P
H
Y
S
I
C
S
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
hoever heard of students
playing basketball and holding
long jump competitions during a
unit on Newton’s Laws of
Motion? Teaching the traditional laws of
motion can become tedious and seem unrelated
to the lives of action-oriented middle school
students. Using hands-on, discovery learning
not only promotes critical-thinking skills—
such as synthesizing, analyzing, predicting,
discovering, and evaluating—but also develops
affective, social, and psychomotor skills. Plus,
adding some fun and excitement to the
classroom is a bonus to any lesson! Imagine
your students’ reactions when they see a
basketball hoop hanging from the door,
and you tell them that they will use it in
class!
During the Issac Newton Olympics,
students move through seven stations.
At each station, students complete a handson activity that explores at least one motion
concept. After each activity, students
complete a short evaluation that reinforces
what they have learned and how it relates to
everyday life.
Every year, I present a unit on the laws of
motion. I developed this unit to involve
students and to reinforce content. Because its
reputation for being fun has
spread among the classes,
students eagerly anticipate the
Olympics each year.
Setting up the stations
CU
NH
A
The day before Olympic day, I set up the
classroom; this takes approximately one hour.
When students enter class the next day, all
ILL
US
TR
AT
IO
NS
BY
JO
AN
NE
Carol Cox is a seventh and eighth grade science
teacher at Meridian Middle School, in Blue
Mound, Illinois.
18
science scope
M ay 2 0 0 1
○
○
○
○
○
○
○
○
P
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
H
Y
S
○
by Carol Cox
the desks are on the far edges of the
classroom to provide a large open space for
the Olympic stations. The drastic visual
change lends an air of excitement and
anticipation to the room. The seven stations
are set up around the science laboratory. At
each I place a large “Station #” sign and an
envelope with
copies of the
student activity
inside. Students follow the activity sheet
directions, which include evaluative
questions for students to answer after they
complete the activity. I encourage students
to take their lecture notes and textbooks
with them, in case they need a reference
when they answer content questions.
Before beginning, I assign students
to small groups according to ability
and leadership levels. For this
activity, I choose a mixture of
abilities. I determine group size
by dividing the total
number of students by
the number of stations
I’m using. Ideally,
you should set up as
many stations as you
need to create
groups of three to
four students.
Timing the
transitions
When we are ready to
begin, I direct group #1 to
station #1, and each of the
remaining groups to their respective stations. I
ring a small bell
to start the
Olympics and for
each station
change. Each group
rotates through a
station every six to
ten minutes,
depending on the
amount of time
available. I have
conducted the
Olympics on both a
block schedule (90
minutes) and a
traditional schedule
(40 minutes). A
traditional schedule
requires two class periods;
a block schedule requires
only one.
Assessing the activities
Student assessment is
ongoing as each group
progresses through the
stations and answers each
activity card’s evaluative
questions. Some of these
questions require students
to use their criticalthinking skills. For
example, a question of this
type may ask students to
analyze the
activity and
relate it to a
particular law of motion.
ONLINE EXTENSION
For all seven Olympic stations, NSTA members can log on to www.nsta.org/pubs/scope.
M ay 2 0 0 1
science scope
19
I
C
S
P
H
Y
S
I
C
S
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
Teacher instructions
Station #1: Shooting hoops
Materials
• indoor basketball hoop and matching soft, foam basketball
• duct tape
Preparation
Securely tape the basketball hoop on a chalkboard or above the doorframe,
approximately 1.5–2 m from the floor. Place the basketball underneath. Clear at least a
2-m2 area for students to move around in during this activity. Safety: Instruct
students that slamdunking is not allowed because it will tear the hoop down.
Students will play a quiet game of PIG, which is a shortened version of the
basketball game HORSE. (If you need a refresher on these games, ask a
physical education teacher or a colleague.)
Background
This station can reinforce all three of Newton’s laws, but is designed
specifically to reinforce the second law: As the mass or acceleration of
an object increases, so does the amount of force needed to change the
motion of that object (f=ma).
How does this apply to a game of basketball? The more force
a player exerts when shooting, the faster and farther the ball will
travel. Also, the farther away from the hoop a player stands, the
more force he or she will need to exert when throwing. Everytime the
basketball is thrown or shot, it becomes a projectile (any object that
is launched into the air and continues in motion by its own
inertia).
Station #2: Standing long jump
Materials
• masking tape
• metric tape measure
• colored chalk
Preparation
Mark off the long jump area with one strip of masking tape as the starting
line. Safety: Show students in which direction to jump from the starting line, so
they donít run into students at other stations.
Background
This station reinforces Newton’s first law: An object in motion will remain in motion
until acted upon by an outside force; an object at rest will remain at rest unless a force
moves it (law of inertia). When students jump, the tendency for their bodies to stay in motion
through the air is due to inertia. Gravity causes them to land. Finally, although this is the standing
long jump, students may want to get a running start to take advantage of their momentum.
20
science scope
M ay 2 0 0 1
○
○
○
○
○
○
○
○
○
P
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
H
Y
S
○
Teacher instructions
Station #3: Cork on yarn
Materials
• stopper-type cork with hole in middle
• 46-cm piece of yarn
• four sets of safety goggles
Preparation
Thread the yarn through the cork and tie securely. Safety: Instruct students to wear goggles at all
times during this activity; to sit on the floor at this station; and to twirl the yarn at a medium speed
and parallel with the ground.
Background
This station reinforces Newton’s first law and the concept of centripetal force. When students let go
of their twirling cork, they will observe that it flies in a straight line. It does this because an object in
motion will remain in motion (straight line) unless acted upon by an outside force. The yarn is the
force that pulls the cork out of its straight-line path when it is circling. The cork on the string is kept
moving in a circle by centripetal force. Students repeat this procedure three times to demonstrate
how scientists repeat procedures and experiments for accuracy.
The hammer throw is a track event that uses this same principle.
Racing events that utilize a circular track take this force into
consideration when designing their tracks and necessary skills.
Others are simple content questions.
At the end of the Olympics, the class
gathers for approximately 15 minutes to
evaluate their experiences. We use the student
activity sheets from each station to guide our
discussion. I call students to answer questions
and explain their answers.
You can decide whether to assess students
based on their written answers to the
evaluative questions or on their contributions
to the class discussion.
Opening your own Olympics
For background information and instructions on
how to set up three of the seven stations, see
pages 20–21. For the corresponding student
activities, see page 22. Go to the
Science Scope website
(www.nsta.org/pubs/scope) to
find all seven activities.
M ay 2 0 0 1
science scope
21
I
C
S
P
H
Y
S
I
C
S
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
○
Student instructions
Station #1: Shooting hoops
Play a quiet game of PIG—a shortened version of the basketball game HORSE. No slamdunking!
After your game, answer each of the following:
1. Write down the formula for Newton’s second law of motion.
2. How was it applied in your game?
3. Every time you shoot the basketball, what does the basketball become? (Hint: This science term
is defined as “an object that is launched into the air and continues in motion by its own inertia.”)
Station #2: Standing long jump
Standing behind the masking tape line, make your best jump. Have teammates measure your
distance in metric. Each group member should jump two times; record the results of each attempt.
Mark each jump with a different color of chalk. After all of your group members have jumped,
answer the following:
1. What law of motion allowed you to move through the air?
2. What is the name of the tendency for your body to stay “in motion” through the air?
3. What force brought you back down?
4. Although this is the standing long jump, did you want to get a running start? Why?
5. By the way, who is your group champion ?
Station #3: Cork on yarn
Sit on the floor. Put on your goggles.
Thread the yarn through the cork. Securely
tie one end of the yarn around the cork.
Pick up the empty end of the yarn and, with
the cork suspended below your hand, twirl
it at a medium speed. Watching closely, let
go of the yarn. Repeat this procedure two
more times, then answer the following:
1. What happened when you let go of the
yarn? Why? Explain in laws of motion.
2. Why did you perform this experiment
three times?
3. A cork whirling on a string is kept moving
in a circle by force. What track and field
event is based on this force?
4. What other sporting events take this force
into consideration when designing their
tracks and skills used?
5. What is providing the force that pushes
the cork out of its straight-line path?
22
science scope
M ay 2 0 0 1
○
Isaac Newton Olympics
Page 1 of 8
To print this page, select "Print" from the File menu of your browser
Visit the Copyright Clearance Center
to obtain permission for approved uses
<< back
Science Scope
May 2001, p. 18-22
Feature
Isaac Newton Olympics
Carol Cox
Isaac Newton Olympics
by Carol Cox
Whoever heard of students playing basketball and holding long jump competitions during a unit
on Newton’s Laws of Motion? Teaching the traditional laws of motion can become tedious and
seem unrelated to the lives of action-oriented middle school students. Using
hands-on, discovery learning not only promotes critical-thinking skills—
such as synthesizing, analyzing, predicting, discovering, and evaluating—
but also develops affective, social, and psychomotor skills. Plus, adding
some fun and excitement to the classroom is a bonus to any lesson! Imagine
your students’ reactions when they see a basketball hoop hanging from the
door, and you tell them that they will use it in class!
During the Isaac Newton Olympics, students move through seven stations.
At each station, students complete a hands-on activity that explores at least
one motion concept. After each activity, students complete a short
evaluation that reinforces what they have learned and how it relates to
everyday life.
each year.
Every year, I present a unit on the laws of motion. I developed this unit to
involve students and to reinforce content. Because its reputation for being
fun has spread among the classes, students eagerly anticipate the Olympics
Station #1: Shooting hoops
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 2 of 8
Materials
• indoor basketball hoop and matching soft, foam basketball
• duct tape
Preparation
Securely tape the basketball hoop on a chalkboard or above the doorframe, approximately 1.5–2 m from the floor.
Place the basketball underneath. Clear at least a 2-m2 area for students to move around in during this activity. Safety:
Instruct students that slamdunking is not allowed because it will tear the hoop down. Students will play a quiet game
of PIG, which is a shortened version of the basketball game HORSE. (If you need a refresher on these games, ask a
physical education teacher or a colleague.)
Background
This station can reinforce all three of Newton’s laws, but is designed specifically to reinforce the second law: As the
mass or acceleration of an object increases, so does the amount of force needed to change the motion of that object
(f=ma).
How does this apply to a game of basketball? The more force a player exerts when shooting, the faster and farther the
ball will travel. Also, the farther away from the hoop a player stands, the more force he or she will need to exert when
throwing. Every time the basketball is thrown or shot, it becomes a projectile (any object that is launched into the air
and continues in motion by its own inertia).
Setting up the stations
The day before Olympic day, I set up the classroom; this takes approximately one hour. When
students enter class the next day, all the desks are on the far edges of the classroom to provide a
large open space for the Olympic stations. The drastic visual change lends an air of excitement and
anticipation to the room. The seven stations are set up around the science laboratory. At each I
place a large “Station #” sign and an envelope with copies of the student activity inside. Students
follow the activity sheet directions, which include evaluative questions for students to answer after
they complete the activity. I encourage students to take their lecture notes and textbooks with
them, in case they need a reference when they answer content questions.
Before beginning, I assign students to small groups according to ability and leadership levels. For
this activity, I choose a mixture of abilities. I determine group size by dividing the total number of
students by the number of stations I’m using. Ideally, you should set up as many stations as you
need to create groups of three to four students.
Station #2: Standing long jump
Materials
• masking tape
• metric tape measure
• colored chalk
Preparation
Mark off the long jump area with one strip of masking tape as the starting line. Safety: Show students in which
direction to jump from the starting line, so they don’t run into students at other stations.
Background
This station reinforces Newton’s first law: An object in motion will remain in motion until acted upon by an outside
force; an object at rest will remain at rest unless a force moves it (law of inertia). When students jump, the tendency
for their bodies to stay in motion through the air is due to inertia. Gravity causes them to land. Finally, although this
is the standing long jump, students may want to get a running start to take advantage of their momentum.
Timing the transitions
When we are ready to begin, I direct group #1 to station #1, and each of the remaining groups to
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 3 of 8
their respective stations. I ring a small bell to start the Olympics and for each station change. Each
group rotates through a station every six to ten minutes, depending on the amount of time
available. I have conducted the Olympics on both a block schedule (90 minutes) and a traditional
schedule (40 minutes). A traditional schedule requires two class periods; a block schedule requires
only one.
Assessing
the
Materials
activities
• stopper-type cork with hole in middle
Station #3: Cork on yarn
• 46-cm piece of yarn
• four sets of safety goggles
Student
assessment
Preparation
is
Thread the yarn through the cork and tie securely. Safety: Instruct students to wear goggles at all times during this
ongoing
activity; to sit on the floor at this station; and to twirl the yarn at a medium speed and parallel with the ground.
as
each
Background
group
This station reinforces Newton’s first law and the concept of centripetal force. When students let go of their twirling
progresses
cork, they will observe that it flies in a straight line. It does this because an object in motion will remain in motion
(straight line) unless acted upon by an outside force. The yarn is the force that pulls the cork out of its straight-line
through
path when it is circling. The cork on the string is kept moving in a circle by centripetal force. Students repeat this
the
procedure three times to demonstrate how scientists repeat procedures and experiments for accuracy.
stations
The hammer throw is a track event that uses this same principle. Racing events that utilize a circular track take this
and
force into consideration when designing their tracks and necessary skills.
answers
each activity card’s evaluative questions. Some of these questions require students to use their
critical-thinking skills. For example, a question of this type may ask students to analyze the activity
and relate it to a particular law of motion. Others are simple content questions.
At the end of the Olympics, the class gathers for approximately 15 minutes to evaluate their
experiences. We use the student activity sheets from each station to guide our discussion. I call
students to answer questions and explain their answers.
You can decide whether to assess students based on their written answers to the evaluative
questions or on their contributions to the class discussion.
Opening your own Olympics
Background information and instructions on how to set up three of the seven stations are given
above. Below are the corresponding student activities and the additional actvities not in the print
edition of this article.
Student instructions
Station #1: Shooting hoops
Play a quiet game of PIG—a shortened version of the basketball game HORSE.
No slamdunking! After your game, answer each of the following:
1. Write down the formula for Newton’s second law of motion.
2. How was it applied in your game?
3. Every time you shoot the basketball, what does the basketball become? (Hint:
This science term is defined as “an object that is launched into the air and
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 4 of 8
continues in motion by its own inertia.”)
Station #2: Standing long jump
Standing behind the masking tape line, make your best jump. Have teammates measure your
distance in metric. Each group member should jump two times; record the results of each attempt.
Mark each jump with a different color of chalk. After all of your group members have jumped,
answer the following:
1. What law of motion allowed you to move through the air?
2. What is the name of the tendency for your body to stay “in motion” through the air?
3. What force brought you back down?
4. Although this is the standing long jump, did you want to get a running start? Why?
5. By the way, who is your group champion ?
Station #3: Cork on yarn
Sit on the floor. Put on your goggles. Thread the yarn through the cork. Securely tie one end of
the yarn around the cork. Pick up the empty end of the yarn and, with the cork suspended below
your hand, twirl it at a medium speed. Watching closely, let go of the yarn. Repeat this procedure
two more times, then answer the following:
1. What happened when you let go of the yarn? Why? Explain in laws of motion.
2. Why did you perform this experiment three times?
3. A cork whirling on a string is kept moving in a circle by force. What track and field event is based
on this force?
4. What other sporting events take this force into consideration
when designing their tracks and skills used?
5. What is providing the force that pushes the cork out of its
straight-line path?
More events in the Newton
Olympics
Station #4: Balloons
Teacher instructions
Materials
o one balloon per student
Preparation
Place the balloons at the station. Safety: Collect and
dispose of balloons at the end of the activity.
Background
This station reinforces Newton's third law: For every action
there is an equal and opposite reaction. When students blow
up a balloon and then release it, it will fly off in the opposite
direction from the direction the air is being expelled. The
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 5 of 8
action is the air leaving the balloon. The reaction is the
balloon moving away. Examples of this law include a rocket
launch (the action is the exhaust shooting downward; the
reaction is the rocket moving upward) and a shotgun discharge
(the action is the bullet exploding from the nozzle; the reaction
is the gun kicking backward into your shoulder).
Student instructions
Blow up a balloon and hold it closed with your fingers. One
person at a time, choose a direction to point the end of your
balloon; count to three; and then release the balloon. Carefully
observe what happens. Allow each group member to release
his or her balloon and then answer the following:
1. In which directions did the balloons go?
2. How did the direction of motion compare to the
direction in which the air rushed out of the balloon?
3. What specific law of motion does this station
demonstrate? What part is the action? What part is the
reaction?
4. What type of vehicle uses the same law? In this case,
what is the action and what is the reaction?
5. What type of weapon uses the same law? In this case,
what is the action and what is the reaction?
Station #5: Magic
Teacher instructions
Materials
o one coin
o one glass of water
o a piece of heavy cardboard cut into an 8-cm x 15-cm rectangle
Preparation
Set the materials on the station's tabletop. Safety: Have paper towels available to wipe up
spills.
Background
This station emphasizes Newton's first law. In this activity the coin is "at rest" on the cardboard
and its tendency is to remain that way. When students pull the cardboard from underneath the
coin, the coin falls straight down into the water. The inertia of the coin makes it hold its original
position. To achieve this result, students must pull the cardboard quickly.
Student instructions
Place the piece of cardboard over the top of a glass of water. Place the coin in the center of the
cardboard. Quickly try to pull the cardboard out from under the coin. Let each group member try
this two times and then answer the following:
1. What happened?
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 6 of 8
2. What does the coin tend to do most often?
3. What do scientists call the tendency to resist change in motion? To which of Newton's laws
does this apply?
4. What famous trick uses this law of inertia? (Hint: Comedians usually try it unsuccessfully,
which creates clatter and mess.)
Station #6: Record player
Teacher instructions
Material
o record player (your librarian or media resource person may have one stored)
Preparation
Place the record player on the station's tabletop.
Background
This station reinforces Newton's third law. As students "walk" their fingers around the turntable,
they will notice that, to make the turntable move in a certain direction, they must "walk" their
fingers in the opposite direction. Similarly, if you are stranded in a canoe with a load of coconuts,
you could propel yourself toward the shore by throwing the coconuts, one by one, in the opposite
direction of the shore. The action is the force of the coconuts thrown in the direction opposite
shore; the reaction is the force that propels you toward shore.
Student instructions
Long before the days of CD or DVD players, people listened to music on record players, like the
one in front of you now. The large circular part located in the middle is called the turntable. For
this activity, you do not need to turn on the record player. Instead, walk your fingers around the
rim of the turntable, making the turntable move as you go. Carefully observe the resulting effect
between your fingers and the turntable. Allow each group member to repeat this procedure and
then answer the following:
1. What happened?
2. Which of Newton's laws explains what happened?
3. Imagine that you are in a canoe in the middle of a lagoon. Your canoe is loaded with
coconuts. You have lost your paddle, but you don't dare use your hands for paddles because
of the crocodiles in the lagoon. How could you get to shore?
Station #7: Ramp building
Teacher instructions
Materials
o one 20-cm x 46-cm piece of plywood or thin board (for the ramp)
o one 25-cm x 25-cm piece of foam board that is scored down the middle, allowing it to stand
alone
o three 8-cm2 wooden blocks
o two toy vehicles of different mass that are small enough to fit on your ramp (or one baseball and
one ping-pong ball)
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 7 of 8
o one spring scale
Preparation
Place all the materials at the station.
Background
This station focuses on Newton's second law and the concept of momentum (the strength of an
object's motion) by manipulating two variables-mass and velocity. In part one, students control
mass by using two different size vehicles. In part two, students control velocity by changing the
height of the ramp. Additionally, you can reinforce Newton's first law by asking students to name
the forces that slow down the vehicles (friction and gravity).
Student instructions
Part one
Place the two wooden blocks on top of one another, then create a ramp by placing the board on
top of the stacked blocks. Stand the foam board on end approximately 36 cm from the bottom of
the ramp. Before you do anything else, answer the following:
1. In a moment, you will release one of the two vehicles from the top of the ramp. What will
happen to the foam board when this vehicle hits it?
2. Will the same result occur when you release the other vehicle?
3. What will cause the difference?
Use the spring scale to confirm the difference in mass of the two vehicles. Which vehicle will
produce more force just by its size?
Now, release the two vehicles, one at a time. Repeat this procedure two times with each vehicle
and answer the following:
4. Was your prediction correct?
5. What was the variable in this in this experiment?
Part two
Next, change the height of the ramp by removing one block. Place the foam board 36 cm away
again. Place the vehicle with more mass at the top of the ramp and release it. Repeat this
procedure two times and answer the following:
1. What happened?
2. When you changed the height of the ramp what were you changing?
Now set the ramp on three wooden blocks and two more trials with the same vehicle. Answer the
following:
3.
4.
5.
6.
What happened?
What formula have you been working with at this station?
Which of Newton's laws explains what happened?
What was the variable in this part of the experiment?
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008
Isaac Newton Olympics
Page 8 of 8
Carol Cox is a seventh and eighth grade science teacher at Meridian Middle School, in Blue
Mound, Illinois.
back to top
This article appeared in the May 2001 issue of Science Scope.
Copyright © 2001 National Science Teachers Association. All rights
reserved.
Copyright © 2001 NSTA
www.nsta.org
http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=46233&print=yes
3/18/2008