Kindergarten Making Motion to Describe Forces Alyssa Dehn

Transcription

1 NGSS Performance Expectation K-PS2-2. MI GLCEs Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.] 1. P.FM.E.3 Force- A force is either a push or a pull. Forces can change the motion of objects. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because the environment is applying another force. 2. P.FM Demonstrate pushes and pulls on objects that can move. * 3. P.FM Observe that objects initially at rest will move in the direction of the push or pull. 4. P.FM Observe how pushes and pulls can change the speed or direction of moving objects. Objectives The learner will be able to: 1. Differentiate between objects that can be either pushed or pulled, or both. 2. Recognize how the movement of an object down a larger slope affects the motion and speed of the object. 3. Identify that more force through a push or pull results in more motion. 4. Understand how distance and mass affect the amount of force needed for one object to change the motion of another object. 5. Recognize ways to change the direction or speed of an object in motion Misconceptions One misconception this lesson will address is the idea that if an object is moving, there is force acting on it in the direction of motion (Sule Bayraktar). Exploring pushing and pulling and changing the direction of objects in motion with a push or pull will address this. Materials and Setup Engage Materials: Scissors, glue

2 Explore Materials Station 1: o 6 matchbox cars o 10 building blocks o 2 wooden planks for ramp Station 2: o 2 Medium-large boxes with rope attached to each (done before activity) o Objects to place in the boxes- books, light weights Station 3: o One set of plastic bowling pins (found at department store) Could use 5 2-liter bottles instead o 1 of each: plastic ball, foam ball, soccer ball, basketball o 2 pieces of masking tape at different distances from the pins. 1st strip about 4 feet from pins and 2 nd strip about 7 feet from pins. Set-up: Create space for the 3 different stations. Might be best to push desks aside or together in center of room. Maybe set up bowling in the hallway to create more space. Explain Materials: Cars video clip Elaborate Materials: 1 foam ball, 1 plastic baseball with holes with 3 long pieces of string attached, and 2 plastic balls. Setup: Students will sit in a large circle Safety For the box pull, students should be careful about pulling more than they can handle. There could be a risk of students straining muscles. Also for the box pull, students should not stand up if they are inside of the box due to the fact that they could fall out and hit their head on the floor. Make sure students are just rolling the balls for bowling and not throwing them due to the risk of hitting other students and damaging classroom property. During the scavenger hunt, students should not run around the room to look for the objects. Matchbox cars should be contained within the activity because of the risk of students stepping on and tripping over them. Requisite Knowledge The student should be able to differentiate between a push and a pull, how to spell a word by looking at it, count up to ten, directions such as left and right, and be able to recognize what a collision is.

3 Engage To get a formative assessment of students pushing and pulling, students will organize a set of provided images of objects that involve pushing, pulling, or both. Students will get a T-chart, which is provided, to glue on their cutout images. As the students are completing this activity, the teacher can walk around the room and ask each student why they put some of the objects into certain categories. This can help the teacher gain an understanding behind the students decision-making for the objects. Explore There will be four different stations to explore objects that push and objects that pull, and objects that do both. The teacher can organize students into 4 groups and have one group per station. Depending on the classroom size, each group would have about 6 to 7 students. Before sending groups to each station, the teacher should go around the room to demonstrate how to correctly do each activity by giving examples. Station 1: Racecar Ramp Focus question: o Does the height of the ramp affect how far the car goes? Students will use ramps and matchbox cars to explore how far the cars travel depending on the slope of the ramp. After instructions from the teacher, the students will see how changing the height of the ramp affects the distance the car travels. They will change the slope by adding or removing blocks that prop the ramp up. The worksheet Racecar Ramp provides how many blocks the students should use for each trial. The students will record their data in their journal, Making Motion, in the Racecar Ramp section. Questions for inquiry asked by the teacher: o Did more or less blocks make the car go farther? o Do you think a taller ramp made the car go faster or slower? Station 2: Box Pull Focus question: o Is it easier or harder to pull the box with more objects in it? Using a box with a string or rope attached to it, students can explore how increasing the mass of the box by adding different objects can change the amount of force needed to pull the box. The students can either put toys, books, or themselves in the boxes to change the weight of the box. Again, the teacher should encourage the students during instructions to work their way up from lighter to heavier objects. The teacher could set aside a bin of objects that they could possibly use such as different toys from around the room, heavier books, and maybe light weights. The students will record their results on the Box Pull worksheet in the Making Motion journal.

4 Questions for inquiry asked by the teacher: o What did you put in the box to make it heavier? o Did you have to use more/less force to pull the box when it was heavier/lighter? Station 3: Bowling Focus question: o How does distance and mass affect the amount of force needed to knock down the bowling pins? With a small bowling set with plastic pins and balls, the students can explore the amount of force needed to knock down the pins. They can also practice standing at different distances from the pins. Different sized balls made of different materials can also be used, such as foam balls, soccer balls, basketballs, and plastic balls. The teacher should set up the two different distances (4ft and 7ft) using masking tape before hand and explain that for each trial, the students will throw from each piece of tape. Students will write their results in their Making Motion journal with the Strike! worksheet. Questions for inquiry: o Is more or less force needed when standing close to the pins? What about standing far away from the pins? o How does the size of the ball affect how much force you use to knock down the pins? Station 4: Scavenger Hunt Focus question: o What everyday things around us can be pushed, pulled, or both? The teacher will label the objects around the room with a number and the students will find the labeled objects and record on their worksheet whether the object needs to be pushed, pulled, or both. The students will also draw the objects in their chart. Students will draw the objects on the scavenger hunt worksheet in their journal and label whether the objects can be pushed, pulled, or both. Possible list of objects: o Drawer, pencil, tissue box, glue bottle, scissors, toilet paper, soap dispenser, hole puncher, and tape dispenser. Explain With the whole class, the teacher will guide the students through a discussion about their findings. Using their worksheet packets, they can go over their results and share with the rest of the class. The teacher will ask the students questions to

5 get an what they discovered in each station. Some possible questions for discussion could go as follows: o Which station was your favorite? What did you do at that station? What did you learn? o For the racecar ramp: What did you have to change to make the car go farther? Did changing the height of the ramp change how far the car went? Is there anything else you could change to make it go faster? o For the box pull: What kind of stuff did you put in the box? What made the box heavier? How did heavier objects or more objects in the box change how you pulled the box? Was it easier or harder to pull? What do you think could have made pulling the heavy box easier? (Possible answers could include put lighter objects in the box or move it across a smoother floor). o For the bowling: What happened when you rolled the plastic ball at the pins? Did more fall when you stood closer or farther away? Ask these same questions for each type of ball. o For the scavenger hunt: What objects did you discover around the room that could be pushed? Pulled? Both? Can you think of any objects in your house that could be pushed or pulled, or both? What about on the playground? To transition into changing direction of an object through a push or a pull, the teacher will show a video clip from the movie Cars. Beforehand, the teacher will ask the students to pay close attention to how the cars are moving. Afterwards, the teacher will ask what they noticed about the cars motions. Some possible answers could include The cars were driving in circles, The cars were driving really fast, Lightning McQueen drove backwards, The green car pushed the blue car making it fly off the track, Lightning McQueen pushed the other car out of the dirt, The cars were driving into each other. As the students describe the motion in the video clip, the teacher can write down specific words that they are saying that describe motion such as: forward, backward, left, right, fast and slow. Elaborate Focus question: What helps change the direction of an object in motion? To demonstrate changing the speed and direction of an object with a push the students will sit in a circle and push a ball back and forth around the circle. The students will first push the ball without completely stopping the ball with their hand. The class can discuss what is happening as each student pushes the ball away from them.

6 o Possible questions asked by the teacher: What is happening to the motion of the ball? What is making the ball go in different directions? Does everyone push it to go the same speed? How is pushing the ball similar to the cars driving in the video? o Answers may include, The ball is going in a lot of different directions, Some push it fast/slow. The cars were changing direction like the ball. The students will then explore how pulling an object can change its speed and direction by pulling a ball attached to a string around the circle. Using a plastic baseball with holes, the teacher will attach 3 long pieces of string on 3 opposite sides of the ball. The string should reach from the center of the circle to the outside of the circle. The teacher will give each string to a student who is sitting opposite from each other. One of the students will be chosen to pull the ball toward them first and then in a clockwise fashion the other students will pull. The teacher should tell the students who are not pulling to let go of the string when they are not pulling to avoid rope burn. The next student will grab their string and pull it toward them. The students with the string will then pass the string to the neighbor on their left. One by one, each student will get to pull the ball in their direction. o Possible questions asked by the teacher: What happens when you pull the string? Is the ball always moving in the same direction? Does it always have the same speed when it is moving? Can you think of any objects besides the ball that pull on an object and change its direction? o Answers may include, The ball comes toward me. The ball goes in many different directions to whoever is pulling it. A tow truck or wagon. In the same circle, students will then observe the collision of two plastic balls rolled toward each other in the same direction. This will be done a few times from different sides of the circle to observe multiple outcomes. The students can practice pushing the balls hard and softly toward each other. o Possible questions asked by teacher: What happened to the balls when they hit each other? Did they always go in the same direction? What happened when the balls were going fast/slow toward each other? o Possible answers: They collided and went in different directions. The fast moving balls went farther when they hit and the slow moving balls didn t go as far. Evaluate Objective # Instructional Activity Assessment 1 Venn Diagram, picture organization Participation in organizing the images; recognition of push, pull, or both

7 2 Matchbox Car Ramp Grading worksheet; asking questions about the activity 3 Box pull and Bowling Grading worksheets; asking the students questions during and after activities; participation in activities 4 Box Pull and Bowling Grading worksheets; participation in the activities with a group; asking students questions 5 Group ball push and changing direction of an object Group participation; asking students questions Rubric for Making Motion Activity Journal Racecar Ramp Box Pull Bowling Scavenger Hunt Meets Correctly builds the 4 different Draws all items for all 4 trials and Completes all 4 trials by throwing Finds and draws all 6 objects and ramps and records accurate each ball close correctly labels 3 records accurate results. and far from pins. each object as push, results for each trial. Demonstrates full concepts. Demonstrates full concepts Records results for each distance. Demonstrates full concepts pull, or both. Demonstrates full concepts. Progressing 2 Emerging 1 Points earned out of 12 Correctly builds 2 or 3 ramps and records results for those trials. Demonstrates some concepts Correctly builds 1 of 4 ramps and records results for that ramp. Demonstrates little concepts Draws items 2 or 3 trials and records somewhat accurate results. Demonstrates some concepts Draws items for 1 or 4 trials and records somewhat accurate results for that trial. Demonstrates little concepts. Completes 2 or 3 trials and records some of the results for each distance. Demonstrates some concepts Completes 1 trial and records some of the results for each distance. Demonstrates little concepts. Finds and draws 3-5 objects and accurately describes some objects as push, pull, or both. Demonstrates some concepts Finds and draws 1-2 objects and attempts to describe those objects as push, pull, or both. Demonstrates little concepts.

8 Kindergarten Making Motion to Describe Forces Alyssa Dehn Evaluate: Materials

9 NAME: Push Both Pull

10 MAKING MOTION Activity Journal Exploring Forces in Kindergarten Name:

11 RACECAR RAMP Trial 1 Number of blocks: 2 How far my car went (draw): Trial 2 Number of blocks: 3 How far my car went (draw):

12 Trial 3 Number of blocks: 4 How far my car went (draw): Trial 4 Number of blocks: 5 How far my car went (draw):

13 BOX PULL Trial 1 What s in my box (draw): (Pick one) It was.. Easy Medium Hard To pull. Trial 2 What s in my box (draw): (Pick one) It was.. Easy Medium Hard To pull.

14 Trial 3 What s in my box (draw): (Pick one) It was.. Easy Medium Hard To pull. Trial 4 What s in my box (draw): (Pick one) It was.. Easy Medium Hard To pull.

15 STRIKE! Trial 1: Use the plastic ball to knock down the bowling pins Standing close to pins Standing far from pins How many pins fell down? How many pins fell down? Trial 2: Use the foam ball to knock down the bowling pins Standing close to pins Standing far from pins How many pins fell down? How many pins fell down?

16 Trial 3: Use the soccer ball to knock down the bowling pins Standing close to pins Standing far from pins How many pins fell down? How many pins fell down? Trial 4: Use the basketball to knock down the bowling pins Standing close to pins Standing far from pins How many pins fell down? How many pins fell down?

17 PUSH AND PULL SCAVENGER HUNT Number Object (DRAW) Push, Pull, or Both?

18 Scientific Background Motion is the change in position or location of an object by the action of a force, a kind of vector such as a push or pull and the interaction between objects. A push is to exert pressure or forced against, exp. so as to move (Simon and Schuster, 1155). On the other hand, a pull is to exert force or influence on so as to cause to move toward or after the source of the force; drag, tug, draw, attract, etc. (Simon and Schuster, 1150). When talking about a force, it is understood that a force is physical power or strength exerted against a person or thing (Simon and Schuster, 544). It s important to understand Newton s of motion to help explain motions and forces: 1. An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force (The Physics Classroom). Example: When a person is not wearing a seat belt and the car comes to an abrupt stop, the person will continue the car s state of motion forward and fly out of the seat. When wearing a seat belt the motion of the person will decelerate with the car. (The Physics Classroom) 2. The greater the mass of an object being accelerated, the greater amount of force needed to accelerate the object. Example: It is much easier to kick a soccer ball than it is to kick a steel ball. 3. For every action there is an equal and opposite direction (The Physics Classroom). Interactions involve a pair of forces acting on the two interacting objects. Size of force on the first object is the same as the size of the force on the second object. Direction of force of first object is opposite of the direction of force of the second object. Example: The motion of flying birds. The wings of a bird push air downwards while the air also pushes the bird upwards through a mutual interaction. The size of the force on the air equals the size of the force on the bird; the direction of force on the air is opposite of the direction of the air on the bird. These force pairs allow birds to fly. Motion involves several kinds of forces besides pushing and pulling. There are internal forces, which include gravity, magnetic force, electrical force, and spring force, and external forces such as applied force, normal force, tension force, friction, and air resistance. Gravity originates from the center of the planet, moon, or universe, and is always present whether an object is moving or not.

19 Forces can work in different ways, whether it s a combination of all forces creating a balanced force, or a force is greater than another, creating an unbalanced force. This relates to Newton s 3 rd law of motion that an object will exert an equal force onto the object applying the force. An example of an unbalance force is kicking a soccer ball. The kicking foot has a greater applied force on the ball than the ball has on the foot when they are in contact. Mass affects the amount of force needed to create motion of an object and also affects how fast or slow an object moves. The speed of an object in a given direction is its velocity, while the acceleration measures how fast an object s velocity is changing. Velocity and mass combined help describe how an object will move over a certain distance in a certain amount of time. There is a cause and effect aspect of forces that can be seen when objects collide into other objects. As objects are pulled by a human, we can see the cause is the human pulling; the effect is the motion of the object in the direction of the force. Another way to look at this is to have one object hit another object. So the cause would be the collision of the two objects, the effect would be both the slowing down or stopping of the original object, and the motion of the second object in the direction of the force. This example refers to a push force, where the object is pushed into another object, making the second object move in the direction of the push, or force. Moving Object Non- Moving Object Collisio Non- Moving Object Moving Object It is important to be able to measure the amount of pull and push forces when completing experiments. Forces of pushes and pulls are measured in newtons. A newton is known as the unit of force in the mks system; force which imparts to the mass of one kilogram an acceleration of one meter per second per second (Simon and Schuster, 958). There are scales that can be purchased that measure forces in units of the Newton, used to measure the push or pull forces on small objects, to tens of newtons for larger objects. These scales are called spring scales. Different scales can be purchased with varying degrees of strength in the spring, allowing the scale to read higher or lower amounts of force. For example, a scale with a thin spring will measure small amounts of newtons very accurately; a scale with a sturdy spring can

20 measure large amounts of newtons but may be less accurate due to the wide range on the scale itself. The markings on these sturdy scales may be as such that the newton reading would have to be approximated to the nearest 5 newtons or so. When completing experiments, it is important to cover all aspects of the possible motions of the objects. One of the more complicated motions is the idea that one object hits another object at an angle, causing the second object to move at an angle to the first. In these instances, force is thought using vectors. Below is an example of two objects colliding at angles to each other causing motion. The blue object hits the purple object causing the motion shown by the red arrows. The angle in this instance for both objects is a 45 degree angle. An example of the above image could be explained as a blue ball rolling down the road at a considerable speed hits a large purple ball that is motionless in the middle of the road. The collision would cause the blue ball, and the purple ball to move as shown above. In the diagram shown above, the collision is not head-on, so the objects move off in different directions after the collision. The net external force acting on the two-object system is zero (Chegg). References (APA format) Bayraktar, S. (2007). Misconceptions of Turkish Pre- Service Teachers About Force and Motion. The International Journal of Science and Mathematics Education, 7, Teacher s Guide Kindergarten Unit Forces and Interaction: Pushes & Pulls. McCracken County Schools.

21 The Physics Classroom ( ). The Physics Classroom Topics: Newton s Laws, Vectors, Work, Energy and Power, Circular and Satellite Motion. Retrieved March 19, 2015, from Simon, & Schuster. (1984). Newton, Pull, Push, Force. In Webster's New World Dictionary of the American Language (Second College Edition, Deluxe Color Edition ed., pp ).