H OW W I L L I T M OV E?Force and Motion
IQWST LEADERSHIP AND DEVELOPMENT TEAMJoseph S. Krajcik, Ph.D., Michigan State UniversityBrian J. Reiser, Ph.D., Northwestern UniversityLeeAnn M. Sutherland, Ph.D., University of MichiganDavid Fortus, Ph.D., Weizmann Institute of ScienceUnit LeadersStrand Leader: David Fortus, Ph.D., Weizmann Institute of ScienceDana Vedder Weiss, Weizmann Institute of ScienceUnit ContributorsRoni Mualem, Ph.D., Weizmann Institute of ScienceLeeAnn M. Sutherland, Ph.D., University of MichiganUnit Pilot TeachersKristie Hannon, Highlander Way Middle School, Howell, MIMarisa Fisher, Highlander Way Middle School, Howell, MIUnit ReviewerSofia Kesidou, Ph.D., Project 2061, American Associationfor the Advancement of Science
Investigating and Questioning OurWorld through Scienceand Technology(IQWST)H OW W I L L I T M OV E?Force and MotionStudent EditionPhysical Science 3 (PS3)PS3 Move SE 2.0.5ISBN-13: 978-1-937846-12-1
Physical Science 3 (PS3)How Will It Move?Force and MotionISBN-13: 978-1-937846-12-1Copyright 2017 by Activate Learning. All rights reserved. No part of this book may bereproduced, by any means, without permission from the publisher. Requests for permissionor information should be addressed to Activate Learning, 44 Amogerone Crossway #7862Greenwich, CT 06836About the PublisherActivate Learning is a mission-driven company that is passionate about STEM education.We make it easy for teachers to teach with quality, investigation-centered science curriculum,tools, and technology. For more information about what we do, please visit our website athttp://www.activatelearning.com.IQWST (Investigating and Questioning Our World through Science andTechnology) was developed with funding from the National Science Foundationgrants 0101780 and 0439352 awarded to the University of Michigan, and0439493 awarded to Northwestern University. The ideas expressed herein arethose of members of the development team and not necessarily those of NSF.
PS3 CONTENTSLesson 1– Anchoring Activity and DrivingQuestion Board1Lesson 2– Which Forces Act on an Object?9Lesson 3– Why Does an Object Start Moving?25Lesson 4– How Strong Is That Force?43Lesson 5– Why Does an Object Stop Moving?59Lesson 6– How Can We Describe How anObject Moves?71– Why Do Things Change Their Speedor Direction?79– Using Forces and Energy to Understandthe Magnetic Cannon91Lesson 7Lesson 8
ARTEvery effort has been made to secure permission and provide appropriate credit forthe photographic materials in this program. The publisher will correct any omissioncalled to our attention in subsequent editions. We acknowledge thefollowing people and institutions for the images in this book.Lesson 1Atlanta Surface Area Map – Courtesy WSI Corporation,The Weather ChannelBelem Surface Area Map – Courtesy WSI Corporation,The Weather ChannelLesson 6Dying Star – ESA/Hubble & NASATycho Brahe – Wikipedia, The Free EncyclopediaLesson 7Video 7.1 – Dave G. Alciatore, Chicago StateUniversity, Department of Mechanical EngineeringVideo 7.2 – Dave G. Alciatore, Chicago StateUniversity, Department of Mechanical EngineeringVideo 7.3 – Dave G. Alciatore, Chicago StateUniversity, Department of Mechanical Engineering
L ÝÝÊÄ 1Anchoring Activity andDriving Question BoardACTIVITY 1.1 ANCHORING ACTIVITYWhat Will We Do?We will observe a device called a Magnetic Cannon and investigate its behaviorunder different conditions.ProcedureYour teacher will give your group a Magnetic Cannon. Experiment with it to see how it worksand discover things that interest you. While you are experimenting with the cannon, thinkabout what you are seeing.Record your observations and questions in the Data Collection/Observation section. Youmight try watching what happens as the cannon fires. changing the number of balls on the shooting side. holding the single ball and letting the cannon move, in reverse, toward it.Data Collection/Observation1
ACTIVITY 1.2 DRIVING QUESTION BOARDWhat Will We Do?We will think about the Magnetic Cannon and other things that move, and ask questionsabout how they work.Procedure1. List some questions that you have about the cannon and how it works. Do you alsohave other questions about forces and motion? Do you wonder about how otherthings work? Is there another question you could ask that might help you figure outhow the cannon works? Your class will use your questions to organize the rest of theunit, so be sure to ask about anything you think it would be interesting to learn moreabout.2. Discuss your questions with your group. You might ask some of the same questions asother people do. If that happens, write just one sticky note to represent that question.There is no limit to the number of questions your group can have.3. Look at the categories on the Driving Question Board. Which categories do yourquestions fit? Discuss this in your group, so when it is time to share your questionswith the whole class, your group has already made decisions.ConclusionThe Driving Question Board that you, your classmates, and your teacher have created willhelp you keep track of your progress during the unit. After every activity, you should ask,“How does today’s activity help me understand how the Magnetic Cannon works?”2HOW WILL IT MOVE?
Reading 1.2 – Newton’s CradleGetting ReadyHave you ever played pool? The game begins with a breakingshot in which a player scatters several balls that are groupedtogether by shooting one ball into them. What do you thinkwould happen if the balls were lined up, touching one behindthe other instead? This reading may help you answer thisquestion and to think about forces.Look at the device in this photo. Like the Magnetic Cannonyou investigated in class, when one ball hits the others, aball at the other end flies out. This device is called Newton’sCradle because it is named after Isaac Newton. Newton was a very important scientist, andlearning about him can help you be more knowledgeable about how scientists work tofigure things out.Newton’s AppleWhat would you think of if you saw an apple fall from anapple tree? You probably would not think much about it. IsaacNewton, whom many people consider the greatest scientistever, thought about it a lot. Newton was a physicist and amathematician. He lived in England more than 300 years ago(1642–1727). According to the story, when Newton once sawan apple fall from a tree in his orchard, he suddenly thoughtthat falling was not such an obvious thing. He wondered:“Why does an apple always fall straight down? Why does itnot fall sideways or upward?” These questions led Newtonto develop a theory of gravity, which explains that all objectsattract each other because of gravity. Gravity makes things fallon Earth. As strange as it may sound, gravity also makes themoon go around Earth and the planets go around the sun.Newton spent a great deal of time investigating forces and motion. He developed importantprinciples that describe the relationship between motion and forces. You will learn aboutthese principles in this unit.Thinking about Newton’s CradleNow that you know Newton developedideas about gravity, and about force andmotion, it probably makes sense that thisdevice was named after him. Newton’sCradle is often used to demonstratesome basic principles of energy, forces,and motion.LESSON 1: ANCHORING ACTIVITY AND DRIVING QUESTION BOARD3
Newton’s Cradle usually consists of an odd number of identicalsteel balls (usually five or seven), each hanging from a sturdy frameby two strings. The balls are carefully aligned so that they barelytouch each other. What happens when a ball at one end is pulledaside and then released? What happens when two are pulled toone side and released?When you pull aside a ball at one end of the cradle and thenrelease it, it swings downward until it hits the ball next to it. Whathappens then is surprising. The ball on the far end of the cradleswings away from the others. All the other balls remain at rest. Ifyou pull two aside on the same side and drop them together sothat they strike the others, two balls swing out from the other end.All the other balls, including the two you dropped, remain at rest.What would you expect to happen if you drop three or four balls?Regardless of the number of balls you drop, it will always be thesame number of balls that swing out on the other side. The othersstay at rest. The moving balls stop and hang straight the instantthat they hit the others.A BCD EMotionA. Three balls onDirection one end are pulledaside and released.A BEC DMotionDirectionB. Three balls onthe other side swing up.If you have access to the Internet, you can search for a “virtual Newton’s Cradle” to continueto experiment with it on your own.Why do you think that if you drop two balls, exactly two balls rise on the other side at a similarspeed? Why doesn’t one ball fly off quickly instead? Why don’t three balls fly off slowly? This isa difficult question, but try your best to think about what you know and what might make sense.Energy Transformations in Newton’s CradleOne of the ways to understand how Newton’s Cradle works is to consider which energytransformations occur as it works. In the past you may have learned some important conceptsabout energy: There are different types of energy (gravitational, kinetic, elastic, and chemical). One type of energy can change into another type. Scientists call this energytransformation. The total amount of energy in a system does not change.4HOW WILL IT MOVE?
Before you continue reading, stop for a minute and think: What types of energy transformationsoccur when Newton’s Cradle is operating? What types of energy are transferred to the cradle’ssurroundings?As in pendulums, roller coasters, bouncing balls, and falling apples, transformations betweengravitational energy and kinetic energy are what make Newton’s Cradle work. Read each ofthe following steps, and then look at the drawing to help you think about what is happening. When you pull Ball A aside, it gets higher and gains gravitational energy. (This energyis transferred to it from your hand.) When you release Ball A, it loses gravitational energy as it falls, but it gains kineticenergy. Its gravitational energy is transformed into kinetic energy. When Ball A hits Ball B, the kinetic energy of Ball A is transformed into elastic energybecause the ball gets compressed. The amount of compression is very small becausethe ball is made of steel, but it is still there. The elastic energy is transferred from Ball A to Ball B, which gets compressed. The elastic energy is transferred from Ball B to Ball C and so on, all the way up to Ball E. Ball E’s elastic energy is transformed into kinetic energy, and in response it startsmoving sideways and upward.LESSON 1: ANCHORING ACTIVITY AND DRIVING QUESTION BOARD5
At this point, the energy Ball A had at the start has been transferred to Ball E. A very smallamount has been transferred to the surrounding air as sound energy, and another smallamount has been transformed into thermal energy, but just focusing on the gravitationalelastic-kinetic energy transfer and transformation is helpful for now. That is why Ball E movesaway from the other balls at the same speed that Ball A hit Ball B. While moving upward, BallE’s kinetic energy is transformed back into gravitational energy. Once all its kinetic energy hastransformed into gravitational energy, Ball E stops rising. It is now at its highest point, whichis the same height at which Ball A was released. This process repeats itself in reverse whenBall E swings back toward the other balls.Thus Newton’s Cradle involves four types of energy transformations:1. Gravitational energy to kinetic energy2. Kinetic energy to gravitational energy3. Kinetic energy to elastic energy4. Elastic energy to kinetic energyIn addition, the cradle involves the transfer of elastic energy between different balls. Althoughthe amount of energy each ball has changes during these energy transfers, the total amountof energy possessed by the cradle as a whole (if you ignore the little bits of energy transferredto the surrounding air) does not change—it is just transferred from one component of thesystem to another component.If you visited a virtual Newton’s Cradle website or played with the real device, you might havenoticed that after a few swings, the balls slow down. The height they reach gets shorter andshorter until they finally stop moving. If energy is transformed from one type to the other andtransferred between the different balls in the device, why does the motion in Newton’s Cradlefinally stop? (Hint: Think about something you decided to ignore earlier in the reading.)6HOW WILL IT MOVE?
SummaryBy now you understand some things about how Newton’s Cradle works. You can explain whythe speed and the height of the balls are equal in both sides of the device, but you may notbe able to explain why the balls in the center do not move or why the same number of ballsmove in both sides. In order to understand this phenomenon, you need to learn more aboutforces and motion. As you continue investigating motion during this unit, you will learn howand why things move the way they do.LESSON 1: ANCHORING ACTIVITY AND DRIVING QUESTION BOARD7
L ÝÝÊÄ 2Which Forces Act on an Object?ACTIVITY 2.1 ANALYZING APPARATUSESWhat Will We Do?We will observe four devices to figure out what forces are (1) acting between thecomponents and (2) influencing how the apparatus moves.! SafetyBalloons are used in the activity. Inform your teacher and use appropriate precautions if youhave a latex allergy.ProcedureYour teacher has set up stations, each featuring a different apparatus. At each station is alsoa card with the name of the device and instructions about how to make it work. Read theinstructions and carry out the activity. Record what happens and what each apparatus is madeof. You will have just a few minutes at each station, so make careful observations as efficientlyas possible.When you return to your seat, your teacher will give you time to answer questions about eachdevice (see the following). Make sure you gather all the information from each station thatyou will need to answer these questions.Data Collection/ObservationStation #1 – Flying Balloon Which components of the apparatus affect its motion? Construct a model of theapparatus that shows these components.9
What are the forces acting on the components of the apparatus that influence itsmotion? Add these forces to your model. How does the apparatus work? Write an explanation using your model.Station #2 – Floating Magnets Which components of the apparatus affect its motion? Construct a model of theapparatus that shows these components. What are the forces acting on the components of the apparatus that influence itsmotion? Add these forces to your model. How does the apparatus work? Write an explanation using your model.Station #3 – Air-Powered Car Which components of the apparatus affect its motion? Construct a model of theapparatus that shows these components.10HOW WILL IT MOVE?
What are the forces acting on the components of the apparatus that influence itsmotion? Add these forces to your model. How does the apparatus work? Write an explanation using your model.Station #4 – Magnetic Cannon Which components of the apparatus affect its motion? Construct a model of theapparatus that shows these components. What are the forces acting on the components of the apparatus that influence itsmotion? Add these forces to your model. How does the apparatus work? Write an explanation using your model.LESSON 2: WHICH FORCES ACT ON AN OBJECT?11
ACTIVITY 2.2 SYSTEMS AND CONTACT FORCESWhat Will We Do?We will analyze some scenarios to figure out what forces are acting between the components.Procedure1. Draw a simple model of the two vehicles and the rope connecting them.2. Which components of this system interact with each other?3. When people push each other, is there one force acting or two?4. How many forces does each person apply?12HOW WILL IT MOVE?
5. How many forces act on each person?6. When you sit in your chair, do you push down on it?7. Does your chair push up on you?8. Can you think of an example where contact forces are not paired?9. Return to the model you drew of the two vehicles and rope. Add pairs of forces to themodel.ConclusionWhat can you conclude about pairs of forces, pushes and pulls, and the directions of theforces?LESSON 2: WHICH FORCES ACT ON AN OBJECT?13
Homework 2.2 – The World’s Greatest SandwichOfra’s Deli has the reputation of making the bestsandwiches in the world. The photo shows Ofra’smasterpiece, called the “Imperial.” It is madeof six layers—freshly-baked sourdough countrybread, honey-smoked turkey breast, ruby-ripe vinetomatoes, Gouda cheese, Romaine lettuce, andanother slice of bread. Ofra says the secret to hermasterpiece is knowing exactly how much forceeach layer should apply to the others.Construct a model describing the “Imperial” as asystem, its components, and the contact force pairs acting between the components. Also,make a table that lists the contact forces between the components.14HOW WILL IT MOVE?
ACTIVITY 2.3 FORCES THAT ACT AT A DISTANCEWhat Will We Do?We will investigate three forces that are not contact forces—gravitational forces, magneticforces, and electrical forces.You learned that all contact forces come in pairs. Before you begin, think about this: Doforces that act at a distance come in pairs as well? Give an example as evidence to supportyour ideas.ProcedureYour teacher will give you and your partner a pair of magnets. Experiment with them for awhile and try to figure out the answers to the following questions.1. Do the magnets apply a force to each other, or does only one apply a force to theother? What is the evidence to support your answer?2. Do the magnets have to be in contact to apply a force to each other or can they act ata distance?3. Do the magnets apply pull forces or push forces to each other, or can they applyboth? What is your evidence?4. Do these forces become stronger or weaker as the magnets get nearer to each other?LESSON 2: WHICH FORCES ACT ON AN OBJECT?15
Conclusion1. What type of force keeps atoms together in a molecule?2. What type of force makes things fall, makes the moon orbit Earth, and makes Earthorbit the sun?3. Are these forces contact forces or do they act at a distance? How do you know?4. Do forces that act at a distance come in pairs? Explain your answer and provide someevidence to support it.5. Add to the model of the vehicles all the forces that act at a distance. Use dashed linesto represent these forces.VehicleRopeGround (Mud)Earth16HOW WILL IT MOVE?Vehicle 2
Reading 2.3 – Balance and ForceGetting ReadyLook at the picture. The fork and spoon are hanging off the edge ofa toothpick, which, in turn, is hanging off the edge of a glass. Thisis not a trick photo. No glue was used in setting up the fork andspoon. What is going on? As you read, pay attention to how forcescan help you explain how the fork and spoon can be balanced inthis way.Try This at Home!One way to test what you see in the picture is for you to try anddo this stunt yourself. For the fork and spoon stunt, you will need afork, a spoon, a toothpick, and a glass. First, hook the fork and thespoon together the way it is in the picture. Then balance them ona toothpick on the edge of a glass.When you succeed, you might want to take a picture of yourself with these physics stunts andshow them to your friends. If you print the photo, you can attach it here:LESSON 2: WHICH FORCES ACT ON AN OBJECT?17
1. Why do the spoon and fork not fall?Pairs of Contact ForcesIn class, you have discussed systems that include pairs of contact forces acting in oppositedirections. You discussed doing a high five and that the forces come in a pair. You also talkedabout examples like a ladder leaning against the wall or an object sitting on a table. You mayhave been surprised to learn that all contact forces, whether they are pushes or pulls, comein pairs. You saw that even if the objects do not seem to move or to do anything, in each pairthere are always two forces. Every object applies one force and is subjected to the other force.If one force is a pull, then the other one will also be a pull, but in the opposite direction. If oneforce is a push, the other will be a push in the opposite direction. For example, the ladder ispushing the wall, and the wall is pushing the ladder.2. Look around the room or look outside.Give an example of two objects applyingpush contact forces on each other. Make adrawing of these objects using arrows toshow the direction of these forces.Remember that since forces always comein pairs, for every arrow you draw, thereshould be another one pointing in theopposite direction.3. Now, give an example of two objects applying pull contact forces on each other.Make a drawing showing these forces using arrows to show the direction of theseforces.4. Where are the push forces in the spoon and fork activity? Make a drawing showingthese forces. Draw and label the arrows.18HOW WILL IT MOVE?
Pairs of at-a-Distance ForcesIn the last reading, you saw this drawing when you learned about Isaac Newton and gravity.Look at Apple 1. There are contact forces acting between this apple and the branch it ishanging on. The apple is pulling the branch down and the branch is pulling the apple up.The apple is also being pulled by Earth’s gravity. Earth’s gravitypulls the apple from a distance, and at the same time, althoughwe usually do not notice this, the apple pulls Earth from adistance. Although it seems strange to think that the apple pullsEarth, it really happens! We never notice this because Earth isso heavy; so being pulled by an apple does not really affect itat all.5. Which of the marked apples in the picture interact withEarth by at a distance forces? Explain your choice.a. Apple 1b. Apple 2c. Apple 3d. All of the aboveAnother kind of force you have learned about thatalso acts at a distance is the magnetic force. In classyou investigated the Floating Magnets.6. In this apparatus, was magnetic force a pullforce or a push force?The next photo shows another contraption that,like the fork and spoon, is weirdly balanced. In it ahammer is underneath a ruler that is hanging off theedge of a table without falling.If you want to try and build this contraption byyourself at home, you will need a ruler that is nottoo flexible, a rope, a hammer, and a table. Arrangeeverything the way it is in the picture. Move theLESSON 2: WHICH FORCES ACT ON AN OBJECT?19
hammer back and forth along the ruler until you reach a position where the whole thing canbalance. Do not give up, even if it does not work right away. Keep on trying! Eventually youwill find the position in which everything is balanced.7. Using what you learned about the fork and spoonstunt, which objects apply forces that act at adistance in the hammer and ruler stunt? Whichobjects are subjected to at a distance forces?Modeling the Interactions in the Hammer and Ruler System8. According to your answers so far, you can now complete the following interactionstable describing the hammer and ruler system, the same way you did in class for thesystems you investigated there. Use a “ ” sign to represent interaction and a “–” signto represent no interaction. For example, if you think there are forces acting betweenthe rope and the hammer, draw a “ ” sign in the appropriate cells, as shown in thefollowing example.HammerHammerRopeRulerTableEarthRopeRuler TableEarth – – –– 9. Use the interactions table to complete the following model describing the system.The system includes all the components that determine whether the hammer falls ornot. Use solid arrows to represent contact forces and dashed arrows for at a distanceforces. For example, if you think there are contact forces acting between the rope andthe hammer, draw solid arrows, as shown in the following example. Remember that allforces always come in pairs!RulerRopeThe hammer interacts throughforces with several objectsaround it. As you will learnin the next few lessons, it isthese forces that keep thehammer from falling.TableHammerEarth20HOW WILL IT MOVE?
ACTIVITY 2.4 PUTTING THINGS TOGETHERWhat Will We Do?We will revisit the four devices we looked at in the first lesson. We will answer the samequestions, only now we will have greater understanding of the forces involved in each device.Procedure1. Construct a model of each device that represents its components.2. Use arrows to represent in each model the forces that affect its motion.Data Collection/ObservationStation #1 – Flying Balloon The components of the system are The forces acting on the system’s components areLESSON 2: WHICH FORCES ACT ON AN OBJECT?21
Station #2 – Floating Magnets The components of the system are The forces acting on the system’s components areStation #3 – Air-Powered Car The components of the system are The forces acting on the system’s components are22HOW WILL IT MOVE?
Station #4 – Magnetic Cannon The components of the system are The forces acting on the system’s components areLESSON 2: WHICH FORCES ACT ON AN OBJECT?23
L ÝÝÊÄ 3Why Does an Object Start Moving?ACTIVITY 3.1 OBJECTS THAT BEGIN MOVINGWhat Will We Do?We will use models to figure out whether and how a system will begin moving.Procedure1. Your teacher demonstrated two simple instances of objects beginning to move—atennis ball that was tapped and a marble that was shot out by a stretched rubberband. Explain why the objects began to move. Write a single explanation that is goodfor both objects.25
2. Using what you learned in Lesson 2, make interaction tables showing all theinteractions involved in both cases, and then draw models that show the variouscomponents of each system, and the forces that act on them and that they apply.3. What are the three forces that act on each object?4. Which of these forces act horizontally and which act vertically?5. Which of these forces can cause each object to begin moving?26HOW WILL IT MOVE?
ACTIVITY 3.2 MORE OBJECTS THAT BEGIN MOVINGWhat Will We Do?We have determined that the beginning of motion is always caused by forces. In this activity,we will consider other objects that begin to move, to verify whether this statement is alwaystrue.Procedure1. Your teacher will give you and your partner a tennis ball. With the ball lying on atable, push it from one side and have your partner push it from the other side.Depending on how hard each of you pushes, there are three possible scenarios:a. The ball will move away from you and toward your partner.b. The ball will move away from your partner and toward you.c. The ball will not move.2. Construct one interactions table and one model that represent all three of thesescenarios.LESSON 3: WHY DOES AN OBJECT START MOVING?27
3. What are the four forces that act on the ball when it lies on the table and is pushed byyou and your partner’s hands?4. Which forces do you think influence the ball’s horizontal motion? Why do the othersnot affect its horizontal motion?5. What happens if the force applied to the ball by your hand is greater than the forceapplied to the ball by your partner’s hand? Explain.6. Suppose we pushed the ball with both hands but pushed harder with Hand 1 thanwith Hand 2. The ball responds in a certain manner. Can we get the ball to respond inthe same manner while pushing it with only one hand? If yes, with which hand shouldwe push the ball and how hard should we push it? How hard should you or yourpartner push?7. How hard must each of you push to keep the ball motionless?8. Draw a free-body diagram of a ball held in your hand before it is dropped.28HOW WILL IT MOVE?
Conclusions1. When do two forces that are applied to an object counteract each other?2. When do two forces that are applied to an object reinforce each other?3. When do two forces that are applied to an object cancel each other?4. An object applies forces to several other things around it. Do these forces influencethe object’s motion?LESSON 3: WHY DOES AN OBJECT START MOVING?29
Homework 3.2 – Heavy-Duty ShoppingImagine a shopping bag full of fresh produce. Every time you pick up such a bag, you pullupward on the handles with force. To figure out the minimum upward force necessary to pickup the bag, do the following:1. Make a table of all the interactions involved when the bag is being pulled up by yourhand.2. Construct a model of the bag as it is pulled upward.3. Draw a free-body diagram of the bag.30HOW WILL IT MOVE?
4. Which forces does the upward pull of your hand on the bag have to overcome for thebag to begin moving upward?LESSON 3: WHY DOES AN OBJECT START MOVING?31
ACTIVITY 3.3 COMPLEX SYSTEMS THAT BEGIN MOVINGWhat Will We Do?We will revisit the four devices again and develop models to help us explain why they beginmoving in the direction they do.ProcedureYou will not have time to construct free-body diagrams for all four apparatuses in class. Yourteacher will tell you which one or two to work on first. Then you will finish working on theothers as homework.In Lesson 2, you constructed models that represented these apparatuses and their interactionswith their surroundings. Use these models to help you construct the free-body diagrams. Tohelp you figure out which parts of the systems described in your models you need to focuson, here are a few hints:1. In the Floating Magnets, explain why the upper magnet floats.2. In the Magnetic Cannon, explain why the last ball begins moving.3. In the Air-Powered Car, think of the car and the fan as a single object to figure outwhy it starts moving horizontally.32HOW WILL IT MOVE?
4. In the Flying Balloon, treat the balloon and the straw as a single component toexplain why
Physical Science 3 (PS3) PS3 Move SE 2.0.5 ISBN-13: 978-1-937846-12-1. Physical Science 3 (PS3) How Will It Move? Force and Motion . following people and institutions for the images in this book. Lesson 1 Atlanta Surface Area Map – Courtesy WSI Corporation, The Weather Channel Belem Sur
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