Force And Motion Exercise Pdf
Sebasten Lizarraga
This exercise is about understanding the forces at play when painting with an object in motion, in this case a marble rolling over paint on a paper in a cardboard box. By documenting the process, the student can look again at what is happening, share, discuss, stop the video. This is a fun collaborative art+science experiment.
3. The students work on their piece, taking turns.
It is interesting to see that for a lot of students, documenting the process was only about what was going on inside the box and not necessarily about the movements of the person making the piece.
These concepts do not fully encompass everything having to do with force and motion. I would use this lesson after talking about push vs. pull and before I dove into changing the directionality of an object. Also, if you are wanting to cover simple machines in your classroom, these ramps (inclined planes) is a good jumping off point.
When I create lessons that I am going to share with others, I try to use materials that you can easily grab from your house or the Dollar Tree! Here are the things you need to do the following activities:
After the initial introduction either through a book or video, we begin our observations. You can use yardsticks or rulers lined up on the floor. I just bring in a tape measure and run it along the floor of my classroom.
How you conduct the lesson will depend on your class size and the materials you have. I like to give everyone their own car. We draw a picture of our car and make some predictions about how far it will go.
My husband does a lot of woodworking, so we have TONS of tape measures around the house. You could ask students/parents/other teachers to let you borrow theirs for a couple of days as well if you want to break into small groups.
The next component of the lesson (that I would probably do on another day) is friction. The book that I mentioned above does a great job explaining what friction is. I read those pages again to the students before this next part.
This lesson provides a basic introduction to one simple machine (the inclined plane). I like to read the inclined plane section from this Simple Machines book to the students before the lesson starts.
If you are in need of some additional science resources, you might want to check out my Kindergarten Science Notebook. In it, you will find additional resources for force and motion like push vs. pull, magnets, and simple machines.
In the first station, students experiment with the effect friction has on toy cars. I built a ramp out of thin plywood. On the ramp, I have a piece of felt and a piece of sand paper. Students roll the car down the ramp on the smooth surface and record how far the car rolled from the ramp. Then, they repeat the steps rolling the car down the felt and then down the sand paper.
In the second station, students experiment with a pendulum. This is a station where I benefited from going ahead and setting everything up for students. I taped three rulers to the tops of desks. Then I cut yarn in three different lengths and taped each piece of yarn to the center of a different ruler. I tied a plastic jar to the end of each piece of yarn. In the station, students take a jar and lift it to the height of the ruler and let it go. They time how long each jar swings back and forth, so they can compare the movement of different lengths of string.
Station three calls for a launcher, which in my mind is just a huge tweezer. Students use the launcher to launch a pom pom, and they learn that the further they press down the top of the launcher, the farther the pom pom will travel.
Station four is fairly simple, but it allows students to discuss magnetic force. They measure how far away a paperclip can be from a strong magnet until they can feel the magnetic force. Then students place a piece of cardboard between the magnet and paperclip and determine how far away the magnet can be away from the paperclip until they feel the magnetic force.
Students love station five! In this station, students hold a bouncy ball 20 cm above the ground. They drop the ball and see how high the ball bounces. Students repeat these steps holding the ball 50 cm above the ground and 80 cm above the ground. I was pleasantly surprised that all groups bounced the ball appropriately.
Station 6 was definitely the favorite! students blew up balloons about a fourth of the way full and released the balloon. Then students measure how far the balloon traveled. Students repeat this blowing up the balloon half way and again blowing up the balloon all the way. I ended up saving this station for last and having students complete this activity outside, because the balloons traveled a long way, and it did get fairly noisy.
I had to improvise a bit in station seven. I needed a ping pong ball, tennis ball, and golf ball. However, we made it work with a tennis ball, whiffle ball, and baseball. As long as students can see the difference of the distance balls with different masses travel, the activity will work.
In station eight, students place a toy car at various positions on a ramp and determine how far the car traveled in relation to where the car was placed on the ramp. This activity allows students to see gravity at work.
I had my students record all of their information on the force and motion worksheet below. It took us two 30 minute class periods to complete the stations, so I think this is definitely an hour to hour and a half activity.
Hi, Ashleigh! As always, this looks amazing! I was wondering if you had a timeframe for your Simple Machines Stations? I will be starting that unit next month, so just trying to think ahead! Thanks for all you do to help teachers and students alike!
Hi There!
I purchased this from TPT and am excited to have my kids go through these stations. I am confused by the first station. On the card it says you place a piece of felt (and then a piece of sandpaper) at the BOTTOM of the ramp, but the pictures show that the felt and sandpaper are actually ON the ramp. Is the card typed up wrong?
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Measuring or estimating the forces acting on the human body during movement is critical for determining the biomechanical aspects relating to injury, disease and healthy ageing. In this study we examined whether quantifying whole-body motion (segmental accelerations) using a commercial markerless motion capture system could accurately predict three-dimensional ground reaction force during a diverse range of human movements: walking, running, jumping and cutting. We synchronously recorded 3D ground reaction forces (force instrumented treadmill or in-ground plates) with high-resolution video from eight cameras that were spatially calibrated relative to a common coordinate system. We used a commercially available software to reconstruct whole body motion, along with a geometric skeletal model to calculate the acceleration of each segment and hence the whole-body centre of mass and ground reaction force across each movement task. The average root mean square difference (RMSD) across all three dimensions and all tasks was 0.75 N/kg, with the maximum average RMSD being 1.85 N/kg for running vertical force (7.89 % of maximum). There was very strong agreement between peak forces across tasks, with R2 values indicating that the markerless prediction algorithm was able to predict approximately 95-99 % of the variance in peak force across all axes and movements. The results were comparable to previous reports using whole-body marker-based approaches and hence this provides strong proof-of-principle evidence that markerless motion capture can be used to predict ground reaction forces and therefore potentially assess movement kinetics with limited requirements for participant preparation.
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First, when a football player kicks a football to another player, second when that player kicks the football to the goalkeeper. Third when the goalkeeper stops the football. Fourth, when the goalkeeper kicks the football towards his team player.
When the branch of the tree is shaken, the branch moves in a to-and-fro motion. However, the inertia of the leaves in attached to the branch resists the motion of the branch. Therefore, the leaves that are weakly attached to the branch fall off due to inertia whereas the leaves that are firmly attached to the branch remain attached.
Initially, when the bus accelerates in a forward direction from a state of rest, the passengers experience a force exerted on them in the backward direction due to their inertia opposing the forward motion.
Once the bus starts moving, the passengers are in a state of motion in the forward direction. When the brakes are applied, the bus moves towards a position of rest. Now, a force in the forward direction is applied on the passengers because their inertia resists the change in the motion of the bus. This causes the passengers to fall forwards when the brakes are applied.
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