PB295X ISBN: 978-1-936137-28-2 - National Science Teachers .
Force & Motion“From the day the first Stop Faking It! book was published, teachers have been askingfor books of classroom activities to go with the series. So, only eight years later, hereis the first book of classroom activities, to accompany the Force and Motion book.”—Bill Robertson, author of the Stop Faking It! seriesNow the Companion Classroom Activities for Stop Faking It! Force& Motion is an ideal supplement to Robertson’s earlier book—ora valuable resource of its own! The lessons and easy-to-understandexplanations can be used as introductions or refreshers to basicphysical science concepts. The hands-on activities cater to busyteachers, providing objectives, materials lists, National ScienceEducation Standards addressed, approximate completion time,and detailed step-by-step instructions.Each lesson allows students to investigate, discuss, and finallyapply new concepts to everyday situations. Robertson’s wit andhumor are sure to keep students and teachers entertained whilethey tackle motion basics, vectors, acceleration, Newton’s laws, netor unbalanced forces, gravitational forces, and mass and weight.Also included are student pages for recording observations andstudent evaluation questionnaires to help assess understanding.Companion Classroom Activities forForce & MotionForce & MotionNever has it been so easy for educators to learn to teach physicalscience with confidence! Award-winning author Bill Robertsonlaunched his bestselling Stop Faking It! series in 2002 with Forceand Motion—offering elementary and middle school teachers ajargon-free way to learn the background for teaching key physicalscience concepts. Combining easy-to-understand—if irreverent—explanations and quirky diagrams, Stop Faking It! Force and Motionhelped thousands of teachers, parents, and homeschoolers conquertopics from Newton’s laws to the physics of space travel.Companion Classroom Activities forCompanion Classroom Activities forRobertsonGrades 5–9PB295XISBN: 978-1-936137-28-2William C. Robertson, PhDIllustrations by Brian DiskinCopyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Companion Classroom Activities forForce & MotionCopyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Copyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Companion Classroom Activities forForce & MotionBy William C. Robertson, PhDIllustrated by Brian DiskinArlington, VirginiaCopyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Claire Reinburg, DirectorJennifer Horak, Managing EditorAndrew Cooke, Senior EditorJudy Cusick, Senior EditorWendy Rubin, Associate EditorAmy America, Book Acquisitions CoordinatorArt and DesignWill Thomas Jr., DirectorIllustrations, Brian DiskinPrinting and ProductionCatherine Lorrain, DirectorNational Science Teachers AssociationFrancis Q. Eberle, PhD, Executive DirectorDavid Beacom, PublisherCopyright 2011 by the National Science Teachers Association.All rights reserved. Printed in the United States of America.14 13 12 114 3 2 1Library of Congress Cataloging-in-Publication DataRobertson, William C.Companion classroom activities for force & motion : stop faking it! / by William C. Robertson ; illustrated byBrian Diskin.p. cm.Includes bibliographical references and index.ISBN 978-1-936137-28-2 (alk. paper)1. Motion—Study and teaching (Elementary)—Activity programs. 2. Motion—Study and teaching (Middleschool)—Activity programs. 3. Force and energy—Study and teaching (Elementary)—Activity programs. 4. Forceand energy—Study and teaching (Middle school)—Activity programs. I. Title.QC128.R63 2011531’.110712—dc222011012842eISBN 978-1-936137-43-5NSTA is committed to publishing material that promotes the best in inquiry-based science education. However,conditions of actual use may vary, and the safety procedures and practices described in this book are intended toserve only as a guide. Additional precautionary measures may be required. NSTA and the authors do not warrantor represent that the procedures and practices in this book meet any safety code or standard of federal, state, or localregulations. NSTA and the authors disclaim any liability for personal injury or damage to property arising out of orrelating to the use of this book, including any of the recommendations, instructions, or materials contained therein.PermissionsBook purchasers may photocopy, print, or e-mail up to five copies of an NSTA book chapter for personal useonly; this does not include display or promotional use. Elementary, middle, and high school teachers mayreproduce forms, sample documents, and single NSTA book chapters needed for classroom or noncommercial,professional-development use only. E-book buyers may download files to multiple personal devices but are prohibited from posting the files to third-party servers or websites, or from passing files to non-buyers. For additionalpermission to photocopy or use material electronically from this NSTA Press book, please contact the CopyrightClearance Center (CCC) (www.copyright.com; 978-750-8400). Please access www.nsta.org/permissions for furtherinformation about NSTA’s rights and permissions policies.Copyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Contents1Preface. ixChapter 1 – Motion BasicsTime to RollTeacher Guide to Activity 1.1.3Student Activity 1.1.6Describing MotionTeacher Guide to Activity 1.2.9Student Activity 1.2.11Different SpeedsTeacher Guide to Activity 1.3.15Student Activity 1.3.18EvaluationTeacher Guide to Activity 1.4.19Student Activity 1.4.21Chapter 2 – Adding Direction—VectorsDirection MattersTeacher Guide to Activity 2.1/2.2.25Student Activity 2.1/2.2.27Vector ApplicationTeacher Guide to Activity 2.3.31Student Activity 2.3.33A word about the numbering system above: I explain in the Preface that the activities are organized based on the learning cycle.The numbers correlate with the phases of the learning cycle as follows: .1 Explore, .2 Explain, .3 Elaborate. There arealso .4 Evaluation sections interspersed throughout the book. Each chapter, with a couple of exceptions, covers one trip throughthe phases of the learning cycle. Thus “Teacher Guide to Activity 1.1” is the teacher guide to activity chapter 1, Explore phase. Afew of the activities cover both Explore and Explain, so the activities are numbered .1/.2 (as in Chapter 2.1/2.2, for example).Got it? Feel free to go read the preface now!1Copyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Chapter 3 – AccelerationChanging MotionTeacher Guide to Activity 3.1.37Student Activity 3.1.40AcceleratingTeacher Guide to Activity 3.2.43Student Activity 3.2.45Accelerating or NotTeacher Guide to Activity 3.3. 49Student Activity 3.3. 52EvaluationTeacher Guide to Activity 3.4. 53Student Activity 3.4. 58Chapter 4 – Newton’s First Law, Part IObjects at RestTeacher Guide to Activity 4.1/4.2. 65Student Activity 4.1/4.2. 67Staying at RestTeacher Guide to Activity 4.3. 69Student Activity 4.3. 71Chapter 5 – Newton’s First Law, Part IIObjects in MotionTeacher Guide to Activity 5.1. 75Student Activity 5.1. 79Galileo Explains It AllTeacher Guide to Activity 5.2. 83Student Activity 5.2. 85Sheep in a Jeep, With CoinageTeacher Guide to Activity 5.3. 89Student Activity 5.3. 91EvaluationTeacher Guide to Activity 5.4. 95Student Activity 5.4. 97Copyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Chapter 6 – Net or Unbalanced ForcesChanges in Motion and What Causes ThemTeacher Guide to Activity 6.1/6.2. 101Student Activity 6.1/6.2. 104EvaluationTeacher Guide to Activity 6.4. 107Student Activity 6.4. 111Chapter 7 – Newton’s Second LawHow Are These Things Related?Teacher Guide to Activity 7.1. 117Student Activity 7.1. 121Newton’s Second Bit of Advice for All of UsTeacher Guide to Activity 7.2. 125Student Activity 7.2. 127Second Law BalloonsTeacher Guide to Activity 7.3. 131Student Activity 7.3. 135EvaluationTeacher Guide to Activity 7.4. 139Student Activity 7.4. 141Chapter 8 – Gravitational ForcesGravity on a RollTeacher Guide to Activity 8.1. 145Student Activity 8.1. 148Gravity—An Equal Opportunity ForceTeacher Guide to Activity 8.2. 153Student Activity 8.2. 155Falling Pieces of MetalTeacher Guide to Activity 8.3. 159Student Activity 8.3. 162Copyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
Chapter 9 – Mass and WeightMass and WeightTeacher Guide to Activity 9.1/9.2. 169Student Activity 9.1/9.2. 171Chapter 10 – Newton’s Third LawPushing BackTeacher Guide to Activity 10.1. 175Student Activity 10.1. 178Newton’s Third LawTeacher Guide to Activity 10.2. 181Student Activity 10.2. 182Exploding CanistersTeacher Guide to Activity 10.3. 189Student Activity 10.3. 192EvaluationTeacher Guide to Activity 10.4. 197Student Activity 10.4. 202Index. 207Copyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
PrefaceFrom the day the first Stop Faking It! book waspublished, teachers have been asking for books ofclassroom activities to go with them. So, only eightyears late, here is the first book of classroom activitiesto accompany the Force and Motion book. First, let’shave a few words about the activities and the structureof this book.Adjusting to Your NeedsThe suggested grade range for these activities is 5through 9. The activities are appropriate for upperelementary and middle school physical science, aswell as high school conceptual physics. With such awide range of ages and abilities of students exposedto these activities, you will most likely have to adjust toyour particular group of students. I have done most ofthese activities with students as young as third grade, sowith patience there is little in here your students won’tbe able to do physically. On the other hand, someconcepts might be beyond younger students. Although Istrongly believe that you can teach students of any agealmost anything given enough time, you might not thinkit worth the time in all cases. So, you might choose toavoid certain more abstract ideas, especially ones thatinvolve mathematical reasoning. It is ultimately up toyou, the teacher, to determine what to include and what to leave out. I should mentionthat the approximate times specified in the activities are about what one would expectfrom average seventh graders (if there is such a thing as average seventh graders!).You might have to adjust these times up or down to fit the needs of your students.Reading LevelThis is related to the Adjusting Your Needs section. It’s difficult to write explanationsthat fifth graders can read and ninth graders won’t find insulting, so I have simplywritten the student explanations in as clear and entertaining a way as I can. I havefound over the years that when you write in the manner you speak, and imagine theaudience to whom you’re speaking, most students “get it.” When you write so as tomeet a particular reading level, your writing becomes stilted and boring. So, I’vedone my best for the given audience. Still, you are free to decide how to handle theCompanion Classroom Activities forStop Faking It! Force & MotionCopyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.ix
readings with your class. You might wish to read and explain the concepts to them oryou might wish to have the students read aloud or work in pairs. Whatever works. Themain idea is for the students to understand the concepts.The Learning CycleThese activities and readings are written using the learning cycle. There are threebasic phases of the learning cycle—Explore, Explain, and Elaborate. I outline thepurpose of each in the following section, but before I do that you might notice that thelabels for these sections are the same ones used in the 5E Learning Cycle. The middlethree sections of the 5 Es are, in fact, the learning cycle. I was on the curriculumdevelopment team at Biological Sciences Curriculum Study (BSCS) that “fleshed out”the 5 Es. Credit for adding two phases (Engage and Evaluate) to the Learning Cyclegoes to Rodger Bybee, then associate director of BSCS, and the rest of us, along withRodger, did nothing more than hash out how all five phases would work for us incurriculum development.So why not use the 5E Learning Cycle? Personally, I find that using all five steps all thetime, which is what teachers have come to expect, can be restrictive. It’s easier, I think, tofocus on the learning cycle and then use the extra steps of the 5 Es whenever necessary.I don’t think it’s always necessary, for example, to use the Engage phase (attentiongrabber) of the 5 Es, nor is it necessary to Evaluate (last stage of 5 Es) every time you havecompleted a cycle. So, what you have in this book is the learning cycle, using the namesof phases incorporated in the 5 Es. Now let’s examine the phases of the learning cycle.ExploreThe purpose of this phase is to “set up” the learner for understanding certainscience concepts. It usually consists of hands-on activities, but not always. It consistsof providing a common set of experiences for all the students in the classroom soeveryone is on the same page when it comes time to explain concepts. An importantpart of Explore is the “debriefing” of students or student teams, discussing what resultsthey all obtained in a particular activity. The Explore phase is not the time to explainconcepts or provide background material. That might be what one does in moretraditional teaching, but not in the learning cycle. Another useful thing to do in theExplore phase is to find out what the students know about concepts prior to formaleducation. To that end, I highly recommend using the formative assessment probes inthe book by Page Keeley and Rand Harrington, Uncovering Student Ideas in PhysicalScience, Vol. 1, published by NSTA Press. You can use these probes prior to or duringthe Exploration activities in this book. You might also use them after the completion ofElaboration activities to evaluate how much your students have learned. Not all of theprobes in that book fit nicely with the activities in this book, but many do. It would beworth your while to browse through the probes to discover which ones fit best.ExplainThe purpose of the Explain phase is to explain certain concepts in terms of the Exploreactivities the learner has just done. People understand concepts better when theyare anchored in concrete experiences. In this book, most of the explanations arexNational Science Teachers AssociationCopyright 2011 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.
provided in readings, but you can also explain concepts by “drawing out” studentexplanations for what has happened and gra
Grades 5–9 Robertson William C. Robertson, PhD Illustrations by Brian Diskin PB295X ISBN: 978-1-936137-28-2 Force & Motion Fo rc e & Mo t i o n Companion Classroom Activities for Fo r c e & Mo t i o n . When you write so as to . Na
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