
against each other), we calculate the net force by finding the difference between the
opposing forces.
What direction will the car move? If you were thinking forward or left, you are correct. A
net force vector is drawn and labeled with the net force calculation to show the direction
the car is moving.
Forcenet = 13 Newtons
Force acceleration = 20 Newtons
Force gravity = 2 Newtons
Force road = 2 Newtons
Force friction = 7 Newtons
Forces that are pushing or pulling on an object in the same direction are combined to
calculate the net force. Imagine that two children are attempting to walk a Great Dane,
but he refuses to walk. Trying to force the dog to walk, both children pull on the leash in
the same direction. One child exerts 2 N of force and the other exerts 3N of force.,
Therefore, the net force acting on the dog is 5N, found by combing 2 N and 3N.
Forcechild 1 = 2 Newtons
Forcechild 2 = 3 Newtons
Forcenet = 5 Newtons
http://www.gdcne.org/buying_a_great_dane.htm
www.shutterstock.com
Draft: 4/8/2020
Page 16
Practice:
1. In the following diagram, the weight lifter is applying 8 N of force upward. Gravity is
pulling downward with 5 N of force. Draw & label both force vectors. Also, calculate,
draw, and label the net force.
8N–5N=3
N
Forcenet = 3 N
Forcegravity = 5 N
Forceperson = 8 N
2. Two girls are fighting over a blanket by pulling in opposite directions. Sandy applies
a force of 4 N to the left. Emily applies 2 N of force to the right. Draw a diagram of
Sandy and Emily pulling on the blanket. Include a force diagram to show each girl’s
applied force vectors, the calculated net force, and a net force vector.
Forcenet = 6 N
Sandy
ForceSandy = 4 N
Emily
ForceEmily = 2 N
3. The wrestling and volleyball teams have challenged each other to a tug of war
contest, and agree that the losers buy pizza for the winners. The volleyball team is
convinced they will win since they have more competitors participating. The
wrestlers are exerting a force of 38N while pulling the rope to the left. The volleyball
players are exerting a force of 44N while pulling the rope to the right. Which team
will be buying pizza? Draw a COMPLETE force diagram to provide visual evidence
for your answer.
The wrestlers will be buying pizza for the volleyball team.
Forcenet = 6 N
Wrestlers
Forcewrestlers = 38 N
Volleyball Players
Forcevolleyball players = 44 N
4. Forces in direct contact with an object are referred to as contact forces. In
the car example, the friction is a contact force because it is acting directly on
the. Identify another example of a contact force shown in the picture.
Some forces can influence the motion of an object without direct contact. In the
car example, the force of gravity is a noncontact force affecting the car’s
motion.
Draft: 4/8/2020
Page 17
Appendix E: Team Careers
Name _____________________________
Date __________
Period _____
On the designated lines, record the name of the team member assuming each career.
Consider individual strengths that will allow each team member to be successful in his or
her career.
Materials Engineer:
______________________________________
Leads the team’s proper use of materials used in prototype construction.
Considers advantages and disadvantages to prearranged materials for
maximum efficiency of prototype. Observes material efficiency throughout
construction and testing.
Civil Engineer:
______________________________________
Manages the team’s organization through the progression of the challenge.
Keeps constraints and objectives in mind at all times, while keeping the team
focused on goals.
Technical Writer:
______________________________________
Leads the team in the documentation of all written products. Tracks
information in provided data table and records necessary observations
throughout the challenge.
Graphic Designer:
______________________________________
Manages visual representations created by the team. Assesses any diversity
within designs and leads team in collaboration throughout the challenge.
Draft: 4/8/2020
Page 18
Appendix F: Code of Cooperation
Team Name:
Team Members:
Mission Statement:
Anticipated Results:
Tactical Objectives:
Ground Rules:
Consequences:
Concluding Statement:
Draft: 4/8/2020
Page 19
Appendix G: Code of Cooperation Sample
Team Name: Ladies First
Team Members:
 Chris Johnson—Curriculum Lead
 Shawna McClenen—Engineering Lead
 Rachel White—Pre-Service Teacher
 Jessica Messick—Engineering Student
Mission Statement:
 Our mission is to incorporate STEM disciplines in the classroom by working with
diverse teams.
Anticipated Results:
 Gain knowledge to use in future experiences and develop a curriculum on STEM
principles
 To provide an improved rainwater collection system to the members of the Access
Center for Improved Living
 To increase our number of professional contacts
Tactical Objectives:
 Meet all deadlines
 Meet budget
 Keep clients updated
 Provide best possible design to our ability
Ground Rules:
1. Complete tasks in a timely and professional manner
2. Come prepared each day
3. Be respectful to team members and clients
4. Ask questions and for assistance when needed
5. Communicate with team members
6. Have fun and stay caffeinated
7. Keep end goal in sight
Consequences:
1. Verbal notification by activity leader—one-on-one confrontation
2. Team meeting to confront issue
3. Group member provides pretzel M&Ms and/or coffee for the group
Concluding Statement:
 “The instructor and team leaders jointly reserve the right to make the final
decisions to resolve difficulties that arise within the group based upon input from
the group. Before this is necessary, the team should find a fair and equitable
solution to the problem.”
Draft: 4/8/2020
Page 20
Appendix H: Engineering Design Challenge
Name _____________________________
Date __________
Period _____
Background Information:
Each year in the United States, fires kill more Americans than all natural disasters combined. In
2010, there were 369,500 residential fires. As a result, 13,350 civilians were injured and 2,640
lost their lives in those fires.
It only takes minutes for thick black smoke to fill a house. Most fires occur in the home while
people sleeping. If you wake up to a fire, there is no time to grab valuables since fire spreads so
quickly and the smoke is too thick. Therefore, there is only time to escape. Although the number
of fatalities and injuries caused by residential fires has declined gradually over the past several
decades, many residential fire-related deaths remain preventable.
1. Imagine you are sleeping in your upstairs bedroom and the smoke detector goes off. What
would you do?
2. What safety precautions can you and your family implement in order to be prepared in the
event of a house fire?
Engineering Design Challenge Debriefing:
Underwriters Laboratories (UL) would like to approve a design for an impact system that allows
individuals to safely evacuate through an upper-story window during a house fire. Consider the
emotional distress faced in the following situation while engineering a solution: “Imagine waking
up in the middle of the night to find your bedroom filled with smoke. You run to your bedroom
door, only to find that the doorknob is hot to the touch and the only safe escape is out your
second story window.” Despite the fact that people know it is safer to risk the jump rather than the
flames, many cannot bring themselves to jump. Therefore, a reliable impact system, ensuring
safety in a fall, would likely decrease the number of fire-related deaths. The following criteria have
been set for the impact system prototype.
The fire impact system prototype must:
 be no greater than 18cm x 36cm x 11cm and no less than 13cm x 26cm x 6cm
 use materials supplied by your teacher. Materials from home may also be used with teacher
approval.
 withstand an impact with masses representing the average weights of a:
o 4 year old.
o 14 year old.
o 40 year old.
 be designed and built while following the engineering design process.
 be completed within the timeframe set by your teacher.
Your team must:
 test the prototype and the record all results in a data table.
 provide individual sketches and a sketch of your team’s final design.
 complete a team technical report regarding your prototype’s design and effectiveness.
Draft: 4/8/2020
Page 21
Appendix I: Engineering Design Challenge Rubric
Name _____________________________
4
Date __________
3
Period _____
2
1
Prototype design is sketched,
completed on time according
to constraints, and tested
successfully. Final design can
Engineering
Design Process / be replicated.
Final Prototype
Prototype design is
sketched, completed
on time, and tested,
but does not follow
constraints. Final
design can be
replicated.
Prototype design is
sketched to scale. It is
completed and tested, but
does not follow
constraints, or is not
completed on time. Final
design needs further
clarification to be
replicated.
Prototype design is not
sketched to scale. It is
built and tested, but
does not follow
constraints, or is not
completed on time.
Final design cannot be
replicated.
Team fully utilizes the Design
Analysis Matrix by identifying
at least 5 goals and rankings
for use in design selection.
Team scores and calculates
each proposal in order to
Decision
Analysis Matrix come to a consensus about
the best design.
Team fully utilizes the
Decision Analysis
Matrix by identifying
at least 4 goals and
rankings for use in
prototype design
selection. Team
scores and calculates
each proposal in
order to come to a
consensus about the
best design choice.
Team utilizes the Decision
Analysis Matrix by
identifying 2 to 3 goals and
rankings for use in design
selection. Team scores
and calculates each
proposal in order to come
to a consensus about the
best design choice.
Team utilizes the
Decision Analysis
Matrix by identifying
fewer than 2 goals and
rankings for use in
design selection; OR,
team does not properly
score and calculate
each proposal in order
to come to a consensus
about the best design
choice.
Data table includes
accurately calculated data for
all 4 of the following: transfers
between potential and kinetic
energy; efficiency; speed;
cost.
Data table includes
accurately calculated
data for 3 of the
following: transfers
between potential and
kinetic energy;
efficiency; speed;
cost.
Data table includes
accurately calculated data
for 2 of the following:
transfers between
potential and kinetic
energy; efficiency; speed;
cost.
Data table includes
accurately calculated
data for 1 of the
following: transfers
between potential and
kinetic energy;
efficiency; speed; cost.
At least 3 of success and 3
areas of failure in design
process are fully analyzed
and explained, and at least 4
suggestions for further
meeting or exceeding
constraints in the future are
communicated.
At least 2 areas of
success and 2 areas
of failure in filtration
design are fully
analyzed and
explained, and at
least 4 suggestions
for further meeting or
exceeding constraints
in the future are
communicated.
At least 1 area of success
and 1 area of failure in
prototype design are fully
analyzed and explained,
and at least 2 suggestions
for further meeting or
exceeding constraints in
the future are
communicated.
1 area of success OR 1
failure in prototype
design is analyzed OR
explained, and fewer
than 2 suggestions for
further meeting or
exceeding constraints
in the future and
communicated.
Testing Data
Reflection
Draft: 4/8/2020
Page 22
Appendix J: Guided Internet Research
Name _____________________________
Date __________
Period _____
Directions: When trying to design a product you often need to complete research to
determine what products already exist and learn from others who have experience with a
similar product. This requires careful background research.
Before you design your impact system, you will conduct background research about
existing impact systems. Use the following websites and questions to guide your
research. As you research, make connections to impact system engineering design
challenge.
Each person on your team will research one of the following areas for designs of impact
systems: (If you only have 3 people on your team, only 3 of these areas will be
researched)
 Stunt air bags
http://www.darylscience.com/Demos/StuntMen.html
http://www.youtube.com/watch?v=nad-k2QxgKQ
 Car air bags
http://www.cars.com/go/advice/Story.jsp?section=safe&story=techAir&su
bject=safe_tech
http://www.youtube.com/watch?v=Gfkhg9xjtfo
 Motorcycle air bag vest
http://www.sportrider.com/features/146_1008_electronic_airbag_technolo
gy/viewall.html
http://www.youtube.com/watch?v=7WCcNzgcumI
 Airbag backpack system
http://www.theadventurepost.com/all-posts/avalanche-airbags-gainingrecognition-among-skiers-snowboarders/
http://www.wildsnow.com/5951/avi-vest-impact-review/
 Aviation evacuation slides
http://www.youtube.com/watch?v=C7nM84BDyic&feature=related
http://en.wikipedia.org/wiki/Evacuation_slide
Answer the following questions in your notebook:
 Using the websites listed under each type of impact system to perform your
research. If you find any information on additional websites, please write down
the website next to the information in your notebook.
1. What is impact system you are researching?
2. What is the purpose of impact system you are researching?
3. List 3 factors that need to be considered when creating this impact system?
4. What materials are currently used?
5. What designs (shape, height, etc..) did you research? Feel free to draw these
designs.
Draft: 4/8/2020
Page 23
Appendix K: Decision Analysis Teacher Instructions
Decision Analysis Techniques in Engineering Design
Method of Weighted Factors
By: Margaret Pinnell, PhD
This method of decision analysis can be used whenever a difficult choice must be made
such as choosing a college or a certain product, etc. Step-by-step instructions for using
this method as a tool for assessing design plan ideas are provided below.
Identifying the objectives and constraints for a particular topic can assist in make a final
decision. Safety should always be on the list, but some other items might include
aesthetics, cost, ease of maintenance, performance (ability to function as intended),
recyclability, etc.
Instructions for using the matrix:
1. Determine the relative importance of each of these objectives and constraints,
and rank them from 1 – 10 with 10 being the most important and 1 being of little
importance (may be nice to have, but doesn’t really matter). All constraints will
be rated a 10.
2. As a team, discuss each conceptual design, and rank the designs from 1-n in its
ability to meet the identified objectives or constraints. For example, if you are
analyzing three different designs, you will rank those designs from 1-3, with 3
being the best and 1 being the least. In some cases, the designs may have
equal performance and they might get the same rating, an example of this is
shown below.
3. For each design, multiply the attributed (objective or constraint) weighting factor
by the rank, and add up a total score.
4. The design that has the highest score may be considered the “best.” Keep in
mind though, that there is a significant amount of subjectivity to this approach, so
if two designs have very close values, you may want to consider these designs a
little more deeply.
An example is provided below for purchasing a car. This was done through the eyes of
a college student who is looking for a new car to transport her from home to school. The
ranking was done without any research, but certainly actual values could be obtained
from reliable resources regarding relative safety, cost, gas mileage etc. If this
information is available, this research should be done, but this is just a quick
example. The college student, with input from her parents, identified the following
factors that would help her decide which car to purchase. They decided that safety was,
by far, the most important factor.
Since this was for a college student, cost-related issues including price of the car, cost of
upkeep/maintenance and gas mileage were all very important as well. The student
didn’t really have more than a suitcase that she would need to carry, so cargo room was
not that important, but would be nice to have in case she did have some larger things to
bring home. Also, since she only needed the car to last her through her 4 (or 5) years in
college, the “life span” of the car was only marginally important. The college student
protested regarding aesthetics, after all, she wanted a cool ride, so aesthetics were
pretty important to the student. The student considered three cars available at a dealer
close to her home.
Draft: 4/8/2020
Page 24
Results of this decision analysis matrix suggest that Car 1 is the best choice.
Decision Analysis Matrix
1. Fill in your design objectives. After all group members have presented their design ideas, use the numerical system below to score
each design against the constraints and objectives.
3 = totally meets the goal
2 = somewhat meets the goal 1 = does not meet the goal
2. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in
mind though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these
designs a little more deeply, or combine their best attributes.
Car 1
Goals
(Constraints and Objectives)
Car 2
Value
Value
Score
safety
10
3
30
1
10
2
20
Gas mileage
9
2
18
1
9
3
27
cargo room
2
2
4
2
4
1
3
seating
5
3
15
2
10
1
5
aesthetics
7
3
21
2
14
1
7
cost
9
2
18
3
27
1
9
“life-span”
5
2
10
1
5
3
15
maintenance
6
3
18
2
12
3
18
TOTAL VALUE
Draft: 4/8/2020
(weight x score)
Score
Value
Weight
(weight x score)
Score
Car 3
(weight x score)
Sum of values:
Sum of values:
Sum of values:
134
91
103
_______
_______
_______
Score
Value
(weight x score)
Sum of values:
_______
Page 25
Decision Analysis Matrix
Draft: 4/8/2020
2 = somewhat meets the goal
1 = does not meet the goal
TOTAL VALUE
Goals
(Constraints and Objectives)
Weight
Score
_______
Sum of values:
(weight x score)
Value
Score
_______
Sum of values:
(weight x score)
Value
__________________
Name
__________________
Name
Design 2
Design 1
Score
Name
_______
Sum of values:
(weight x score)
Value
__________________
Design 3
Score
Name
_______
Sum of values:
(weight x score)
Value
__________________
Design 4
3. Add the values for each design to determine a total score. The design with the highest score may be considered the “best.” Keep in
mind though, that some of the scoring is based on opinion, so if two designs have close values, you may want to consider these
designs a little more deeply, or combine their best attributes.
3 = totally meets the goal
1. Fill in your design objectives (goals) and weight each goal on a scale of 1-10 based on its importance; 10 being the most and 1 being
the least important.
2. After all team members have presented their design ideas, use the numerical system below to score each design against the
constraints and objectives.
Appendix L: Decision Analysis
Page 26
Appendix M: Lab Report
Name _____________________________
Date __________
Period _____
Team Name:
Given Problem Statement: How can understanding forces, motion, and gravity help design an effective fire escape
impact system that ensures safe evacuation from second story windows during residential fires?
Research: In your engineering notebook, record findings from completing the Guided Internet Research
Decision Analysis Matrix:
Constraints: goals that are required in order for a design to be considered a success.
Objectives: goals that are not necessarily required, but would be nice bonuses.
1. As a team, review the list of prototype design constraints (refer to the engineering design challenge).
List constraints below:
2. As a team, develop at least three design objectives that your team would like to include.
3. Determine the relative importance of each of the constraints and objectives, and assign them a weight from 1-10, with
10 being the most important and 1 being of little importance (may be nice to have, but doesn’t really matter). All
constraints are assigned a weight of 10 because your prototype cannot succeed without them.
Design Selection Process: Record each of the above constraints, objectives and assigned weights on the Decision
Analysis Matrix. As a team, make an informed decision regarding a team design plan by completing the Decision Analysis
Matrix as you share, discuss, and evaluate each individual design.
Final Design:
1. As a team, sketch of your team’s chosen final design on printer or graph blank paper. Include notes, labels,
measurements, and material list.
2. Present team’s Engineering Design Challenge Rubric, Decision Analysis Matrix, and sketch to the teacher for approval.
 Decision Analysis Scored AND Team Sketch Approved: ___________
Teacher Initials
3. In your engineering notebook, write a brief explanation of your team’s final design plan, including reasons for team’s
choice, all measurements, and expected results
Testing the Design: Prepare your impact system and complete testing as follows.
1. Using the motion detector software (Logger Lite), click “New” to pull up a blank graph if not already done for you.
2. Place impact system directly under the sensor of the motion detector. Click the “Record” button and drop impact system
to the ground, making sure no other objects are in motion within the range of the motion detector.
3. Record collected data in the table below.
4. Save and/or print each trial’s graph by clicking the “Store” button.
5. Repeat steps 1-4 three times for each represented weight.
Draft: 4/8/2020
Page 27
Results: Record testing data.
Data Table: Complete the following data table for all three trials with each mass.
Mass
(g)
Trial
Force
(N)
Distance
(m)
Time
(s)
Speed
(m/s)
Qualitative
Data
1
2
3
1
2
3
1
2
3
Graph: Print your team’s motion sensor software generated graphs for analysis.
Data Analysis: As a team, carefully analyze the graphs. Discuss any patterns in relationships between the independent
and dependent variables? (For example, if one increased, did the other decrease?)
Individually: Refer to your team’s collected qualitative and quantitative data as you complete the following questions in
your engineering notebook.
1. Is there a relationship between data? Explain why or why not.
2. Create a force diagram for each mass.
 Each vector must indicate the appropriate magnitude and direction.
 Use the measured Newtons on each diagram.
3. Analyze and compare the graphs. Did weight affect the speed?
4. Identify when the forces are balanced during testing.
5. Identify when the forces are unbalanced during testing.
6. Describe the potential energy and kinetic energy of your system (the mass) before it falls.
7. Describe the potential energy and kinetic energy of your system (the mass) while it is falling.
8. Describe the potential energy and kinetic energy of your system (the mass) after it lands.
Conclusion: In your engineering notebook, write your own conclusions in paragraph form. The following information must
be included:
 Summarize the problem.
 Discuss the research conducted which lead to the selection of variables, objectives, and constraints.
 Briefly describe the final design, and how it was tested.
 Based on the testing, was your solution a success or failure? (Why?)
 List one thing you learned and describe how it applies to a real-life situation.
 Discuss possible errors that may have occurred while collecting data.
Recommendations: In your engineering notebook, individually answer the following questions:
1. Based on the results of your testing, identify two areas of success in your team’s prototype design. Why were these
areas successful? Explain.
2. Based on the results of testing, identify two areas of failure in your prototype design. What caused the failure? Explain.
3. As a team, determine at least 2 suggestions for further meeting or exceeding the constraints in the future for an impact
system.
Draft: 4/8/2020
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Appendix N: Situation Graph Matching Story Cards
Name _____________________________
Date __________
Period _____
Situation Graph Matching Story Cards
1. Jessica walked to the store at the end
of her road, bought a candy bar, and
then sprinted back home.
2. Dave quickly ran around the school for
gym class, but gradually came to a
stop when his muscles began to cramp
up.
3. Payton climbed slowly up the hill at the
park and then sprinted quickly down
the opposite side.
4. Bob rode his bike from his house,
gradually building up speed. He began
slowing down when it began raining,
but then sped up again.
5. Miranda went for a walk with her
cousins. She suddenly realized she
had forgotten her purse at the house.
She jogged home to retrieve it and
then made a mad dash to catch up with
her cousins.
6. After the game, Suzie slowly made her
back to school.
7. Monique walked quickly from her home
to the bus stop and waited. She
realized that she had missed the bus
so she walked home.
8. Juan was walking up the road when he
thought he saw a snake along the
road. He went back a little bit to get a
better look. When he realized that it
was a poisonous snake he took off
running down the same road.
9. Bart ate dinner at a friend’s house
before going to the movies. After
dinner, they walked to the movie
theater and watched “Spiderman”.
10. Maria was member of the Vikings
soccer team. As part of their preseason workouts, the team had to run
to the goal post and back again as fast
as they could.
Draft: 4/8/2020
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Draft: 4/8/2020
Distance!Traveled!
Distance!Traveled!
Distance!Traveled!
Distance!Traveled!
Distance!Traveled!
Distance!Traveled!
!
!
A!
B!
Time!
C!
E!
Time!
Time!
D!
Time!
Time!
F!
Time!
Page 30
Draft: 4/8/2020
Distance!Traveled!
Distance!Traveled!
Distance!Traveled!
Distance!Traveled!
G!
!
H!
Time!
I!
Time!
Time!
J
!
Time!
Page 31
Appendix O: Situation Graph Matching Story Cards: KEY
Graph A
6
Graph B
1
Graph C
4
Graph D
9
Graph E
2
Graph F
10
Graph G
7
Graph H
8
Graph I
5
Graph J
3
Draft: 4/8/2020
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Appendix P: Interpreting Graphs Homework
Name _____________________________
Date __________
Period _____
Interpreting Distance vs. Time and Speed vs. Time Graphs Homework
Match the graph to the correct situation description.
Graph 3
Distance traveled
Distance traveled
Distance traveled
Graph 2
Graph 1
Time
Time
Time
1. Graph ______: Roxanne walks from her house to the school and then runs quickly
with a friend to the soccer field.
2. Graph ______: Wyatt rides his bicycle from his house to park where he decides to
ditch his bike and hike the trail.
3. Graph ______: As Rosie is walking to her friend’s house she decides to stop at the
local food mart to buy ice cream. She then continues walking to her friend’s house at
the same pace.
Create your own story for the graphs below.
____________________________________________
Distance traveled
4.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Time
____________________________________________
Distance traveled
5.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Time
Draft: 4/8/2020
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The distance-time graphs below represent the motion of a car. Match the descriptions
with the graphs. Explain your answers.
Distance traveled
Distance traveled
Time
Graph B
Graph B
Distance traveled
Graph A
Time
Time
Descriptions:
6. The car is traveling at a constant speed. Matches graph: ______ because _______
___________________________________________________________________
___________________________________________________________________
7. The car is stopped. Matches graph: ______ because _______________________
___________________________________________________________________
___________________________________________________________________
8. The speed of the car is increasing. Matches graph: _____ because ____________
___________________________________________________________________
___________________________________________________________________
Draft: 4/8/2020
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Appendix Q: Interpreting Graphs Homework: KEY
Match the graph to the correct situation description.
Graph 3
Distance traveled
Distance traveled
Distance traveled
Graph 2
Graph 1
Time
Time
Time
1. Graph ___2__: Roxanne walks from her house to the school and then runs quickly
with a friend to the soccer field.
2. Graph ___3__: Wyatt rides his bicycle from his house to park where he decides to
ditch his bike and hike the trail.
3. Graph ___1__: As Rosie is walking to her friend’s house she decides to stop at the
local food mart to buy ice cream. She then continues walking to her friend’s house at
the same pace.
Create your own story for the graphs below.
____________________________________________
4.
Distance traveled
Answers will vary.
____________________________________________
Example: Joey walked to the football
game where he hung out with his
____________________________________________
friends for a while. He then realized he
was going to be late so he ran home.
____________________________________________
____________________________________________
Time
____________________________________________
Distance traveled
5.
Answers will vary.
Example: Juanita started off riding her
____________________________________________
bike at a constant rate of speed. She
became tired and slowed down her rate
____________________________________________
at which she was speeding up. She
eventually found her comfortable speed
____________________________________________
and remained at that speed for the
remainder of her trip.
____________________________________________
Time
Draft: 4/8/2020
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The distance-time graphs below represent the motion of a car. Match the descriptions
with the graphs. Explain your answers.
Distance traveled
Distance traveled
Time
Graph B
Graph B
Distance traveled
Graph A
Time
Time
Descriptions:
9. The car is traveling at a constant speed. Matches graph: __B___ because the speed
stays the same as time increases.
___________________________________________________________________
___________________________________________________________________
10. The car is stopped. Matches graph: ___A__ because as time increases speed is
increasing at the same rate.
___________________________________________________________________
___________________________________________________________________
11. The speed of the car is increasing. Matches graph: ___C__ because as the time
increases the speed gradually increases at a faster rate
___________________________________________________________________
___________________________________________________________________
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Appendix R: Falling Objects Inquiry
Name _____________________________
Date __________
Period _____
Materials
Set Up*:
Computer with Motion Detector software
Motion Detector
Right-angle clamp
Metal rod
Meter sticks
Ring stand
Inquiry Activity:
Basket coffee filter (s)
Book(s)
other items to drop
*These objects are optional. You may have a different set up for your motion detectors based on
available supplies.
 Set up your motion detector so it is approximately 1.5 meters above the ground.
Follow any special instructions given by your teacher.
 Choose distance vs. time graph from your motion detectors software to record
your data. You may also use the view, which shows both a distance vs. time
graph and a velocity vs. time graph on the same screen.
 Drop various items, one at a time, from 1.5 meters. Be sure to hold the items
directly below the motion detector sensor. For consistency, you may want to start
with items touching the sensor.
 After each item is dropped, click store, and measurements will be stored on the
graph. This will allow for comparison of data. Each item should appear in a
different color on the graph.
1. Explain what the following distances represent on the graph:
a) 0m:
b) 1.5m
2. Explain what the times represent on the graph.
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3. Explain what the flat line at the end of the graph represents.
4. What does this flat line tell you about falling objects?
5. What do you similarities and differences do you notice between the lines?
6. What is caused by air resistance?
7. Which objects had the most air resistance? Provide mathematical evidence to
support your answer.
8. Imagine that all air is removed from a room, and the objects are dropped at the same
time. Do you think the objects would hit the ground at the same or different times?
Explain your reasoning using scientific evidence.
 Discussion with teacher once activity is completed: __________
Teacher Initials
Draft: 4/8/2020
Page 38
Appendix S: Exit Slip
Name _____________________________
Date ________
Period _____
Base responses to the following on your team’s qualitative and quantitative observations
during prototype testing. Use scientific and mathematical specific vocabulary
to SUPPORT each of your responses.
1. What similarities and differences were observed for each of the prototype tests?
2. Would you consider your team’s prototype testing a success or failure?
3. What changes do you think would improve your team’s prototype design?
Appendix S: Exit Slip
Name _____________________________
Date ________
Period _____
Base responses to the following on your team’s qualitative and quantitative observations
during prototype testing. Use scientific and mathematical specific vocabulary
to SUPPORT each of your responses.
1. What similarities and differences were observed for each of the prototype tests?
2. Would you consider your team’s prototype testing a success or failure?
3. What changes do you think would improve your team’s prototype design?
Draft: 4/8/2020
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Appendix T: Forces and Gravity Study Guide
Name _____________________________
Date __________
Period _____
Be Sure to Understand the Following:
 Meaning of motion
 How speed of a moving object is calculated
 How weight and mass differ
 Meaning of force
 Unit used for measuring forces
 How to create a force diagram indicating a forces magnitude and direction
 How the net force acting on an object is determined
 Difference between balanced and unbalanced forces?
 How distance vs. time graphs and speed vs. time graphs are interpreted.
 Meaning of potential energy and when it is greatest / least
 Meaning of kinetic energy and when it is greatest / least
 Two factors that affect gravitational force
Practice:
Match the letter of the words below to the correct definitions.
a. net force
_____ 1.
_____ 2.
_____ 3.
_____ 4.
b. balanced forces
c. forces
unbalanced forces
A push or pull acting on an object
When the net force on an object is not zero
Forces that are always acting in equal but opposite directions
The total of all forces acting on an object
Motion Graphs
The graph on the right represents the motion of an object, and could represent two
different types of graphs. Describe the object’s motion at each position for each type of
graph.
Position vs. Time Graph:
1.
2.
3.
Speed vs. Time Graph:
1.
2.
3.
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Force Diagrams:
Draw a force diagram, determine net force, and then state whether the forces are
balanced or unbalanced for each scenario below.
1. A book at rest on a tabletop.
2. Tommy and John are moving a table by exerting a pushing force on the same side.
John exerts a force of 1150N, and Tommy exerts a force of 800N.
3. A geostationary satellite is boosted 35,786 K from the Earth’s surface. Is Earth’s
gravitational on the satellite be more or less in orbit than when it was on Earth?
Support your answer using scientific reasoning.
4. Based on the Law of Universal Gravitation, the gravitational pull is greater between
two objects that
A. Have greater masses
B. Are farther apart
C. Have rougher surfaces
D. Are moving at greater speed
5. Which of the following always causes change in speed, direction, or both?
A. Balanced forces
B. Unbalanced forces
C. Either balanced or unbalanced forces
D. Both balanced and unbalanced forces
6. The diagram on the right shows a ball in four
positions as it rolls along a track from left to right.
In which position does the ball have its minimum
gravitational potential energy and maximum kinetic
energy?
A. 1
B. 2
C. 3
D. 4
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Appendix U: Forces and Gravity Study Guide: KEY
Be Sure to Understand the Following:
 Meaning of motion
Motion is the act of an object changing position through time.
 How speed of a moving object is calculated
Speed= Distance / Time
 How weight and mass differ
Mass is the amount of matter in an object and weight the gravitational pull
multiplied by the mass
 Meaning of force
A push or pull
 Unit used for measuring forces
Newton
 How to create a force diagram indicating a forces magnitude and direction
See examples in forces inquiry
 How the net force acting on an object is determined
Calculate all forces acting upon the object
 Difference between balanced and unbalanced forces
Balanced forces occur when the net force is equal to zero therefore the object
does not change motion. Unbalanced forces occur when objects are not equal
to zero therefore there is a change in motion.
 How distance vs. time graphs and speed vs. time graphs are interpreted
Distance vs. time graphs= how far two objects are from each other
Speed vs. time graphs= how fast an object in moving in a given amount of time
 Meaning of potential energy and when it is greatest / least
Potential Energy is stored energy. It is at its greatest when it is at its highest
position, and potential energy is at its least when the rollercoaster is at its
lowest position.
 Meaning of kinetic energy and when it is greatest / least
Kinetic energy is energy in motion. Its at its greatest when the rollercoaster is
at its lowest point. Kinetic energy is the least at its highest point.
 Two factors that affect gravitational force
Mass and distance
Draft: 4/8/2020
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Practice:
Match the letter of the words below to the correct definitions.
a. net force
___c__ 1.
___d__ 2.
___b__ 3.
___a__ 4.
b. balanced forces
c. forces
unbalanced forces
A push or pull acting on an object
When the net force on an object is not zero
Forces that are always acting in equal but opposite directions
The total of all forces acting on an object
Motion Graphs
The graph on the right represents the motion of an object, and could represent two
different types of graphs. Describe the object’s motion at each position for each type of
graph.
Position vs. Time Graph:
1. Object is moving at a constant rate forward
2.
Object is stopped
3.
Object returns to original position at constant rate
Speed vs. Time Graph:
1. Object is moving at a constant rate forward
2.
Object is stopped
3.
Object returns to original position at constant rate
Force Diagrams:
Draw a force diagram, determine net force, and then state whether the forces are
balanced or unbalanced for each scenario below.
1. A book at rest on a tabletop.
Forcetable
Forcegravity
Draft: 4/8/2020
Page 43
2. Tommy and John are moving a table by exerting a pushing force on the same side.
John exerts a force of 1150N, and Tommy exerts a force of 800N.
1150N
800N
Net Force = (1150N + 800N) = 1950N
3. A geostationary satellite is boosted 35,786 K from the Earth’s surface. Is Earth’s
gravitational on the satellite be more or less in orbit than when it was on Earth?
Support your answer using scientific reasoning.
The gravitational pull on the satellite would be less because the further away
an object is to the ground, the less the gravitational pull on the object.
4. Based on the Law of Universal Gravitation, the gravitational pull is greater between
two objects that
A. Have greater masses
B. Are farther apart
C. Have rougher surfaces
D. Are moving at greater speed
5. Which of the following always causes change in speed, direction, or both?
A. Balanced forces
B. Unbalanced forces
C. Either balanced or unbalanced forces
D. Both balanced and unbalanced forces
6. The diagram on the right shows a ball in four
positions as it rolls along a track from left to right.
In which position does the ball have its minimum
gravitational potential energy and maximum kinetic
energy?
A. 1
B. 2
C. 3
D. 4
Draft: 4/8/2020
Page 44