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Georgia Performance Standards Framework for Physical Science – GRADE 8
Unit One Organizer: Fast and Furious Forces
(Approximate Time: 7.5 weeks)
OVERVIEW:
By eighth grade, we can assume that our students have gained an experiential understanding of motion. For example, they should
have learned that the harder they throw something, the faster it will travel, and that a large moving object (like a train) is harder to
stop than a small moving object (like a ball). While our students may be familiar with the observable effects of objects in motion,
they probably have not considered the causes which are responsible for altering their movement. Through a series of hands-on
activities, they can begin to comprehend that changes in motion always involve forces which push or pull on objects in a variety of
ways. They can learn how to generate the force needed to push a balloon car down the hall and they can measure, record, and
discuss how the amount of forces applied to various objects can affect how fast and how far and how they travel.
Eighth grade is a good time to for students to be introduced to the concepts derived by Isaac Newton, one of the greatest scientists of
all time. Newton was the first scientist to propose the idea of gravity and he discovered three important laws about motion. He also
was an expert in mathematics and even invented a kind of mathematics called calculus. According to legend, it was after he saw an
apple fall in the orchard (and maybe hit him in the head) that he realized that the same forces that determined the motion of the
moon were also acting on the apple. With his Universal Law of Gravity, Newton showed us that any two objects in the universe
exert gravitational attraction on each other. The degree of this attraction depends on the size (mass) of the objects and the distance
between them. Since the earth is by far the biggest object around us, it will exert the most pull on the other things around it (but the
other things will also pull back on the earth just a little). Perhaps more than any other scientist, Newton helped us to see how our
world works.
To conclude this investigation of force and motion, simple machines are introduced as tools that help us do work. Simple machines
make work easier for us by changing the force or distance needed to do certain kinds of work. Although students will have used
simple machines on a daily basis, they are often unaware of what they are or how they function. Most simple machines are designed
to let us exert less force than would normally be needed by moving further. All six types of simple machines, the lever, pulley,
inclined plane, wheel and axle, wedge, and screw help make work easier for us.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 1 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
STANDARDS ADDRESSED IN THIS UNIT
Focus Standard:
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration.
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.
a. Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how
much mass the objects have and how far apart they are.
Supporting Standards:
S8P2. Students will be familiar with the forms and transformations of energy.
a. Explain energy transformation in terms of the Law of Conservation of Energy.
b. Explain the relationship between potential and kinetic energy.
c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their
characteristics.
Habits of the Mind
S8CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific
explanations.
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths,
fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are
reasonable answers to scientific problems by comparing them to typical values.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 2 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
S8CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
a. Choose appropriate common materials for making simple mechanical constructions and repairing things.
b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.
c. Use computers, cameras and recording devices for capturing information.
d. Identify and practice accepted safety procedures in manipulating science materials and equipment.
S8CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
a. Observe and describe how parts influence one another in things with many parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent
corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do
not match their original counterparts.
c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of
measurements where appropriate.
d. Identify the biggest and the smallest possible values of something.
S8CS5. Students will communicate scientific ideas and activities clearly.
a. Write instructions that others can follow in carrying out a scientific procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer
databases.
S8CS6. Students will question scientific claims and arguments effectively.
a. Support statements with facts found in books, articles, and databases, and identify the sources used.
b. Identify when comparisons might not be fair because some conditions are different.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 3 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
The Nature of Science
S8CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
Students will recognize that:
a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences
in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or
observational uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today.
S5CS8. Students will understand important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigations may take many different forms, including observing what things are like or what is happening
somewhere, collecting specimens for analysis, and doing experiments.
b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their
work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.
d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
ENDURING UNDERSTANDINGS
Forces are the pushes or pulls in nature produced by interactions between objects. Forces can cause objects to start moving, stop
moving, or change direction.
Objects tend to keep on doing whatever they’re doing (Law of Inertia). An object at rest stays at rest and an object in motion stays in
motion unless something else exerts a force on it.
An object’s size (mass) and the amount of force exerted on it affect its speed and direction. When forces on an object are balanced, the
object will either be at rest or move at a constant velocity. When forces on an object are unbalanced, the object will change its velocity.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 4 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
Acceleration occurs whenever there is a change in motion of an object. Acceleration can involve a change speed and/or direction and
accelerations are caused by net forces. There are mathematical relationships between speed, velocity, acceleration, and time that can be
used to help understand motion.
Gravity refers to the force of attraction between any two objects in the universe that have a mass. The strength of this force of gravity
depends on the mass of the objects and the distance between them. Since the earth is an object with a very large mass, things on or near
the earth are pulled toward it by the earth's gravity.
Energy is the ability to do work. Without energy, forces can’t be generated to make things move or change.
ESSENTIAL QUESTIONS:
How are forces in nature related to the motion of objects?
How can forces be used to make objects move, change direction, or stop?
What are the similarities and differences between speed, velocity and acceleration?
What is friction and in what ways is it useful and in what ways is it problematic (e.g. in NASCAR races)?
How does gravity affect things on the earth?
How do simple machines make work easier for people?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 5 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
Concept
Know/Do
Forces in nature cause objects
to start moving, stop moving, or
change direction.
Define forces
Speed is a measure of how fast
something is moving. The
average speed is measured by
finding the distance traveled by
the object divided by the time it
takes to travel that distance.
The velocity of an object
describes both the speed of an
object and the direction that the
object is traveling.
Calculate speed.
Acceleration occurs whenever
there is a change in motion of
an object. Acceleration can
involve a change speed and/or
direction and accelerations are
caused by net forces.
Friction is the force between
two objects when they rub
together. Friction makes
motion more difficult.
Language
Evidence
Balanced forces
Direction
Force
Inertia
Position
Distance
Time
Speed
Science Journals
Notebook check
Differentiate speed and
velocity.
Distance
Time
Speed
Velocity
Lab report (Speedy Straw
Racers)
NASCAR Balloon Car Cup
Calculate speed and velocity.
Graph measurement.
Differentiate between speed,
velocity and acceleration.
Distance
Time
Speed
Velocity
Acceleration
Lab report
(Speedy Straw Racers)
NASCAR Balloon Car Cup
Diagram how friction acts to
slow the motion of a car on a
track. Explain how friction
makes motion more difficult.
Friction
Energy
Lab report
(Fact or Friction)
Science Journals
NASCAR Balloon Car Cup
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 6 of 11
Copyright 2007 © All Rights Reserved
Lab report (Speedy Straw
Racers)
NASCAR Balloon Car Cup
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
Gravity refers to the force of
attraction between any two
objects in the universe that have
a mass. The strength of this
force of gravity depends on the
mass of the objects and the
distance between them.
Simple machines are tools that
help us do work. Simple
machines make work easier for
us by changing the amount of
force needed to do certain kinds
of work.
Energy provides (is) the ability
to do work. Without energy,
forces can’t be generated to
make things move or change.
LANGUAGE:
Acceleration
Balanced forces
Direction
Distance
Energy
Friction
Force
Gravity
Inertia
Define gravity and explain how
it relates to mass of the objects
and the distance between them.
Gravity
Force
Science Journals
Notebook Check
Identify different types of
simple machines. Diagram how
each of them acts to make work
easier.
Inclined Plane
Lever
Pulley
Screw
Wedge
Wheel and Axle
Energy
Kinetic Energy
Potential Energy
Work
Lab report
(Life is Easy with Simple
Machines)
Science Journals
NASCAR Balloon Car Cup
Describe how energy is used to
do work. Explain the
similarities and differences of
kinetic and potential energy.
Inclined Plane
Law of Conservation of Energy
Lever
Mass
Motion
Position
Pulley
Screw
NASCAR Balloon Car Cup
Simple machines
Speed
Time
Velocity
Wedge
Wheel and axle
Work
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 7 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
MISCONCEPTIONS
PROPER CONCEPTIONS
The only ―natural motion‖ is for an object to be at rest and, if an object is
at rest, there are no forces acting on the object.
Forces are pushes or pulls on objects that are needed to make an object
change its motion. An object at rest will remain at rest unless a force
acts on it and an object in motion will remain in motion unless a force
acts on it.
Speed describes the rate of motion of an object.
Velocity
describes both the speed and the direction of an object.
Gravity is the earth’s pull on things. Things on or near the earth are
pulled toward it by the earth's gravity. Gravity is always present.
Velocity and speed are the same.
It is natural for things to fall down toward the earth and there is no need
to consider gravity as a concept to help explain why objects in the air fall
to the earth.
Gravity only acts on things when they are falling.
Since friction is a force that hinders motion, you always want to reduce or
eliminate it.
If an object is accelerating, it always means that it is speeding up.
Heavier objects fall faster than light ones.
The acceleration of a falling object depends upon its mass.
All objects eventually stop moving when the force is removed.
Simple machines do work for us.
To ―work‖ means to exert oneself by doing mental or physical activity for
a purpose
The force of gravity is the result of the attraction of the Earth on the
objects around it. Therefore, the force of gravity is always present.
Friction is often useful and beneficial. For example, the tread of a tire
is designed to maximize friction (traction) between the tire and the road
and friction can be used to produce heat when needed.
Any object that is changing speeds or direction is accelerating. An
object that is slowing down has a negative acceleration which is
commonly referred to as deceleration.
All objects fall at the same rate of acceleration independent of its mass
if there are not frictional forces acting upon them.
An object will continue to move with the same velocity forever if no
force acts on it.
Simple machines are tools that help us do work but they do not do it for
us. Simple machines make work easier for us changing the amount of
force needed to do certain kinds of work (i.e., provide a mechanical
advantage).
While there are multiple definitions of the word work, the term in
science means to exert a force on an object in order to move it.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 8 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
EVIDENCE OF LEARNING:
Culminating Activity: See end of framework document.
GRASPS
GOAL: Your challenge is to design a balloon car that will travel the furthest in the NASCAR Balloon Car Cup. To do this, you must
combine key concepts and understandings developed in this unit with your team’s creativity, common sense and ingenuity. Your task
as a team is to design and build a car that will maximize useful forces and minimize harmful friction to propel your car the longest
distance possible.
ROLE: You are a member of a Balloon Car Racing Team. Your team members include the driver, the crew chief, an engineer, and a
sponsor. Each person on the team has important roles to play. It is up to you as a team to determine each of your particular jobs and
responsibilities.
AUDIENCE: The car owner, the NASCAR board of directors, and racing fans everywhere.
SCENARIO: Normally, the winner of a race is determined by which car goes the fastest. But with fuel shortages increasing and gas
prices skyrocketing people are becoming more concerned with how cars can be designed to run more efficiently. Therefore, this year’s
Balloon Car Cup will focus on how far a car can go given a certain amount of fuel (push from the balloon). Your challenge is to design
a car that can minimize friction and drag to effectively push the balloon as far as possible.
PRODUCT: The design of your car must take into account key concepts of motion including forces, speed, friction, aerodynamics, and
simple machines. As part of the design process you must produce initial sketches of your car, a final detailed drawing, a written
explanation describing how your design incorporates each of the key concepts of motion, and the completed prototype car that you will
use on in the Balloon Car Contest. A design rubric is included for each group to guide their work and efforts.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 9 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
UNIT RESOURCES
Velocity and Acceleration
http://www.schools.utah.gov/curr/science/sciber00/8th/forces/sciber/velaccel.htm
http://www.fearofphysics.com/Xva/xva.html
Balloon Cars
http://www.balloonhq.com/balloon_car/balloon_car.html
http://www.mrg-online.com/car.htm
Friction
http://www.school-for-champions.com/science/friction.htm
Gravity
http://www.sciencenetlinks.com/Esheet.cfm?DocID=111
http://sunshine.chpc.utah.edu/javalabs/java12/machine/index.htm
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 10 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Physical Science – GRADE 8
The Balloon Car Cup – Culminating Activity Rubric
Evidence of Scientific
Understanding: Explanation
Evidence of Scientific
Understanding: Force and
Mass
Evidence of Scientific
Understanding: Frictional
Effects
Organization and Analysis
Effort and Participation
Exceeds Expectations
4 points
Meets Expectations
3 points
Does Not Meet Expectations
2 points
The student clearly explains how
and in what manner forces act on
the balloon car to propel the car
forward.
Student car design shows a clear
understanding of how the
amount of force acting on the car
and the mass of the car will
affect the speed of the car and
the distance that it travels.
Student design shows and
explains that car has been built
to minimize friction (especially
between the wheels and the
track) and drag.
Student recording, organization
and analysis of the race results
are thorough, detailed and
aligned with the key concepts of
this unit.
Student actively participated and
worked hard in each aspect of this
exploration and interacted with
team members in a positive and
encouraging manner.
The student attempts to explain
how and in what manner forces
act on the balloon car to propel
the car forward.
Student car design shows some
understanding of how the
amount of force acting on the car
and the mass of the car will affect
the speed of the car and the
distance that it travels.
Student design shows that car has
been built to minimize friction –
especially between the wheels
and the track and drag.
The student did not explain how
and in what manner forces act on
the balloon car to propel the car
forward.
Student car design shows little
understanding of how the
amount of force acting on the car
and the mass of the car will affect
the speed of the car and the
distance that it travels.
Student design fails to show that
car has been built to minimize
friction – especially between the
wheels and the track and drag.
Student recording, organization
and analysis of the race results
are adequate and aligned with
the key concepts of this unit.
Student recording, organization
and analysis of the race are
minimal and inadequate and not
aligned with the key concepts of
this unit.
Student did not participate or
work in each aspect of this
exploration and failed to interact
with team members in a positive
and encouraging manner.
Student participated and worked
in each aspect of this exploration
and interacted with team
members in a positive and
encouraging manner.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science  GRADE 8  Fast and Furious Forces
July 2008  Page 11 of 11
Copyright 2007 © All Rights Reserved