Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
Science Grade 08 Unit 06 Exemplar Lesson 01: Newton's Laws
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will develop an understanding of the relationships between force, motion, and energy through the investigation of Newton’s laws of
inertia, force and acceleration, and action­reaction. Students will describe applications of Newton’s laws of motion in everyday life.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required
by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or
subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
8.6
Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The
student is expected to:
8.6C Investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in
vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
Readiness Standard
Scientific Process TEKS
8.1
Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and
field investigations following safety procedures and environmentally appropriate and ethical practices. The
student is expected to:
8.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety
Standards.
8.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
8.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
8.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined
questions, and using appropriate equipment and technology.
8.2B Design and implement comparative and experimental investigations by making observations, asking welldefined questions, formulating testable hypotheses, and using appropriate equipment and technology.
8.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled
drawings, writing, and graphic organizers.
8.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
8.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data,
and predict trends.
8.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the contributions of relevant scientists. The student is expected
to:
8.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including examining all sides of scientific
evidence of those scientific explanations, so as to encourage critical thinking by the student.
8.3B Use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic
feature.
8.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
8.3D Relate the impact of research on scientific thought and society, including the history of science and
contributions of scientists as related to the content.
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page 1 of 29 Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
8.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
8.4A Use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 08 Science Unit 06 PI 01
Create a written scenario illustrating the application of each of Newton’s three laws: law of inertia, law of force and acceleration, and law of action-reaction. Identify
the law within each of the scenarios. Include the identification of the law, and use a labeled drawing (model) to demonstrate each scenario.
Standard(s): 8.3B , 8.3C , 8.6C
ELPS ELPS.c.1E , ELPS.c.3J , ELPS.c.5G
Key Understandings
An object’s motion is the result of the combined effect of all forces acting on the object.
— How do Newton’s laws explain the effect of all forces acting on an object?
— What is inertia?
— What are action­reaction forces?
— What is the mathematical relationship between force and acceleration?
— How are force, mass, and acceleration related?
The interaction between energy and matter creates forces (pushes and pulls) that produce predictable patterns of change.
— What pattern of motion is identified with the law of inertia?
— What pattern exists in the law of force and acceleration?
— What pattern exists in the law of action­reaction?
— How is everyday life affected by the laws of motion? Give examples for each law.
Vocabulary of Instruction
Newton’s law of inertia inertia
Newton’s law of force and acceleration
Newton’s law of action­reaction
Materials
beaker (small, 1 per Station 3)
books (small, 6 total needed, 3 per Station 1 and 3 per Station 7)
box (empty tissue with a hole cut in one side, 1 per Station 7)
coin (1 per Station 3)
egg (hard cooked, 8 per class, per Station 2)
egg (raw, 8 per class per Station 2)
glue or tape (per group)
index card (3 x 5, 1 per Station 3)
marbles (3 different masses, 3 per Station 7)
marbles (small, 7 per Station 4)
paper (copy, 1 per student)
petri dish (1 per Station 5)
round beads (large, 5 per Station 5)
round beads (small, 5 per Station 5)
rubber band (thick, 1 per Station 6)
ruler (grooved, 3 needed total, 1 per Station 4 and 2 per Station 7)
ruler (thin plastic, 1 per Station 8)
scissors (1 per student)
spring scale (1 per Station 1)
spring scales (2 per Station 6)
string (kite string or similar, 1 meter at Station 1)
tape (masking, 1 strip per Station 7)
tape (transparent, 2 strips per Station 5)
triple beam balance (1 per Station 2)
various materials (see Advance Preparation, appropriate for descriptive investigation, varies per group: plastic tubing foam tube insulation
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page 2 of 29 Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
for roller coasters, marbles of different masses, rulers, meter sticks, stop watches, balls of different sizes and masses, toy cars, model
rockets, ramps, film canisters , Alka­Seltzer™, Water, sports equipment, balloons, straws, tape, calculators, washers
washers (medium, 10 per Station 8)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not
accessible on the public website.
Teacher Resource: Exploring Motion Station Cards (see Adv. Prep., 1 half sheet per station)
Teacher Resource: PowerPoint: Newton’s Laws
Handout: Exploring Motion Stations (1 per student)
Teacher Resource: Exploring Motion Station Cards KEY
Teacher Resource: Descriptive Investigation Stations (see Adv. Prep., 1 half sheet per station
Handout: Agree/Disagree/Justify (1 half sheet per student)
Teacher Resource: Agree/Disagree/Justify KEY
Handout: Application of Newton’s Laws Project Rubric (1 per student)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day 1, locate, preview, and download video clips that demonstrate Newton's laws and meet the criteria deemed appropriate by
your district policies. Prior to Day 1, collect, assemble, and set up all materials for the Exploring Motion Stations. You will need to hard boil
eight eggs per class for Station 1. Print, copy on cardstock, laminate, and cut station cards. You will need one card per station. For
Station 5, place five small beads and five large beads (twice the size (mass) of the smaller ones) inside a Petri dish. Replace the lid, and
tape it closed. Refer to the Teacher Resource: Exploring Motion Station Cards for more information.
2. Prior to Day 5, collect and set up all materials and station cards for the Descriptive Investigation Inquiry Stations. Print, copy on cardstock,
cut, and laminate station cards. You will need one card per station. The question for each station will dictate which materials are
appropriate. See the Teacher Resource: Descriptive Investigation Stations for more information. Note: Setting up duplicate stations
will allow for smaller group sizes.
3. Prior to Day 8, arrange for access to student computers/Internet. Students may also use the materials gathered for the descriptive
investigation to create 3D models in the Performance Indicator.
4. Prepare attachment(s) as necessary.
Background Information
This unit bundles student expectations that address Newton’s three laws of motion and their application.
In the previous unit, students studied the relationship between speed, velocity, and acceleration and also the calculation of the effects of unbalanced forces on an
object. During this unit, students will be introduced to Newton’s laws and their applications. The force/motion/energy relationship can be developed more fully now, and
the difficult concept of inertia can be given more attention. Students add the concept that an object in motion will continue to move unless acted on by a force to their
understanding that an object at rest stays that way unless acted on by a force. In the next unit, students will study forces that change the Earth.
Newton stated that an object in motion stays in motion at the same velocity or an object at rest stays at rest until acted upon by an unbalanced (net) force. This is
referred to as the law of inertia. Simply put, inertia is the resistance of an object to a change in its motion. The more mass an object has, the greater its inertia. The law
of force and acceleration can be mathematically represented - force is equal to mass multiplied by acceleration (F = ma). If the mass of an object remains constant,
then acceleration increases as the force increases. If the force remains constant, smaller masses will have greater acceleration compared to larger masses. The
remaining law states that for every action force there is an equal and opposite reaction force. All forces act in pairs. (Action: Object A exerts a force on Object B.
Reaction: Object B exerts an equal and opposite force on Object A.) It is possible to recognize Newton’s laws in any situation where motion is occurring. It is important
for students to understand that the laws work together to help describe how an object will move.
STAAR Note:
Applications of Newton’s laws (8.6C) will be assessed as a Readiness Standard under Reporting Category 2: Force, Motion, and Energy on the STAAR Grade 8
Science Assessment.
INSTRUCTIONAL PROCEDURES
Last Updated 04/25/13
page 3 of 29 Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
Instructional Procedures
Notes for Teacher
ENGAGE/EXPLORE – Newton’s Laws Stations
NOTE: 1 Day = 50 minutes
Suggested Days 1 and 2
1. Say:
Materials:
In this unit, we will continue working on understanding the
relationship between force, motion, and energy. An object’s motion is
the result of all of the forces acting on the object. The interaction
between energy and matter creates forces (pushes and pulls) that
produce predictable patterns of change.
As we progress through the unit, look for patterns of change. By the
end of this unit, you should be able to predict what is going to happen
to the motion of an object based on your knowledge of Newton’s
laws.
2. Project and play a teacher selected video clip illustrating Newton’s 1st law of
inertia (see Advanced Preparation).
3. Instruct students to write, in their own words, what Newton’s first law states. They
may do this in their notebooks.
4. Project and play a teacher selected video clip illustrating Newton’s 2nd law of
mass and acceleration (see Advanced Preparation).
5. Instruct students to write, in their own words, what Newton’s second law states.
6. Project and play a teacher selected video clip illustrating Newton’s 3rd law of
action and reaction (see Advanced Preparation).
7. Instruct students to continue to write in their own words what Newton’s third law
states.
8. Explain to students that they will be rotating through eight stations to explore the
relationship between force, motion, and energy (see Advance Preparation, and
refer to the Teacher Resource: Exploring Motion Station Cards). Remind
students to read the instructions at each station carefully.
9. Instruct students to record all data, observations, and reflections from the stations
in their science notebooks.
10. Divide the class into eight groups of students.
11. Allow students to rotate through each station at teacher direction. Monitor and
facilitate student groups by asking Guiding Questions.
books (small, 6 total needed, 3 per Station 1 and
3 per Station 7)
string (kite string or similar, 1 meter at Station 1)
spring scale (1 per Station 1)
egg (hard cooked, 8 per class, per Station 2)
egg (raw, 8 per class per Station 2)
triple beam balance (1 per Station 2)
beaker (small, 1 per Station 3)
coin (1 per Station 3)
index card (3 x 5, 1 per Station 3)
marbles (small, 7 per Station 4)
ruler (grooved, 3 needed total, 1 per Station 4
and 2 per Station 7)
Petri dish (1 per Station 5)
round beads (small, 5 per Station 5)
round beads (large, 5 per Station 5)
tape (transparent, 2 strips per Station 5)
spring scales (2 per Station 6)
rubber band (thick, 1 per Station 6)
marbles (3 different masses, 3 per Station 7)
box (empty tissue with a hole cut in one side, 1
per Station 7)
tape (masking, 1 strip per Station 7)
washers (medium, 10 per Station 8)
ruler (thin plastic, 1 per Station 8)
Attachments:
Teacher Resource: Exploring Motion Station
Cards (see Advance Preparation, 1 half sheet
per station)
STAAR Note:
This is the first time students have been introduced to Newton’s
laws.
Science Notebooks:
After each video clip, students record, in their own words, what
each of Newton’s laws state.
Students record all data, observations, and reflections from the
stations in their science notebooks.
EXPLAIN – Newton’s Laws
Suggested Days 3 and 4
1. Distribute one piece of paper, a pair of scissors, and glue to each student.
Instruct students to create a three tab note-taking graphic organizer. See the
instructions below. Affix the organizers in science notebooks.
Materials:
paper (copy, 1 per student)
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page 4 of 29 Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
scissors (1 per student)
glue or tape (per group)
Attachments:
2. Project the Teacher Resource: PowerPoint: Newton’s Laws. Instruct students to
record the three laws on their three tab note-taking graphic organizers.
3. Refer students back to the F = ma sections of the previous unit, as a review of
the mathematical relationship between force, mass, and acceleration.
4. Number the students 1–8. Assign one Exploring Motion station from Day 1 to
each group of students. All of the 1’s will work together, and so forth and so on.
5. Distribute the Handout: Exploring Motion Stations to each student.
6. Instruct students to use the observations from their notebooks to determine how
Newton’s laws are evidenced at their assigned station and record the information
on the handout.
Teacher Resource: PowerPoint: Newton’s Laws
Handout: Exploring Motion Stations (1 per
student)
Teacher Resource: Exploring Motion Station
Cards KEY
Instructional Notes:
Review F = ma from previous unit.
Students may think that action/reaction is a cause/effect
relationship when, in fact, the two are force pairs that act
simultaneously on two different objects.
Students may need a lot of help identifying action/reaction force
pairs.
7. Refer to the following information as students answer the questions on their
Handout: Exploring Motion Stations:
The grouping and regrouping method used in this activity
What pattern of motion is identified with the law of inertia? (Objects
resist a change in their motion.)
What pattern exists in the law of force and acceleration? (As force
increases, so does acceleration if the mass is constant; as acceleration
increases, so does force if the mass is constant; as mass increases,
acceleration decreases if the force is constant; as mass decreases,
acceleration increases if the force is constant)
What pattern exists in the law of action-reaction? (Every action force has
a corresponding reaction force.)
What are the action-reaction forces? (Whenever one object exerts a force
on a second object, the second object exerts an EQUAL and OPPOSITE force
on the first object.)
8. Monitor and facilitate groups by asking Guiding Questions. Clarify any
misconceptions immediately.
9. Once student groups are finished with their station explanation, reform groups to
conduct a jigsaw type of sharing activity. Regroup students so that each group
has one student representative from groups 1–8. (Each group has a 1, 2, 3, 4, 5,
6, 7, and 8.)
requires student accountability. It is imperative that the teacher
monitor the groups closely for accurate explanations to prevent
the sharing of misinformation.
You will need to impose a time structure for each student to
share to ensure that each student does share and has an
appropriate amount of time to do so.
Misconception:
Students may think action-reaction forces are
always applied to the same object.
Check For Understanding:
Use the Handout: Exploring Motion Stations explanations as a
tool to assess student understanding.
10. Instruct student representatives to share their explanation with their small group.
11. Remind students who are not presenting that they should be recording
information on their Handout: Exploring Motion Stations.
12. Monitor the new groupings, and facilitate by asking Guiding Questions while
checking for understanding.
13. Instruct students to affix the Handout: Exploring Motion Stations to their
notebooks once completed.
STAAR Note:
Applications of Newton’s laws (8.6C) will be assessed as a
Readiness Standard under Reporting Category 2: Force, Motion,
and Energy on the STAAR Grade 8 Science Assessment.
Science Notebooks:
Students will affix the Newton’s laws graphic organizer to their
notebooks as well as the Handout: Exploring Motion Stations.
EXPLORE/EXPLAIN – Newton’s Laws Descriptive Investigations Inquiry
Suggested Days 5, 6, and 7
1. Say:
Materials:
Today, you will begin a series of Descriptive Investigations.
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page 5 of 29 Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
Descriptive investigations involve collecting qualitative and/or
quantitative data to draw conclusions about a natural or man-made
system.
A descriptive investigation includes a question, but no hypothesis.
Observations are recorded, but no comparisons are made and no
variables are manipulated.
You will explore applications of Newton’s laws in situations such as
vehicle restraints, sports activities, amusement park rides, and rocket
launches.
Over the next few class periods, your group will progress through a
series of stations. You should look for predictable patterns of motion.
Your group will be using materials to design your own investigation in
an effort to answer a question.
You must provide examples and evidence to support your answer.
All data will be recorded in your science notebooks.
Labeled illustrations, tables, and graphs are efficient ways to
communicate data and provide evidence.
2. Project the Teacher Resource: Descriptive Investigation Stations.
various materials (see Advance Preparation,
appropriate for descriptive investigation, varies
per group)
plastic tubing
foam tube insulation for roller coasters
marbles of different masses
rulers
meter sticks
stop watches
balls of different sizes and masses
toy cars
model rockets
ramps
film canisters
Alka­Seltzer™
water
sports equipment
balloons
straws
tape
calculators
washers
3. Discuss each question and station idea with the class. For example, you may ask
students how they could go about setting up an investigation to explore seatbelts.
Accept all answers at this point. The discussion of each station will prompt
student thinking. Remind students that the purpose of the investigation is to
answer the question at each station.
Attachments:
4. Note: The emphasis is not on memorizing the three laws, but applying them to the
motion of objects. In this lesson, the laws are referred to by name not number.
The TEKS state the laws by a descriptive name, which helps in describing the
application of the laws.
5. Remind students that these are laws so they apply anytime motion is occurring.
Additionally, more than one law will apply at any given time. Students should
recognize that in most situations, one of the laws is easier to justify than the
others.
6. Divide students into groups of 3–4. Note: Setting up duplicate stations will allow
for smaller group sizes.
7. Instruct students to record all data from their descriptive investigations in their
science notebooks. Data should include: materials, procedures, any safety
precautions, observations, labeled illustrations, tables, and/or graphs, analyses,
and conclusions. Again, remind students that the purpose of the investigation is
to answer the question at each station.
Teacher Resource: Descriptive Investigation
Stations (see Advance Preparation, 1 half sheet
per station and for projection)
Handout: Agree/Disagree/Justify (1 half sheet
per student)
Teacher Resource: Agree/Disagree/Jusitfy
KEY
Instructional Notes:
Set up two sets of stations to allow for eight groups of students
to work simultaneously.
Students may request additional materials as they develop
ideas.
8. Monitor and assist groups by asking Guiding Questions while encouraging quality
design and implementation of investigations. Clarify any misconceptions through Note: On a test, students should select the law that is easiest to
support with evidence.
immediate and constructive feedback.
9. Facilitate a discussion using the following guiding questions:
Check For Understanding:
How is everyday life affected by the laws of motion? Answers may vary, but
students should mention the application of the laws of motion to describe
specific situations.
How do Newton’s laws explain the effect of all forces acting on an object?
Students should be able to explain the patterns of motion in respect to inertia;
the relationship between force, mass, and acceleration; and action/reaction
force pairs.
Use the Handout: Agree/Disagree/Justify to check for student
understanding.
STAAR Notes:
According to TEA, a descriptive investigation is defined as the
following:
10. Distribute the Handout: Agree/Disagree/Justify to each student.
Descriptive investigations involve collecting qualitative and/or
11. Instruct students to agree or disagree with the statement and to justify their
choice with evidence. Remind students to use complete sentences in their
justifications.
12. Collect the handouts and use as a check for understanding.
quantitative data to draw conclusions about a natural or manmade system (e.g., rock formation, animal behavior, cloud,
bicycle, electrical circuit). A descriptive investigation includes a
question, but no hypothesis. Observations are recorded, but no
comparisons are made and no variables are manipulated.
Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483)
Science Notebooks:
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page 6 of 29 Grade 8
Science
Unit: 06
Lesson: 01
Suggested Duration: 10 days
Students record all data from their descriptive investigations in
their science notebooks.
ELABORATE/ EVALUATE – Performance Indicator
Suggested Days 8, 9, and 10
Grade 08 Science Unit 06 PI 01
Materials:
Create a written scenario illustrating the application of each of Newton’s three laws: law of
inertia, law of force and acceleration, and law of action-reaction. Identify the law within each of
the scenarios. Include the identification of the law, and use a labeled drawing (model) to
demonstrate each scenario.
various materials (see Advance Preparation,
appropriate for student models, varies per group)
Standard(s): 8.3B , 8.3C , 8.6C
ELPS ELPS.c.1E , ELPS.c.3J , ELPS.c.5G
plastic tubing
foam tube insulation for roller
coasters
marbles of different masses
rulers
meter sticks
stop watches
balls of different sizes and masses
toy cars
model rockets
ramps
film canisters
Alka­Seltzer™
water
sports equipment
balloons
straws
tape
calculators
washers
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY and
the Handout: Application of Newton's Laws Project Rubric for information on
administering the performance assessment.
Attachments:
Handout: Application of Newton’s Laws
Project Rubric (1 per student)
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Check For Understanding:
The rubric evaluation will serve as evidence of understanding.
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page 7 of 29 Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 1: Force
Materials:
small books (3)
string
spring scale
Procedure:
1. Secure a spring scale to the book with the string attached.
2. Slowly pull the spring scale (and book) across the surface at a steady rate.
3. Record the force needed to move the book on a data table in your science notebook.
# of Books
1
2
3
Force in Newton’s
4.
5.
6.
7.
Stack a second book on top of the first, and repeat steps 2 and 3.
Stack a third book on top of the first, and repeat steps 2 and 3.
Explain why the force for each set up was different.
Draw a diagram of this set-up, and label all forces in your science notebook.
Exploring Motion Station Cards
Station 2: Eggcentric Behavior
Materials:
hard cooked egg, labeled 1 with a permanent marker
raw egg, labeled 2 with a permanent marker
triple beam balance
Procedure:
1. Record the following in your science notebook:
Mass of egg 1:______________
Mass of egg 2:______________
2. Answer, in complete sentences, in your science notebook.
Without breaking the eggs open, can you tell which egg is which?
Will there be any difference in the way the two eggs spin?
3. Spin one egg. Be careful not to break the egg. Record observations in your science notebook.
4. Spin the other egg. Was there a difference in the two eggs?
5. Which egg will be easier to stop?
6. Spin each egg again, but this time, stop the egg by placing a finger on top of the egg, and then
quickly remove the finger.
7. Describe any differences in the motion of the two eggs. Which egg is hard cooked?
8. Explain why the eggs react differently when you try to stop them in terms of inertia.
©2012, TESCCC
04/25/13
page 1 of 4
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 3: Cup-Magic
Materials:
small beaker or cup
coin
index card
Procedure:
1. Place the index card on top of the cup.
2. Place the coin on top of the index card, so that it is centered over the cup.
3. Remove the card so that the coin falls in the cup. Do not pick the card up, and dump the coin
off. Simply flick the card with your finger.
4. Explain how you got the coin into the cup. Diagram the set-up, and label all forces.
Exploring Motion Station Cards
Station 4: Newton’s Cradle
Materials:
marbles (7)
ruler with a groove
Procedure:
1. Lay the ruler on the table.
2. Place six of the marbles in a row, in the groove of the ruler in the center.
3. Gently roll one marble into the row of marbles.
4. Observe and record what happened.
5. Repeat steps 3 and 4 with two marbles.
6. Repeat steps 3 and 4 with three marbles.
7. Explain why the marbles behaved in the manner observed.
8. Diagram the set-up, and label all of the forces.
©2012, TESCCC
04/25/13
page 2 of 4
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 5: Round and Round They Go
Materials:
Petri dish
small round beads (5)
large round beads (twice the size and mass of the small beads)(5)
tape
Procedure:
1. Slide the Petri dish rapidly back and forth on the counter.
2. Observe and record what happened.
3. Explain why the beads behaved in the manner observed.
4. Diagram the set-up, and label all of the forces.
Exploring Motion Station Cards
Station 6:
Materials:
spring scales (2)
thick rubber band
Procedure:
1. Make sure the spring scales are set to zero.
2. Hook one scale on each end of the rubber band.
3. Two people should gently pull on the scales and observe what happens.
4. One person pulls until the scale reaches 7 newtons, and the other person observes what
happens on the other scale.
5. Students should take turns pulling the scales and observing.
6. Record all observations.
7. Explain why the scales behaved in the manner observed.
8. Diagram the set- up, and label all of the forces.
©2012, TESCCC
04/25/13
page 3 of 4
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 7: How Far?
Materials:
rulers (2)
different masses of marbles (3)
wood blocks (or books)
empty tissue paper box with a hole cut in one side
masking tape
Procedure:
1. Make a ramp from the wooden blocks/books and one ruler.
2. Put the box at the end of the ruler ramp. Face the hole in the box so that the marble can roll
down the ramp and into the box. Use a small piece of tape to mark where the back edge of the
box is.
3. Put the first marble at the top of the ruler ramp, and let it roll down the ramp and into the box.
4. Use the second ruler to measure how far the box moved. Record your data.
5. Repeat steps 3 and 4 exactly as before with the second marble.
6. Repeat steps 3 and 4 exactly as before with the third marble.
7. Explain how the three different masses of marbles affected the distance the box traveled.
8. Diagram the set-up, and label all of the forces.
Exploring Motion Station Cards
Station 8: Remove the Coin
Materials:
stack of 10 or more nickels or washers
thin, plastic ruler
Procedure:
1. Remove the bottom coin from the stack using only the ruler.
2. Describe the process in your science notebook.
3. Draw a diagram, and label the forces acting on the nickels.
©2012, TESCCC
04/25/13
page 4 of 4
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Stations
Explain:
Station
Observation
How is the law of inertia modeled with this motion?
How is the law of force and acceleration modeled with this
motion?
How is the law of action-reaction modeled with this
motion?
What are the action-reaction forces?
1
2
3
©2012, TESCCC
04/25/13
page 1 of 3
Grade 8
Science
Unit: 06 Lesson: 01
4
5
6
7
©2012, TESCCC
04/25/13
page 2 of 3
Grade 8
Science
Unit: 06 Lesson: 01
8
©2012, TESCCC
04/25/13
page 3 of 3
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards KEY
Station 1: Force
Materials:
small books (3)
string
spring scale
Procedure:
1. Secure a spring scale to the book with the string attached.
2. Slowly pull the spring scale (and book) across the surface at a steady rate.
3. Record the force needed to move the book on a data table in your science notebook.
# of Books
1
2
3
Force in Newton’s
4.
5.
6.
7.
Stack a second book on top of the first, and repeat steps 2 and 3.
Stack a third book on top of the first, and repeat steps 2 and 3.
Explain why the force for each set up was different.
Draw a diagram of this set-up, and label all forces in your science notebook.
Newton’s 1st Law: Law of Inertia- As the books are stationary on the table, their inertia
resists movement. When an unbalanced force acts on the string, the books are pulled.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. (If each stack of
books was pulled with the same acceleration, the increasing mass would therefore increase
the force needed to accelerate the books.) Students may not understand how the objects
are undergoing “acceleration” with books at a constant speed. This is a great place to teach
students about other outside forces on objects which slow things down on Earth (Friction).
Newton’s Law of Action-Reaction- As the books are stationary, the downward force of
gravity (action force) is balanced by the upward force (reaction force) from the table. The
pull (action force) is opposed by friction (reaction force).
©2012, TESCCC
04/25/13
page 1 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 2: Eggcentric Behavior
Materials:
hard cooked egg, labeled 1 with a permanent marker
raw egg, labeled 2 with a permanent marker
triple beam balance
Procedure:
1. Record the following in your science notebook:
Mass of egg 1:______________
Mass of egg 2:______________
2. Answer, in complete sentences, in your science notebook.
Without breaking the eggs open, can you tell which egg is which?
Will there be any difference in the way the two eggs spin?
3. Spin one egg. Be careful not to break the egg. Record observations in your science notebook.
4. Spin the other egg. Was there a difference in the two eggs?
5. Which egg will be easier to stop?
6. Spin each egg again, but this time, stop the egg by placing a finger on top of the egg, and then
quickly remove the finger.
7. Describe any differences in the motion of the two eggs. Which egg is hard cooked?
8. Explain why the eggs react differently when you try to stop them in terms of inertia.
Newton’s 1st Law: Law of Inertia- As the egg is spun, the force of the spin overcomes the
egg’s inertia. Students may notice that one egg is easier to begin spinning. When it comes
to stopping a spinning egg, the liquid inside the raw egg resists stopping. So, once the
finger is lifted, the egg begins to spin again.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. The force needed to
spin each egg was roughly the same since each egg has a similar mass.
Newton’s Law of Action-Reaction- As the rotational force is applied (action force), the
material inside the egg pushed back against the spin (reaction force).
©2012, TESCCC
04/25/13
page 2 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 3: Cup-Magic
Materials:
small beaker or cup
coin
index card
Procedure:
1. Place the index card on top of the cup.
2. Place the coin on top of the index card so that it is centered over the cup.
3. Remove the card so that the coin falls in the cup. Do not pick the card up, and dump the coin
off. Simply flick the card with your finger.
4. Explain how you got the coin into the cup. Diagram the set-up and label all forces.
Newton’s 1st Law: Law of Inertia- As the coin is stationary on the index card, its inertia
resists movement. If the card is slowly moved, the friction between the coin and card is not
overcome. If the card is moved quickly, the frictional force is overcome and the coin drops
into the cup.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. The force needed to
overcome friction between the card and coin is fairly small. The key to this station is the
acceleration. The faster the card is flicked, the more quickly the frictional force is overcome,
causing the coin to land in the cup.
Newton’s Law Action-Reaction- As the downward force of gravity (action force) works on
the coin, the card is applying an upward force (reaction force). When the card is removed,
the coin falls.
©2012, TESCCC
04/25/13
page 3 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 4: Newton’s Cradle
Materials:
marbles (7)
ruler with a groove
Procedure:
1. Lay the ruler on the table.
2. Place six of the marbles in a row, in the groove of the ruler in the center.
3. Gently roll one marble into the row of marbles.
4. Observe and record what happened.
5. Repeat steps 3 and 4 with two marbles.
6. Repeat steps 3 and 4 with three marbles.
7. Explain why the marbles behaved in the manner observed.
8. Diagram the set- up, and label all of the forces.
Newton’s 1st Law: Law of Inertia- The marbles are resisting change. They require an
unbalanced force to be put into motion. They also require an unbalanced force to stop.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. The greater the
force on the marbles, the greater the acceleration will be. The marbles will accelerate in the
direction of the force. Greater mass needs more force to accelerate. Smaller mass needs
less force to accelerate.
Newton’s Law of Action-Reaction- The marble pushes the row of marbles, and the row of
marbles push back with equal and opposite force.
©2012, TESCCC
04/25/13
page 4 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 5: Round and Round They Go
Materials:
Petri dish
small round beads (5)
large round beads (twice the size and mass of the small beads)(5)
tape
Procedure:
1. Slide the Petri dish rapidly back and forth on the counter.
2. Observe and record what happened.
3. Explain why the beads behaved in the manner observed.
4. Diagram the set- up, and label all of the forces.
Newton’s 1st Law: Law of Inertia- The beads are resisting motion until an unbalanced force
acts on them.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. The smaller beads
have less mass, so they move accelerate more than the larger beads with more mass. The
smaller beads will stop moving faster than the larger ones because they have less mass.
Newton’s Law of Action-Reaction- As the beads bump into one another, they push back.
©2012, TESCCC
04/25/13
page 5 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 6:
Materials:
spring scales (2)
thick rubber band
Procedure:
1. Make sure the spring scales are set to zero.
2. Hook one scale on each end of the rubber band.
3. Two people should gently pull on the scales, and observe what happens.
4. One person pulls until the scale reaches 7 newtons, the other person observes what happens
on the other scale.
5. Students should take turns pulling the scales and observing.
6. Record all observations.
7. Explain why the scales behaved in the manner observed.
8. Diagram the set-up, and label all of the forces.
Newton’s 1st Law: Law of Inertia- The scale is resisting change in motion until an
unbalanced force causes it to move. When the force becomes balanced, it no longer moves.
Newton’s law of force and acceleration- Force = mass times acceleration. Changing to
position of the scale requires force. Greater force will cause greater change.
Newton’s law action-reaction- As one person pulls one way, the scale pushes back the
opposite way with equal force.
©2012, TESCCC
04/25/13
page 6 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 7: How Far?
Materials:
rulers (2)
different masses of marbles (3)
wood blocks (or books)
empty tissue paper box with a hole cut in one side
masking tape
Procedure:
1. Make a ramp from the wooden blocks/books and one ruler.
2. Put the box at the end of the ruler ramp. Face the hole in the box so that the marble can roll
down the ramp and into the box. Use a small piece of tape to mark where the back edge of the
box is.
3. Put the first marble at the top of the ruler ramp, and let it roll down the ramp and into the box.
4. Use the second ruler to measure how far the box moved. Record your data.
5. Repeat steps 3 and 4 exactly as before with the second marble.
6. Repeat steps 3 and 4 exactly as before with the third marble.
7. Explain how the three different masses of marbles affected the distance the box traveled.
8. Diagram the set-up, and label all of the forces.
Newton’s 1st Law: Law of Inertia- The marble, nor the box, will move until an unbalanced
force acts on them. Gravity acts on the marble, where the mass of the marble acts on the
box. They both come to a stop as a result of friction.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. The greater the
mass of the marble, the more force it has. Therefore, it causes the box to move a greater
distance.
Newton’s Law of Action-Reaction- As the marble pushes the box, the box will push back on
the marble.
©2012, TESCCC
04/25/13
page 7 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Exploring Motion Station Cards
Station 8: Remove the Coin
Materials:
stack of 10 or more nickels or washers
thin, plastic ruler
Procedure:
1. Remove the bottom coin from the stack using only the ruler.
2. Describe the process in your science notebook.
3. Draw a diagram, and label the forces acting on the nickels.
Newton’s 1st Law: Law of Inertia- As the coin is stationary on
the table, its inertia resists movement. The force of the ruler
causes the coin to move out from under the other coins, while
the coins on top have inertia.
Newton’s Law of Force and Acceleration- Force = Mass x Acceleration. The force of the
ruler is applied to the coin. Since the mass of the coin is less than the mass of the ruler the
coin will have a larger acceleration than the ruler.
Newton’s Law of Action-Reaction- As the downward force of gravity (action force) works on
the coins, the table is applying an upward force (reaction force). When the coin is removed,
the other coins resist change.
©2012, TESCCC
04/25/13
page 8 of 8
Grade 8
Science
Unit: 06 Lesson: 01
Descriptive Investigation Stations
Station 1
How do Newton’s laws (law of inertia, law of force and acceleration, and law
of action/reaction) apply to vehicle restraints (seat belts)?
One law may be more evident than others. Do your best to explain as many
as possible.
Set up an investigation, and collect data as evidence to answer the
question.
Record all data in your science notebooks using labeled diagrams, tables,
or graphs.
Station 2
How do Newton’s laws (law of inertia, law of force and acceleration, and law
of action/reaction) apply to sports activities?
One law may be more evident than others. Do your best to explain as many
as possible.
Set up an investigation, and collect data as evidence to answer the
question.
Record all data in your science notebooks using labeled diagrams, tables,
or graphs.
©2012, TESCCC
09/13/12
page 1 of 2
Grade 8
Science
Unit: 06 Lesson: 01
Station 3
How do Newton’s laws (law of inertia, law of force and acceleration, and law
of action/reaction) apply to amusement park rides?
One law may be more evident than others. Do your best to explain as many
as possible.
Set up an investigation, and collect data as evidence to answer the
question.
Record all data in your science notebooks using labeled diagrams, tables,
or graphs.
Station 4
How do Newton’s laws (law of inertia, law of force and acceleration, and law
of action/reaction) apply to rocket launches?
One law may be more evident than others. Do your best to explain as many
as possible.
Set up an investigation, and collect data as evidence to answer the
question.
Record all data in your science notebooks using labeled diagrams, tables,
or graphs.
©2012, TESCCC
09/13/12
page 2 of 2
Grade 8
Science
Unit: 06 Lesson: 01
Agree/Disagree/Justify
Scenario
50 N of force is applied to three different masses of balls.
Ball A- 70 g ball
Ball B- 50 g ball
Ball C- 30 g ball
1. Use the formula F = ma to calculate the acceleration of each ball. Explain the process.
Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams ÷1000). You may use a
calculator to do this.
2. Agree or disagree with the following statement, and support your answer with evidence
using Newton’s laws.
Ball C will travel the farthest distance, while Ball A will travel the least distance.
Agree/Disagree/Justify
Scenario
50 N of force is applied to three different masses of balls.
Ball A- 70 g ball
Ball B- 50 g ball
Ball C- 30 g ball
1. Use the formula F = ma to calculate the acceleration of each ball. Explain the process.
Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams ÷1000). You may use a
calculator to do this.
2. Agree or disagree with the following statement, and support your answer with evidence
using Newton’s laws.
Ball C will travel the farthest distance, while Ball A will travel the least distance.
©2012, TESCCC
04/25/13
page 1 of 1
Grade 8
Science
Unit: 06 Lesson: 01
Agree/Disagree/Justify KEY
Scenario
50 N of force is applied to three different masses of balls.
Ball A- 70 g ball
Ball B- 50 g ball
Ball C- 30 g ball
Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams ÷ 1000).
1. Use the formula F=ma to calculate the acceleration of each ball. Explain the process.
The force divided by mass according to F = ma will give you the acceleration of the ball.
A-50N ÷ 0.070kg = 714.29 m/s/s
B-50N ÷ 0.050kg = 1,000 m/s/s
C-50N ÷ 0.030kg = 1,666.67 m/s/s
Note: Since a newton is equal to kg/m/s/s, we must first convert our mass to kg (grams ÷ 1000).
2. Agree or disagree with the following statement, and support your answer with evidence
using Newton’s laws.
Ball C will travel the farthest distance, while Ball A will travel the least distance.
I agree. Ball C has the smallest mass, while Ball A has the largest mass. Smaller masses have greater
acceleration when the force is constant. It would require a greater force to get Ball A to travel the same
distance as Ball C.
©2012, TESCCC
04/25/13
page 1 of 1
Grade 8
Science
Unit: 06 Lesson: 01
Application of Newton’s Laws Project Rubric
CATEGORY
15–20 points
Description of
Scenario
Describes
scenario with
all three of
Newton's laws
clearly applied
Content
Knowledge
Topic covered
in depth;
excellent
knowledge of
subject
Model
Demonstrates
scenario with
all three of
Newton's laws
clearly applied
Quality of
Writing
Participation
10–14 points
5–9 points
Describes
Describes
scenario using
scenario with
one or more of
two of Newton's
Newton's laws
laws clearly
but poorly
applied
explained
Essential
topical
knowledge
included; good
knowledge of
subject
Essential
topical
information
included;
contains 1-2
factual errors
Demonstrates
Demonstrates
scenario using
scenario with
one or more of
two of Newton's
Newton's laws
laws clearly
but poorly
applied
explained
Four
Three or fewer misspellings
No misspellings
misspellings
and/or
or grammatical
and/or
grammatical
errors; visually
mechanical
errors;
appealing, not
errors; visually cluttered, not
cluttered
appealing
visually
appealing
Workload
Workload
shared, but
initially divided,
Workload
some
but some
equally shared
member’s
members are
by team
workloads are
viewed as not
members
not equal to
carrying their
others
weight
0–4 points
Total
Points
Does not
describe the
scenario in
terms of
Newton's laws
Minimal
content OR
multiple factual
errors
Does not
demonstrate
the scenario in
terms of
Newton's laws
More than four
errors in
spelling or
grammar; not
visually
appealing
Workload was
not divided OR
multiple
members
viewed as not
carrying their
weight
Total Points
Awarded:
©2012, TESCCC
04/25/13
page 1 of 1
Grade 08
Science
Unit: 06 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Create a written scenario illustrating the application of each of Newton’s three laws: law of
inertia, law of force and acceleration, and law of action-reaction. Identify the law within each of
the scenarios. Include the identification of the law, and use a labeled drawing (model) to
demonstrate each scenario.
(8.3B, 8.3C; 8.6C)
1E; 3J; 5G
Materials:
various materials (see Advance Preparation, appropriate for student models, varies per group)
plastic tubing
foam tube insulation for roller coasters
marbles of different masses
rulers
meter sticks
stop watches
balls of different sizes and masses
toy cars
model rockets
ramps
film canisters
Alka-Seltzer™
water
sports equipment
balloons
straws
tape
calculators
washers
Attachments:
Handout: Application of Newton’s Laws Project Rubric (1 per student)
Instructional Procedures:
1. Say:
Today, you will write a descriptive scenario of an activity that illustrates the application
of Newton’s laws: law of inertia, law of force and acceleration, and law of actionreaction.
©2012, TESCCC
04/25/13
page 1 of 2
Grade 08
Science
Unit: 06 Lesson: 01
You must include the name of the law (law of inertia, law of force and acceleration, and
law of action-reaction) and use a model to demonstrate each scenario.
Use scientific vocabulary terms in your explanations. Refer to Units 05 and 06 in your
science notebooks.
Models may be 2D graphic representations, multimedia, or 3D.
Descriptive scenarios may be in multimedia format with instructor approval.
You will work with assigned partner(s) to complete this task.
Use the project rubric as a guide to make sure you include all required components.
2. Distribute the Handout: Application of Newton’s Laws Project Rubric to each student. Review
the requirements of the project. Answer any questions students may have regarding the
performance task.
3. Divide the class into groups of two students. Explain that each student is responsible for their own
written scenario, but they are allowed to work with their partner on the model.
4. Consider displaying the scientific vocabulary terms students are expected to include in their
writing. This will provide additional support to ELL or struggling students.
5. Monitor groups as students are writing scenarios and developing or locating models of the
application of Newton’s laws.
6. Each student group should evaluate themselves using the rubric prior to submitting their work.
Instructional Notes:
Students may request additional materials as they develop ideas.
Provide timely check points for students who require more structure.
Consider preparing an enrichment activity for students who may finish before others.
©2012, TESCCC
04/25/13
page 2 of 2