Name of Lesson: Stop pushing me!

(Applying Isaac Newtons Laws of Motion)

Grade Level: 9-12 Subject: Integrated Physics and Chemistry (IPC) Prepared by: Mary Tsadi Overview and Purpose: Students will explore the relationship between force, mass, and acceleration, building racing cars. Educational Standards

Texas Essential Knowledge(TEK) (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (B) describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration; (D) assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects;

Objectives: (Blooms: Knowledge) On race day, students will accurately collect data about race car distance, time, and mass. (Blooms: Knowledge) After activity completion, students will write an essay that accurately describes the project, results, and relationships observed. (Blooms: Application) Given Newtons Second Law, students will correctly calculate force, and acceleration. (Blooms: Application) Given a formula chart, students will correctly use formulas to calculate speed and acceleration. (Blooms: Synthesis) Using Newtons Second and Third Law principles, students will plan, construct, race, and evaluate ability of a racing car to roll down a ramp. (Blooms: Evaluation) Using results of racing cars, students will compare results between groups of racing car data.

Materials Needed: Calculators (Class set) Metric measuring stick or tape (1 per group) stopwatch (1 per group) building materials (at discretion of instructor) These could include but are not limited to cardboard, plastic bottles, milk cartons, pipe cleaners, tape, glue, wire, paperclips, etc. Wheel and axle sets (at least 2 per group) Balance or electronic scale for measuring mass Formula chart (TAKS or other grade appropriate IPC chart) (Class set)

1 tech device per student such as a personal cell phone, tablet, or laptop with internet access

Other Resources: Learning Catalytics teacher account (https://learningcatalytics.com/) Learning Catalytics student accounts Time frame: 2 days (1 day to build and 1 day to race, collect information, solve problems) Advance preparation: Assign building groups (if desired) Collect an appropriate amount of building materials so that each group can construct a working car Create an area for supplies. All supplies should be placed in a central, easy to access area of the room so that all groups can have equal access. Create a ramp (or set of ramps) that will allow students to race. In the classroom, this can be done using a piece of plywood or other wood positioned on the edge of a desk and sloping toward the floor. Ramp should be sufficiently long and angled to allow students about 8-10 seconds of motion. If this is not available, it is possible to race outdoors using a handicap accessible ramp or playground slide as a race site so long as such use does not interfere with intended use. Information Engage: 1. Project words force, mass, and acceleration onto whiteboard or wall. Give students a few minutes to brainstorm how the ideas are related. (This should be a review of information introduced prior to this laboratory lesson.) Allow students to share ideas. Accept all ideas, explanations, and examples. Explore: 1. Clear up any misconceptions or misinformation from the Engage activity. 2.Explain to students that they will explore the relatedness of these principles by building and racing cars. 3. Explain that the only rule for the car is that it must ROLL, not slide down the ramp. 4. Answer any questions regarding rules, location of race, or similar, but DO NOT give technical advice or design assistance. This is an opportunity for students to engage in critical thinking, problem solving, and group thinking! Explain: 1. While groups are constructing cars, teacher should move between groups asking questions about reasoning for design, how mass of car will affect acceleration, how to add mass, and any other questions that arise during the construction process. Students should be able to clearly explain impacts of adding or subtracting mass to the car and give reasons for the chosen mass of the car. If students are unable to provide responses, help the group make those connections using appropriate vocabulary, reteaching, and examples. Elaborate: 1. Allow each group at least one opportunity to test run the race. Any design flaws should be corrected and any changes to mass should be noted before final run. Again, do NOT tell students how to fix problems.

2. Race cars. Students should race one group at a time to allow for collection of distance and time data. Students should record data onto a data table. (sample below). Evaluate: 1. After races, use student data sheets to create Learning Catalytics questions. Questions should focus on applications of formulas for velocity, acceleration, and F=ma. Students should be given an opportunity to choose and solve the formula independently first and the be assigned a Learning Catalytics partner from a different group with whom to discuss answers. 2. Use Learning Catalytics to ask students to graph the velocity graph for a selection of the group data. Again, students should be allowed to do this independently, and then discuss with a partner from a different group. 3. Use Learning Catalytics to ask students to graph the acceleration graph for a selection of the group data. Again, students should be allowed to do this independently, and then discuss with a partner from a different group. 4. Use Learning Catalytics to ask multiple choice questions that will check for understanding regarding the relationships between force, mass, and acceleration. 5. All questions should include the feature for students to indicate to the teacher that the student understands or does not understand the formula or graphing application. 6. Project results of mass, acceleration and force calculations for each group. Ask students to compare results with relation to the mass of the vehicle. Students should be given the opportunity to reach the conclusion that mass, acceleration, and force are related and be able to identify and explain that relationship. 7. Students will correctly identify and explain F=ma relationship by writing an essay describing the building process, results, and relationships observed. Notes: Sample data table. Data table can and should be customized to reflect needs of learners. Directions: Record the distance that the car is from the starting point every 1 second for the duration of the race. Be sure to correctly fill in the units that are used to measure each set of data. Show calculations for velocity and acceleration on the back of this page. Record the mass of the car here:______________________ Time (_____ ) 0 Distanc e (_____ _) Velocity (_______) formula:_______________ ___ Acceleration (_______) formula:_________________ ____