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The Arizona STEM Acceleration Project

Forces and Motion–Newton’s Laws of Motion a Lab Experience

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Forces and Motion–

Newton’s Laws of Motion a lab experience

A 7th grade STEM lesson

Amy Lewis

1/2/2024

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Notes for teachers

This lab can be a beginning of year review for 8th Grade Students or a culminating lab for forces and motion unit.

The students review the laws and then conduct a lab to demonstrate the knowledge of that law.

It starts with drawing models/recording and explaining then progresses to planning a lab complete with follow up questions.

List of Materials

Meter stick
Stopwatch
Toilet Tube holder (marked as indicated later)
Golf Ball
Ping Pong Ball
Bouncy Ball
Canning Ring
Triple Beam Balance
Calculator
Lab Sheet- Click Here

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Notes for teachers

Sample of supplies needed

Not included: Meter stick and triple beam balance.

Please check notes for making marks on the force applicator (toilet tube holders).

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Standards

7.P3U1.4 Use non-algebraic mathematics and computational thinking to explain Newton’s laws of motion.

Cross-Cutting Concepts and Science and Engineering Practices

Cross-Cutting Concepts

Cause and Effect
Systems and Systems Models

Science and Engineering Practices

Ask Questions.
Develop and Use Models.
Plan and Carry out Investigations.
Analyze and Interpret Data.
Use Mathematics and Computational Thinking.

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Objective(s):

Students will use a model to describe how an object at rest or an object in motion is effected by an outside force.

Students will use mathematics to determine the force applied to an object. They will need to find velocity and acceleration to complete this step.

Students will design an experiment, complete the steps needed to be followed and conduct the experiment to collect data to show Newton’s 3rd law of motion.

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Agenda (lesson time)

Review Newton’s Laws. (5 min)
Show supplies for experimentation. Give safety instructions and explain the force applicator markings. It would be good to demonstrate how to use this tool for best results. (see pictures and description in slides that follow) (5 min)
Students complete part 1 (20 min)
Students complete part 2 (20 min)

5. Student complete part 3 (30-40 min)

Possible Student Lab Sheet:

Lab Sheet

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How do billiard players successfully get pool balls into the pockets?

Have students watch the video clip and then discuss ways they saw this player get billiard balls into the pockets.

Write ideas on sticky note then share out as groups.

Generate a list of ideas on the board.

How can we test these ideas using Newton’s Laws?

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Hands-on Activity Instructions

Students would be best grouped as partners or in trios.
Room should be arranged so there is plenty of floor space to complete the activities.
If balls hit the wall and rebound, students should include that distance in the overall distance traveled.
This is a teacher guided but student driven activity. There will be slides that can be projected if the teacher wants to control the speed at which the activity goes and keep students together. Or, students can be given all instructions and they can begin working at their own speed.

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Hands-on Activity Instructions

Newton’s First Law

An object at rest stays at rest or an object in motion stays in motion unless acted upon by an outside force.
Demonstrate an object being in motion through the effects of an outside force and record.
Draw a model showing the forces in play on the object.
Follow instructions on Student Worksheet

Hands-On Activity: See more instructions below.

For these activities, you will be using our force applicator (toilet paper holder, spring loaded). It should have been previously marked with 3 markings. 1, 2, and 3. Hold the force applicator as shown in the picture. Place the force applicator near your object and release your finger. The applicator will transfer energy to your object and you can discuss what you see. The closer the applicator is to the object, the better the transfer is.,

You will choose how you will demonstrate the first law of motion then record your findings while talking through the process. This video will be completed on _______________(whatever device you want) then submitted to the teacher. Afterward, you will draw a model of your system showing all the forces that are in play for this example.

Experimentation:

Demonstrate an object being in motion through the effects of an outside force. (use only the supplies provided). Discuss ideas with your partner(s).

• Record your experiment using your ______________________ (I would use flipgrid because we have it). Explain what is happening to the object as you set it in motion or change its trajectory because of an outside force. Submit video for review.

• Draw a model showing the forces in play on the object in the box provided.

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Hands-on Activity Instructions

Newton’s Second Law

Net force is equal to mass times acceleration (F=m.a)
A larger net force acting on an object causes a larger acceleration and objects with larger mass require more force to accelerate
See further instructions in notes or on student lab sheet

Hands-On Activity: More instructions below.

• Take the mass of each ball and ring. Record it in table A on your paper.

• Depress the force applicator to the 1 line. Place the force applicator next to the object. Release the force. Record the time in seconds and distance in (cm) the ball or ring traveled in Table B. Repeat 3 times for each object (recording the time and distance for each trial. Then determine the average time and average distance for each object. (add up all the times and divide by 3) (add up all the distances and divide by 3)

• Repeat all steps depressing the force applicator to the 2 line. Record data in Table C.

• Repeat all steps depressing the force applicator to the 3 line. Record data in Table D.

• To determine Velocity, divide the average distance the object traveled by the average time it took to travel that distance. Record the velocity for each object at each force in Tables B, C, and D where indicated.

• To determine the acceleration of each object, use the formula: (V_f-V_i)/ avg time (the V_f is the average velocity you determined the V_i is 0 because the object started at rest) Record the acceleration in Tables B, C, and D where indicated.

• Use the formula F=m.a to get the force applied. Record the force in Table E (mass of the object is found in Table A.)

Answer the question: What is the relationship between force, mass and acceleration?

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Hands-on Activity Instructions

Newton’s Third Law

For every action there is an equal and opposite reaction.
Set up and perform an experiment that can demonstrate this law.

Include:

Prediction (IF I do this then this will happen.)
Materials needed
Steps to follow to complete investigation
What data will you collect?
How will you display data?
Conclusion Questions?

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Assessment

Formative:

Students must complete each section and get approval from teacher before moving on to next part.
Students can write what they know on a sticky note before leaving to turn in.

Summative:

The completion of the final lab experiment is an assessment (demonstrate what you know and can do.)

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Differentiation

Students could be given guided lab sheets to help them complete the experience.

If they are still struggling with the Laws of Motion, Please watch this video with them: Video Ted ed

Remediation

Extension/Enrichment

Students that have it could be given paper and instructions without helps or tables to collect data.

Students could trade their 3rd experiments with another group and complete their experiments. They could compare their results and talk about the similarities and differences in their data.