Force and motion_5-6_unit_guide

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Force and Motion
© Learning A–Z All rights reserved.
UNIT OVERVIEW Force and motion are fundamental to all matter in the universe. A force is
anything that can push or pull an object. Forces influence objects that are
at rest or that are already in motion. The Force and Motion unit acquaints
students with Isaac Newton’s three laws of motion, which describe how
forces interact with objects to influence motion. These laws involve inertia,
mass, velocity, and momentum. Students will learn about several key forces,
including gravity, friction, and magnetism. A force is required to do work,
and generating a force requires energy. Energy can be stored as potential
energy, or it can have kinetic energy—the energy of motion. Energy can
also be converted and exchanged through energy transfer.
All books and Quick Reads are available at three reading
levels to facilitate differentiated instruction.
low reading level
middle reading level
high reading level
THE BIG IDEA Forces and motion are integral parts of our daily lives. From kicking a
soccer ball to picking up a sandwich to dropping a pencil, force and motion
are always at play. Even the blood flowing through our bodies moves due
to the pumping force of the heart muscle. Objects move in predictable ways,
as described by the universally accepted principles of force and motion.
Everything is in constant motion because forces are always at work. Even
something that is at rest on Earth is orbiting the Sun and being acted upon
by gravity. By learning about force and motion, students will come to
understand how they can use forces to produce motions that allow them
to be safe and to enjoy themselves.
Other topics
This unit also addresses topics such as: force and motion in sports,
weightlessness, potential and kinetic energy of rubber bands, the difference
between weight and mass, and the difference between speed and velocity.
Spark The spark is designed to get students thinking about the unit’s topics and
to generate curiosity and discussion.
Materials
¢ uncooked eggs ¢ hard-boiled eggs ¢ paper towels

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UNIT GUIDE Force and Motion
© Learning A–Z All rights reserved. www.sciencea-z.com
Activity
Place students in small groups. Give each group one uncooked egg and one
hard-boiled egg without revealing which egg is which. Instruct students
to carefully place the two eggs on a table and to gently spin them without
letting either egg fall off the table. Have students observe the motion of
the eggs until they eventually come to rest. Students may notice that it is
more difficult to spin one of the eggs (the uncooked egg).
Now ask students to spin each egg again. Once both eggs are spinning,
have students quickly yet gently touch the top of each egg to stop it from
spinning and then let go. Direct students to continue watching the eggs
and observe what happens. The hard-boiled egg should remain stationary,
but the uncooked egg should begin to spin again after it is stopped.
Below are questions to spark discussion.
What made the eggs start spinning?
Why did both spinning eggs eventually come to rest, even when left untouched?
Was one egg more difficult to spin than the other? Why?
Did one of the eggs start spinning again after it was stopped? If so, why?
What would have happened if one of the eggs had moved past the edge
of the table? Why?
Using this experiment, how can you distinguish between uncooked and
hard-boiled eggs in the future?
Use this activity to begin an introductory discussion about force and
motion. Explain that inertia is the tendency for an object at rest to remain
at rest and the tendency for an object in motion to remain in motion. In this
spark, the liquid parts of the uncooked egg had more inertia than the solid,
hard-boiled egg. Because of inertia, the uncooked egg resisted spinning
and also resisted stopping once it was in motion. When the two eggs were
forced to stop, the inertia of the liquid egg started the egg spinning again.
Eventually, though, both eggs lost their momentum, stopped spinning,
and came to rest. This was due to a force called friction acting against the
motion of the eggs. Throughout the unit, students will learn more about
forces and motion.
Vocabulary
Many of the unit’s vocabulary terms are related to the spark activity
and can be introduced during the spark. For vocabulary work, see the
Vocabulary section in this unit guide as well as the resources listed in
the Force and Motion Unit Map.

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Prior
Knowledge Invite students to explain their understanding of force and motion. Also ask
them to share what they know about friction, inertia, momentum, and mass.
Discuss how our world would be different without forces acting on objects.
Probing Questions to Think About
Use the following questions to have students begin thinking of what they
know about force and motion.
¢ What is an example of a force?
¢ Can nature act as a force to move objects? If so, what are some
examples?
¢ Why do objects always fall to the ground?
¢ Is it possible to make a machine that continues to run forever
(perpetual motion machine)?
¢ Why is it harder to pick up a brick than a pencil?
¢ Why do objects you throw always seem to fly in an arch?
¢ Why does a bicycle speed up as it rolls downhill?
¢ Is it harder to turn a corner at a slow or a fast speed? Why?
¢ Why is it easier to pull a wagon on a sidewalk than on grass?
¢ Why do you sometimes feel a floating sensation on a roller coaster?
¢ Would your weight be the same on the Moon as on Earth?
Tell students they will learn more about these topics soon.
VOCABULARY Use the terms below for vocabulary development throughout the unit. They
can be found in boldface in the nonfiction book, the Quick Reads, and/or
other core resources. These terms and definitions are available on Vocabulary
Cards for student practice.
Core Science Terms
These terms are crucial to understanding the unit.
direction the way or course toward which something moves
or faces
distance the amount of space between things
electromagnetism the combined force of electricity and magnetism
energy transfer the movement of energy from one object to another
or the change of energy from one form to another
force the strength or energy that moves an object
friction a force that slows down moving things

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gravity the force that pulls things toward the center of Earth
or any other object that has mass
inertia the tendency of an object to resist change in the direction
or speed of its motion
kinetic energy the energy that a moving body has because
of its motion
magnetism a force that pushes and pulls certain metals
mass the amount of matter, measured on Earth by its weight
momentum the strength or force that keeps something moving
motion the act of going from one place to another; movement
potential energy the energy a body has because of its position, electrical
charge, or structure; stored energy
speed the rate of movement
weight how heavy something is, determined by the pull
of gravity on the object’s mass
work the act of using force to move something over
a certain distance
Other Key Science Terms
The following vocabulary is not essential for comprehending the unit,
but may enrich students’ vocabulary.
attract to pull toward
balanced in a state in which equal and opposite forces cancel
each other out
chemical energy energy made by a change in a substance
or a combination of substances
electricity energy created by moving charged particles
energy the power to do work, make a change, or move objects
engine a machine with moving parts that uses power to create
motion; a motor
generator a machine that turns potential and kinetic energy
into electricity
heat energy a form of energy that is transferred from an object
with a higher temperature to an object with a lower
temperature
law a statement about results that always occur under
certain circumstances

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light energy a form of radiant energy that allows us to see
lines of force invisible lines of magnetic force that flow through
and around a magnet
magnetic field an area around a magnet or a moving electrical
charge within which a magnetic force acts
reaction an equal, opposite response to a force being applied
repel to force or push away
rest a pause during which no force is moving an object
sound energy a form of energy that allows us to hear
velocity the rate of movement in a certain direction
weightless experiencing little or no noticeable gravitational pull
Vocabulary Activities
You may choose to introduce all the terms that will be encountered in the
unit before assigning any of the reading components. Vocabulary Cards
with the key science terms and definitions are provided. Dots on the cards
indicate the reading levels of the nonfiction book or the Quick Reads in
which each term can be found. If no dots appear, the term comes from
elsewhere in the unit. Students can use these cards to review and practice
the terms in small groups or pairs. The cards can also be used for center
activity games such as Concentration.
For further vocabulary practice and reinforcement, you can choose from
the vocabulary graphic organizers. To build customized vocabulary lessons
with terms related to Force and Motion, or to use a pre-made lesson based
on this Science A–Z unit, see
Students can use the Word Smart vocabulary graphic organizer to organize
information about the science terms. You may want to assign each student
one to three words to share his or her Word Smart knowledge with
classmates. Students who have the same word should first compare their
Word Smart sheets with each other and then report to the larger group.
The science terms can be used in oral practice. Have students use each
term in a spoken sentence.
It is also useful to have students create a science dictionary in a notebook
in which they will enter terms from each unit as it is taught.
UNIT MATERIALS Each unit provides many resources related to the unit topic. These resources
are essential to teaching the Big Idea and core concepts of the unit and will
prepare students for the Unit Quiz. Over time, additional resources will be
added to the unit that will supplement and enrich students’ understanding.

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SPECIAL NOTE: To best prepare students for the Unit Quiz, we
recommend at least using the nonfiction book and vocabulary resources
with your students. Using additional resources will reinforce the concepts
and details addressed in the Unit Quiz. The Process Activities are hands-on
experiments, explorations, and projects that will engage students in the
application of unit concepts. The Quick Reads are magazine-like fact sheets
that will help students develop a deeper understanding of several topics
related to the unit.
For a complete list of materials provided with the unit, see the Force and
Motion Unit Map.
BACKGROUND and
MISCONCEPTIONS Use this section as a resource for more background knowledge on unit
content and to clarify the content for students if misconceptions arise.
Refer to Using the Internet below for more ways to extend the learning.
Q: If a body in motion remains in motion until a force acts on it, why do things
eventually stop? Is it because they used up all their energy?
A: Objects eventually stop because a force—such as friction or gravity—
acts against the object’s motion. Once an object is in motion, the energy
that was used to initiate the motion is irrelevant. In the absence of forces
acting against that motion, a moving object would, in fact, continue to
move forever! This is true of a bouncing ball, a speeding car, a galloping
horse, and a shooting star.
Q: If I want to keep an object moving, do I need to keep applying a force?
A: In theory, no. According to Newton’s first law, a body in motion will
remain in motion. An object will keep moving at the same velocity as long
as it doesn’t receive any additional pushes or pulls. Objects do not stop
because of a lack of force; they stop because a different force is being
applied. For example, friction is a force that acts against an object’s motion.
If you slide a book across a table, it will eventually come to rest because
friction is pushing on it in the opposite direction of its motion. Reducing
friction by applying oil or flour to the table would allow the book to travel
farther given the same amount of force.
Q: Are speed, velocity, and acceleration the same thing?
A: No. They are related but are not exactly the same. Speed measures the
rate of motion—how fast something is going. Velocity is the speed an object
is moving in a certain direction. Acceleration is the measurement of the change
in velocity over time. A change in acceleration can be a change in an object’s
speed or direction. According to Newton’s second law, a force is required to
accelerate an object.

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Q: When an object is at rest, are any forces acting on it?
A: Yes. Even when an object is stationary, the force of gravity is pulling
it toward Earth’s center. Friction is helping to hold it in place against a
surface. At the same time, whatever the object is sitting on opposes the
force of gravity and holds the object up. This force is called the normal
force. In addition, other forces, such as air movement, could be acting
on the object but are not strong enough to overcome the object’s inertia.
Q: Do heavier objects fall to the ground faster than lighter object?
A: No and yes. In the absence of air resistance, objects of all sizes and
weights, when dropped from the same height, will hit the ground at the
same time. Without air resistance, objects experience free fall. During free
fall, objects with more mass experience greater force due to gravity, but
this greater force is offset by the increased inertia of the larger mass.
Because of this tradeoff, the objects hit the ground at the same time. In the
presence of an appreciable amount of air resistance, more massive objects
will fall faster than smaller objects. In this case, air resistance is strong
enough to slow down smaller objects, whereas the larger, more massive
objects continue to accelerate. Also, objects of similar mass will fall at
different rates if one encounters more air resistance than the other due
to its shape. This is the case when comparing the drop rate of a crumpled
paper and a paper airplane.
Q: Why do astronauts on a space station orbiting Earth float?
A: Astronauts look as though they are floating, but they are actually falling.
Free fall occurs when gravity is the only force acting on objects. In free fall,
no contact forces are acting to oppose the force of gravity. The space station,
the astronauts, and all of the objects within the space station are falling
together at the same rate in a curved pattern, or orbit, so the people are
not held down, as they would be on Earth. This is why astronauts feel
weightless in space.
Q: Is there gravity in outer space?
A: Yes, definitely! There is some amount of gravity everywhere in outer
space. Gravity is what keeps planets in orbit around the Sun and what
keeps the Moon in orbit around Earth. Gravity is an attraction between
two objects. Larger masses have stronger gravitational pulls. The Moon’s
gravity is strong enough to create ocean tides on Earth. The Sun is so large
that its gravitational pull reaches beyond our own solar system. Even entire
galaxies exert gravity on one another. However, this pull decreases as the
distance between two masses increases.

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Q: Is it true that I would weigh less if I were standing on the Moon?
A: Yes. Weight is a measurement of the amount of force an object exerts
because of gravity. The more massive something is, the more gravitational
pull it will exert. If you step on a scale, you are basically squeezing the
springs in the scale between yourself and the floor—gravity is pulling you
down, while the force of the floor is pushing you up (normal force). The
more mass you have, the more you squeeze the springs of the scale, so
the more you weigh. On the Moon, the force of gravity is one-sixth as
strong as the force of gravity on Earth. Since the force of gravity is weaker
on the Moon, it would pull down on you much less than the force of gravity
on Earth. If you were to step on the same scale on the Moon, you would
squeeze the springs less and therefore weigh less. Your mass would not
change, but your weight would. If you could stand on Jupiter, you would
weigh much more than on Earth.
EXTENSION
ACTIVITIES Using the Internet
Most search engines will yield many results when the term force or
motion is entered. You can also perform a more specific search, such as
for information on Isaac Newton and his three laws of motion. Be aware
that some sites may not be educational or intended for the elementary
classroom. More specific inquiries are recommended, such as:
force and motion in sports inertia and momentum
Galileo’s theories of motion physics for kids
law of universal gravity friction in shoes
electricity and magnetism weightlessness
energy and work kinetic vs. potential energy
Below are some links with excellent resources for students and/or teachers.
Rader’s Physics4Kids website is written for children and contains
explanations of force, acceleration, motion, energy, work, and mass.
The site also contains quizzes for students to assess their knowledge
of force and motion. www.physics4kids.com/files/motion_intro.html
Physics in Sports Connection uses athlete video clips to explain and
illustrate Newton’s law of universal gravity and his three laws of motion.
The site includes questions about the video clips that will stimulate student
thinking about force and motion.
http://archive.ncsa.illinois.edu/Cyberia/VideoTestbed/Projects/NewPhysics/page_1.html
©JupiterimagesCorporation

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Read all about Newton’s laws on the NASA website designed for educators
and students. This site includes grade-specific links to suggested force and
motion activities and demonstrations, plus a page for students at a lower
reading level. www.grc.nasa.gov/WWW/K-12/airplane/newton.html
Kids will enjoy learning about the physics of skateboarding on this website
published by the Exploratorium in San Francisco, CA. Like all other objects,
Newton’s Laws—as well as friction and momentum—apply to skateboards.
www.exploratorium.edu/skateboarding
The UCLA Physics Astronomy K–6 Connection is published by two
scientists with the goal of bringing astronomy and physics into elementary
classrooms. It supplies teachers with the knowledge they need to teach
students. Click on the Physics Table of Contents link to reach content about
force and motion. The site includes teaching tips and classroom activities.
www.physics.ucla.edu/k-6connection
The Physics Classroom website presents tutorials that explain force and
motion with helpful illustrated diagrams. The site also contains worksheets
and activities that can be used in the classroom. Some content may be
too advanced for elementary school students or may require additional
instruction. www.physicsclassroom.com/Class
Projects and Activities
¢ Inquiry Science/Project: Take students outside to the school
playground. Ask them to observe common playground equipment such
as a swing set, a teeter-totter, and a slide. Have students choose one
piece of playground equipment and design a hypothetical experiment
on force and motion that improves the way the equipment works. For
example, increasing the length of the chains on a swing will increase
the maximum height a rider can reach. Adding a lubricant to a slide
will reduce friction and allow the rider to go faster.
¢ Inquiry Science/Project: Experiment with the relationship between
force, mass, and acceleration (refer to Isaac Newton’s famous equation,
F = m x a). Use balls of various sizes and weights (e.g., Ping-Pong,
golf, tennis, and baseball). Drop the balls from various heights
into smoothed sand, such as from the top of a play structure in a
playground. Balls with more mass will cause larger impact craters
in the sand than balls with smaller mass. In addition, dropping balls
from a greater height will cause them to accelerate more and will
cause larger impact craters in comparison to balls dropped closer
to the ground. Measuring the width and depth of the impact craters
will give students a means of comparing the amount of force that
was applied to the ground when each ball struck it.

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¢ Writing: Have students write a brief biography of Isaac Newton.
Encourage them to include dates of his important discoveries and
events in his life that may have influenced his thinking on force
and motion. For more information on writing biographies, visit
.
¢ Guest: Invite a physicist or engineer to the classroom to discuss
force and motion and how it impacts our daily lives. Ask the
speaker to focus on an everyday item, such as a car, and how
engineers work to reduce friction and drag so that cars can do
more work using less fuel for energy.
¢ Art: Have students view paintings related to forces and
motion, such as The Hammer and the Feather by Alan Bean
(www.alanbeangallery.com/hammerfeather-new.html). Ask them to
describe what is happening in each painting and what concept(s)
of force and motion each painting is illustrating. Supply students
with colored pencils, markers, paint, and construction paper so
they can make their own version of a famous painting.
¢ Technology: Invite students to explore the following website:
http://phet.colorado.edu/sims/projectile-motion/projectile-motion_en.html.
This simulation allows students to launch various projectiles at
a target. Students can experiment with changing variables such
as initial speed, mass, and diameter of the object as well as whether
or not wind resistance is present during the simulation.
¢ Field Trip: Attend a sporting event, such as a soccer
game or a gymnastics competition. Have students take
notes and record sketches of forces and motions they
observe. Back in class, encourage them to share and
explain their examples using Newton’s laws of motion.
¢ Research/Home Connection: Students can conduct
research as a family/home project or in the library/
media center to extend the learning about a topic
in one of the Quick Reads.

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