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Please Note:
If your having problems with finding the solution to the "Motion Stories"
GO to Down Load Documents on my web site. I have four sample solutions.
The Force and Motion Course investigates linear motion,
including position and several aspects of change of position—distance,
displacement, speed, velocity, and acceleration. They investigate
fundamental forces (gravity and electromagnetism) in familiar
environments, such as pushes, pulls, impacts, and falls. Interaction
and outcomes are represented graphically to help students think
mathematically about their observations. Investigations of opposing
forces and additive forces help students develop the idea that a net
force on an object produces motion. An object in motion has momentum,
which is conserved. Students acquire the most fundamental and important
understanding about the interplay between force and motion.
Mr. Dudley's Science Class
Will be doing the following:
- Observe and describe an object’s motion in terms of change of position.
- Explain how to use a reference point to determine the distance moved by an object.
- Use tools to gather data and mathematics to organize and analyze data.
- Explain speed in terms of distance and time and use speed graphs to determine head starts.
- Transform narrative accounts of motion events into graphic representations.
- Explain the difference between displacement and distance.
- Conduct experiments to acquire distance or displacement and time data to determine speed, velocity, and acceleration.
- Use tools (pushers, spring scales, and multimedia simulations) to apply force and to investigate force and motion.
- Analyze illustrations of forces in motion.
- Describe change of motion as a result of net force.
- Determine the relationship between mass and the force of
gravity using spring scales, and explain gravity as a universal force.
- Explain and apply the interplay of force and time (impulse) and momentum in crashes.
- Acquire vocabulary concerning these concepts: position,
distance, displacement, speed, velocity, acceleration, motion, force,
gravity, impulse, and momentum.
- Exercise language, social studies, and math skills in the context of science.
- Use scientific thinking processes to conduct investigations
and build explanations: observing, communicating, comparing,
organizing, relating, and inferring.
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1.
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Here
to There (5 sessions)
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Students
are introduced to motion as a change of position, and distance
as the magnitude of a change in position. They work with air
trolleys to define terms, gather and graph data, and analyze
outcomes. They analyze graphic representations of races between
several different competitors in both print and multimedia formats. |
- Position is the location of an object at any given time.
- Motion is the act of changing position.
- Distance is the amount of change of position.
- A reference point is an arbitrary point on an object,
used to establish its position.
- Calculate distance (d) using the distance equation.
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- Observe and describe an object’s motion in terms
of change of position.
- Explain how to use a reference point to determine the
distance moved by an object.
- Measure distance in standard metric units.
- Use tools to gather data and mathematics to organize data.
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2.
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Speed
(5–6 sessions) |
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Students
learn that speed is the rate at which an object changes position.
They gather data from cars rolling down ramps and representations
of moving vehicles to investigate and solve speed problems.
They are introduced to making and analyzing distance-versus-time
graphs. |
- Speed is the rate of change of position of an object:
v = d / Δt.
- The slope of the line on a speed graph represents speed;
steeper slopes represent higher speeds.
- The equation for calculating distance when speed and time
are known is d = v X Δt.
Average speed is the total distance traveled by an object
divided by the total time needed to go that distance.
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- Conduct experiments to acquire distance and time data
and to determine speed.
- Use tools to gather data and mathematics to organize data.
- Use mathematics to solve problems involving unknown quantities.
- Explain speed in terms of distance and time.
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3.
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Comparing
Speeds (8–9 sessions) |
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Students
learn how to analyze and represent speed to solve problems.
They gather data for students walking and running, and use representations
of boat races and the Iditarod race to investigate and solve
speed problems. They practice making and analyzing speed graphs. |
- The slope of a line on a distance-versus-time graph represents
speed; steeper slopes represent higher speeds.
- A distance-versus-time graph can be used to determine
an object’s speed.
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- Conduct experiments to acquire time and distance data
and to determine speed.
- Use tools to gather and organize data and solve problems
involving unknown quantities.
- Use speed graphs to determine head starts.
- Explain speed in terms of distance and time.
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4.
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Representing
Motion (7 sessions) |
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Students
learn to represent motion in graphs. They distinguish between
position graphs and distance graphs and analyze both to describe
motion. They extract data from word problems, create data tables,
and construct motion graphs. They also collect and organize
data for their own motion, using meter tapes and stopwatches.
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- The difference between an object’s initial and final
positions is displacement.
- Constant speed and average speed yield straight lines
on distance-versus-time graphs.
- Complex motion events can be analyzed into coherent segments
called legs.
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- Use tools to gather and organize data.
- Transform narrative accounts of motion events into graphic
representations.
- Generate motion scenarios from graphic representations
of motion events.
- Explain the difference between displacement and distance.
- Explain what a horizontal line on a speed graph represents.
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5.
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Acceleration
(9 sessions)
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Students
learn to identify and measure changing velocity and calculate
position and velocity from time and acceleration data. They
experience constant velocity and acceleration with their own
movement. They collect and analyze velocity and position data
using mechanical and electronic Dotcars. |
- Acceleration is change of velocity (Δ
) per unit time, measured in units of change of position
(ΔX) per unit of time per unit of time.
- Objects rolling down slopes accelerate; acceleration is
greater on steeper slopes.
- The mass of a rolling car has little effect on its acceleration.
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- Use tools (mechanical and electronic Dotcars) to collect
time and distance data and mathematics to organize and analyze
the data.
- Use equations to calculate acceleration, displacement,
and velocity of rolling objects.
- Identify and interpret graphs of
accelerating motion and constant velocity.
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6.
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Force
(7–8 sessions) |
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Students are introduced to forces and their relationship
to motion. Students use pushers and spring scales to explore
the idea that forces add; the sum is net force. Friction is
introduced as a force opposing motion. Students explore friction
with real-world and simulated force-bench activities..
NOTE: This is a recommended ending point
for grade 6 students.
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- A force is a push or pull.
- Net force is the sum of all the forces acting on a mass.
- A net force applied to a mass produces acceleration.
- Friction is a force that acts to resist movement.
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- Use tools (pushers, spring scales, and multimedia simulations)
to apply force and investigate friction and motion.
- Analyze illustrations of forces in motion.
- Use multimedia simulations to investigate force and motion.
- Describe change of motion as a result of net force.
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7.
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Gravity
(7 sessions) |
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Students
learn that gravity is a universal force pulling objects to Earth
with predictable acceleration. They use spring scales to establish
the relationship between force and mass. They explore real and
hypothetical falling objects and replicate one of Galileo’s
experiments. |
- Gravity is a force pulling masses toward each other; the
strength of the force depends on the objects’ masses.
- The force of gravity accelerates objects in free fall
and objects rolling downhill.
- The acceleration produced by the force of gravity is about
10 m/s2 toward Earth.
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- Determine the relationship between mass and the force
of gravity, using spring scales.
- Gather time and displacement data electronically to investigate
the acceleration of gravity.
- Explain gravity as a universal force.
- Discuss Galileo’s discovery of acceleration due
to gravity.
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8.
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Momentum
(8 sessions) |
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Students
learn to analyze collision interactions in terms of inertia,
momentum, and impulse. Inertia is introduced in demonstrations,
and students use the Dotcar to collect data for analysis. Understanding
Car Crashes, a video, is viewed and discussed. The €nale
is a version of the egg drop called Bean Brains, in which students
apply their knowledge of momentum. |
- Inertia is the property of matter that tends to keep masses
in uniform motion; it resists change of motion.
- Inertia is proportional to mass; large masses have a lot
of inertia.
- Momentum is inertia in motion; it is the product of an
object’s velocity and mass.
- A net force applied to an object can change its momentum.
- An impulse is a force applied for a period of time.
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- Conduct simple investigations to demonstrate inertia of
both stationary and moving masses.
- Use a force scale to determine the force needed to stop
cars traveling at different speeds.
- Use electronic Dotcar data to calculate velocity and momentum.
- Explain how inertia and momentum affect passenger safety
in car crashes.
- Explain and apply the interplay of force and time (impulse)
and momentum in crashes.
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