Prepared exclusively for Richard Pokorny Transaction:...

Prepared exclusively for Richard Pokorny Transaction: 1929

Dr. Birdley Teaches Science!

Forces and MotionForces and Motion

Middle and High School

Written and Illustrated by Nevin Katz

Incentive Publications, Inc.Nashville, Tennessee

Featuring the Comic Strip

I nnovative Resources for the Science Classroom


Cover by Geoffrey BrittinghamEdited by Jill Norris

Science Editors: K. Noel Freitas and Scott Norris

ISBN 978-0-86530-541-0

Copyright ©2008 by Incentive Publications, Inc., Nashville, TN. All Rights Reserved. The Dr. Birdley comic strip and all characters depicted in the comic strips, Copyright ©2007 by Nevin Katz. All rights reserved. The Dr. Birdley logo, Dr. BirdleyTM, JaykesTM, Dean OwelleTM, Professor BrockleyTM, Gina SparrowTM, and all prominent characters featured in this publication are trademarks of Nevin Katz. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, or otherwise) without written permission from Incentive Publications, with the exception below:Pages labeled with the statement Copyright ©2008 by Incentive Publications are intended for reproduction within the owner’s classes. Permission is hereby granted to the purchaser of one copy of Forces and Motion to reproduce these pages in sufficient quantities for meeting the purchaser’s classroom needs only. Please include the copyright information at the bottom of each page on all copies.

1 2 3 4 5 6 7 8 9 10 11 10 09 08

PRINTED IN THE UNITED STATES OF AMERICAwww.incentivepublications.com

About the AuthorNevin Katz is a teacher and curriculum developer who lives in Amherst, Massachusetts with his wife Melissa and son Jeremy.

Nevin majored in Biology at Swarthmore College and went on to earn his Master’s in Education at the Harvard Graduate School of Education. He began developing curriculum as a student teacher in Roxbury, Massachusetts.

“Mr. Katz” has been teaching science for over seven years, in grades 6 through 11. He currently teaches Environmental Science and Physical Science at Ludlow High School in Ludlow, Massachusetts.

Nevin’s journey with Dr. Birdley and the cast began in the summer of 2002, when he started authoring the cartoon and using it in his science classes. From there, he developed the cartoon strip, characters, and curriculum materials. After designing and implementing the materials, he decided to develop them further and organize them into a series of books.


1

Objectives and Frameworks .....................................2

Teacher’s Guide .......................................................5

Unit 1: Speed, Distance, and Time .........................11

Unit 2: Velocity ......................................................19

Unit 3: Acceleration ...............................................29

Unit 4: Newton’s Law of Gravitation ....................39

Unit 5: Newton’s Laws of Motion .........................49

Unit 6: Force, Mass, and Acceleration ...................59

Unit 7: Motion in Two Dimensions .......................69

Unit 8: Disrupted Inertia ........................................79

Answer Key ...........................................................88

Contents

Table of Contents


2

Educational Objectives

Chapter or Unit Primary Objective(s) Standards 1. Speed, Distance, and Time

To calculate time, distance, and speed using mathematical formulas.

To represent changes in position using distance-time graphs

1, 2

2. Velocity To understand velocity as speed combined with direction.

To calculate velocity using vectors and distance-time graphs.

1, 2, 5

3. Acceleration

To understand that acceleration can be a change in speed, direction, or both.

To calculate acceleration and fi nal velocity of moving objects.

1, 5

4. Newton’s Law of Gravitation

To apply Newton’s law of gravitation to planets and moons, as well as small everyday objects.

To illustrate how gravitational force is calculated.

10, 11

5. Newton’s Laws of Motion

To understand the major ideas behind Newton’s Laws.

To defi ne force and explore the concept of net force.

To introduce the concepts of inertia and action-reaction force pairs.

To calculate force, mass, and acceleration using Newton’s second law.

3–9

6. Force, Mass, and Acceleration

To learn how to calculate force, mass, and acceleration.

To understand how equal amounts of drag force and gravitational force result in terminal velocity.

4, 6, 8

7. Motion in Two Dimensions

To distinguish between the horizontal and vertical components of an object in motion.

To understand the independent nature of these two components.

To describe and illustrate how gravity and air resistance affect projectile motion.

1, 5

8. Inertia and Friction

To understand how the law of inertia is applied to moving objects in real life.

To understand how frictional forces can interferre wtih inertia.

3, 5

Central Goals: • To explain and illustrate concepts of velocity, acceleration, force, and gravity • To apply these ideas to real-life situations and connect them to Newton’s laws of motion and gravitation

Dr. Birdley Teaches Science – Forces and Motion


3

Relevant Frameworks

Motion & Forces, Grade 5-8

1. The motion of an object can be described by its position, direction of motion, and speed.

2. Motion can be measured and represented on a graph.

3. An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.

4. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude.

5. Unbalanced forces will cause changes in the speed or direction of an object’s motion.

Motion & Forces Standards, Grades 9-12

6. Objects change their motion only when a net force is applied.

7. Laws of motion are used to calculate precisely the effects of forces on the motion of objects.

8. The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force.

9. Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the fi rst object.

10. Gravitation is a universal force that each mass exerts on any other mass.

11. The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them.



4

Overview of Forces & Motion Source Cartoons

Cartoon Central Concepts ChallengeLevel

Related Topics

Rollerblades Representing speed on distance-time graphs L1 Scientifi c MethodData Analysis

Velocity in Tennis

Velocity and vectors L2 Projectile MotionAcceleration

Vectors on a River

Finding resultant velocity through vector addition

L3 Pythagorean Theorem

Camel Acceleration and deceleration L1 Velocity

Science Sharks Calculating fi nal velocity of a falling object L2 Acceleration Due to Gravity

Birdley Meets Newton

Newton’s Law of Gravitation L1 Newton’s Life

Gravitational Force

The equation for gravitational force. L3 Scientifi c Notation

Owelle Meets Newton

Newton’s Three Laws Of Motion L2 The Newton Balance

Tug-of-war Balanced and unbalanced forces L1 Friction

Baseball Horizontal and vertical components of a baseball’s trajectory

L2 Acceleration Due to Gravity

Hang Time Horizontal and vertical components of jumping.

L2 Acceleration Due to GravityInitial and Final Velocity

Forces in Hockey

Force, mass, and acceleration L2 Friction

Terminal Velocity

Drag force, gravity, and terminal velocity L2 Balanced ForcesNet ForceForce and Acceleration

Inertia The inertia of objects in motion L2 Projectile Motion

Friction in GolfThe effect of friction on inertia L1 Types of Friction

The diffi culty level ranges from easy (L1) to very challenging (L3).



11

Contents

Source Cartoon: Speed on a Graph 12

Cartoon Profi le 13

Background 14

Study Questions 15

Visual Exercise 16

Vocabulary Build-up 17

Quiz 18

Unit 1: Speed, Distance, and Time


Dr. Birdley Teaches Science – Forces and MotionCopyright © 2008 by Incentive Publications, Inc., Nashville, TNCopyright © 2007 by Nevin Katz

12

0 5 10 15 20 25 30 35 40 45 50time (minutes)

dis

tanc

e (k

m)

1

2

3

4

5


Distance, Time, SpeedSPEED ON A GRAPH Objectives

1. To defi ne speed as the amount of distance an object travels over time

2. To show how speed is represented as the slope of a line on a distance-time graph

3. To illustrate how distance-time graphs indicate speed, as well as changes in speed

SynopsisOwelle and Phyll begin by explaining the defi nition of speed. They compare the speeds of two model cars using a distance-time graph. In the next scene, Dr. Birdley is jogging, while Clarissa is rollerblading. Owelle then presents a distance-time graph that illustrates changes in their speed during the workout.

Main Ideas 1. Speed is the amount of distance an object

travels over time 2. On a distance-time graph, the speed of an

object is represented by the steepness of the slope.

3. Gradual slopes indicate low speed. 4. Steep slopes indicate high speed. 5. A fl at line on a distance-time graph

indicates a speed of zero.

Vocabulary distance time speed y-axis x-axis slope

CharactersDean Owelle, Phyll, Dr. Birdley, Clarissa

Teacher’s NotesHelp students make the connection between the panels on Clarissa’s movement and the graph. The lines on the graph are in sync with the panels. A problem-solving strategy for calculating slope is featured in the background section.

Questions for Discussion

Before Reading: 1. How do you defi ne speed? 2. What units are used to measure

distance? Time? 3. What different types of graphs might be

used to show data?

After Reading: 1. How does Dean Owelle defi ne speed? 2. What is a slope? 3. Look at the panel where Clarissa speeds

up. What do you notice about the slope of her line in the graph at that point?

13Dr. Birdley Teaches Science – Forces and Motion


BACKGROUND: SOLVING FOR SPEED

1. Write out the formula you are using.

2. Write down all your known quantities.

3. Substitute these quantities into the equation.

4. Solve.

s = d / t.

d = 500 m

t = 50 s.

s = 500 m / 50s

s = 10 m/s

The following procedure can be used to fi nd the speed of a moving object.

A train travels a distance (d) of 500 meters in a time (t) of 50 seconds. What is the speed (s)?

SPEED, DISTANCE, AND TIME

Directions: Solve the following problem to the best of your ability.

A dinosaur walks 600 meters in 30 seconds. What is its speed?


NAME: ______________________

CLASS: ________ DATE: ________

(2, 4)

(4, 8)

0 1 2 3 4 5

Time (seconds)

Dis

tanc

e (m

eter

s)

1

2 3

4

5

6

7 8

9

10

Distance-Time Graph

Copyright © 2008 by Incentive Publications, Inc., Nashville, TN

FINDING THE SLOPE OF A LINE

You can also fi nd speed by fi nding the slope of a line on a graph. Here is how you do it:

Pick two points with coordinates (x1, y1) and (x2, y2)

For example, points (2, 4) and (4, 8) on the graph to the right. Then, plug the coordinates into the equation below;

slope (m) = rise

= (y2-y1) =

(8-4) = 4

=

2 meters/second run (x2-x1) (4-2) 2

This method works for any other two points on this graph.


15

NAME: ______________________

CLASS: ________ DATE: ________

STUDY QUESTIONS

Directions: Answer the following questions to the best of your ability.

1. Look at the second panel in Speed on a Graph. How does the graph tell you that car B is moving faster than car A?

_________________________________________________________

_________________________________________________________

2. According to the graph in the last panel, what is Owen‛s speed (in meters per minute) over the fi rst 15 minutes? How far does he travel?

________ _________________________________________________

_________________________________________________________

3. According to the graph, what is Clarissa‛s speed (in meters per minute) between 15 and 25 minutes?

_________________________________________________________

_________________________________________________________

4. Do Owen and Clarissa reach their starting point at 50 minutes?__________

How do you know? ___________________________________________

_________________________________________________________

5. Owelle and Birdley run a road race, and their performance is recorded on a distance-time graph. The slope of Birdley‛s line is steeper than Owelle‛s.

What does this mean?________________________________________

_________________________________________________________

SPEED ON A GRAPH

Dr. Birdley Teaches Science – Forces and MotionCopyright © 2008 by Incentive Publications, Inc., Nashville, TN



NAME: ______________________

CLASS: ________ DATE: ________

WORKOUT INFO

A. At this point, Clarissa stops.

B. Clarissa goes from a faster speed to a slower speed.

C. Here, Clarissa goes from a slow speed to a faster speed.

D. Clarissa changes direction a second time.

E. Clarissa starts moving again, this time in the reverse direction.

F. Clarissa travels six meters at a steady speed.

6. What is the slope of the line in the fi rst three seconds?

7. What is Clarissa‛s speed between three and eight seconds? How do you know?

8. When does Clarissa reverse direction while maintaining a constant speed?

DISTANCE-TIME GRAPHD

ista

nce

(in m

eter

s)

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Time (seconds)

1.___

2.___ 3.___

4.__6.___

0

1

2

3

4

5

6

7

8

Distance Traveled by Clarissa Over Time

5.__


16Prepared exclusively for Richard Pokorny Transaction: 1929

Directions: Read the defi nition and sample sentence. Then, write your own sample sentence and draw a cartoon that illustrates speed.

Defi nition: Speed is the amount of distance covered per unit time.

Sample sentence: Clarissa Birdley‛s speed is the fastest in the middle of her workout, when she is traveling at a speed of 15 m/s.

Give a sample sentence of your own that conveys the meaning of speed.

__________________________________________________________________

__________________________________________________________________

Draw a cartoon that illustrates the meaning of speed. Use words and pictures to convey its defi nition.

Useful elements include: word balloons and narration panels fast and slow objectscharacters, places, objects someone measuring the speed of an objectnumbers and formulas tools used to measure speed

VOCABULARY BUILD-UP

SPEED, DISTANCE, AND TIMENAME: ______________________

CLASS: ________ DATE: ________

Copyright © 2008 by Incentive Publications, Inc., Nashville, TN Dr. Birdley Teaches Science – Forces and Motion


4. Birdley is not moving between points a and b b and c c and d d and e

5. Birdley heads towards the starting location

between the points a and b b and c c and d d and e

6. Birdley stays in the same direction and slows down at

point b point d point e point f

Unit 1 Quiz: Speed

Directions: Birdley is running on a soccer fi eld to warm up for a race. Examine the graph of the distance he travels below. Then, answer the related questions to the best of your ability.

Dis

tanc

e (in

met

ers)

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18Time (seconds)

ab

c d

e

f

0

1

2

3

4

5

6

7

8

Distance Traveled by Birdley Over Time

Name:__________________________________ Class:_________ Date:____________

Copyright © 2008 by Incentive Publications, Inc., Nashville, TN Dr. Birdley Teaches Science – Forces and Motion

18

1. Birdley moves in the same direction and increases his speed at

point e point b point c point d

2. Birdley reverses direction at the following points a and c e and d b and d b and f

3. From point b to point c, Birdley’s speed (shown by the slope of the line) is equal to

0.4 m/s 2.5 m/s 10 m/s 3.5 m/s


19

Contents

Unit 2: Velocity

Source Cartoon: Tennis & Velocity 20

Source Cartoon: Vectors on a River 21

Cartoon Profi les (2) 22

Study Questions (2) 24

Background 26

Visual Exercise 27




Before Reading: 1. In tennis, how do you control the

speed and direction of the ball? 2. How would you control the speed and

direction of a ball in another sport? 3. What do you already know

about speed?

After Reading: 1. What was the direction of

Norman’s ball? 2. How could vectors be used to represent

the curved path of a tennis ball? 3. How is velocity different from speed?

Objectives 1. To defi ne and give examples of velocity. 2. To illustrate how velocity is represented

with vectors 3. To explain why velocity changes along a

curved paths.

SynopsisBirdley and Norman are playing Jaykes and Birdley’s dad in a game of tennis doubles. After a couple of questions by Norman, Birdley begins explaining the velocity of the tennis ball. As Birdley fi nishes his explanations, Norman wins the point with an overhead smash.

Main Ideas 1. Velocity describes the speed and direction

of an object. 2. Velocity vectors can be represented by

arrows, which have both direction and magnitude.

3. If an object follows a curved path, velocity is constantly changing because the object’s direction is changing.

Vocabulary velocity vectors magnitudespeed direction

CharactersDr. Birdley, Jaykes, Norman, Birdley’s dad

Teacher’s Notes Draw the multiple vectors of a curved path to show how it is different from a straight path. One example is the vector breakdown of this ball’s trajectory:

TENNIS & VELOCITY Velocity and Vectors



Vector Addition


Before Reading: 1. If you are traveling by canoe, why is it

easier to go with the fl ow of a river? 2. What happens if you go against the

fl ow? Why? 3. If you are going with the fl ow of a river,

what would happen to the boat if you paddled directly toward a riverbank?

After Reading: 1. Did Birdley fi nish the problem by the

time Owelle jumped off the boat? 2. What steps are left for solving the

problem? Go through them?

Objectives 1. To illustrate how a problem involving two

components to velocity can be solved using vector addition.

2. To illustrate the steps of the Pythagorean Theorem.

SynopsisDr. Birdley and Dean Owelle are paddling their canoe along a river. As Birdley begins to philosophize, Owelle notices that they are headed toward the waterfall. After they turn the boat toward the riverbank, Birdley attempts to calculate the resultant velocity of the boat through vector addition. The solution to the problem is below and in this unit’s background section.

Main Ideas 1. Vectors represent speed and direction. 2. To fi nd the resultant velocity of a boat on

a river, the velocity of the boat itself and the velocity of the river fl ow must be taken into account.

3. Resultant velocity can be found using vector addition.

4. For problems involving two perpendicular velocities, resultant velocity can be found using the Pythagorean Theorem where a, b, and c are three sides of a right triangle and c is the unknown velocity:

a2 + b2 = c2 42 + 32 = c2

16 + 9 = 25 = c2

c = c2 = 25 = 5

Vocabulary vectors velocity vector additionhypotenuse Pythagorean Theorem

CharactersDr. Birdley, Dean Owelle

VECTORS ON A RIVER


a =

4 m

/s

b = 3 m/s

c = ?




1. Suppose a tennis ball is fl ying through the air at 70 mph. Does this statement describe the tennis ball‛s velocity? Why or why not?

_________________________________________________________

_________________________________________________________

2. Write a statement that describes the velocity of a moving object.

_________________________________________________________

_________________________________________________________

3. Suppose a roller coaster car is moving in a curved path at a steady speed of 60 mph. Is it changing velocity? How do you know?

_________________________________________________________

_________________________________________________________

4. List three events in a tennis game that would change the velocity of the ball.

_________________________________________________________

_________________________________________________________

5. Suppose Norman‛s backhand sends the ball fl ying with a starting velocity of 75 mph east. Could the wind affect the velocity of the ball? Explain.

_________________________________________________________

_________________________________________________________

TENNIS & VELOCITY


NAME: ______________________

CLASS: ________ DATE: ________


STUDY QUESTIONS


NAME: ______________________

CLASS: ________ DATE: ________


1. In what direction is the boat headed at the beginning of the comic? What causes the boat to change its velocity?

_________________________________________________________

_________________________________________________________

2. Describe the general direction of the boat after Birdley and Owelle steer it toward the riverbank. Use the compass shown in the comic.

_________________________________________________________

_________________________________________________________

3. As Birdley and Owelle paddle toward the riverbank, what two factors affect the boat‛s velocity?

_________________________________________________________

_________________________________________________________

4. Why does Birdley use the Pythagorean Theorem?

_________________________________________________________

_________________________________________________________

5. What is the boat‛s resultant velocity? (Hint: Use the Pythagorean Theorem to fi nd the length of the triangle‛s longest side.)

_________________________________________________________

_________________________________________________________

VECTORS ON A RIVER


STUDY QUESTIONS


BACKGROUND: PYTHAGOREAN THEOREM AND VECTORS

1. Draw the two perpendicular velocities as vectors, oriented head to tail.

2. Draw the resultant vector so that you form a right triangle.

3. Set up the pythagorean equation.

4. “Plug in” your known quantities.

5. Multiply exponents.

6. Add.

7. Find the square root of c.

a2 + b2 = c2

42 + 32 = c2

16 + 9 = c2

25 = c2

If a vehicle‛s velocity has two perpendicular components, you can use the Pythagorean Theorem to fi nd the resultant velocity. This procedure shows you how.

VECTOR ADDITION

Directions: Solve the following problem to the best of your ability.

1. A boat is sailing north at 24 m/s. The river is fl owing east and 18 m/s. Draw a diagram and use the Pythagorean Theorem to fi nd fi nal velocity.

4 m

/s

3 m/s

a =

4 m

/s

b = 3 m/s

c = ?

c = c2 = 25 = 5 m/s northeast


NAME: ______________________

CLASS: ________ DATE: ________



boat:40 m/s,north

river: 30 m/s, east

1. Resultant velocity of boat: _____

river: 9 m/s,northwest

boat: 12 m/s,northeast


river:16 m/s,north

boat: 12 m/s, east


boat:15 m/s,north

river: 20 m/s, west


Pythagorean Theorem:

VECTOR ADDITION

a =

4 m

/s

b = 3 m/s

c = ?

a2 + b2 = c2

42 + 32 = c2

16 + 9 = 25 = c2

c = c2 = 100 = 10


27

NAME: ______________________

CLASS: ________ DATE: ________


Directions: Read the defi nition and sample sentence. Then, write your own sample sentence and draw a cartoon that illustrates velocity.

Defi nition: Velocity is a quantity that describes speed and direction.

Sample sentence: The velocity of the golf ball is 10 m/s northeast.

Give a sample sentence of your own that conveys the meaning of velocity.

_________________________________________________________

_________________________________________________________

Draw a cartoon that illustrates the meaning of velocity. Include some of thse elements:word balloons and narration panelscharacters, places, objects,numbers, vectors, and formulas

VOCABULARY BUILD-UP

VELOCITY AND VECTORS

10 m/s, NE

NAME: ______________________

CLASS: ________ DATE: ________



29

Contents

Unit 3: Acceleration

Source Cartoon: The Camel 30

Source Cartoon: Science Sharks 31



Background 36

Visual Exercise 37


Quiz 39


Objectives 1. To defi ne acceleration in relation to velocity. 2. To illustrate the circumstances under which

an object accelerates.

SynopsisAs Birdley rides a camel through the desert, he teaches a lesson on acceleration. The camel accelerates in various ways to illustrate this concept.

Main Ideas 1. Acceleration always involves a change in

velocity over time. 2. When an object’s speed increases, it covers

more distance per unit time with every passing second.

3. Acceleration can involve a change in speed, direction, or both.

4. When an object decelerates, it slows down.

Vocabulary acceleration velocity speed direction time distance

CharactersDr. Birdley, desert cop, camels

Teacher’s NotesThe comic and study questions set you up to introduce this equation for fi nding acceleration:

vf = vi + (a x t)

a = acceleration t = timevi= initial velocity vf = fi nal velocity

THE CAMEL Acceleration


Before Reading: 1. What does a car do when it accelerates? 2. Does a rollercoaster accelerate?

If so, when? 3. How could you change velocity when

you are walking?

After Reading: 1. What does it mean to decelerate? 2. Look at the third (long) panel in the

comic. What happens over time to the amount of distance the camel covers per second? Why?

3. Based on the comic, what do you think it means to decelerate?



Acceleration and Gravity

Objectives 1. To provide an example of acceleration

due to gravity. 2. To illustrate the steps for solving for fi nal

velocity using time, acceleration, and initial velocity.

SynopsisFrom the deck of a ship, Dr. Birdley drops a rock into the water. Two of the science sharks use the information, gather information about the drop, and calculate the rock’s fi nal velocity just before it hits the water.

Main Ideas 1. Before solving a problem, write out the

formula you are using. In this case,

vf = vi + (a x t). 2. Use the information in the situation to write

down all your known quantities. Include units. In this case, you have:

vi = initialy velocity = 0 m/s t = time = 2 s. a = acceleration = 9.8 m/s2 3. Substitute these quantities into the equation

and you have: vf = 0 m/s + (9.8 m/s2 x 2 s) 4. Solve. vf = 19.6 m/s 5. If an object is dropped, it accelerates due

to gravity. The more time it has to fall, the greater its fi nal velocity is just before impact.

Vocabulary acceleration time initial velocity equation variable fi nal velocityknowns unknowns gravity

Characters

Dr. Birdley and the Science Sharks


Before Reading: 1. What happens to the speed of a falling

object? Why? 2. What do you need to know in order

to fi nd an object’s acceleration? Final velocity?

3. What determines how long it takes for something to fall?

4. What determines the speed of a falling object?

After Reading: 1. Suppose Birdley drops the rock from a

lower point. How would this affect the rock’s fi nal velocity?

2. How did the sharks calculate the rock’s fi nal velocity?

SCIENCE SHARKS

33Dr. Birdley Teaches Science – Forces and Motion Copyright © 2008 by Incentive Publications, Inc., Nashville, TN



1. How does acceleration relate to velocity?

_________________________________________________________

_________________________________________________________

2. Suppose a camel heading north remains at the same speed but then changes its direction towards the east. Does it accelerate? Why or why not?

_________________________________________________________

_________________________________________________________

3. A camel with an initial velocity of 10 m/s starts to accelerate at 5 m/s2 for fi ve seconds. What is the camel‛s fi nal velocity? Show your work.

_________________________________________________________

_________________________________________________________

4. A camel speeds up, maintains the same speed for ten seconds, and then gets tired and slows down. When is the camel decelerating? Why?

_________________________________________________________

_________________________________________________________

5. How does Dr. Birdley‛s camel end up speeding? Use the term “accelerate” or “acceleration” in your answer.

_________________________________________________________

_________________________________________________________

NAME: ______________________

CLASS: ________ DATE: ________

STUDY QUESTIONS

THE CAMEL

34Dr. Birdley Teaches Science – Forces and Motion Copyright © 2008 by Incentive Publications, Inc., Nashville, TN



1. What are the sharks trying to fi nd? What information did the sharks gather through observation?

_________________________________________________________

_________________________________________________________

2. What information did the sharks write down before solving the problem? What equation did they use?

_________________________________________________________

_________________________________________________________

3. Suppose Birdley were to attach a parachute to the rock he drops. How would this affect the rock‛s fi nal velocity? Why?

_________________________________________________________

_________________________________________________________If

4. Another rock is dropped from a higher point and falls for 5 seconds before hitting the ground. Assuming acceleration due to gravity is 9.8 m/s2, what is the rock‛s fi nal velocity the instant before it hits the ground?

_________________________________________________________

_________________________________________________________

5. How will the rock accelerate or decelerate when it hits the water? Why?

_________________________________________________________

_________________________________________________________

SCIENCE SHARKS


NAME: ______________________

CLASS: ________ DATE: ________

STUDY QUESTIONS



BACKGROUND: PROCEDURE FOR FINDING FINAL VELOCITY

1. Write out the formula you are using.

2. Write down all your known quantities.

3. Substitute these quantities into the equation.

4. Solve.

vf = vi + (a x t).

vi = 0 m/s

t = 2 s.

a = 9.8 m/s2

vf = 0 m/s + (9.8 m/s2 x 2 s)

vf = 19.6 m/s

Use the following procedure to solve for the fi nal velocity of a moving object that is accelerating.

vf = fi nal velocity, vi = initial velocity, a = acceleration, and t = time.

ACCELERATION

Directions: Solve the following problems to the best of your ability.

1. A resting object is dropped, and falls for six seconds before hitting the ground. Assuming that acceleration due to gravity is 9.8 m/s2, fi nd its fi nal velocity before impact.

2. A car initially going at 30 m/s accelerates by 5 m/s2. Find the car‛s velocity after it has accelerated for seven seconds.


NAME: ______________________

CLASS: ________ DATE: ________




NAME: ______________________

CLASS: ________ DATE: ________ACCELERATION EQUATIONS

1. 2.

3. 4.



38

1. Acceleration always involves a change in speed velocity direction gravity

2. If a truck decelerates, it always speeds up maintains a constant speed slows down comes to a complete stop

3. A car traveling at a speed of 30 m/s changes speed to 50 m/s over four seconds. What is the car’s acceleration?

80 m/s2

20 m/s2

12.5 m/s2

5 m/s2

4. A rock is dropped from rest and falls for four seconds before hitting the ground. Assuming acceleration due to gravity is 9.8 m/s2, what is the rock’s fi nal velocity the instant before it hits the ground?

39.2 m/s2

19.6 m/s2

13.8 m/s2

5.8 m/s2

5. A box is falling with a downward velocity of 10 m/s. It falls for two more seconds before hitting the water. Assuming acceleration due to gravity is 9.8 m/s2, what is the box’s fi nal velocity before hitting the water?

19.8 m/s2

29.6 m/s2

9.6 m/s2

29.8 m/s2

6. A person walking at 2 m/s changes direction but still continues walking at the same speed. Is this person accelerating? Why or why not?

______________________________________________________________

______________________________________________________________

______________________________________________________________

7. A cyclist starting from rest accelerates at a rate of 6 m/s2 until she reaches 30 m/s. How long does it take her to accelerate? (Hint: re-arrrange your equation for acceleration so that you solve for time.)

Unit 3 Quiz: Acceleration

Name:__________________________________ Class:_________ Date:____________

Directions: This quiz tests your knowledge of the chapter’s cartoon, background article, and visual exercises. Answer the following questions to the best of your ability.



49

Contents

Source Cartoon: Owelle meets Newton 50

Source Cartoon: Tug of War 51



Mini-Comic: Action-Reaction Pairs 56

Visual Exercise 57


Unit 5: Newton’s Laws of Motion


Objectives 1. To introduce Newton’s three laws of motion. 2. To introduce the Newton balance, which

measures force in Newtons.

SynopsisAfter bringing Newton to the present, Birdley introduces him to Dean Owelle, who doubts the great scientist’s true identity. Newton proves his identity by explaining his three laws of motion. As he explains them, Jaykes provides examples of the three laws using his lab equipment.

Main Ideas 1. An object at rest tends to stay at rest, and

an object in motion tends to stay in motion, unless acted upon by an outside force.

2. The force exerted on an object is equal to its mass multiplied by its acceleration. (F = ma)

3. Every action results in an equal and opposite reaction.

Vocabulary

force action reactionNewton (N) Newton meter inertiamass acceleration

CharactersDr. Birdley, Sir Isaac Newton, Jaykes, Dean Owelle, Norman

Teacher’s NoteThe comic sets you up to introduce the term inertia. Prior to introducing the comic, it helps for students to be familiar with air resistance and friction, which also disrupt the ball’s inertia (referred to in study question #2, p. 54).


Before Reading: 1. What do you know so far about

Sir Isaac Newton? 2. What is a force? 3. What do you already know

about gravity?

After Reading: 1. What were Newton’s three laws? 2. If you were Owelle, would you be

convinced that the guy is Newton? Why or why not?

3. What does Norman do to the ball’s inertia?

OWELLE MEETS NEWTON Laws of Motion



Net Force


Before Reading: 1. What happens in a tug-of-war match? 2. How does someone win a tug-of-war

match?

After Reading: 1. Why did Jaykes and Owelle

start moving? 2. What could the students do to restore

balance to the tug-of-war match? 3. How did net force change during

the comic?

Objectives 1. To introduce the Newton as the unit for force. 2. To compare and contrast balanced and

unbalanced forces. 3. To introduce the concept of net force.

SynopsisDr. Birdley uses a tug-of-war match to explain the concept of balanced forces. Norman pulls the rope on one end, creating a net force in his direction. Don advises two students to restore balance to the tug-of-war match.

Main Ideas 1. Force is measured in Newtons. 2. When two forces are equal and opposite in

direction, the net force is zero and there is no acceleration.

3. In the tug-of-war match, the two opposing forces create tension at the center of the rope.

4. If a force in one direction is greater than the force in the opposite direction, then there is a net force, resulting in movement.

Vocabulary

net force Newton balanced unbalanced

CharactersDr. Birdley, Dean Owelle, Jaykes, Gina, Lark, Norman, Don, Anthony, Christina

Teacher’s NotesQuestion #3 involves the use of friction, so it would be useful to touch on friction with your students before using the comic. In this case, Jaykes and Owelle dig their feet into the ground to create friction that opposes their forward motion.

TUG OF WAR



OWELLE MEETS NEWTON


1. Based on Norman‛s comment, how would you defi ne inertia?

_________________________________________________________

_________________________________________________________

2. Suppose the surface is not totally smooth. What additional “outside force” would be affecting the ball‛s motion? How would its motion be affected?

_________________________________________________________

_________________________________________________________

3. How is Jaykes measuring the amount of force he uses to pull the weight? What are the two other properties that relate to force?

_________________________________________________________

_________________________________________________________

4. How does the Newton meter demonstrate the law of action and reaction?

_________________________________________________________

_________________________________________________________

5. If Jaykes causes a 0.5 kg weight to accelerate by 5 m/s2, what force is Jaykes using to pull the weight? Assume the weight is on a frictionless surface. Use the equation he‛s thinking of.

_________________________________________________________

_________________________________________________________

NAME: ______________________

CLASS: ________ DATE: ________

STUDY QUESTIONS




1. When do two forces result in no motion?

_________________________________________________________

_________________________________________________________

2. In the comic, what causes the forces to become imbalanced? What is the net force in this case?

_________________________________________________________

_________________________________________________________

3. What are Jaykes and Owelle doing to resist being pulled any further? What principle of physics are they using?

_________________________________________________________

_________________________________________________________If

4. How could Anthony and Christine restore balance to the tug-of-war match?

_________________________________________________________

_________________________________________________________

5. If Gina and Owelle were to compete by themselves in a tug-of-war match and use the same force as in this comic, who would win? What would be the net force?

_________________________________________________________

_________________________________________________________

TUG-OF-WARNAME: ______________________

CLASS: ________ DATE: ________

STUDY QUESTIONS




Newton‛s Law states that every action results in an equal and opposite reaction. For example, as Dr. Birdley‛s weight pushes down on a bridge, a sturdy bridge will push back up on Dr. Birdley. This can be illustrated using a force pair diagram, where arrows represent the directions of the forces at work (see above).

After the bridge breaks, the force pairs change. The earth is pulling down on Owelle, while Owelle is pulling up on the earth (see below.)

Action-reaction pairs can also be horizontal. Here, as Dr. Birdley pushes on the cabinet, the cabinet pushes back on him.

Draw the arrows here to represent the pair of forces at work.




NAME: ______________________

CLASS: ________ DATE: ________ACTION / REACTION PAIRS



Directions: Read the defi nition and sample sentence. Then, write your own sample sentence and draw a cartoon that illustrates velocity.

Defi nition: A force is defi ned as a push or a pull on an object.

Sample sentence: Norman pulled the rope with a force of 30 Newtons.

Give a sample sentence of your own that conveys the meaning of force.

_________________________________________________________

_________________________________________________________

Draw a cartoon that illustrates the meaning of force. Useful elements include: word balloons and narration panelscharacters, places, objects,numbers and formulasarrows with labels that indicate specifi c amounts of force (ex. F = 40 N)

VOCABULARY BUILD-UP

FORCENAME: ______________________

CLASS: ________ DATE: ________



59

Source Cartoon: Forces in Hockey 60

Source Cartoon: Terminal Velocity 61



Visual Exercise 66

Quiz 67

Reference Sheet: Key Formulas 68

Unit 6: Force, Mass, and Acceleration




t = 0v = 0 m/s


Newton’s Second Law


Before Reading: 1. What do we know so far about force?

mass? acceleration? 2. If you slide an object across your desk,

how can you control how far it goes? How fast it goes ?

After Reading: 1. How are the characters able to control

the speed of the hockey puck? 2. What is the large hockey puck’s

acceleration? 3. Why does this hockey puck

accelerate less?

Objectives 1. To illustrate how the equation F = ma applies

to hockey. 2. To show how to rearrange the variables in

the equation to solve for acceleration. 3. To show the relationship between force

and acceleration. 4. To show how mass and acceleration

are related. 5. To pair equations with action sequences that

students can readily understand.

SynopsisWhile coaching hockey practice, Dr. Birdley explains how Newton’s second law (F = m x a) applies to ice hockey.

Main Ideas 1. Force is equal to the mass of an object

multiplied by its acceleration (F = m x a). 2. Acceleration is equal to the force exerted on

an object divided by mass. (a = F/m). 3. In other words, the greater an object’s mass,

the less it will accelerate given an equal amount of force.

4. Increasing the amount of force you use on an object will increase the object’s acceleration.

Vocabulary

force acceleration mass

units kilograms Newtons

CharactersDr. Birdley, Shelly, Neil, Anthony

Teacher’s NoteThe acceleration of the large puck in the fi nal panel is 3 m/s2.

FORCES IN HOCKEY



TERMINAL VELOCITY Objectives

1. To connect gravity to the formula a = F/m. 2. To discuss the connection between air

resistance and terminal velocity.

SynopsisAs Dr. Birdley goes skydiving, he explains how he reaches terminal velocity. He opens his parachute to slow his fall, but gets stuck in a tree on the way down.

Main Ideas 1. Before reaching terminal velocity, Birdley

accelerates due to gravity. 2. The other force at work is drag force, which

is caused by air resistance. 3. As Birdley speeds up, drag force increases.

This is because drag force is proportional to the square of an object’s speed.

4. Birdley reaches terminal velocity when the downward force of gravity is equal to the upward force of drag.

5. At this point, drag force cancels the force of gravity, resulting in zero downward acceleration. In terms of Newton’s formula, (a = F/m), here is what happens to net force:

F Fg - Fd m mwhere Fg = force of gravity and Fd = force of drag 6. Because of its shape, the parachute increases

the amount of drag Birdley experiences and lowers Birdley’s terminal velocity dramatically.

Vocabulary terminal velocity gravity accelerationair resistance drag free fall

CharactersDr. Birdley and Detective Eggs Benedict


Before Reading: 1. Suppose you are skydiving. What

happens to your velocity / speed as you fall?

2. How do parachutes work? 3. How do you think air resistance affects

your fall?

After Reading: 1. When does terminal velocity happen in

the comic? 2. Why does Dr. Birdley’s parachute

slow his fall? 3. Why does Dr. Birdley stop accelerating?

Gravity and Net Force

a = = = 0




1. Translate the equation F = ma into a sentence.

_________________________________________________________

_________________________________________________________

2. How does the amount of force you use affect the acceleration of a hockey puck?

_________________________________________________________

_________________________________________________________

3. Suppose you push two boxes with a force of 5 N. One box has a mass of 1 kg and one box has a mass of 2 kg. Which box will speed up faster? Why?

_________________________________________________________

_________________________________________________________

4. After being hit with a hockey stick, a .20 kg puck accelerates at 50 m/s2. What is the amount of force exerted on the puck?

_________________________________________________________

_________________________________________________________

5. Let‛s say 25 N of force are exerted on the .25 kg puck. What is the puck‛s acceleration?

_________________________________________________________

_________________________________________________________

STUDY QUESTIONS

FORCES IN HOCKEYNAME: ______________________

CLASS: ________ DATE: ________



NAME: ______________________

CLASS: ________ DATE: ________

STUDY QUESTIONS


1. What happens to Dr. Birdley‛s velocity over the fi rst several seconds? Why?

_________________________________________________________

_________________________________________________________

2. What force does force of drag oppose? What happens to force of drag as velocity increases?

_________________________________________________________

_________________________________________________________

3. Compare force of drag and gravitational force once Birdley reaches terminal velocity. What is the resulting net force?

_________________________________________________________

_________________________________________________________

4. What happens to Birdley‛s acceleration at terminal velocity? Why? (Hint: what is the net force that results from drag opposing gravity? How are force and acceleration related?)

_________________________________________________________

_________________________________________________________

5. Does the parachute increase or decrease Dr. Birdley‛s terminal velocity? How? Explain your answer.

_________________________________________________________

_________________________________________________________

TERMINAL VELOCITY




NAME: ______________________

CLASS: ________ DATE: ________FORCE, MASS, AND ACCELERATION



1. A .15 kg hockey puck, starting at rest, is pushed so that it accelerates by 50 m/s2. What is the force exerted on the puck?

50.15 N 330 N 7.5 N 49.85 N

2. If an object is in motion, and there are no outside forces acting on it, the object’s speed will

eventually reach 0 m/s remain the same increase over time decrease over time

3. You push down on a table with your hands, and the table does not break. The table is

not pushing back at all pushing down in the same direction pushing sideways pushing back up on your hands with equal force

4. At terminal velocity, a skydiver stops accelerating because the ______ acting on her becomes to zero.

gravitational force force of drag net force the mass

5. If only two equal yet opposing forces are pushing on an object, the net force is always

zero positive negative constantly changing

6. An object is in inertia if it has no net forces acting on it. gets pushed or pulled is accelerating is falling

7. A person is standing on a bridge. Identify the two opposing forces at work in the space below. Then, draw a diagram of the situation. Use arrows to illustrate the two opposing forces.

Action Force:____________________ Diagram:

_______________________________

Reaction Force:__________________

_______________________________

Unit 6 Quiz: Newton’s Laws of Motion

Name:__________________________________ Class:_________ Date:____________

Directions: This quiz tests your knowledge of the cartoons, mini-comics, and visual exercises from units 5 and 6. Answer the following questions to the best of your ability.



68

NAME: ______________________

CLASS: ________ DATE: ________

Reference Sheet: Key Formulas

FORCES & MOTION

Directions: In each box, write the correct formula that is used to fi nd the property that is listed.

Time (t)

distance (d)

slope (m)m = rise / run

acceleration (a)

mass (m):

Gravitational Force (Fg)

time (t)

fi nal velocity (vf)

deceleration (d)

Speed (s) Force (F)acceleration (a)

Speed, Time, and Distance

Accleration, Time,and Velocity

Force, Mass, Acceleration, and

Gravitation

*This slope formula would use two points on a line graph, with coordinates (x1, y1) and (x2, y2).



79

Source Cartoon: Inertia 80

Source Cartoon: Friction in Golf 81



Visual Exercise 86

Mini-Comic 87

Unit 8: Disrupted Inertia


Objectives 1. To show that an object is in inertia if no

forces are acting on it. 2. To illustrate that an object in inertia could

still be in motion. 3. To practice breaking up an object’s motion

into horizontal and vertical components.

SynopsisNeil, looking the other way while riding on a skateboard, hits a fi re hydrant and goes fl ying. Birdley explains to him that he remained in inertia while the skateboard was stopped by the fi re hydrant.

Main Ideas 1. Objects in motion can be in inertia. 2. As Neil hit the fi re hydrant, he kept going

forward at the same velocity because no horizontal forces were acting on him.

3. Although Neil’s horizontal velocity remained the same, his vertical velocity changed somewhat: fi rst due to the upward push of the skateboard, and then due to gravity.

Vocabulary inertia force velocity

CharactersDr. Birdley, Neil

Teacher’s Notes

Before reading this comic, it is helpful for students to be familiar with the horizontal and vertical components of velocity. This is covered in the previous unit. Neil’s flight path is similar to that seen in projectile motion. Try relating Neil to other passengers on moving vehicles that stop suddenly.


Before Reading: 1. Suppose I have an object on a

frictionless surface that extends infi nitely in all directions. What happens if I give that object one push?

2. Will it eventually stop? Or will it keep going forever? If so, why?

3. Suppose you leave a soda can on the top of a car and it takes off. What would happen to the soda can if the car were to suddenly come to a halt?

After Reading: 1. What happens to Neil? 2. Why does Neil remain in inertia? 3. What do seatbelts do if your car

suddenly stops? How does this relate to inertia?

IT‛S INERTIA Laws of Motion




1. As his skateboard hits the fi re hydrant, why does Neil continue to fl y forward? Explain.

_________________________________________________________

_________________________________________________________

2. Describe Neil‛s vertical motion in the comic.

_________________________________________________________

_________________________________________________________

3. What forces act on Neil‛s vertical motion?

_________________________________________________________

_________________________________________________________

4. Does the skateboard remain in inertia throughout the comic? Why or why not?

_________________________________________________________

_________________________________________________________

5. How does inertia contribute to Neil‛s accident?

_________________________________________________________

_________________________________________________________

STUDY QUESTIONS

IT‛S INERTIANAME: ______________________

CLASS: ________ DATE: ________




87

1. Why does a lead weight fall faster than a feather?

2. Why would two objects fall at the same speed in a vacuum tube?

3. Two objects with different shapes fall at the same speed in open air. What can you conclude about the amount of air resistance each object encounters?



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