# Understanding Force and Motion

 By: John Haysom and Michael Bowen Free Offering\$0 - Member Price  \$0 - Nonmember Price
##### Details

 Type of Product: Book Chapter Average Rating: based on 1 review Publication Title: Predict, Observe, Explain: Activities Enhancing Scientific Understanding Publication Date: 10/1/2010 Pages: 59 Grade Level: Middle School See Also:

##### Description

The objects will not change position from their initial rest positions because the downward force on each side of the pulley (ignoring the weight of the string) is the same and the net force on each side of the pulley is zero. The gravitational attraction is the same on each object. An object remains in constant motion (or at rest) unless a net force greater than zero acts on it. This is Newton’s first law of motion. This series of experiments helps students understand the concepts of force and motion. It includes the Table of Contents and the Index.

## Ideas For Use

 Science Discipline: (mouse over for full classification) Acceleration Friction Gravity Inertia Newton’s laws of motion Simple machines Analyzing data Collecting data Communicating Experimenting Interpreting data Observing Predicting Scientific habits of mind Intended User Role: Curriculum Supervisor, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher Educational Issues: Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher preparation, Teaching strategies

## Technical

##### National Standards Correlation

This resource has 21 correlations with the National Standards.
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This resource has 21 correlations with the National Standards.
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• Physical Science
• Motion and Forces
• Catapults are an ancient military device made for hurling projectiles. They are made from a variety of simple machines.
• Objects change their motion only when a net force is applied. Laws of motion are used to calculate precisely the effects of forces on the motion of objects. (9-12)
• The magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of the force. (9-12)
• Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object. (9-12)
• Gravitation is a universal force that each mass exerts on any other mass. (9-12)
• The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them. (9-12)
• The strength of the force is proportional to the charges and, as with gravitation, inversely proportional to the square of the distance between them. (9-12)
• Unbalanced forces will cause changes in the speed or direction of an object's motion. (Acceleration) (5-8)
• An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. (inertia) (5-8)
• If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. (5-8)
• Science as Inquiry
• Abilities necessary to do scientific inquiry
• Use data to construct a reasonable explanation.
• Communicate investigations and explanations.
• Use appropriate tools and techniques to gather, analyze, and interpret data.
• Develop descriptions, explanations, predictions, and models using evidence.
• Think critically and logically to make the relationships between evidence and explanations.
• Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
• Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
• Process Standards for Professional Development
• Research-Based
• Prepares educators to apply research to decision making. (NSDC)
• Design
• Uses learning strategies appropriate to the intended goal. (NSDC)
• Teaching Standards
• Teachers of science guide and facilitate learning. In doing this, teachers
• Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
• Teachers provide students with the time, space, and resources needed to learn science.
• Create a setting for student work that is flexible and supportive of science inquiry.

##### Customer Reviews
 I like these because they engage students Reviewed by: Susan German (Hallsville, MO) on June 6, 2011 Students, by viirtue of having to answer a question first, become engaged in figuring out what the right answer is. In my opinion, this is what makes the predict, observe, and explain model so powerful. Brain research tells us that the brain wants to make meaning. Aa teachers, we need to pose questions to our students that create a need in them for an answer. This book provides engaging situations that can be modeled in the classroom with a little bit of work.