Forces of Motion - Science Museum of Minnesota · 5 Before you visit Do an open-ended exploration...
Transcript of Forces of Motion - Science Museum of Minnesota · 5 Before you visit Do an open-ended exploration...
Forces of Motion Grades 4-8
• Classroom Activities• In-Museum Activities• Chaperone Guide
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How to Use this Explorations Guide
• Give chaperones copies of Explorations student
pages and the chaperone page
• Add your own page(s). Connect with your own
special unit. You can use just one page or all.
Choose the ones that meet your needs best. Since
this Exploration is designed for a large span of
grade levels, it may be most appropriate to use it in
different ways with different grades. For the younger
grades, plan your trip to allow students multiple mo-
tion experiences at the beginning of your unit or for
application of concepts learned in the classroom.
For older grades, the activities can provide concept
application in real life examples. Provide extensions
of museum experiences back at school, especially
focusing on data patterns, further experiments, and
graphing results.
• Components are not sequential. You can start any-
where in the exhibit
• If your time in the exhibits is limited, choose just a
few stops. Don’t try to rush your students to finish
the Explorations suggestions. Some questions may
leave students with more questions. Use these as
the basis for aftertrip discussions or group research.
In This GuideExplore force and motion in the Experiment Gallery by inviting students to take on the role of scientists as they
investigate the movement of objects, changes in their speed or direction, and interrelationships between motion,
force and mass. The guide begins with an exploration to find moving things and speculate about the force causing
the motion.
TABLE OF CONTENTS
About this topic . . . . . . . . . . . . . . . . . . . . . . . . . 3
Connecting with the classroom . . . . . . . . . . . . . 5
Minnesota Academic Standards . . . . . . . . . . . . 7
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
At the museum activities
Chaperone page . . . . . . . . . . . . . . . . . . . . 8
Student pages . . . . . . . . . . . . . . . . . . . . . . 9
Teacher key . . . . . . . . . . . . . . . . . . . . . . . 14
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Newton’s CradleSo who’s this Newton guy and why do we have
his cradle? At the end of the seventeenth century,
Isaac Newton formulated three laws of motion.
The “cradle” you see on many desks and in our
Experiment Gallery allows you to play with spheres in
motion and experiment with Newton’s Laws. Play and
experimentation with real motion are key elements of
this Exploration. Because Newton’s laws of motion are
simple to state, but much research in recent years
has documented that students typically have difficulty
relating formal ideas of motion and force to their
personal view of how the world works. For example, to
say that a book presses down on the table is sensible
enough, but then to say that the table pushes back
up with exactly the same force (which disappears
the instant you pick up the book) seems false on the
face of it. …What is to be done? Students should
have lots of experiences to shape their intuition about
motion and forces long before encountering laws.
(Benchmarks www.project2061.org/tools/benchol/ch4/
ch4.htm#Motion)
MotionEverything in the universe moves. Describing,
analyzing and understanding motion underlies many
other topics in science. There are many topics in the
study of motion, but this Exploration only touches on
a few: relationships of force and motion, gravitational
motion, relationships of mass and motion, moving
air and a very brief introduction to waves and motion
influenced by magnetic forces. This Exploration does
not include breaking down motion into position, velocity
and acceleration, but if your classroom study includes
these, insert your own exhibit activities to reinforce these
concepts at the museum.
A force is a push or pullChanges in speed or direction of motion are caused by
forces. The greater the force is, the greater the change
in motion will be. The more massive any object is, the
less effect a given force will have on it. Some objects
move slowly and others move too fast for people to see
them. Students need to have opportunities to observe
and recognize forces that attract or repel other objects
and demonstrate them. Vocabulary may get in the way
if students have to struggle over the meaning of force
and acceleration. Both terms have many meanings in
common language that confound their specialized use
in science.
About this topic
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About this topic
Mass and WeightThe mass of an object is the measure of the amount of
matter in the object. The weight of an object is the force
of gravity on the object (the mass times the acceleration
of gravity). Weight changes depending on many things,
including what planet you’re on! To focus on motion, and
being able to isolate forces, mass is used in referring to
the object.
Gravity is the force that causes things to fall to earth. There is a gravitational force between all objects with
mass. This is usually not observable unless one object’s
mass is much larger than the other’s is. That is why we
can observe this with the Earth and everything on it,
since the Earth’s mass is much larger.
WavesThis Exploration includes one activity with waves in
water. The focus is on the interrelationship of the
elements of waves – wavelength, frequency and
amplitude. In water, waves are disturbances that travel
through the interacting molecules of water. Experiences
with water and watching waves will give students
mental images as they begin to study waves that are
not as easily observable, such as sound waves or
electromagnetic waves.
The Teacher Key on pg. 16 includes a website about
waves in the ocean.
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Before you visitDo an open-ended exploration of motion with your
students:
How many kinds of motion do you think you could show
using a ball? Find a clear area in the gym, auditorium, or
yard.
• See how many kinds of motion you can show
with the ball. Try different ways of getting the ball
started, and aim it in different directions. Don’t
throw the ball hard—it’s easier to see what’s
happening if it’s traveling slowly. Students can
record observations by making diagrams that
show the paths the ball took.
• Use some obstacles to change the way the ball
moves. Make diagrams showing the different
paths the ball took. What motion did the ball have
when you rolled it with no obstacles in its way?
What happened to the motion of the ball when it
hit an obstacle? Did different kinds of obstacles
affect the ball’s motion in different ways? Were
you able to make the ball move in a curve? How
did you accomplish it?
Review student activity pages for yourself and with your
students.
Review the schedule and your expectations for the visit
with your students. Divide students into groups.
Connecting with the classroomBack in the classroomReview the information that students gathered at the
museum by discussing the questions on the student
pages. See the answer key starting on page 13. These
activities are more explorations of motion and can be
done before the visit, afterwards, or as small group
activities. For older students, more data collection,
measurements and graphing can be introduced.
Make a trackFor each group or student: construction paper, scissors,
clay, duct tape, marble
• Think about how you could make a marble travel
in a straight line, in a zigzag, and in a circle or
part of a circle using the materials listed. Draw a
diagram of a track that you could build to show
these motions.
• Make your track with the materials. Cut out
construction paper shapes and attach them with
clay or duct tape to the top of a table. You may
also want to use clay for part of the track.
• Test your track with a marble. How can you make
the marble start moving? How can you make sure
it stays in motion? Record your observations.
• Experiment with the track until the marble shows
straight-line, zigzag, and circular motion. Think
about what you did to keep the marble in motion?
What did you have to do to the track to change
the marble’s straightline motion to zigzag motion?
What did you have to do to the track to change
the marble’s straight-line motion to a circular
motion?
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Make a parachuteFor each group or student: a plastic grocery bag,
scissors, tape, thread, 3 paper clips and a ruler.
• Cut a 30 cm square from a plastic grocery bag.
Cut four lengths of thread, each about 30 cm
long. Tape one end of each piece of thread to
each corner of the plastic square, and tie the
other ends together. Attach three paper clips to
the thread. This is the parachute.
• Hold the parachute up high in one hand and then
drop it.
• Have a partner cut a hole about 5 cm wide
in the top of their parachute. Then drop both
parachutes at the same time.
• Take the paper clips off the parachute without the
hole. Drop the paper clips at the same time that
your partner drops the parachute with the hole.
• Think about what might have pushed against the
falling parachute to change its motion? Was there
a change in the falling motion of the parachute
when it had a hole cut in it? If so, why? What
do you think would happen if you dropped the
parachute folded up? How fast would it fall? Try
it!y
Connecting with the classroom
Try some magnet activitiesGather magnets you may have in your classroom, or
ask students to bring some from home. Set aside free
exploration time to investigate what happens when
magnets are put together. Group students into groups
of 4. Each group should have a minimum of 4 magnets.
Groups can generate as many magnet observations
as they can. Share observations with the whole class.
(Caution: Do NOT place magnets on computers, monitors, television screens, computer disks, videotapes or tape cassettes.)
Test your magnets: (Ask students to make a chart
summarizing their results.)
For example:
Item tested Results
• What do magnets attract? Try coins, school
supplies, desks, chairs, floor.
• Put a magnet on a string. What happens when
brought near another magnet?
• Does a magnet work through a solid? (paper,
cardboard, book)
• Does a magnet work through a liquid? (water)
• Can a magnet change an object’s direction?
• Does it have to touch the object?
• Hypothesize: How does a magnet push or pull an
object?
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Minnesota Academic StandardsThe Science Museum of Minnesota provides a field trip destination that allows teachers and students to reinforce
Minnesota Academic Standards. Use of the materials in this Force and Motion Exploration will help you link learning
experiences to the following content standards.
Science:
Grade 5 Nature of Science and Engineering 5.1.1.2.2 Identify and collect relevant evidence, make
systematic observations and accurate measurements,
and identify variables in a scientific investigation.
Physical Science
5.2.2.1.2 Identify the force that starts something moving
or changes its speed or direction of motion
5.2.2.1.3 Demonstrate that a greater force on an object
can produce a greater change in motion.
Grade 6 Physical Science 6.2.2.2.2 Identify the forces acting on an object and
describe how the sum of the forces affects the motion of
the object.
6.2.2.2.3 Recognize that some forces between objects
act when the objects are in direct contact and others,
such as magnetic, electrical, and gravitational forces can
act from a distance.
ResourcesBook: Force and Motion Stop Faking It! Finally Understanding
Science So You can Teach It, William C.Robertson,NSTA
Press, 2002, ISBN: 0-87355-209-1
An easy to understand and fun introduction to the
basics of force and motion. Includes Newton’s laws,
clear explanations of major terms and examples of major
concepts.
Websites: The Physics Classroom
www.physicsclassroom.com
A clear and thorough tutorial on terms and concepts,
developed for high school physics students.
Benchmarks On-line- Motion
www.project2061.org/tools/benchol/ch4/ch4.
htm#Motion
Benchmarks for Science Literacy, published in 1993,
translated the science literacy goals in Science for
All Americans into learning goals or benchmarks, in-
cludes links to research, overview of topics and specific
learning goals by age level. Include many helpful sug-
gestions about introducing terms and experiences in
studying force and motion at a variety of grade levels.
Fear of Physics: Speed and Acceleration
/www.fearofphysics.com/Xva/xva.html
For further background and an online demonstration of
the elements of motion.
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Chaperone guide
Trip tips• Explorations Force and Motion helps students understand the how things move, what makes things move
and the relationships among motion, force and the size of objects.
• Encourage students to play with the motion they find in the exhibits.
• Observing motion, noticing change and what causes changes are very important.
All student pages refer to exhibit in the Experiment
Gallery on Level 3.
Find things that move!There are many things to choose from in the Gallery.
Students should choose one to complete the
investigation.
HARMONOGRAPH BIG WAVE TANK
AIRSTREAM
Very popular exhibits with long possible wait times.
Come back to these if they are very busy. They work
better if students work in pairs.
Questions are designed to allow exploration.
Finding the right answer is not as important
as looking for the right answer. It’s OK for your
group to work to together to decide how to
answer the questions. This is a popular gallery.
If one exhibit is busy, students can choose
another. If students are stuck or can’t find
something, ask any staff member in a blue vest
or apron.
Look for answers
What do you think?
Draw what you learned
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Find things that move! List them below:What’s moving? What is making it move? Can you see what’s providing the
force?
Circle one from your list to investigate further with a partner.
How fast is it moving?
too fast to see very fast fast medium slow very slow too slow to notice
Describe the motion: (for example: straight, curved, zigzag)
Does the motion change in direction and/or speed?
Describe the force that made the motion change.
Student pagesExplore Motion in the Experiment Gallery Level 3
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HarmonographDraw a cool design with two pendulums. What’s moving here? (you should find at least 5 things that are
moving)
Work with a partner. One person should move the adjustable weight pendulum and draw a pattern with
the weight in one position.
The second person changes the position of the weight on the adjustable weight pendulum and draws
their own pattern.
Compare your patterns. What did you notice?
Student pages
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Student pages
Big magnetDraw the Big Magnet here:
Look at the big panel above the Magnet. Find the metal wand and the magnetic field tracer. Use them to
explore the force of the magnet.
Metal wand
Hold it near the magnet. What do you notice?
Where is the force the strongest?
Magnetic field tracer Hold it near the magnet. What do you notice?
On your magnet sketch, draw where the force can be detected by the tools you used. What moved in
the Magnetic field tracer?
Why is there a warning about watches, credit cards ? and pacemakers??
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Student pages
Surf’s Up! The big wave tankWhat kinds of waves push a surfer to shore? Use the controls to make the best waves for surfing. Draw
the tank with your “perfect wave”.
What control setting did you use for?
Wave frequency
Wave height
Slope of the bottom
Change the force of the wave. What did you change?
How did that change the motion you observed?
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Student pages
Small PlaneTry these challenges:
• Make the plane fly parallel to the bottom of the case.
• Make the plane go as high as it will go.
• Put the plane on the bottom of the case.
Keep track of where the settings are for each of the controls
Fan speed Elevator control
Plane flies parallel to the bottom of the case.
The plane as high as it will go.
The plane on the bottom of the case.
From your experiments,
What makes the plane move? Or another way to ask the question: where’s the force?
How did you make the plane change its altitude?
AirstreamWhat is moving?
Predict: If you put a large, light balloon over the airstream tube, would it move differently than the ball?
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Find things that move! List them below:What’s moving? What is making it move? Can you see what’s providing the
force?
Circle one from your list to investigate further with a partner.
How fast is it moving?
too fast to see very fast fast medium slow very slow too slow to notice
Describe the motion: (for example: straight, curved, zigzag)
Does the motion change in direction and/or speed?
Describe the force that made the motion change.
Teacher keyAllow 15 minutes for students to find things that move.
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HarmonographDraw a cool design with two pendulums. What’s moving here? (you should find at least 5 things that are
moving)
Work with a partner. One person should move the adjustable weight pendulum and draw a pattern with
the weight in one position.
The second person changes the position of the weight on the adjustable weight pendulum and draws
their own pattern.
Compare your patterns. What did you notice?
Teacher key
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Pendulum with fixed weight, pendulum with moveable weight, pulleys, red arm, blue-gray arm, pen,metal rods connected to the pen, etc.
Answers will vary, e.g., the designs are different when: putting the weight in different places, starting thependulums at different times, making one go faster than the other does at first. Also, they both slow downand finally stop. The interrelationship of the motion of the pendulums, as friction damps the motion, createsthe patterns. The patterns can be considered a mathematical depiction of the motion of the coupledpendulums. It is another way to describe the motion. Note: Patterns take a few minutes to draw.
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Teacher key
Big magnetDraw the Big Magnet here:
Look at the big panel above the Magnet. Find the metal wand and the magnetic field tracer. Use them to
explore the force of the magnet.
Metal wand
Hold it near the magnet. What do you notice?
Where is the force the strongest?
Magnetic field tracer Hold it near the magnet. What do you notice?
On your magnet sketch, draw where the force can be
detected by the tools you used. What moved in the
Magnetic field tracer?
The small magnet in the field tracer responds to the magnetic field in the big magnet. Magnetic force is not just between the white plates, but can be felt and shown surrounding the black encased magnet.
Why is there a warning about watches, credit cards ? and
pacemakers?
The strong magnetic field (not just between the white plates) can influence the magnetic or electrical parts ofthese items.
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Teacher key
Surf’s Up! The big wave tankWhat kinds of waves push a surfer to shore? Use the controls to make the best waves for surfing. Draw
the tank with your “perfect wave”.
What control setting did you use for?
Wave frequency
Wave height
Slope of the bottom
The Rubber Ducky acts like the surfer. It gets pushed best by a “breaking wave”. That is formed when thefloor of the tank does NOT slope gradually, but has a bump in the middle (board # 3). Exploring the bestwave may take a long time, especially if there are many other visitors at the tank. Compare surfing results. Ifno one was there long enough to try many combinations, ask students to find information on waves, slope,and force.
For more on science and surfing: http://www.exploratorium.edu/theworld/surfing/Along the US Pacific coast, the sea floor off the coast changes very abruptly. This creates a steep slope, as theocean rapidly becomes shallower. This causes the waves to break, away from the shore and provides surferswith “radical waves.” Off the coast of Hawaii, tropical reefs create a sudden change in the floor depth producingthe same results.
Off the US East Coast, the Atlantic Ocean’s floor rises slowly towards shore. This cause waves to roll great distancesand break close to the shore.
Change the force of the wave. What did you change?
Either changing the height (more force) or the frequency (change in force frequency)
How did that change the motion you observed?
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Teacher key
Small PlaneTry these challenges:
• Make the plane fly parallel to the bottom of the case.
• Make the plane go as high as it will go.
• Put the plane on the bottom of the case.
Keep track of where the settings are for each of the controls
Fan speed Elevator control
Plane flies parallel to the bottom of the case.
The plane as high as it will go.
The plane on the bottom of the case.
From your experiments,
What makes the plane move? Or another way to ask the question: where’s the force?
Moving air from the fan
How did you make the plane change its altitude?
Changing the speed of the air and/or changing the shape of the airplane’s tail (elevators) Did the twoseem related? Yes. The forces involved in flight of airplanes are complex AND interrelated.Students canstart to observe a complicated system of motion, forces and interrelationships.For more on flight, try this website: www.grc.nasa.gov/www/k-12/UEET/StudentSite/dynamicsofflight.htmlAsk the students to make paper airplanes and include “elevators” like the ones on this small plane. Does itchange the motion?
AirstreamWhat is moving?
The ball, a stream of air when the button is pushed.
Predict: If you put a large, light balloon over the airstream tube, would it move differently than the ball?
Bring a balloon or two for students to try out at the Airstream exhibit. It should react differently because ofthe mass difference. Try making the balloon close to the same size as the ball, then smaller and larger too.Supervise students when they are trying this. Please do not use small balls.The force of the moving air works in similar ways to the Small Plane exhibit and has similarities to airplaneflight. The pressure is lower in a moving fluid than in a stationary fluid. This effect is called theBernoulli effect. A ball balances in the stream of air from the blower. The ball is strongly held in the lowerpressure stream of air, allowing it to overcome gravity forces as the airstream moves.
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