Topic: Physical Science -­‐ Motion and Stability Software: Newton’s Park Newton’s Third Law of Motion Lesson Overview Activity video available at edu.zspace.com/activities Grade Level: 8th In this two-­‐part activity, students will use observations from the Newton’s Third Law of Motion Demo to provide evidence that every action has an equal and opposite reaction. They will build their own demonstration of Newton's Third Law of Motion, using an unlimited amount of objects from the inventory to demonstrate their understanding of action-­‐reaction pairs and collision of objects and their trajectory in this demonstration. Lesson Time: 45 minutes Key Terms: Action Force Reaction Mass Newton’s Third Law Objectives •
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Resources: Answer Key Newton’s Third Law of Motion Demo Newton’s Park Sandbox Template USB drive Use observations and analyzed data from the "Newton's Third Law of Motion (Demo)" activity to create a demonstration of Newton's Third Law of Motion. Evaluate the effectiveness of the designs in providing evidence of action-­‐reaction pairs before testing, using only their knowledge of Newton's Third Law of Motion Standards (NGSS and Common Core) For state specific standards visit edu.zspace.com/activities Next Generation Science Standards • Physical Science – Motion and Stability o MS-­‐PS2-­‐1 Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. o MS-­‐ETS1-­‐1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environments that may limit possible solutions. Common Core Connections • Language Arts o RST.6-­‐8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. o WHST.6-­‐8.7 Conduct short research projects to answer a question (including a self-­‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Differentiation •
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Students may be grouped heterogeneously to allow students with a strong command of the English language to assist in reading or interpreting questions Specific differentiations are indicated in this document with a ∆ symbol
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Topic: Physical Science -­‐ Motion and Stability Software: Newton’s Park Introduction Students need a basic knowledge of actions, reactions, and forces before beginning this activity. Ask students if they have ever shot a paintball gun. If any claim that they have, ask them to share the experience of how their hands and arms felt when they took a shot. Could they feel any recoil? Engage the students in a discussion around the direction of the paintball versus the direction of the movement of their arms at the moment of the shot. Break the students into groups and tell them that they will be creating a demonstration of Newton's Third Law of Motion using any materials from the Newton's Park inventory. Have students open the “Newton’s Third Law of Motion” activity in Newton’s Park. Activity -­‐ Newton’s Third Law of Motion 1. As you already know, Newton's Third Law of Motion states that for every action, there is an equal and opposite reaction. Using any of the materials in your inventory, create a demonstration to give evidence of Newton's Third Law of Motion. Predict your solution before testing (see Question #2). 2. Predict: Take a screenshot of your setup before launching the balls. Explain why you think your setup will demonstrate Newton's Third Law of Motion. 3. Now that you've predicted, test your setup until you feel you have adequately demonstrated Newton's Third Law of Motion. Take a screenshot of your final design. 4. After running your demonstration and redesigning your setup, what were some challenges you found when trying to create a setup that would properly demonstrate Newton's Third Law of Motion? 5. How does your setup demonstrate Newton's Third Law of Motion? 6.
∆ Change the force on any actuator in your demonstration. How does that “action” affect the “reaction” of any other object? Teacher Note While observing the students create their demonstrations, identify any that would be useful for presenting to the class. Export the activities to a USB disk and show via zView on the teacher station. Closing
The teacher will use zView and a USB drive to show chosen student demonstrations to the class. Together, the students will discuss their demonstrations. The class will participate in a whole-­‐group discussion of the ways in which every action has an equal and opposite reaction. The following Questions for Discussion that are associated with the "Newton’s Third Law of Motion" activity can be used at the teacher’s discretion. Questions for Discussion 1. Describe the motion of each of your balls after collision. Why do you believe the objects in your setup moved in the way that they did after collision? Answers will vary. Sample Answer: My cannonballs moved away from one another at an opposite angle. The sponge balls simply bounced off one another and moved away from one another in a straight line, in Newton’s Third Law of Motion 2
Topic: Physical Science -­‐ Motion and Stability Software: Newton’s Park the opposite direction. I believe these balls moved this way because of the way I had them set up before launch. The cannonballs were set to collide at an angle, so they deflected at an angle. The sponge balls were set up to collide head-­‐on, so they deflected away from one another in the same manner. 2. Do you believe the mass of one or both of the balls has an effect on the trajectory of the ball after collision with another ball? How could you set up an experiment to test this? Explain your answer. Answers will vary. Sample Answer: I do believe that the mass of one or both of the balls has an effect on the trajectory of the ball after collision. I believe that a more massive ball will hit a less massive ball with more force, which will cause a greater change in the direction of the motion, as well as the velocity of the ball after impact. ∆Investigate Further Extension Activity: Have students play a game of marbles. Ask them to observe the motion of each marble when they collide. Have them write or draw the direction of each marble’s motion before and after collision. Answer Key -­‐ Newton’s Third Law of Motion Activity Questions Provided in Newton’s Park 1. As you already know, Newton's Third Law of Motion states that for every action, there is an equal and opposite reaction. Using any of the materials in your inventory, create a demonstration to give evidence of Newton's Third Law of Motion. Predict your solution before testing (see Question #2). Prompt 2. Predict: Take a screenshot of your setup before launching the balls. Explain why you think your setup will demonstrate Newton's Third Law of Motion. Answers will vary. Sample Answer: I think my setup will demonstrate Newton's Third Law of Motion because I have set up multiple collisions between balls. Each collision shows balls with different masses and possible trajectories. I expect the balls to collide and then to move away in an opposite and equal way. 3. Now that you've predicted, test your setup until you feel you have adequately demonstrated Newton's Third Law of Motion. Take a screenshot of your final design. Prompt 4. After running your demonstration and redesigning your setup, what were some challenges you found when trying to create a setup that would properly demonstrate Newton's Third Law of Motion? Answers will vary. 5. How does your setup demonstrate Newton's Third Law of Motion? Answers will vary. Sample Answer: My setup demonstrates Newton's Third Law of Motion because I have set up multiple collisions between balls. Each collision shows balls with different masses and possible trajectories. The balls collided and then moved away in an opposite and equal way. In this way, my setup demonstrates the concept of every action having an equal and opposite reaction. Newton’s Third Law of Motion 3