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Purpose: The purpose of this lesson is to teach students about Newtons 2nd Law of Motion.

Objectives: The objectives are for students to understand the Newtons 2nd Law of Motion, to

calculate the force required for an object of a certain mass to accelerate to a certain point, and

to determine the momentum of different moving objects mathematically.

Common Core Standards:

6.EE.1

6.EE.2

Write, read, and evaluate expressions in which letters stand for numbers.

6.EE.3

expressions.

6.EE.4

Identify when two expressions are equivalent (i.e., when the two expressions

name the same number regardless of which value is substituted into them).

For example, the expressions y + y + y and 3y are equivalent because they

name the same number regardless of which number y stands for.

6.EE.5

question: which values from a specified set, if any, make the equation or

inequality true? Use substitution to determine whether a given number in a

specified set makes an equation or inequality true.

6.EE.6

real-world or mathematical problem; understand that a variable can represent

an unknown number, or, depending on the purpose at hand, any number in a

specified set.

6.EE.7

of the form x + p = q and px = q for cases in which p, q and x are all

nonnegative rational numbers.

6-8 RST.7

with a version of that information expressed visually (e.g., in a flowchart,

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

6-8 RST.8

speculation in a text.

6-8 RST.9

video, or multimedia sources with that gained from reading a text on the same

topic.

6.W.2

concepts, and information through the selection, organization, and analysis of

relevant content.

6.W.3

effective technique. relevant descriptive details, and well-structured event

sequences.

6.W.4

and style are appropriate to task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards 13 above.)

6.W.5

With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach.(Editing for conventions should demonstrate command of

Language standards 13up to and including grade 6 on page53.)

6.W.6

Use technology, including the Internet, to produce and publish writing as well

as to interact and collaborate with others; demonstrate sufficient command of

keyboarding skills to type a minimum of three pages in a single sitting.

GLOs:

The students will understand the difference between momentum and force.

The students will be able to predict what will happen to force, velocity and momentum when

different variables change, therefore demonstrating the relationship between force, velocity

and mass.

The students will be able to mathematically determine the acceleration of an object given its

mass and the force acted upon it.

Hawaii State Teacher Standards:

4.a-i: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s). He or she teaches and creates learning experiences that make

these aspects of the discipline accessible and meaningful for learners to assure mastery of

the content.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

Assessments:

The assessment for this lesson will be an exit ticket. The exit ticket has 5 questions. I have

attached the exit ticket to the last page of this document.

Materials/Set-Up:

1 light object, 1 heavy object of about the same size, computer, TV monitor, white board, dry

erase markers, tennis ball, short video clips on Newtons 2nd Law of Motion and momentum.

Procedures:

a. Introduction

1.) Ask a student to read aloud the definition of Newtons 1st Law from their notes. Ask

suggestions for real life examples of Newtons 1st Law as a recap of last lesson.

b. Developmental

1.) Demonstration: On a table in the front of the class have two objects, approximately the same

size, one heavy and one light. Ask students which object has more mass?

2.) Ask for students to make predictions on what will happen if we push object A, how far will it

go? And now object B with the same force? Will it go a shorter distance or further? Help them

understand that the concept of distance on the table is essentially a measure of acceleration a change in velocity during a certain amount of time. Ask them what is making the objects

eventually stop? (Friction) Have kids do the pushing so it is more interactive.

3.) Once we have made several observations about the objects and the required force to make

them accelerate, ask students to come up with a conclusion a what must be true statement.

The goal is for students to reach this conclusion : A force causes an object to accelerate. The

greater the force, the greater the acceleration. The more mass an object has, the less it will

accelerate.

4.) Introduce new concept of notes, have students make 2 columns in their notebooks. The left

column is where students will write the terms and definitions. The right column is where

students will draw a picture that represents the concept.

a.) There will be a visual of the notes drawn on the white board.

b.) Terms for the left column:

Newtons 2nd Law of Motion

Equations for Newtons 2nd Law of Motion

Momentum

5.) Then have students write this Law of Motion definition they have created into their notebooks

as I write it on the board using the new style of column notes.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu

7.) Demonstrate this using real numbers in context.

a.) 1 Newton is the force required to move 1 kg the distance of 1 meter during 1 second. (try to

demo this) In American units this is moving about 2 pounds the distance of about 3 feet in 1

second.

b.) So if we want to put someone in a shopping cart and push them along the road, say we want

them to go 3 m/sec^2 or about 7 mph/s. The mass of the person is 40 kg or about 90 lbs and

shopping cart is 20 kg or about 50 lbs. We would need a force of : F=m x a. F= 60kg x 3 m/s^

so F= 180 N which is about 132 lb/foot/second.

8.) Show National Geographic Fight Science video until 6:43 min.

9.) Give students 2 minutes to draw a picture in their notes to help them remember what this Law

of Motion means.

10.)

Introduce the next vocabulary term: Momentum: the measure of how hard it is to stop

something. The equation is Momentum = mass x velocity. The more momentum an object

has, the harder it is to stop. Ex. can you stop a ball moving 5 mph? sure!! can you stop a car

moving that fast? NO!! which has more momentum? (Car). What if the tennis ball is traveling

4000 mph? Would its momentum be more than the car then?

11.)

Give students time to copy down the Momentum definition in their notebook and draw

a picture.

12.)

Show Bill Nyes Momentum clip and short Momentum/Inertia film.

c. Concluding

Hand out exit ticket, allow students to use their notes. The exit ticket has 5 questions. I have

attached the exit ticket to the last page of this document.

Adaptations and Extensions: Some adaptations for students with Special Needs would be

to give them the notes definitions and they will just draw the picture. This will cut down on

reading needs. This can also be used for ELL students. An extension would be further

discussion about different examples of Newtons 2nd Law of Motion as well as added

mathematical examples using the equations. Students can also come up with some numbers

for their examples and try to figure out the accelerations and forces required to get the objects

to move.

Management Considerations:

Some of my methods to prevent any behavior issues are to be very prepared so there is very

little down time during preparation and transitions. I will also ask for students to raise their

hands in order to get more input from different students and to reduce calling out. Multiple

modes of learning are addressed as I will be using demonstrations, videos, having student

write down their definitions and draw pictures, therefore I will be gearing my lesson towards

visual, logical and kinesthetic learners.

Reflections:

I taught this lesson 3 times. The first two times were with small classes of 11-12

students and the third time, which was filmed the class size was 24. The lesson went very

well each time. My cooperating teacher and I discussed how a lesson can change depending

on the size of the class. In a smaller class a more informal discussion is possible, however

with a larger class an informal discussion may lead more often to calling out and chaos. I

had expected that I would feel the need to ask students to raise their hands more in the

larger class, however the lesson actually flowed fairly smoothly and students took turns

speaking. However, this was likely a result of the class being videotaped, my CT being in the

room, and my presence as a teacher being a new, exciting event. I did notice that there were

a couple of times when students attempted to raise hands but because other students didnt

and said their answer aloud the student raising their hand didnt get the chance to be the one

who gave the answer. This is something that in the future I will focus. It is very important to

me and my philosophy of teaching to give all students the opportunity and the time to answer

questions and I strive to encourage students who are less likely to volunteer to answer.

From the first class to the next I began to leave the notes up on the board for

students to continue copying them down if they take longer. In the future I may create a

PowerPoint slide of the notes to put up on the 2nd computer in the classroom to help

students see the notes a little closer and clearer. This will be a good adaptation for Sped

students as well as students on the opposite side of the classroom.

I reviewed the exit quizzes that I administered to the students and I was quite pleased

with the results. Most students got all of the multiple choice answers correct and most

students got the definition of Newtons 2nd Law correct, as they just recopied their notes.

What interested me though was the students answers to #4, which was to give an example

of momentum in real life. Many students correctly used an example to describe momentum,

yet they were missing the appropriate language, such as mass and velocity. I believe that in

the future I could word that question a little differently to get more accurate and focused

answers.

Videos used:

National Geographic Fight Science - show until 6:43 min

http://youtu.be/WdTMfs04I0I

Biil Nyes Momentum clip

https://www.youtube.com/watch?v=y2Gb4NIv0Xg&index=2&list=PLd3U38hVnjQljJHamTx0pM-ScjhL5Ck_

A Tale of Momentum & Intertia

https://www.youtube.com/watch?

v=Lg2dqFCU67Q&index=3&list=PLd3U38hVnjQljJHamTx0pM--ScjhL5Ck_

Exit Ticket

Name____________________________________

Pd. _____

1. Newton's 2nd Law of Motion states that to increase acceleration you __________________.

A. increase force

B. decrease force

C. increase mass

D. increase inertia

A. Newtons

B. Kilograms

C. Meters

D. Seconds

_____________________________________________________________________________________________

_____________________________________________________________________________________________

4. Give an example of how momentum is used in a sport you like. Ex. Football, baseball, volleyball, soccer.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Hint: Use your notes!

A. Force = 100 N

B. Force = 20 N

C. Force = 10 N

D. Force = 5 N

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