UNIT 5: FORCES AND MOTION MR. LOCKHART

LAWS Students will: Describe a scientific law as a description of a specific relationship under given conditions in the natural world or a prediction of an outcome to some phenomenon Differentiate and cite examples of scientific laws and societal laws Describe laws as a prediction to an outcome and a theory as an explanation as to how the outcome happens

Describe a scientific law as a description of a specific relationship under given conditions in the natural world or a prediction of an outcome to some phenomenon The Law of Universal Gravitation is a scientific law. This law says that any two bodies of matter, which have mass, will attract each other. It also says that as mass increases, the strength of this attraction increases. Additionally, as the two objects get farther apart, the strength of the attraction decreases.

Differentiate and cite examples of scientific laws and societal laws Differentiate means to tell the difference between two things. How are societal and scientific laws different? Societal laws can be broken, and have a punishment, such as a fine or imprisonment attached to them. Scientific laws describe what will happen under specific circumstances. They cannot be broken, because they are always true under specific conditions.

Describe laws as a prediction to an outcome and a theory as an explanation as to how the outcome happens Scientific laws can be used to predict what will happen. The Law of Universal Gravitation says that two objects that have mass will attract each other, and the more mass the objects have and the closer the objects are, the stronger the attraction will be. Knowing this law, I predict that if I throw a writing utensil up into the air, the force of attraction between the earth and the writing utensil will be strong enough to pull the writing utensil back down toward the surface of the earth.

Scientific theories tell us how we think an outcome happened. The scientific Theory of Evolution and Natural Selection gives us a probable explanation of how the living organisms who are around today became the living organisms of today. The Theory of Evolution simply states that organisms change over time. No one organism can evolve, but entire species can change over time. The Theory of Natural Selection says that the organisms which survive long enough to breed and make more organisms tend to be more abundant in future generations.

KINETIC AND POTENTIAL ENERGY Students will: Describe and cite examples of the Law of Conservation of Energy Differentiate between kinetic and potential energy Infer from a picture or diagram evidence of kinetic or potential energy Demonstrate energy transformation from kinetic to potential energy and vice versa

Describe and cite examples of the Law of Conservation of Energy The Law of Conservation of Energy has two parts. The first part says that the total amount of energy within the universe is constant. The second and most important part says that energy can not be destroyed or created, only changed.

Example: When the pendulum is in the middle of its swing, it has maximum kinetic energy. At this point, the pendulum is moving as fast as it can, and it is at its lowest point. This kinetic energy changes into potential energy as the pendulum swings upward. The kinetic energy is not destroyed, and the potential energy is not created. The kinetic energy transforms into potential energy. When the pendulum is at the far left or far right points of its swing, right before it changes direction, it has maximum potential energy. It is not moving as it changes direction, and is at its highest point.

Differentiate between kinetic and potential energy How are kinetic and potential energy different? Kinetic energy is energy in motion, potential energy is energy waiting to move. w1M w1M

Infer from a picture or diagram evidence of kinetic or potential energy Infer means to reach a conclusion based on evidence.

Demonstrate energy transformation from kinetic to potential energy and vice versa Use an item from around the classroom to demonstrate to me that you understand how energy can transform between potential and kinetic states.

DIFFERENT TYPES OF FORCES Students will: Investigate and describe types of forces, including: Forces at a distance: electrical, magnetic, and gravitational Contact forces: normal, applied, friction

INVESTIGATE: ELECTRICAL FORCE

DESCRIBE: ELECTRICAL FORCE The electrical force is the force of attraction or repulsion between electrical charges. Positive charges repel positive charges and attract negative charges. Negative charges repel negative charges and attract positive charges.

INVESTIGATE: MAGNETIC FORCE

DESCRIBE: MAGNETIC FORCE The magnetic force is the force of attraction or repulsion between magnetic poles. Only things made of the metals Iron, Cobalt, or Nickel are magnetic. North poles attract south poles and repel other north poles. South poles attract north poles and repel other south poles.

INVESTIGATE: GRAVITATIONAL FORCE

DESCRIBE: GRAVITATIONAL FORCE All objects that have mass have their own gravity. Gravity becomes stronger between two objects that are close to each other, but gets weaker when those two objects become farther apart. Objects with more mass pull more strongly.

INVESTIGATE: CONTACT FORCES ml/forces-and-motion- basics/latest/forces-and-motion- basics_en.html ml/forces-and-motion- basics/latest/forces-and-motion- basics_en.html

DESCRIBE: CONTACT FORCES Applied Force: This is a push or a pull that results from two objects coming into contact with one another. Normal Force: This is an opposing and balancing force which often balances out the force of gravity on an object that’s resting on a surface Friction: This is an opposing force which always acts against the movement of an object. It is a slowing and stopping force.

Students will: Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that force depends on how much mass the objects have and how far apart they are

PRE-DEMONSTRATION

POST DEMONSTRATION

FIRST HALF OF NOTES COMPLETE

Students will: Investigate and explain how an unbalanced force acting on an object changes its speed or direction of motion (or both) Analyze and interpret graphs and data tables of distance and time for an object moving at a constant speed Predict how the graph of an object’s speed would change if it were move at a slower or faster speed, i.e. (a steeper slope for 20 m/s versus 10 m/s)

Students will: Investigate and explain how an unbalanced force acting on an object changes its speed or direction of motion (or both)

INVESTIGATE: UNBALANCED FORCES

EXPLAIN: UNBALANCED FORCES Draw a diagram or a short comic of an object being acted upon by an unbalanced force, and explain how that unbalanced force changes the object’s speed or direction (or both).

ANALYZE AND INTERPRET GRAPHS AND DATA TABLES OF DISTANCE AND TIME FOR AN OBJECT MOVING AT A CONSTANT SPEED What is the speed of the object between 2 and 5 seconds in km/s? Is this object moving at a constant speed between 2 and 5 seconds? Is this object moving at a constant speed between 0 and 5 seconds?

ANALYZE AND INTERPRET GRAPHS AND DATA TABLES OF DISTANCE AND TIME FOR AN OBJECT MOVING AT A CONSTANT SPEED These graphs represent the movement of objects. Distance is represented by the vertical axis, while time is represented by the horizontal axis. Which of the graphs show an object moving at a constant speed for the entire length of the graph? Which graphs show an object slowing down or speeding up? Are there any that show both? In your notebook, describe the motion of each of the objects and share your thoughts when I call on you.

PREDICT HOW THE GRAPH OF AN OBJECT’S SPEED WOULD CHANGE IF IT WERE MOVE AT A SLOWER OR FASTER SPEED, I.E. (A STEEPER SLOPE FOR 20 M/S VERSUS 10 M/S) Let’s make a drawing on the board