<span>7th grade activities</span>
Force and Motion
(with Work)
2010-2011
<span>
</span>
Outline
of Topics:
<span>1.
</span><span>Describing
Motion: Graphing, Speed and Velocity </span>
<span>2. Describing Motion:
Changing Velocity </span>
<span>3. Forces, Their Sizes and Direction </span>
<span>4. Force and Mass </span>
<span>5. Its a grave matter:
gravity and inertia </span>
<span>6. Weight and Mass </span>
<span>7. All work and no play:
Work and Energy </span>
Appendices
<span>1: 7th Grade Vocabulary Related to
Force and Motion</span>
<span>2: Motion
Detector Directions</span>
<span>3: Day 1 Graphs with Focus Question at the End</span>
<span>4: Day 1 Data Collection Sheet </span>
<span>5: Day 2 Student Problem Sheet</span>
<span>6: Day 2 Second Set of Problems</span>
<span>7: Day 2 Graphs for is the Velocity Changing</span>
<span>8: Day 3 Student Tables with Questions</span>
<span>9: Day 4 Frame for Science Notebook</span>
<span>10: Day 5 Skateboard Prediction and Actual Sheets</span>
<span>11: Day 6 Data Table</span>
12: Day
7 Student Handout
13: Day
7 Force Arrows
<span>14: Day 8 Data Analysis</span>
<span>15: Uncovering
Student Ideas in Physical Science probes</span>
<span>16: National
Enquirer advertisements</span>
<span>17: Excerpt
from Joy Hakim’s The Story of Science:
Newton at the Center, pages 172-183</span>
<span>18: Directions for converting You Tube videos to
another media file</span>
<span>
</span>
<span>First
topic: Describing motion</span>
A three-day exercise
Learning
goals
<span>Reviewed from 6th grade (day 1): </span>
I can interpret a position
versus time line graph to determine types of one-dimensional motion of an
object.
I can draw a position versus
time line graph given appropriate data.
I can represent changes in
motion in a variety of ways, including words, motion arrows, graphs, and by
acting out.
(Day 2) I can use the information in a position
vs. time graph to determine the speed of an object.
<span>New for 7th grade:
I can define velocity.</span>
(Day 3) I
can distinguish between speed and velocity.
Topic
Word Bank
<span>
<span><span>
<span>
Speed
</span>
<span>
Motion
</span>
</span>
<span>
<span>
Velocity
</span>
<span>
Direction
</span>
</span>
<span>
<span>
Position
</span>
<span>
Graph
</span>
</span>
<span>
<span>
Distance
</span>
<span>
Vertical
</span>
</span>
<span>
<span>
Time
</span>
<span>
Horizontal
</span>
</span>
<span>
<span>
Rate of change
</span>
<span>
Representation
</span>
</span>
<span>
<span>
Slope
</span>
<span>
<span> Negative</span>
</span>
</span>
<span>
<span>
</span>
<span>
<span> Positive</span>
</span>
</span>
</span></span>
<span>
<span><span>
<span>
Sequence of Experiences
</span>
</span>
<span>
<span>
Day 1: Interpretation of a Position/Time Graph
</span>
<span>
Pairs and whole group
</span>
<span>
10
minutes
</span>
</span>
<span>
<span>
Day 1: Creation of a Position/Time Graph
</span>
<span>
Lab groups and whole group
</span>
<span>
25 minutes
</span>
</span>
<span>
<span>
Day 1: Making Sense of Multiple
Representations
</span>
<span>
Whole Group
</span>
<span>
10 minutes
</span>
</span>
<span>
<span>
Day 2: Calculating Speed
</span>
<span>
Pairs
and whole group
</span>
<span>
23
minutes
</span>
</span>
<span>
<span>
Day 2:
Differentiating Speed and Velocity
</span>
<span>
Pairs
and whole group
</span>
<span>
18
minutes
</span>
</span>
<span>
<span>
Day 2:
Exit Slip
</span>
<span>
Individually
</span>
<span>
5
minutes
</span>
</span>
<span>
<span>
Day 3 Intro
</span>
<span>
Whole class
</span>
<span>
3
minutes
</span>
</span>
<span>
<span>
Day 3:Collecting Initial Data
</span>
<span>
In pairs
</span>
<span>
12 minutes
</span>
</span>
<span>
<span>
Day 3:Interpreting Data Parts 1 and 2
</span>
<span>
In pairs, then groups of 4
</span>
<span>
20 minutes
</span>
</span>
<span>
<span>
Day 3: Student Challenge
</span>
<span>
</span>
<span>
</span>
</span>
<span>
<span>
Day 3:
Class Discussion
</span>
<span>
Whole
class
</span>
<span>
7
minutes
</span>
</span>
<span>
<span>
Day 4: Intro
</span>
<span>
</span>
<span>
</span>
</span>
<span>
<span>
Day
4:Interpreting Data Parts 3, 4 and 5
</span>
<span>
Whole
class
</span>
<span>
</span>
</span>
<span>
<span>
Day 4:
Processing Information
</span>
<span>
Individual
and Paired
</span>
<span>
</span>
</span>
<span>
<span>
Day 4:
Class Discussion
</span>
<span>
Whole
Class
</span>
<span>
</span>
</span>
<span>
<span>
Day 4:
Exit Slip
</span>
<span>
Individually
</span>
<span>
3
minutes
</span>
</span>
</span></span>
<span>
</span>
Day 1 <span>Focus Question: What
can be learned from different representations of motion?</span>
Materials and Preparation:
For the class:
<span><span><span><span /></span></span></span>
<span />
