The Impact of Environmental Factors on Changes in pH and
Student Section
Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity
How does Mass Relate to
Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Robert Manriquez
Many High School
Many, Louisiana
Summer 2006
Research Host:
Dr. D. Neil Granger
Louisiana State University
Health Sciences Center - Shreveport
Lesson # 13
Maria Winston
Scarsdale, NY
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 183
Permission granted for workshop/classroom use with appropriate citation.
Appropriate citation:
Manriquez, R. How does Mass Relate to Newton’s Second Law of Motion? A Lesson on
Mass, Force, and Acceleration (APS Archive of Teaching Resources Item #3715).
[Online]. Bethesda, MD: American Physiological Society, 2006.
http://www.apsarchive.org/resource.cfm?submissionID=3715.
Editor’s notes:
Website URLs listed in this resource were current as of publication, but may now be
obsolete. If you know of a replacement URL, please suggest it in the resource’s
“Comments” section http://www.apsarchive.org/resource.cfm?submissionID=3715.
The APS encourages teachers to give students a copy of the “ABC” (Appropriate,
Beneficial, Caring) rules for use of animals in the classroom, to discuss the rules, and
to ask students to sign the “ABC” rules contract (see References). Also, teachers
should have a plan for short term care of the animals (with supporting references for
appropriate care guidelines) and for disposal or long-term care of all classroom
organisms.
Teachers should carefully review any stimulus or environmental change for an animal
being used in experiments or observations before students are allowed to use that
stimulus. This is especially important if the stimulus could cause pain or distress to
the organism. Teachers may be able to identify a less stressful stimulus for the
students to use in their experiment.
Although mammals provide excellent opportunities for observational studies, they
require particular care in terms of handling and may cause allergic reactions in some
students. The teacher should check local and state guidelines before using mammals
in the classroom.
Disclaimer:
This activity was created by the author and reviewed by the American Physiological
Society. Any interpretations, statements, or conclusions in this publication are those
of the author and do not necessarily represent the views of either the American
Physiological Society or the funding agencies supporting the professional development
program in which the author participated.
Frontiers in Physiology
www.frontiersinphys.org
© The American Physiological Society
Permission is granted for workshop/classroom use with appropriate citation
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Teacher Section
PURPOSE
To determine the relationship among mass, force and acceleration. Students
should discover Newton’s laws through inquiry exploration, observation,
discussion, and problem solving.
OBJECTIVES
Upon completion of this activity, students will be able to:
• Discuss Newton’s laws of motion and relate to his/her own life.
• Design an experiment to determine the relationship between mass and
Newton’s second law of motion (guided, with set parameters).
• Collect and analyze data.
• Create a poster or presentation to be displayed which will be used to
communicate the results of the experiment.
GRADE LEVEL
9th-12th Grade Physical Science and Physics
PRIOR
KNOWLEDGE
Students should understand the concepts of mass, acceleration, and
balanced and unbalanced forces. This activity will be completed after the
concept of motion.
TIME REQUIRED This lab activity can be spread over two or three days, depending on
scheduling.
INCLUDING
ALL
STUDENTS
• The students will alternate between roles both on the computer activities
and the experiment. This will help in allowing both students the
opportunity to contribute to the activity.
• Teacher will pre-select the group assignments. The teacher will select
some groups that are single sex. The teacher will examine how their
experimental design differs from another group of the opposite gender.
• This lesson addresses multiple learning styles to reach most/all of the
students:
9 Visual learners – finding answers on Trackstar websites, designing
poster/presentation, looking at poster/presentations of other groups.
9 Auditory learners – the students will discuss among their group to
determine their plan of action, presenting experiment design and
results, whole class discussion.
9 Tactile/kinesthetic learners – performing the experiment (taking
measurements, putting set-up together, making results poster);
computer usage.
QUESTIONS TO • How does the height of the inclined plane/ramp affect the car?
ASK ALONG
• How does adding mass to the car affect it?
THE WAY
• How can you modify your experimental design now that you have
conducted it?
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 184
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Teacher Section
NATIONAL
SCIENCE
EDUCATION
STANDARDS
K-12 Unifying Concepts and Processes
Evidence, models, and explanation
Change, constancy, and measurement
LOUISIANA
STATE
STANDARDS
SI-H-A3
Using technology and mathematics to improve investigations and
communications.
SI-H-A4
Formulating and revising scientific explanations and models using logic
and evidence.
Grade-Level Expectations
5. Utilize mathematics, organizational tools, and graphing skills to solve
problems
7. Choose appropriate models to explain scientific knowledge or
experimental results (e.g. objects, mathematical relationships, plans,
schemes, examples, role-playing, computer simulations)
PS-H-E3
Understanding effects of forces on changes in motion as explained by
Newtonian mechanics.
Grade-Level Expectation
34. Demonstrate Newton’s three laws of motion (e.g., inertia, net force
using F=ma, equal and opposite forces)
MATERIALS
Students will work in pairs. Quantities are for a class of 30.
• 6 Balances
• 15 Computers (Trackstar,
PowerPoint, Excel, online
• 4 rolls of Tape
simulations)
• 15 Meter sticks
• 15 Toy cars (same size)
• 30 Calculators
Alternative:
• 40 Books, blocks
• small science carts
• 6 Mass sets
• 15 Inclined planes/ramps
• 15 Stopwatches or timers
(different sizes)
Alternatives:
Suppliers for the inclined planes and
• PVC pipe
science carts include:
• Ceiling molding
• Frey Scientific
• Plastic tubing and marbles • Fisher Science Education
• 150 Washers, pennies, or other
• Flinn Scientific Inc.
small mass items
(see References)
SAFETY
Students will wear safety goggles to prevent any eye injury due to their
experimental design.
Grades 9-12
Science as Inquiry
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Physical Science
Motions and forces
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 185
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
PREPARATION
AND
PROCEDURE
I.
Teacher Section
Day One
Students will explore Newton’s Laws of Motion through an online
activity. Students will be working in groups of two (this depends on the
number of computers available). One student will be navigating the
computer; while the other student is recording their findings to the
questions. The students can alternate responsibilities. The online
activity will be conducted using the Trackstar website (see References).
Teacher Tip: Trackstar is a free online tool for lessons and activities.
To make a track all the teacher needs to do is collect websites, enter
them into the track and add questions for the students. Your track will
have a unique number so you can access it later. If you do not have
time to complete a track of your own, you can search the database by
subject, grade level or theme. This activity will have a number of
questions related to Newton’s Laws of Motion. This will provide the
students with a basic explanation. This day might end with a class
discussion of their findings; this depends on how you are assessing
your students.
The following questions will be used in this Trackstar activity:
1. Newton's Three Laws of Motion
a. What is the most powerful of the three laws of motion?
b. What does Aristotle say about velocity?
2. NASA -- Newton's Laws of Motion
a. How old was Newton when he developed the theories of gravity?
b. Name the title that Newton used when he presented the three laws
of motion.
3. Truths to be self evident
a. What are dynamics?
b. What are kinematics?
4. Physics
a. How are the objects behaving according to Newton's First Law?
b. Draw out the diagram of Newton's second law.
c. According to the website, describe how your automobile works
with Newton's third law?
II. Day Two
Students will again work in groups of two (depending on number of
students). Students will work together to design an experiment that
explores the relationship among mass, force and acceleration. The
teacher will pose the questions: How does the height of an inclined
plane or ramp affect a car? How will adding mass to a car affect it? The
students will have materials provided from which to design their
experiment. The students will formulate a hypothesis to relate mass,
and the force of the object in motion. The groups will gain teacher
approval before conducting their experiment.
After the students have completed the guided inquiry experiment, a
presentation will be put together to show their results. This
presentation can be completed using a computer (e.g. PowerPoint,
Excel, etc.) or on a poster board. The presentation will include a graph
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 186
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
PREPARATION
AND
PROCEDURE
Teacher Section
showing their findings. The experimental design and presentation will
be assessed using a rubric.
III. Day Three
The students will present their experiment to the rest of the class. This
will provide an opportunity for a class discussion/debriefing.
Following the debriefing, the students will complete an online
simulation from ExploreLearning.com that provides inquiry and
understanding. The students will again work in groups of two. The
students will use the Atwood machine gizmo, an online simulation
learning tool. Gizmos bring instructional strategies to life and target
higher order thinking skills and lasting conceptual understanding. This
gizmo allows the student to measure the height and velocity of two
objects connected by a mass-less rope over a pulley. The students will
also observe the forces acting on each mass throughout the simulation.
The students will also calculate the acceleration of the objects, and
relate these calculations to Newton’s Laws of Motion.
Students will be assessed individually using a survey to determine
his/her understanding.
WHERE TO GO
FROM HERE
A follow up laboratory or activity might include the following:
• A connection to real life such as:
9 Designing a rollercoaster online from Annenberg Media’s Learner.org
(see References). This website allows students to design their own
rollercoaster. The student relates physics concepts and determines
what forces help in designing the rollercoaster.
9 Designing and building a Pinewood Derby car would help the students
to establish a relationship among the mass, friction and speed of the
car (see References).
9 National Aeronautics and Space Administration (NASA) has detailed
information about Sir Isaac Newton and the laws of motion. Also
provided are laws of motion activities that are specific to grade levels
(see References).
• Depending on location of your school to an amusement park, a guest
speaker knowledgeable in roller coasters can visit your classroom.
Some amusement parks do offer Math and Science days.
Examples:
9 Six Flags Theme Parks – Physics, Math and Science Days are offered
throughout the country at different parks. The students experience the
hands-on thrills firsthand.
9 Busch Gardens Physics Day in Tampa Bay Florida is offered two times
a year. Students bring physics to life in the surroundings of the theme
park.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 187
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Teacher Section
SUGGESTIONS
FOR
ASSESSMENT
• Trackstar online activity: answering teacher’s questions on each website
listed on the track.
• Presentations of laboratory experiment and design: according to the
rubric created on Rubistar
• Survey: a worksheet that has the student agree or disagree with questions
related to Newton’s Laws of Motion. If the student disagrees he/she must
provide an explanation why.
REFERENCES
AND
RESOURCES
1. Design a Roller Coaster
http://www.learner.org/exhibits/parkphysics/coaster/
This website from Annenberg Media allows students to design their own
rollercoaster. Students relate physics concepts and determine what forces
help in designing the rollercoaster.
2. Fisher Science Education, 4500 Turnberry Dr Ste A, Hanover Park, IL
60133. 1-800-955-1177
http://www.fisheredu.com
A source to purchase scientific products.
3. Flinn Scientific, PO Box 219, Batavia, IL 60510. 1-800-452-1261
http://www.flinnsci.com
A source for chemical and biological items.
4. Frey Scientific, 100 Paragon Parkway, Mansfield, OH 44903. 1-800-2253739
http://www.freyscientific.com
A source to purchase scientific products.
5. Gizmo online simulations from ExploreLearning.com
http://www.explorelearning.com
Gizmos bring research-proven instructional strategies to life and target
higher order thinking skills and lasting conceptual understanding.
6. Liftoff to Learning: Newton in Space
http://quest.nasa.gov/space/teachers/liftoff/newton.html
This website shows how Newton's Three Laws of Motion are applied to
spaceflight.
7. Louisiana State Education Standards
http://www.doe.state.la.us/lde/saa/2257.html
Louisiana Department of Education.
8. Newton’s Laws
http://www.physicsclassroom.com/Class/newtlaws/newtltoc.html
The Physics Classroom website from StudyWorks! Online provides
explanation on Newton's three laws of motion and their application of the
motion on objects in one dimension.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 188
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
REFERENCES
AND
RESOURCES
Teacher Section
9. Newton's Laws of Motion
http://www.grc.nasa.gov/WWW/K-12/airplane/newton.html
The National Aeronautics and Space Administration (NASA) shows how
Newton's Three Laws of Motion are applied to spaceflight. Also provided
are laws of motion activities that are specific to grade levels.
10. Newton's Three Laws of Motion
http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html
This website details Newton’s Three Laws of motion and the universal
law of gravitation.
11. Pinewood Derby Car
http://www.abc-pinewood-derby.com/
Pinewood derby cars would help the students to establish a relationship
among the mass, friction and speed of the car.
12. RubiStar
http://rubistar.4teachers.org/index.php
RubiStar is a free tool to help teachers create quality rubrics.
13. Trackstar
http://trackstar.4teachers.org/trackstar
A free online tool for lessons and activities. To make a track all the
teacher needs to do is collect websites, enter them into the track and add
questions for the students. Your track will have a unique number so you
can access it later.
14. Truths to be Self Evident, Newton’s Laws of Motion
http://mcasco.com/p1nlm.html
This website provides information on Newton’s laws of motion and how
they are applied in our lives.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 189
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
I. Accessing Trackstar #218182
Student Section
Name: ______________________ Date: _______
1. Gain access to a computer with an Internet access.
2. Open Internet Explorer, or Netscape.
3. Type the following address in the address box at the top of the page:
http://trackstar.4teachers.org/trackstar/
4. When the page comes up asking for a track number, type this number in the blank:
218182
5. Scroll down the page a bit and double click on “Frames.”
6. The first of four pages will come up on the screen. The other pages are listed on the
left side frame.
7. You must answer the questions at the top of the page for each of these pages.
8. To get from one page to the next, you click on the title in the left frame.
9. After doing assignments for these four sites, close Explorer by clicking on the X in the
upper right hand corner.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 190
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Student Section
Name: ______________________ Date: ______
Trackstar #218182
Annotated by: Robert Manriquez
1. Newton's Three Laws of Motion:
http://csep10.phys.utk.edu/astr161/lect/history/newton3laws.html
A. What is the most powerful of the three laws of motion?
B. What does Aristotle say about velocity?
2. NASA, Newton's Laws of Motion:
http://www.grc.nasa.gov/WWW/K-12/airplane/newton.html
A. How old was Newton when he developed the theories of gravity?
B. Name the title that Newton used when he presented the three laws of motion.
3. Truths to be self evident: http://mcasco.com/p1nlm.html
A. What are dynamics?
B. What are kinematics?
4. Physics: http://www.physicsclassroom.com/Class/newtlaws/newtltoc.html
A. How are the objects behaving according to Newton's First Law?
B. Draw out the diagram of Newton's second law.
C. According to the website, describe how your automobile works with Newton's third law.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 191
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Student Section
Lab Report: Design
Rubric ID: 1296502
CATEGORY
4
3
2
Experimental Experimental design is a Experimental design is
well-constructed test of the adequate to test the
Design
stated hypothesis.
hypothesis, but leaves
some unanswered
questions.
Variables
All variables are clearly
All variables are clearly
described with all relevant described with most
details.
relevant details.
1
Experimental design is Experimental design is
relevant to the
not relevant to the
hypothesis, but is not hypothesis.
a complete test.
Most variables are
clearly described with
most relevant details.
Hypothesized
Experimental Hypothesized relationship Hypothesized
between the variables and relationship between the relationship between
Hypothesis the predicted results is
the variables and the
variables and the
Variables are not
described OR the
majority lack sufficient
detail.
No hypothesis has
been stated.
clear and reasonable
based on what has been
studied.
predicted results is
reasonable based on
general knowledge and
observations.
predicted results has
been stated, but
appears to be based
on flawed logic.
Safety
Lab is carried out with full
attention to relevant safety
procedures. The set-up,
experiment, and teardown posed no safety
threat to any individual.
Lab is generally carried
out with attention to
relevant safety
procedures. The set-up,
experiment, and teardown posed no safety
threat to any individual,
but one safety procedure
needs to be reviewed.
Lab is carried out with
some attention to
relevant safety
procedures. The setup, experiment, and
tear-down posed no
safety threat to any
individual, but several
safety procedures
need to be reviewed.
Analysis
The relationship between
the variables is discussed
and trends/patterns
logically analyzed.
Predictions are made
about what might happen
if part of the lab were
changed or how the
experimental design could
be changed.
The relationship
between the variables is
discussed and
trends/patterns logically
analyzed.
The relationship
The relationship
between the variables between the variables
is discussed but no
is not discussed.
patterns, trends or
predictions are made
based on the data.
Question/
Purpose
The purpose of the lab or
the question to be
answered during the lab is
clearly identified and
stated.
The purpose of the lab
or the question to be
answered during the lab
is identified, but is stated
in a somewhat unclear
manner.
The purpose of the
lab or the question to
be answered during
the lab is partially
identified, and is
stated in a somewhat
unclear manner.
The purpose of the lab
or the question to be
answered during the
lab is erroneous or
irrelevant.
Did the lab but did not
appear very
interested. Focus was
lost on several
occasions.
Participation was
minimal OR student
was hostile about
participating.
Participation Used time well in lab and Used time pretty well.
focused attention on the
experiment.
Stayed focused on the
experiment most of the
time.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
Safety procedures
were ignored and/or
some aspect of the
experiment posed a
threat to the safety of
the student or others.
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 192
Permission granted for workshop/classroom use with appropriate citation.
How does Mass Relate to Newton’s Second Law of Motion?
A Lesson on Mass, Force, and Acceleration
Survey
Student Section
Name: ______________________ Date: ______
Period: ________
Answer the following questions related to Newton’s Laws of Motion with either agree or disagree.
If you disagree with a statement explain why.
1. When given the example of a shopping cart being filled with groceries I relate that to Newton’s
second law of motion.
2. An ice skater holding a basketball is standing on the surface of a frozen pond. The skater
throws the ball forward. At the same time, the skater slides on the ice in the opposite
direction. This is explained in Newton’s First Law of Motion.
3. Newton’s Second Law connects mass with weight.
4. Newton’s Third Law deals with inertia and reference frames.
5. Newton’s First Law says for every action, there is an equal and opposite reaction.
Robert Manriquez
Many, LA
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 193
Permission granted for workshop/classroom use with appropriate citation.
The Impact of Environmental Factors on Changes in pH and
Student Section
Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity
This page intentionally left blank.
Maria Winston
Scarsdale, NY
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 194
Permission granted for workshop/classroom use with appropriate citation.