Newton’s Second/Third Law



Newton’s Second/Third Law

Date: January 14, 2013 Grade/Level: 2-6

Subject: Science (Physical) Time: 60mins No. of Students: 15

Objectives: Students will explore Newton’s law, using a variety of centers to help better understand the laws of motion.

Content Standards:

Science California Content Standards - Investigation and Experimentation

K/1-4e. Communicate observations orally and through drawings.

2/3- 4d. Write or draw descriptions of a sequence of steps, events, and observations.

4/5-4i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.

TPE # 5: Student Engagement- Model effective communication skills (i.e. grammar, spelling, handwriting, vocabulary, rate of speech, and voice quality). Ensure the students understand what they are to do during instruction.

Materials:

• Marbles/rocks-different sizes skateboard

• Pie dish basketball

• Flour balloons

• Hot coco straws

• Spoon fishing line

• 3 meter sticks tape

• toy cars

• washers

• stop watch

Anticipatory Set:

Conduct Standards: Respect yourself, respect others, respect community.

Transfer: Review Newton’s second and third law on the board together. Ask the students how we can possibly test these laws today in the classroom? Ideas?

Second Law of Motion: introduces one of the most important fundamental concepts in science: mass. Sir Isaac Newton used the word “mass” as a synonym for “quantity of matter.” Today, we more precisely define mass as a “measure of the inertia of a body.” The more mass an object has the more difficult it is to change its state of motion, whether it is at rest or moving in a straight line at a constant speed. Think of it this way: An elephant has more inertia than a mouse. It is much harder to push an elephant across a floor than it is a mouse, and much harder to stop the elephant once it is moving. Therefore, by definition, an elephant has more mass than a mouse

2nd Law: In the presences of a net force, an object experiences an acceleration. F=ma

Centers:

Station 1: Comet Cratering

Put several spoonfuls of flour in the bottom of the pan and spread it out to make a level surface. Then sprinkle a thin layer of hot chocolate mix on top of the flour.

Now hold one marble/rock above the surface of the flour and drop it. Do the same with the other two marbles/rocks. Now carefully lift each marble/rock out of the flour and look at the impact crater.

Which marble/rock made the widest impact crater?

Which one made the deepest impact crater?

Station 2: Toy Car Ramp

Use toy cars, 3/8 inch washers, meter sticks and books to create an experiment with multiple variables. Create a ramp (between 20cm to 30cm in height) using books and three meter sticks that are taped together side-by-side.

Place different amounts of masses on the top of the toy cars. Roll the differently weighted cars down the ramp one at a time, and record the time in seconds that it took for each car to completely roll downhill. Conduct several trials by manipulating ramp heights while keeping the mass constant. Create a data table, graph and a written paper detailing how your experiment follows Newton's second law of motion.

Draw Graph:

YO YO

Whirl a yo-yo at the end of its string in a vertical path. Is the yo-yo changing directions? It is traveling in a continuous circle it is indeed changing directions. Only motion in a straight line is motion that is not changing its direction. Movement in a circle is actually a continuous changing of directions. Therefore, it must be undergoing an acceleration.

What force is acting on the yo-yo to change its direction? Explain to students that it is the force of your hand pulling on the string which changes the yo-yo’s direction. Yo-yo is undergoing two motions at once: It is going up and down as well as left to right. Other examples: airplane lifting off from the runway, a skier going down a hill, or a baseball hit by a batter.

Station 4: Day at the Races

This is a race. The race will be timed and a winner determined.

1. Set up fishing line from one end of classroom to the other.

2. Attach one end of the fishing line to the blackboard with tape. Have one teammate hold the
other end of the fishing line so that it is taut and roughly horizontal. The line must be held
steady and may not be moved up or down during the experiment.


3. Have one teammate blow up a balloon and hold it shut with his or her fingers. Have another
teammate tape the straw along the side of the balloon. Thread the fishing line through the 
straw and hold the balloon at the far end of the line.

4. Assign one teammate to time the event. The balloon should be let go when the time keeper 
yells “Go!” Observe how your rocket moves toward the blackboard.

5. Have another teammate stand right next to the blackboard and yell “Stop!” when the rocket 
hits its target. If the balloon does not make it all the way to the blackboard, “Stop!” should be
called when the balloon stops moving. The timekeeper should record the flight time. 


6. Measure the exact distance the rocket traveled. Calculate the average speed at which the
balloon traveled. To do this, divide the distance traveled by the time the balloon was “in
flight.” Fill in your results for Trial 1 in the Table below. Repeat trail 2 and 3. Then find average.

Station 5: Penny Flick

Students arrange the 2 books on the table top with the line of 5 pennies between them, all touching & 1 inch from one end. Secure the books to the table with tape. They will place a 6th penny on the other end between the rulers & flick it at the 5 coins.

Repeat flicking 2 coins, then 3 coins. Draw what you observe each time. Summarize your understanding of the 3rd Law. How does it apply to everyday life?

What happened?? The whole group of coins will move a little, but the end coin will fly off. Students will repeat the activity several times. This phenomenon is explained by Newton's Third Law of motion which states that to every action there must be a reaction. When you flick the coin, it hits the first one (the action) and that coin then tries to move away from the first one (the reaction). But it can't move because it is prevented from doing so by the next coin in the line. So, the force of the impact is passed on to the next coin until it gets to the end of the line. At this point there is nothing preventing the last coin from moving, so it flies off.

5 Senses: Taste/Smell Experiment

January 14, 2013 Grade: K-1

Subject: Science: Physical #Students: 16

Content Standards:

Science California Content Standards - Investigation and Experimentation

K/1-4e. Communicate observations orally and through drawings.

Objective: Students will explore their senses, concentrating on smell and taste.

Introduction: Did you ever wonder why your favorite foods taste so good? Well, you can thank your taste buds for letting you appreciate the saltiness of pretzels and the sweetness of ice cream.

Taste buds are sensory organs that are found on your tongue and allow you to experience tastes that are sweet, salty, sour, and bitter. How exactly do your taste buds work? Well, stick out your tongue and look in the mirror.

See all those bumps? Those are called papillae (say: puh-pih-lee), and most of them contain taste buds. Taste buds have very sensitive microscopic hairs called microvilli (say: mye-kro-vih-lye). Those tiny hairs send messages to the brain about how something tastes, so you know if it's sweet, sour, bitter, or salty.

The average person has about 10,000 taste buds and they're replaced every 2 weeks or so. But as a person ages, some of those taste cells don't get replaced. An older person may only have 5,000 working taste buds. That's why certain foods may taste stronger to you than they do to adults. Smoking also can reduce the number of taste buds a person has.

Whole Class Experiments:

Experiment 1: No Flavor Without Saliva

What You Need

• Paper towels

• Foods to taste (cookies, crackers, pretzels, or other dry food)

• Drinking water for everyone

What to Do

1. Tell kids to use a clean paper towel to dry off their tongue.

2. Have the kids taste each food, one by one. How does it taste? (Remember to watch out for foods that kids may be allergic to. You don't want an emergency on your hands!)

3. Tell kids to take a drink of water and then taste each food again, letting their saliva do its magic!

Experiment 2: Tasting With Your Nose

What You Need

• Foods to taste, such as different flavored jelly beans, different fruit and vegetable slices, or a variety of yogurts and puddings. Try to find foods that have the same texture. (Jelly beans in various flavors make a good test. Or try comparing yogurt and pudding, or slices of different fruits and vegetables.)

• Spoons, if necessary

• A cup of drinking water for everyone

What to Do

1. Ask each child to pinch his or her nose.

2. Offer each kid one a taste of one food at a time.

Apple and potato that are cubed the same…Can he or she identify the flavor? (Kids might want a drink of water between the different foods.)

3. Offer the same food and tell the child to unpinch his or her nose. Now does the child know what the flavor is?

Station 1: Color Diagram: (individual) Show a diagram of the tongue with the sections marked for sour, salty, sweet, and bitter tastes. (back: bitter tastes; sides: sour tastes; tip: salty and sweet tastes)

Station 2: Smell: (individual) Fill brown envelopes with items such as cinnamon, potpourri, vinegar, perfume, garlic, and coffee beans. Encourage students to identify and describe the smells without looking into the envelopes. Match envelopes to same smell.

Station 3: Tasting Tally: (with teacher)

Paper plate: place items on plate one at time, celery, lemon wedges, carrots, crackers, and apple slices. Have students taste at the same time and take a tally of who likes them or doesn’t like them.

Discuss questions after: (Whole class) How many children liked carrots? Did more children like apples then celery? Which food was the favorite?

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