Investigating Force and Motion
Introduction
Lesson Topic: Force and Motion
Length of Lesson: 1 hr.
VA Standards of Learning:
4.1 The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations
in which
a) distinctions are made among observations, conclusions,
inferences, and predictions;
c) appropriate instruments are selected and used to measure
length,
mass, volume, and temperature in metric units;
e) predictions and inferences are made, and conclusions are drawn
based on data from a variety of sources;
f) independent and dependent variables are identified;
g) constants in an experiment are identified;
h) hypotheses are developed as cause and effect relationships;
i) data are collected, recorded, analyzed, and displayed using bar
and basic line graphs; and
k) data are communicated with simple graphs, pictures, written
statements, and numbers.
4.2 The student will investigate and understand characteristics and interactions
of moving objects. Key concepts include
a) motion is described by an object’s direction and speed;
b) changes in motion are related to force and mass;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
Objectives
1) Students will identify the forces that cause and object’s motion.
2) Students will explain the difference between potential energy and kinetic energy.
3) Students will understand that friction is a force that acts to slow down a moving object.
4) Students will explain that speed is a measure of motion.
5) Students will collect and display in a table and line graph time and position data for a moving
object.
Materials and Advanced Preparation
Materials for Lesson Introduction
o “Force and Motion” PowerPoint presentation
o Laptop computer and projector
Materials for Lesson Development
o “Inclined Plane Data Sheet” handout
o Per group of 3 students (in a classroom of 24 students):
Toy car
Piece of stiff cardboard 50 cm x 30 cm to use as the ramp (inclined plane)
Stack of books (for use in increasing height of ramp)
Roll of masking tape
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Meter stick
Marker
Materials for Closure
o Legal size sheets of paper (one per student)
o Markers
Advanced Preparation
o Prior to the day of this lesson, test the experiment and observe
o Set up laptop computer and projector for PowerPoint presentation.
o Arrange desks to make eight groups of three.
o In each group put the materials needed for experiment.
o Make enough copies of “Inclined Plane Data Sheet” handout for each student.
Teaching and Learning Sequence
Introduction/Anticipatory Set
o The teacher will show the students the PowerPoint slides about force and motion.
o While looking at each slide, the teacher will ask students questions about how the
image relates to motion and force (ex: What kind of energy does the wheel
possess—kinetic or potential? Will Mort need to use more or less force to push
the wheel? What is the position of the wheel while in motion? In relation to
Mort?)
Lesson Development
o The teacher will explain to the students what kind of experiment they will
perform during class.
o The teacher will demonstrate experiment to the students, as outlined in the
procedure of “Investigating Motion, Using the Inclined Plane” experiment.
o To form the groups, students will count off, starting at one and ending at eight.
The students who count the same number will form a group together. The number
that they counted will be that group’s number.
o Students will conduct experiment as demonstrated by teacher.
o After all groups have completed the experiment, the teacher and students will
discuss the results of the experiment.
Closure
o The teacher will ask students to give examples of how force and motion are
present in everyday life.
o Students will reflect on the experiment results by writing a summary on the
“Inclined Plane Data Sheet” handout
o Students will draw a picture that illustrates an object moving on an inclined plane.
They will identify the position of the object, the force acting upon the object, and
the force acting against the object (friction).
Homework
If students have not completed the picture illustrating force and motion, then they will
complete it as a homework assignment.
Assessment
Formative
o During the introduction, the teacher will ask questions about how the PowerPoint
slides relate to force and motion.
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o During the experiment, the teacher will observe each group to make sure they stay
on task and to answer any questions they may have about the experiment.
o If they are confused about a procedure or an item on their handout, the teacher
will ask them questions to help them arrive at the solution.
Summative
o After all groups have completed experiment, the teacher will assess students’
conceptual understanding of force and motion by having students discuss the
results of the experiment. Each group will compare their results with the results
from the other groups. In addition, the teacher will assess students’ scientific
reasoning by asking how changing variables would affect the results of the
experiment.
o The teacher will assess students’ ability to apply concepts of force and motion in
everyday life by having them draw illustrations that depict a practical use of force
and motion.
Reference
“Investigating Motion, Using the Inclined Plane.” Science Standards of Learning: Enhanced
Scope and Sequence—Grade Four (2003). Virginia Department of Education.
http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopes
eq_science4.pdf
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*The following activity and handout, both found on the Virginia Department of Education website
(http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_sci
ence4.pdf), have been adjusted to fulfill the objectives of the lesson.
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Investigating Motion, Using the Inclined Plane
Procedure
1. Demonstrate building the ramp by stacking books under one edge of the cardboard or
wood, and show students that by adding books to the stack, the ramp (inclined plane) is
made steeper. Show students how to measure the height of the ramp. Have students predict
how the distance their car travels will be affected by the different heights of the ramp, and
record their prediction on their Inclined Plane Data Sheet.
2. Demonstrate the experiment for the class before the students conduct their own. Without
pushing, release the car from the top of the ramp, and allow the car to roll until it comes to
a stop. Demonstrate how to mark off and label the distance the car travels, using masking
tape and a marker, as described in step 6, below. These tape markers will be used later to
construct a bar graph.
3. Divide the students into groups of three or four, provide materials for each group (toy car,
ramp, books, tape, and marker), and have them spread out in the classroom. Ensure that
each group has ample space, keeping in mind that they need room for the car to travel
down and off the ramp.
4. Before allowing the students to release their cars, review the elements that must be kept
constant in their trials: the same car must be used throughout the experiment; the distance
should always be measured from the same starting point; the same meter stick should be
used for all measurements.
5. Instruct the groups to build their ramp for the first trial, using books stacked to a height of
approximately 10 cm. Have students measure and record the actual height on their Inclined
Plane Data Chart.
6. Direct students to conduct the first trial. When the cars have come to a complete stop,
instruct students to run a strip of masking tape from the bottom end of the ramp to the back
of the car and label the strip “10 cm.”
7. Instruct students to repeat the procedure, with their books first stacked to a height of
approximately 20 cm, and then to 30 cm.
8. When the three trials are complete, have students measure the three strips of tape and
record the distances in centimeters. Then have them convert and record their measurements
to meters.
9. When all the data has been recorded, ask each group to report their results. Then, have
students use the results to create a bar graph on the data sheet.
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Name: _________________________ Group No.: _________ Date: ___________
Inclined Plane Data Sheet
Hypothesis
If the height of the hill is increased, then the distance that the car travels will
________________.
Variables
What is changing in the experiment? ________________________
How do you think this change will affect the experiment?
______________________________________________________________________
What part of the experiment stays the same?
______________________________________________________________________
Inclined Plane Data Chart
Approximate Height of Actual Height of Hill Distance Car Traveled
Hill
Centimeters Meters
Small Hill (10 cm)
Medium Hill (20 cm)
Large Hill (30 cm)
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Use the data from the Inclined Plane Data Chart to create a bar graph in the box below.
What happened to the car when you increased the height of the hill?
______________________________________________________________________
When is the car travelling the fastest? _______________________________________
Why does the car slow down? _____________________________________________
Write two or three sentences about what you have learned from this experiment.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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