Motion, Forces, And Energy - Tina's Science Class
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Motion, Forces,and EnergyConsultantDouglas Fisher, Ph.D.
About the ConsultantCopyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Introduction to Physical Science. Anyother reproduction, for use or sale, is prohibited without prior written permission of the publisher.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Douglas Fisher, Ph.D., is a Professor in the Department of TeacherEducation at San Diego State University. He is the recipient of anInternational Reading Association Celebrate Literacy Award as wellas a Christa McAuliffe award for Excellence in Teacher Education. Hehas published numerous articles on reading and literacy, differentiatedinstruction, and curriculum design as well as books, such as ImprovingAdolescent Literacy: Strategies at Work and Responsive Curriculum Designin Secondary Schools: Meeting the Diverse Needs of Students. He has taughta variety of courses in SDSU’s teacher-credentialing program as well asgraduate-level courses on English language development and literacy.He also has taught classes in English, writing, and literacy developmentto secondary school students.
To the Teacher . vNote-Taking Tips . viiUsing Your Science Notebook . viiiCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Chapter 1 Motion and MomentumChapter Preview . 11-1 . 21-2 . 51-3 . 8Wrap-Up . 12Chapter 2 Force and Newton’s LawsChapter Preview .2-1 .2-2 .2-3 .Wrap-Up .1314172024Chapter 3 Forces and FluidsChapter Preview .3-1 .3-2 .3-3 .Wrap-Up .2526293236Chapter 6 Thermal EnergyChapter Preview .6-1 .6-2 .6-3 .Wrap-Up .6162656872Chapter 4 Work and Simple MachinesChapter Preview . 374-1 . 384-2 . 414-3 . 44Wrap-Up . 48Chapter 5 Energy and EnergyResourcesChapter Preview .5-1 .5-2 .5-3 .Wrap-Up .4950535660Motion, Forces, and Energyiii
Note-Taking TipsYour notes are a reminder of what you learned in class. Taking goodnotes can help you succeed in science. These tips will help you takebetter notes. Be an active listener. Listen for important concepts. Pay attentionto words, examples, and/or diagrams your teacher emphasizes. Write your notes as clearly and concisely as possible. The followingsymbols and abbreviations may be helpful in your note-taking.Word orPhraseSymbol orAbbreviationWord orPhraseSymbol orAbbreviationfor examplee.g.and such asi.e.approximately withw/therefore[withoutw/oversusvsCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Use a symbol such as a star ( ) or an asterisk (*) to emphasisimportant concepts. Place a question mark (?) next to anything thatyou do not understand. Ask questions and participate in class discussion. Draw and label pictures or diagrams to help clarify a concept.Note-Taking Don’ts Don’t write every word. Concentrate on the main ideas and concepts. Don’t use someone else’s notes—they may not make sense. Don’t doodle. It distracts you from listening actively. Don’t lose focus or you will become lost in your note-taking.Motion, Forces, and Energyv
Using Your Science NotebookNameThis note-taking guide is designed tohelp you succeed in learning sciencecontent. Each chapter includes:DateThe Nature of ScienceBefore You ReadBefore you read the chapter, respond to these statements.1. Write an A if you agree with the statement.2. Write a D if you disagree with the statement.Before YouReadLanguage-Based ActivitiesActivities cover the contentin your science book includingvocabulary, writing, note-taking,and problem solving.The Nature of Science An important part of science is testing, orexperimenting. Technology is useful only in the situation forwhich it was designed. People began studying weather in the 1800s. Science can answer all of the questions thatcan be asked.Science JournalHow do you think scientists could learn more about a clump of stone that could bea small dinosaur heart?Anticipation Guide/KWL ChartsThink about what you already knowbefore beginning a lesson andidentify what you would likeaccompany: to go together with; to happento learn from reading. at the same time asStudent responses will vary. Accept responses that discuss some reasonableexperiment.accumulate: to gather, pile up, or collectaccurate: careful and exact; withoutmistakes or errorsaffect: to influenceScience JournalWrite about whatyou know.approach: to come near1The Nature of Sciencearea: particular space, region, or sectionchemical: any substance used in orobtained by a chemical processNamecollapse: to fall or shrink together abruptlyand completelyDateSection 2 Scientific Enterprisecompensate: to make up for(continued)Limits of ScienceI found this informationon page.SE, p. 20RE, p. 10Complete the following paragraph by filling in the missing termsfrom the word bank. scientific methods tested good limited observed bad ethics explainlimitedScience isby what it canexplainCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.component: part of a machine or system.For a question or problem to be studied through scientific methods ,observedthere must be variables that can beandtested. Questions that deal with, measured,ethicsor belief systems cannot be answered by science. Ethics is a systemgoodbadWriting ActivitiesDoing ScienceContrast ethical behavior in science with scientific fraud. Createthat lists three specific behaviors that are examples of eachRightThese activities helpyoua tablethinktype of behavior.I found this informationonpage.about what you’re learningEthical BehaviorScientific Fraudand make connections toyour life.of understanding what isor.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Accept all reasonable responses.SE, pp. 20–22RE, pp. 10–12being objectivemaking up measurementsmaking conclusions on thebasis of tests andmeasurementschanging resultsconstant: not changing; remaining thesame; remaining free of variation; regular;stablecontract: to make or become shorteror smallercontroversy: argument or debateemerge: to come out; to appearenormous: having great sizeenvironment: the physical, chemical, andbiotic factors that surround living thingserode: to wear awayeventual: ultimately resultingexceed: to go beyond or be greater thanexpose: to leave open or withoutprotection; to revealextract: to take, get, or pull outformula: a group of symbols and figuresshowing the elements in a chemicalcompoundgoal: objective or end that one strivesto achievehypothesis: a reasonable guess that canbe tested and is based on what is knownand what is observedimpact: a strong effectindicate: to be or give a sign ofinfer: to arrive at a conclusion or anopinion by reasoningconvert: to change from one form toanother forminterval: space or time between eventscore: center; a central part of somethinglayer: one thickness over anothercreate: to bring aboutlikewise: in the same waycycle: series of actions that repeatlocate: to find the position or site ofderive: to get or receive from a sourcemaintain: to continue; to supportdetect: to discover something hidden ornot easily noticednormal: conforming to a type; standardor regular patterndiverse: not all the same, variednuclear: of or relating to the atomic nucleusEarth ScienceVocabulary DevelopmentVocabulary words help you to betterS YNTHESIZE I T Describe how fraud in scientific research couldunderstandyour science lessons. Learningaffect otherscientists who research in ethical ways.the Academic Glossary can help you scorehigher on standardized tests.sharing resultstaking credit for others’workAccept all reasonable responses.Fraud could mislead other scientists. It could cause them to base their own experimentson inaccurate information.The Nature of Scienceviconsist: to be made up of; to containAcademic VocabularyMotion, Forces, and Energy7297Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Construct the Foldable as directed at the beginning of this chapter.
NameDateSection 1 Science All AroundMysteries andProblemsI found this informationon page.SE, pp. 6–7RE, pp. 1–2(continued)Chapter Wrap-UpThis brings the information togetherfor you. Revisiting what you thoughtat the beginning of the chapter providesanother opportunity for you to discusswhat you have learned.Summarize why it was important for scientists to solve the mysteryof the tsunami that struck Japan, on January 27, 1700.By solving the mystery, scientists discovered that very largeearthquakes can happen in the Pacific Northwest. Knowing thatearthquakes of that size are possible in that area can help peopleprepare for the possibility of another similarly large earthquake.ScientificMethodsSequence the scientific methods used to solve a scientific problemby completing the graphic organizer below.I found this informationon page.SE, p. 8RE, p. 3Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Gather information.Note-Taking Based onthe Cornell Two-Column FormatPractice effective note-taking throughthe use of graphic organizers, outlines,and written summaries.Test the hypothesis.ScienceI found this informationon page.SE, p. 9RE, p. 3NameThe Nature of Sciencerocks7.maps2.minerals8.mountainsThe Nature of ocean water6.fossils12.objects in space9.climatesThe Nature of ScienceChapter Wrap-UpNow that you have read the chapter, think about what you have learned and completethe table below. Compare your previous answers with these.1. Write an A if you agree with the statement.2. Write a D if you disagree with the statement.Distinguish topics that Earth scientists study by listing specifictopics identified in this section.1.Date3After YouRead An important part of science is testing, orexperimenting.A SE, p. 9RE, p. 3 Technology is useful only in the situation forwhich it was designed.D SE, p. 14RE, p. 5 People began studying weather in the 1800s.D SE, p. 16RE, p. 7 Science can answer all of the questions thatcan be asked.D SE, p. 20RE, p. 10ReviewReview the information you included in your Foldable.Study your Science Notebook on this chapter.Review daily homework assignments.Re-read the chapter and review the charts, graphs, and illustrations.NameDateReview the Self Check at the end of each section.Section 1 Science All AroundWorking inthe LabI found this informationon page.SE, pp. 9–11RE, pp. 4–5(continued)Look over the Chapter Review at the end of the chapter.S UMMARIZE I TAfter reading this chapter, identify three things that you havelearned about the nature of science. Accept all reasonable responses.Define the four types of factors in a science experiment. Identifyand describe each of them below.Review ChecklistThis list helps you assess whatyou have learned and preparefor your chapter tests.1. Testing is an important part of scientific research. 2. A scientific hypothesis canIndependentVariablebecome a theory if it has been well tested and is supported by many experiments.3. It is important to conduct scientific research in an ethical way.variables that do not changeDependentVariable8The Nature of Sciencethe standard to which results canbe comparedTechnologyI found this informationon page.SE, p. 14RE, p. 5Summarize transferable technology by defining the term. Thenprovide examples by filling out the graphic organizer below.Transferable technology istechnology designed forone situation that is transferred to solve other problemsRadar and Sonaroriginallydeveloped forare nowused tostudyS YNTHESIZE I TIdentify three objects in your home or school that have notbeen affected by technology. Accept all reasonable responses.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Study the definitions of vocabulary words.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Use this checklist to help you study.Graphic OrganizersA variety of visual organizers help youto analyze and summarize informationand remember content.Almost everything is affected by technology in its construction or its parts. Studentsshould appreciate the importance of technology.4The Nature of ScienceMotion, Forces, and Energyvii
NameDateMotion and MomentumBefore You ReadPreview the chapter and section titles and the section headings. Complete thetwo columns of the table by listing at least two ideas in each column.KWhat I knowWWhat I want to find outAccept all reasonableresponses.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Construct the Foldable as directed at the beginning of this chapter.Science JournalDescribe how your motion changed as you moved from your school’s entrance toyour classroom.Student responses will vary, but should include concepts of distance, speed,velocity, and maybe elevation, as they move up stairs, around corners, orbetween peers.Motion and Momentum1
NameDateMotion and MomentumSection 1 What is motion?Preview the section by reading the What You’ll Learn statements.Write three questions that come to mind from reading thesestatements. Accept all reasonable responses.1. What is velocity?2. How is velocity different from speed?3. Can motion be graphed?ReviewVocabulary Write a sentence that uses the word meter to show its scientificmeaning. Accept all reasonable responses.meterSample sentence: I measured the length of the room in meters.NewVocabulary Define the new vocabulary terms using your book or aspeeddistance traveled divided by the time it takes to travelthat distanceaverage speedtotal distance traveled divided by the total time taken totravel the distanceinstantaneous speedvelocityspeed of an object at one instant in timespeed and direction of a moving objectAcademicVocabulary Use a dictionary to define displace in its scientific sense.displace2to take the place of or remove from the usual or proper placeMotion and MomentumCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.dictionary.
NameDateSection 1 What is motion?ChangingPositionI found this informationon page.(continued)Analyze the meaning of relative motion. Complete the sentences.To determine whether something changes position, you mustidentify a point of reference . An object changes position ifit moves when compared to the reference point .Contrast distance and displacement. Draw a diagram showingdistance and displacement for a person jogging halfway around alake. Label the distance and displacement.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Drawings should show accurate distanceand displacement for the size of the lake.SpeedI found this informationon page.Complete the equation for calculating speed.speed (in meters/second) distance (in meters)time (in seconds)Compare and contrast average speed and instantaneousspeed. Give an example of average speed, instantaneous speed,and one in which instantaneous speed changes.Average speed: 50 miles to Grandma’s house divided by 1 hourequals 50 miles per hourInstantaneous speed: 10 miles per hour entering Grandma’sdrivewayExample: Sample answer: A moving car has instantaneousspeed that changes, because it slows down and speeds up asit moves from stop sign to highway to driveway.Motion and Momentum3
NameDateSection 1 What is motion?Graphing MotionI found this informationon page.(continued)Analyze the distance-time graph. Graph lines to show: Person C, whose speed is 2 m/s. Person D, who is standing still.Distance v. TimeDistance2.0Person A1.5Person B1.00.500.51.01.52.0Time2.53.0Compare the speed of each person by completing the paragraph.Timeis plotted on the horizontal axis anddistanceline indicatesis plotted on the vertical axis. A steepergreater speedhas a speed ofof0.5 m/sbehorizontal1 m/s. On this graph, Person Aand Person B has a speed. If speed were zero, the line would.CONNECT ITThink of a time recently when you might have run around a trackor traveled in a car or bus. Describe the motion thoroughly. Remember to include howyour velocity changed. Accept all reasonable responses.Students do not need to cite precise speeds, but should identify how their instantaneousspeed and velocity changed during the motion.4Motion and MomentumCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.0
NameDateMotion and MomentumSection 2 AccelerationPredict three things you will learn in this section. Read the sectiontitle and subheadings to help you make your predictions. Accept allreasonable responses.1. There are three ways to accelerate.2. There are both positive and negative acceleration.3. You can plot acceleration on a graph.ReviewVocabulary Define kilogram.kilogramSI unit of mass, equal to approximately 2.2 lbsNewVocabulary Use your book to write the scientific definition of acceleration.Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.accelerationthe change in velocity divided by the time for the change totake place; occurs when an object speeds up, slows down,or turnsAcademicVocabulary Use a dictionary to find the mathematical definition of positive.positivereal and numerically greater than zeroMotion and Momentum5
NameDateSection 2 AccelerationAccelerationand Motion(continued)Distinguish the three ways that an object can accelerate. Completethe concept map.I found this informationon page.Accelerationincludes1. speeding up2. slowing down3. changingdirectionI found this informationon page.Complete the mathematical equation to calculate acceleration forobjects moving in a straight line.Acceleration Equationfinal speedHave students whoare good in mathpartner with studentswho are less skilledto work several examples of accelerationcalculations.I found this informationon page.acceleration 5(in m/s2)(in m/s) 2 initial speed (in m/s)time (in s)Analyze the equation above to re
vi Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Using Your Science Notebook Academic Vocabulary accompany: to go together with; to .
8th Grade Forces 2015-10-27 www.njctl.org Slide 3 / 159 Forces and Motion · Motion Click on the topic to go to that section · Graphs of Motion · Newton's Laws of Motion · Newton's 3rd Law & Momentum · Forces Slide 4 / 159 Motion Return to Table of Contents Slide 5 / 159 What does it mean to be in
Chapter: Motion, Acceleration, and Forces Table of Contents Section 3: Motion and Forces . also are accelerated. Acceleration This acceleration makes them feel as if a . Sometimes it is obvious that a force has been applied. 3 Motion and Forces But other forces arenÕt as noticeable. Changing Motion
forces on an object that are equal in size and opposite in direction forces on an object that cause a change in motion 5.6D Which of the following terms identifies a cause of a change in motion? weight mass and force balanced forces unbalanced forces 5.6D What term identifies a force that opposes motion and acts between two objects that
Make a turtle and load it into a variable. tina turtle.Turtle() We have named the turtle Tina, however, you can give the turtle any name you want. Set the colour that the turtle will use to draw the shape. tina.color( ' blue' ) Set the style of the turtle with a function called shape. tina.shape( ' turtle' )
Reporting Category: Force, Motion, Energy and matter . Force, Motion & Energy . Focus: Understanding of what force, motion and energy are and how they are . connected. Major topics: Magnetism Types of Motion Simple and Compound Machines Energy Forms Energy Transformations (especially electrical, sound and light)
Grade 6 Science, Unit 4 Forces and Motion Overview Unit abstract Forces and Motion focuses on helping students understand ideas related to why some objects will keep moving and why objects fall to the ground. Students will be able to apply Newton’s third law of motion to related forces to explain the motion of objects.
2 A. The forces shown above are PUSHING / PULLING forces. B. The forces shown above are WORKING TOGETHER / OPPOSITE FORCES. C. The forces are EQUAL / NOT EQUAL. D. The forces DO / DO NOT balance each other. E. The stronger force is pulling to the RIGHT / LEFT. F. The weaker force is pulling to the RIGHT / LEFT. G. Motion is to the RIGHT / LEFT. Circle the best answer on the line provided.
TYPES OF FORCES Balanced Force Unbalanced Force Equal forces are applied to an object. Forces work against each other and cancel each other out. Motion or direction does NOTChange. Unequal forces are applied to an object. Objects motion or direction will change.
