Force and Motion

1. Force and Motion Today's Trainers: Emily Dare, Josh Ellis, Gillian Roehrig University of Minnesota Physical Science, Force & Motion - Physics MSTP Region 11 Teacher Center Feb. 8, 2012

2. Today’s Agenda • Discussion on PLC Meetings • Match it! • Newton’s 1st Law • Newton’s 2nd Law • Newton’s 3rd Law • What is Engineering? • Integrating Physics and Engineering • Pasta Cars • Introduction to PLC C

3. Share PLC Progress • What happened during your meetings? • How did it go? • What questions do you still have?

4. Standards Throughout the Day 9.1.1.2.1 – Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation. 9.1.1.2.2 – Evaluate the explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the scientifically acceptable evidence, and suggesting alternative scientific explanations. 9.1.3.3.2 – Communicate, justify, and defend procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual, or written means. 9.1.3.3.3 – Describe how scientific investigations and engineering processes require multi-disciplinary contributions and efforts 9.1.3.4.4 – Relate the reliability of data to consistency of results, indentify sources of error, and suggest ways to improve data collection, and analysis

5. Motion What is motion? What words do we use to describe motion?

6. Match It! Tools Needed • LabQuest HandheldComputer • Motion Detector Tools recommended • Meter Stick(s) • Tape Goals/Objectives • To allow students to learn about the relationships between velocity/displacement, speed/velocity, and time • To allow students to learn the relationship between these concepts and acceleration • To allow students the opportunity to think critically about graphs and their physical meaning

7. Set-Up Instructions Set the switch of the motion detector to the right (people/ball) Set the length of sample collection on LabQuest to 10 seconds Set sample rate to 2 s/sample and interval to 0.5 s/sample Match It! **Note: The length of sample and sample rate/interval are usually decent, but you are free to adjust as you see fit

8. Match It! • Mark floor at known distances • Use a clear path • Use a book or other solid object as focal point for detector (bodies move too much) • "Collect" button on probe to collect data With Each Attempt: • Plan your motion • Make prediction of graph • Compare your prediction to graph on LabQuest To really test your skills, try matching graphs by going to: Analyze --> Motion Match --> New Position Match

9. Match It! • Change y-axis to show velocity • Repeat the steps as before With Each Attempt: • Plan your motion • Make prediction of graph • Compare your prediction to graph on LabQuest To really test your skills, try matching graphs by going to: Analyze --> Motion Match --> New Velocity Match

10. Match It! As a Student: • What can you say about the relationship between distance/displacement, speed/velocity, and time? • Why might it have been difficult to exactly match the graphs? • Take some time to do one last graph, but pay attention to the velocity vs. time graph. What does this tell you about acceleration? • What do the slopes of the lines tell you in your graphs? As a Teacher: • What were some of the challenging aspects of this activity as a teacher? As a student? • How would you go about bringing this to your classroom with your students?

11. Newton's 1st Law Watch the following demonstrations and make note of your observations.

12. Newton’s 1st Law: Explained • Newton’s first law states that an object in motion stays in motion and an object at rest stays at rest… • Inertia – the tendency for things to keep doing what they are doing • Really just another name for mass – it is nota force!

13. Newton’s 1st Law: Explained • Newton’s first law states that an object in motion stays in motion and an object at rest stays at rest… • Inertia – the tendency for things to keep doing what they are doing • Really just another name for mass – it is nota force! Why do objects slow down, then?

14. Newton’s 1st Law: Explained • Newton’s first law states that an object in motion stays in motion and an object at rest stays at rest… ... until acted upon by another force!

15. A Hover What? Materials: • Hovercraft • Meter sticks or measuring tape • Timers • Long, smooth floor How can we set up an activity to be able to collect data about the motion of the hovercraft once we push it?

16. A Hover What? Standards Met 6.2.2.1 - Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object. 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. 9.2.2.2.1 - Recognize that inertia is the property of an object that causes it to resist changes in motion.

17. Introducing Newton's 2nd Law Materials: • 1 cart/group • Books or other objects • Timer • Meter stick • Tape Design and implement procedures in which you test how the weight on the cart affects it's motion as well as how the strength of push affects the cart's motion. Make sure to present your data in a meaningful way

18. Introducing Newton's 2nd Law Ideally, you should have seen the following patterns: • The harder I push my cart, the faster it goes. • The softer I push my cart, the slower it goes. • The more mass I have on my cart, the slower it goes. • The less mass I have on my cart, the faster it goes.

19. Introducing Newton's 2nd Law Standards Met 6.2.2.2.1 - Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object. 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. 9.2.2.2.1 - Recognize that inertia is the property of an object that causes it to resist changes in motion. 9.2.2.2.2 - Explain and calculate the acceleration of an object subjected to a set of forces in one dimension (F=ma).

20. More With Carts…and Newton Observe two carts pushed together Observe two carts pushed apart (people on carts) • Empty • One has a heavier mass • Both have equal mass • People of similar mass • People of vastly different mass

21. More With Carts…and Newton Observe two carts pushed together Observe two carts pushed apart (people on carts) • Empty • One has a heavier mass • Both have equal mass • People of similar mass • People of vastly different mass Despite differences in scenarios, we saw that...

22. More with Carts...and Newton Despite differences in scenarios, we saw that... For each force, there is an equal and opposite force

23. More with Carts...and Newton Despite differences in scenarios, we saw that... For each force, there is an equal and opposite force (Forces are like shoes - they come in pairs!)

24. More with Carts...and Newton Despite differences in scenarios, we saw that... Standards Met 9.2.2.2.3 – Demonstrate that whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted by the second object back on the first object For each force, there is an equal and opposite force (Forces are like shoes - they come in pairs!)

25. What is Engineering? Break into teams of 2-3and create a concept map that portrays "What is engineering?" Be as detailed as possible Share your map with the class

26. Engineering Design Process

27. Integrating Physics and EDP • Why is integration important? • How can you integrate physics and EDP so it becomes more than just physics with EDP (or vice versa)? • What parts of your current instruction already do this?

28. Example: Pasta Cars • One common example of integrating physics concepts with the engineering design process is the pasta car project • Students are provided with: • Physics content • Construction materials • A goal for their pasta car • Teams of students work together to create a car made out of pasta that accomplishes the goal

29. What's Integrated? • This activity could serve a wide number of physics concepts • Force and motion • Friction • Energy • We are going to choose one concept to integrate (and do it well!)

30. Matching to Standards 9.1.1.2.1 – Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation. 9.1.1.2.2 – Evaluate the explanations proposed by others by examining and comparing evidence,

31. Step 1: Brainstorm • What's the goal? • Farthest distance? • Fastest time? • Quickest down the ramp? • What do we know about... • Acceleration? • Velocity? • Distance? • Mass? • Friction? • Kinetic and potential energy?

32. Step 2: Design • Plan out your car with accurate measurements • This is a great opportunity to talk about scale and units • Use your eraser! Stress the importance of revision • Each member of the group can create a rough draft of their design • The group as a whole can create the final draft

33. Available Materials • Spaghetti (long and thin) • Penne (tubes) • Lasagna (wide and wavy) • Hot glue gun

34. Step 3: Analyze • Review your peer's designs and offer feedback • What seems obvious to the designer may not be obvious to the reviewer (and vice versa) • Big question: Could anothergroup correctly build yourpasta car with just yourplans?

35. Step 4: Build Go up to the front of the room and pick up the materials you outlined in your design

36. Step 5: Test • The moment of truth!How does your pasta carmeasure up on the rubric? • You can allow three trial runs and record the best of those three • Students have the option to make tweaks in between runs if necessary

37. Step 6: Redesign Now that you've seen other designs and their results, think about how you would modify your pasta car

38. Debrief: EDP Review: What did you did in each step? • Step 1: Brainstorm • Step 2: Design • Step 3: Analyze • Step 4: Build • Step 5: Test • Step 6: Redesign

39. Extensions • One option is to provide the students with all the pasta materials they can use • Another option is to have a "store" where students can purchase materials from their given budget • Students learn about real-world constraints that engineers face • Your design must be under budget • Some materials may be more valuable (read: expensive) than others

40. Standards Met 9.1.2.1.1 – Understand that engineering designs and products are often continually checked and critiqued for alternatives, risks, costs, and benefits, so that subsequent designs are refined and improved 9.1.2.2.1 – Identify a problem and the associates constraints on possible solutions 9.1.2.2.2 – Develop possible solutions to an engineering problem and evaluate them using conceptual, physical, and mathematical models to determine the extent to which solutions meet the design specifications 9.1.3.3.1 – Describe how values and constraints affect science and engineering

41. Introduction to PLC A

42. Exit Slip • What new ideas do you have about teaching physics this year? • What questions do you still have about integrating EDP with physics? • Anything else that you would like to share with the MSTP Instruction Team? Please turn this in as you leave. Thank you!