ENERGY Relationship of Force& Motion with Mass Science 6 07/23/15

Transcription

1 ENERGY Relationship of Force& Motion with Mass Science 6 07/23/15 SOL(s): 6.5 TSW continue investigation and understanding of the basic principles of Energy 6.5.c TSW investigate and analyze the concepts of Force, Motion and Mass in part with their studies of Energy Instructional Objectives: SWBAT make observations and inferences after personal, simulation, and graphing activities about the relationships of Force and Motion with Mass SWBAT further conduct investigations to determine how the relationships of Force and Motion with Mass play a role in Energy Introduction (Predict, Explain) 15 minutes Body (Observe) (Explain) 30 minutes Teacher s desk and Chair Paper & pencil Document Camera Science table & chairs PCs - groups of 3per Lab Sheet to document 3 trials of simulation Force and Motion simulation from Phet Predict & Explain (Part 1): Is Force affected by Mass when Moving an object? Have students predict and explain, by drawing what my actions will be in order for me to sit down at my desk. {Explaining is not always verbal.} (I don t care what I look like! Can be stick figures even.) This is drawn on one half of a piece of paper, book folded. The other half will be used for a drawing revision later. Have a few people share their predictions. Demonstration/Observe (part1) - ask all students to prepare for demo by standing next to chair. 1) Bring chair out from under the table. 2) Demonstrate, by doing, what you must do to seat yourself onto the chair and adjust for a good position to write. 3) Now, someone share, - try to use simple verbs action words to explain what you just did first. { push and pull is Force} 4) What else was going on to pull the chair out to sit? {Movement = Motion} 5) Were you pushing or pulling to adjust you and the chair? {Force} 6) Did you need much Mass to do the actions? {All you need to know now is Mass is not weight alone, but a calculated measurement in units called Newton. We will get there another time!} Introduce the Force and Motion PhET to student groups. Point out to students they may manipulate the number, types and sizes of people on the Tug of War and make five separate attempts to record results of winners or ties. Provide students with the lab sheet to document observations of three different trials to show if force is affected by mass for movement." Teacher explains the demonstration, gives instructions for students via the doc camera to provide a visual representation of their prediction and explanation (cartoon format). Teacher conducts the demonstration. All students participate. Verbal participation to answer questions of ovservation The teacher demonstrates PhET use and goes over the lab directions (simple observations already detailing each process of trials group 1

2 do.edu/en/simulat ion/legacy/forcesand-motionbasics to discuss who will win and record explanation of each trail) Body con t (Observe) (Explain) 35 minutes Closure (Explain, con t) 10 minutes Total Time = PhET Simulation Initial drawings of prediction Observe (part 2): Students use the PhET simulation to record results of the three trials on the simulation lab handout explaining the results of set manipulations. When all groups complete the worksheet discuss findings. Address the research questions: What are the action verbs? And what do they implicate? {Force} What were the movements specifically? Did your manipulations require you to control mass in order to win the tug of war? What else, if anything did you observe? Students provide answers. {Looking for answers like - Move the correct people, with most mass to attain most force by motion to win.} Observe (part 3): Students will return to same PhET simulation, section 2, for manipulating a different variable to investigate and better understand the relationships of force, motion and mass. Please observe In the first simulation more Mass increased the more applied force. In this second simulation you will experience more force can move mass. More applied force more weight can be moved, would also require more force to stop which follows a particular rule or Law of Nature When an object is in motion it tends to remain in motion. Explain : Students briefly summarize their experiment/findings/and explanation to the whole class. Students create a new cartoon drawing to explain what actually happened during the first demonstration; and may write beneath the drawings how, if at all, their understanding changed. Teacher circulates and asks students about their observations; also checks that students are recording their findings/observations with explanations. Teacher leads whole group discussion of the answers to the research questions. If there is any apparent confusion the teacher uses the simulation to explain force and motion. Teacher gives instructions and an overview of materials for an extension investigation. Teacher circulates as students generate hypotheses and reminds them to change a variable encouraging them to think about what they are measuring and how they will measure it. The teacher listens during the share-out for misunderstandings. Teacher asks questions when student presentations are 2

3 60 minutes In brief discussion of how ideas/explanations changed; to the extent necessary the teacher to provide more scientific explanation. Assessment Plan: Scientific Explanation: In eighth grade you will learn to apply a formula which calculates the relationship of Force, Motion (acceleration) and Mass, using weight in kg and gravitational pull of Earth or whatever planet or moon you may be standing upon so this unit called Newton shows the scientific relationship you experienced in the simulations. Extension question: We were discussing force, motion and mass of two objects touching; do you think this relationship can occur without touching? Ponder to share TOMORROW! Student revisions of cartoon Student lab sheet completion (PhET and Force and Motion Investigation) unclear or do not include an explanation to elicit student understanding. Teacher tries to help students focus on how the data they collected supports their conclusions. 3

4 Student Name: Date: Pd. Group# Directions : 1) As an individual, answer the question below, in complete sentences, as soon as you receive this paper. 2) On Mrs. C's saying "to" group," take your paper and move into your assigned group at the assigned PC. 3) Remember, you are not to turn on the PC until Mrs. C says to do so; please follow her instructions to do as she does. Predict: Is Force affected by Mass when moving an object? (Force is pushing or pulling usually by touching; Mass is weight/size; Motion is mov Student #1 manipulate figures to have the same amount of mass to each side of the rope, then go Q. All answer on your own papers without discussion - How did force change when mass was equal on both sides of the rope? Explain in detail. Student #2 manipulate figures to have a larger amount of mass on the left side of the rope, then go All answer on your own papers without discussion - How did force change when mass was larger on the left than on the right? Explain in detail. 4

5 Student #3 manipulate figures to have even more of mass on left side of the rope, then go How did force change when mass was then increased even more on the left? Explain in detail. Q. All answer: What did the movement of the side of lesser mass show about Mass and Force? Explain in detail. All answer: Did your manipulations require you to control mass (big or smaller guys) in order to win by force? Explain. 5