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8th Grade Science Resource Book
Unit 2: Physics
Mrs. Antkowiak and Mrs. Brevetti
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Table of Contents:
Life Principles 5
Classroom Code of Conduct 7 Bloom’s Taxonomy of Higher-Order Thinking 8 8th Grade Science Syllabus 9 Flinn Scientific’s Middle School Science Safety Contract 11
Science Safety Symbols 12 ABC’s of Graphing 13 EPS Recommended Science Lab Format 14 Experimental Design Planning Sheet 16
B.2: Physics 17 Physics Unit Vocabulary Terms 18 Comin’ At Ya! 19 Measurement Practice 21
Converting Between Metric Units: Metric Mania 23 Length Lab 25 Speed Challenge Lab 27
Calculating Speed from a Graph 31 Distance vs. Time Graphs 33 Calculating Speed in m/s 35 Lab: What Happens when Velocity Changes? 37
Lab: What Happens when Velocity Changes? Follow Up Questions
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Acceleration Practice Problems 43 Crash Test Dummies Lab 44
Force & Acceleration Lab 49 Net Force Diagrams Practice 53 Balloon Rockets Lab 55 Spring Scale Lab 57
Newton’s 2nd Law Practice Problems 60
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Performance Assessment Newton’s Laws 61 Lab: Momentum Bashing 62
Lab: Investigate Momentum (p.66 in textbook) 64 Lab: Fabulous Friction 65 Lab: Fabulous Friction EXTENTION ACTIVITIES 71 Lab: Fabulous Friction Student Checklist 72
Lab: Fabulous Friction Teacher-Rubric 74 Lab: Exploring the Stars 75 Exploring the Stars Follow Up Questions 77 Reading Assignment/Note Taking Guide: Momentum 79
Reading Assignment/Note Taking Guide: Energy and Gravity
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Chapter 2 Power Point Notes & Discussion 84 Balloon Car Racer Project: Research & Development 85
Balloon Car Racers: Instructions and Rubric 87 Balloon Car Racers: Materials & Procedures Plan Sheet 89 Balloon Car Racers: Sketch and Design 91 Balloon Car Racers: Challenges & Technical Difficulties 92
Fireman Bungee Jump 93 Mystery Christmas Cookie Lab 95 Motion and Forces TEST Study Guide 98
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Life Principles
Responsibility – making the choice to be reliable and dependable
Respect – feeling honor
Self-discipline – the ability to choose and control one’s own actions
Honesty – truthfulness
Integrity – acting according to a sense of right and wrong
Courage – strength to act even when afraid or uncertain
Compassion – ability to persist or continue striving to the end
Loyalty – faithfulness to another
Effort – doing one’s best in an endeavor
Friendship – caring for and trusting others
Cooperation – working together
Common Sense – thinking before acting; using good judgment
Flexibility – ability to make adjustments or alter plans
Initiative – taking action; originating new ideas
Curiosity – desire to learn, to explore, to investigate
Patience – ability to wait calmly
Problem-Solving – creating solutions; finding answers
Justice – being fair, right, and upholding what is right
Commitment – keeping a promise or a pledge
Esprit de Corps – devotion among members of a group for each other and the group’s purpose
Citizenship – behaving in a responsible manner as a citizen of a community
Service – giving of one’s time and energies to help others
Fortitude – strength of mind that enables a person to encounter danger or bear pain or adversity with courage
Optimism – an inclination to put the most favorable construction upon actions and happenings or to anticipate the best possible outcome
Humanitarianism – promotion of human welfare and social reform
Propriety – standard of what is socially acceptable in conduct or speech
Courtesy – consideration, cooperation, and generosity
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Temperance – moderation in action, thought, or feeling
Dedication – complete and wholehearted devotion, especially to a purpose, ideal, or role in life
Humility – being humble, not proud or haughty, not arrogant or assertive
Empathy – capacity for participating in another’s feelings or ideas
Forgiveness – act of forgiving for an offense; pardoning
Sincerity – honesty of mind; freedom from hypocrisy
Patriotism – love for or devotion to one’s country
Resiliency – recovering from or adjusting easily to misfortune or change
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Classroom Code of Conduct
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Bloom’s Taxonomy of Higher-Oder Thinking
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8th Grade Science Antkowiak/Brevetti
Contact Information: Antkowiak ext. 4683 | Brevetti ext. 5507|
Learning Goals: (National Science Standards) 1. Learn how to identify and ask appropriate questions that can be answered through scientific investigations. 2. Design and conduct investigations to collect the evidence needed to answer a variety of questions 3. Use appropriate equipment and tools to interpret and analyze data 4. Learn how to draw conclusions and think crucially and logically to create explanations based on your evidence. 5. Communicate and defend your results to your peers and others
Daily Supplies: You are required to bring your composition notebook, your provided lab resource manual, your science folder, and your pencil-case supplies daily. Do not bring or purchase a binder for science class. You may purchase a pouch or pencil case in which to keep your scissors, glue, colored pencils, pencils, and checking pens. These items are required to come to class DAILY. Classroom Procedures: Choose your attitude. Treat everyone with courtesy and respect- as long as that’s handled, then have fun! Come prepared every day. All work must be neatly done. It is our expectation that students will use complete sentences when writing and speaking. This will be modeled for them by Mrs. A and Mrs. B. Each day when you enter the room Be in your seat when class starts. There are no bells but our class will start on time. The door will be closed and locked when it is time for class. The teacher will also keep a record of your tardies. Check the board for instructions DAILY!
Tardies- 1st and 2nd: Warning 3rd and up: detention/parent contact 5th +: detention and further administrative action
Teacher Websites: Your most valuable resource is your teacher’s website. It will have any handouts, notes, power points, etc. available to you. Extra copies of any handouts will not be made, and if yours is lost you may download a new one. Expect to access the website daily for class information and updates. If you do not have a computer at home, you may access the website during lunch or after school with a teacher pass and print off what you need. You will be expected to check your grades weekly on PIV. It is important that you identify any missing work that needs to be completed and get that work done within the unit of study. If you do not have access to a computer at home you may print out grade reports in the library.
Technology: Technology will play a big part in our class. We will use cameras, video-recorders, cell phones (with teacher direction, support, and monitoring) on occasion. Organization: Please have your supplies with you daily. Students and parents will be notified either via email, on the class website or in the classroom of any deadlines or due dates within a unit of study. All late or absent daily work/labs/late assignments/ will not be accepted after the unit of study has been completed.
Taking Work Home: The best policy is get the work totally done to your best ability in class. If you are having trouble with your school work we want you in for help. It is very important you have a strong grasp of science skills and content. There will be few assignments this year that will not be completed in class. Alternate assignments or make-up lab work will most likely require at-home completion.
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8th Grade Science pg. 2 Antkowiak/Brevetti
Quiz/Test Re-Take Options: Students will have 5 school days from the time they are notified of their grade on an assessment to obtain and complete the retake form and make an appointment for reassessment. The teacher and the student will agree upon a time that works for both of themselves to retake the assessment. The student will receive the higher of the two grades. If a student waits more than one week after the assessment has been given he/she will not be granted a retake of the assessment and will keep the grade earned. Students are responsible for taking their own initiative and printing off their own copy of the retake form and fully completing this form (i.e. get it signed by a parent or guardian) before the teacher will give an opportunity for a retake.
Lab Attitude: Lab is a privilege. If you cannot participate appropriately there will be an alternative assignment that will address the same standards and content of the lab. There will be NO HORSEPLAY. The data that you get from the lab is shared by partners. Predictions, evaluations, and conclusions should be done in your own words with your own thoughts, in complete sentences.
You will be expected to clean up before you leave class. If you want to avoid after school detention/cleaning time be sure that you don’t leave your group stranded at the end of a lab. You will be released by your teacher when your lab station is clean.
Making Up Labs: There will be notice given for any lab or lab activities done in the classroom and if students are absent on a given lab day, they will be given an alternative assignment that addresses the same concepts covered in the lab. If the first day of a lab is missed, but not others, it is at the teacher’s discretion to insert student into an already formed lab team, or assign the alternate assignment.
Class Grades: Class grades this year will be standard-based. Please see your class website for further details on specific power standards being assessed throughout the school year.
Projects: Will be announced ahead of time and planned by the 8th grade science teachers. Don’t wait till the last minute to get your materials needed for the project. Project deadlines will be set along the way, and most projects will include a grade that assesses the student’s ability to meet these deadlines.
Safety Test/Safety Contract: Students are required to complete, sign and return safety contracts AND take and pass a safety test with higher than a 90% before they will be allowed to participate in any classroom lab. Our first lab this year will take place within the first 5 days of school. Therefore, Safety Contracts and any make-up tests will need to be completed the deadline set by your child’s science teacher. Those not in compliance will be given an alternative assignment until both requirements have been met.
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Science Safety Symbols
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ABC’S OF GRAPHING 8TH GRADE SCIENCE
Steps to making a line graph
1. Write your name, block and date of assignment at the upper right hand corner of
paper.
2. Never use marker on a graph, only use pencil/colored pencils. Use a straight edge in
your work.
3. Label the X and Y axis. The X axis is the cause/horizontal/independent variable.
The Y axis is the effect/vertical/dependent variable.
4. Give your Graph a title. The title should include the independent and dependent
variable. Make sure your title is very descriptive and tell the cause/effect in it so
the reader can understand what the graph is about.
5. Label the units both for the independent and dependent variables.
6. Break up the graph and find your highest value that you have to put down for both
your Y and X. Divide that value by the number of boxes you have to work with.
(Don’t worry; you’ll rock on this eventually!)
7. The X is always the independent variable (treatment/cause) and the Y is always the
dependent variable (result of the experiment/effect)
8. Use the entire page of graph paper, make the line graph as large as possible, it is
easier to read and understand.
9. Line graphs are used for data that WILL CHANGE OVER TIME AND NOT STAY
THE SAME!
Lab Clean Up Check List BEFORE LAB All of these must be done before everything off your lab table
TAKING OFF YOUR GOGGLES! Only have lab notebook out
Put away lab equipment/supplies Tie back hair
SPIT OUT GUM!
Clean and dry lab station Closed toed shoes!
Clean and dry floor around lab station everything out of the aisles
Wash your hands with soap and water Goggles on!
All group members back to the station * If goggles don’t fit or are uncomfortable move away
ONLY AFTER ALL OF THESE HAVE BEEN DONE from your lab station, go by the door
THEN RAISE YOUR HAND FOR PERMISSION TO and adjust them!
TAKE OFF YOUR GOGGLES. (Removal from the lab may occur if you do not follow these specific
directions )
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Edmond Public Schools Recommended Science Laboratory Format The following format may vary based on grade level, experiment, and level of inquiry. Title Observations: What did you see? Both Qualitative and Quantitative. Problem or Question: Derived from observations Research- Questionable information which may arise from observing a phenomenon that requires more scientific support before designing the investigation. Hypothesis: If….. then…. because… (What is your explanation for something that you observed that you did not expect to see? Write what you expect for the outcome of your test. ) Variables: Independent, Dependent, Control, and Constants Write your independent and dependent variables. Your independent variable is what you as a scientist are changing. Your dependent variable is what you observe during the experiment and /or measure that happens as a result of the independent variable. It “depends” on the independent variable. Also, write about what other possible variables could occur that you will control in order to ensure a fair test. Materials and Safety Procedures What will you do to test your explanation? Write in one sentence how you will test your explanation. Then write a procedure. Data Collection: Tables, Graphs, Charts, Diagrams, Photos, etc. Create a data table? Draw sketches? You need to decide before you start your experiment. Create some table to be able to record you data during your experiment. Make sure you record observations and perhaps draw some sketches to collect as much information as you can during your test. Data Analysis, Conclusion, and Communicate (Report and Reflect): Students should draw conclusions from their data and explain what it says about their experiment. Further explanation of how it supports or does not support the hypothesis and why or why not is also important. What did you find in your experiment? What did you learn? Create a graph or visual to help you analyze your experiment. Did your predicted outcome occur? Is your hypothesis supported or unsupported? Do you need to revise your hypothesis? What would you do differently next time? What will you tell others about your experiment? What contributions can be made based on what you learned from you work? Extension: Future testing or further research
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Edmond Public Schools Recommended Science Laboratory Format College Board Recommends: It is important for all students to keep record of their laboratory experiences in a lab notebook as evidence of their experiences in a laboratory course. The recommended components and skills of the labs should include: Understanding Problems Developing Hypotheses Design and implement controlled experiments Identify independent and dependent variables Analyze Data Draw Conclusions Think Analytically Communicate Results with appropriate data tables and graphs. All of the components above can be easily supported by our middle school and high school science course through different levels of inquiry. All of our current high school courses are considered laboratory credit for graduation and students should be practicing good laboratory skills by keeping a record of their laboratory experiences through lab reports or lab notebooks.
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Experimental Design Planning Sheet
Use this design to help guide you in your experiment.
The question we are investigating is:
Our prediction is:
Materials we will use are (including measurement tools):
Our controlled variables (things we kept the same in our experiment) are:
Hypothesis:
Independent Variable:
Dependent Variable:
Step by Step Procedures:
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B.2: Physics:
Speed (Chapter 1.1-1.2 )
Forces (Chapter 2.1-2.4)
Acceleration (Chapter 1.2-1.3)
Newton’s Laws (Chapter 2.1-2.4, Chapter 3)
Gravity and Friction (Chapter 3.1-3.2)
*It is the expectation of 8th grade science students to get missing notes or information from a friend, the website, or the corresponding sections of the textbook. Class notes will occasionally come from the
textbook, however not all information used is from this resource. PowerPoints used in class are posted on the class website.
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Physics Unit Vocabulary Terms:
Speed
Position reference point motion relative motion SI unit speed velocity vector
Forces
Force balanced forces unbalanced forces net force
Acceleration
positive acceleration negative acceleration zero acceleration
Newton’s Laws
Newton’s First Law inertia Newton’s Second Law centripetal force Newton (unit) Newton’s Third Law momentum collision conservation of momentum
Gravity and Friction
Gravity weight orbit friction
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Comin’ At Ya!
On a separate piece of paper, write your very best directions to get me, from my seat up front, to you.
Do NOT write your name on your paper.
You may get up out of your seat to PRACTICE your directions.
When I call “time,” you must turn in your directions and return to your
seat.
I will read through various sets of directions and we’ll see how successful you are at navigating me through the classroom!
Good Luck!
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Measurement Practice
Use your metric ruler to draw a line that is 5.5cm long.
Use your metric ruler to draw a line that is 135mm long.
Use your metric ruler to draw a line that is .6cm long.
Use your metric ruler to draw a line that is 72mm long.
Use your metric ruler to draw a line that is 9.5cm long.
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Metric Measurement Practice
Letter Measurement
in mm Measurement
in cm A B C D E F G
Write the correct metric measurement for each letter in mm, and in cm.
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Converting Between Metric Units
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Speed Challenge
Materials: stopwatch meter stick tape or masking tape marker
Procedures:
Step 1: Bather your materials
Step 2: Find a spot in the hallway and measure off a 10 meter race track. Use 3 pieces of tape to mark the beginning, middle and end of your track.
Step 3: Have each person from your team take turns WALKING the race track (from 0m to 10m) while the other team members use the stopwatch to accurately time the trip.
Step 4: Record the data for your own walk in your own data table.
Step 5. Repeat steps 3 and 4 with HOPPING, WALKING BACKWARDS, and SPEED-WALKING*. Record all data for your own walks in your data table.
Step 6: Clean up: All tape must be cleared off the floor in the hall way. Your teacher will ask to see the tape is taken up. Return the timer, meter stick and markers to your teacher.
Safety: Be careful. Your shoes should be appropriate for lab. Clear the hallways of obstructions or objects before doing the lab.
Courtesy: Other students are in class learning. We do not want to interfere with their learning. Be considerate and as quiet as possible while taking data so we may do future assignments out of the classroom.
*Definition of Speed Walking: SPEED WALKING IS GOING AS FAST AS YOU CAN WITHOUT JOGGING OR RUNNING. THERE SHOULD NOT BE ANY RUNNING IN THE HALL WAY.*
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Data Table
Task Distance (y) Time (seconds) (x)
Walking 10m
Hopping 10m
Walking Backwards 10m
Speed-Walking 10m
Use your data table to complete the following line-graph. Remember to title your graph, label your x and y axes, and provide an accurate scale. Use a different color for each task (your graph should have 4 separate lines) and provide a key.
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Analysis:
Look at your graph. Which task produced the steepest line?
Which task produced the least steep line?
What conclusions, if any, can you make about the steepness of a line on a distance/time graph?
Calculations
Use your graph to calculate the speed of each task. (Hint: the speed is the same as the SLOPE of the line) Label your answers with m/s.
Walking: Hopping:
Walking Backwards: Speed-Walking:
Questions:
Which task had the fastest speed?
How do you know?
Which task had the slowest speed?
How do you know?
Conclusion: In at least 3 complete sentences, tell how your speed is related to the line on the graph you drew. Use your data to support your response (there should be numbers in your response).
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Calculating Speed from a Graph 8th Grade Science
Directions: Use the story to draw a graph. Then use the graph to calculate the speed. Don’t forget to label your axes and correctly scale your graphs.
1) A car is traveling down the road. It drove for 50 seconds and in that time it traveled 100 meters. What is the speed of the car?
2) If an ant crawls 1 meter in 25 seconds, what is the ant’s speed?
3) a) Three elephants are standing on a very very strong bridge. The bridge happens to have marks at every meter along the way (almost like it was meant for setting up a physics problem). Elephant #1 is standing at 4m and starts walking. He walks for 30 seconds and after 30 seconds, the elephant is at the place on the bridge marked 64 meters. What is Elephant #1’s speed?
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b)If Elephant #2 started at 3m and it took him 90 seconds to walk to meter mark 93m, what was Elephant #2’s speed?
c) Elephant #3 was a track star in his day, so he has been standing on the 5m mark. He starts running, and 10 seconds later, he is at the 25m mark. What was Elephant #3’s speed?
4) A beetle has been walking down a sidewalk. He started at 3:15 in the afternoon, and by 3:20 he had made it 4 meters. What is the beetles speed in m/s? (Hint: there are 60 seconds in one minute)
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Distance vs. Time Graphs 8th Grade Science
Directions: Draw the graph of distance over time. Be careful, do not confuse the distance/time graph with a graph of the terrain.
1) I was walking to the bus stop when I suddenly saw the bus coming. I ran as fast as I could towards the stop, but the bus moved off before I got there. I walked slowly the rest of the way to the stop and sat, waiting for the next bus.
2) Mr. Rose went down the street on his skateboard. At the end of the street he ran into the curb and came to a sudden stop.
3) Mrs. Brevetti set off for Cheyenne one morning. When she was half way there, she remembered she had left some important teacher things at home, so she went back to get them. Then, she realized she was going to be late, so she hurried all the way back to school.
4) Billy went swimming after school. He swam slowly up and down the pool for 4 laps, and then he did two laps at top speed (one pool length=one lap).
5) Mrs. Antkowiak is learning to ski. She waited in the tow-rope line at the bottom of the hill for 5 minutes; rode up the lift for 3 minutes, and then set off downhill. She skied extra slowly down the hill, so she wouldn’t lose control and it took her 5 minutes to get down the hill. Once at the bottom, she waited for her husband (who skis even more slowly) to join her.
6) Anne and Barbara raced one another to the opposite side of the parking lot and back. Barbara got a good start and kept up a steady pace all the way. Ann was late getting off the curb, but she ran faster than Barbara, and passed her before they reached the far side. About halfway back to the starting point, Ann stumbled and fell. She got up again quickly, but she had hurt her ankle and, as she limped on, Barbara passed her and won the race.
7) Cragen and Huckerby went on the Ferris Wheel at the fair. The wheel started up slowly, and once it got to the top it came down a little bit faster. It started up again, and when the puppies were at the top, it stopped to let people on.
1 2
3
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6 5
4
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Directions: Look at the distance vs. time graph and come up with a plausible story to explain its movement.
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Calculating Speed in m/s 8th Grade Science
1) A car is traveling down the road. It drove for 50 seconds and in that time it traveled 100 meters. What is the speed of the car?
2) If an ant crawls 1 meter in 25 seconds, what is the ant’s speed?
3) a) Three elephants are standing on a very very strong bridge. The bridge happens to have marks at every meter along the way (almost like it was meant for setting up a physics problem). Elephant #1 is standing at 4m and starts walking. He walks for 30 seconds and after 30 seconds, the elephant is at the place on the bridge marked 64 meters. What is Elephant #1’s speed?
b) If Elephant #2 started at 3m and it took him 90 seconds to walk to meter mark 93m, what was Elephant #2’s speed?
c) Elephant #3 was a track star in his day, so he has been standing on the 5m mark. He starts running, and 10 seconds later, he is at the 25m mark. What was Elephant #3’s speed?
d) Out of Elephants 1, 2, and 3; which elephant was the FASTEST? Which elephant was the SLOWEST? Explain how you know.
4) a) A beetle has been walking down a sidewalk. He started at 3:15 in the afternoon, and by 3:20 he had made it 4 meters. What is the beetles speed in m/s? (Hint: there are 60 seconds in one minute)
b) A boy has also been walking down a sidewalk. He, too, started at 3:15 in the afternoon. However, by 3:20 the boy had made it 200 meters. What was the boy’s speed in m/s?
c) Who was walking FASTER? The boy or the beetle? How do you know?
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The graph to the left is a graph of distance traveled over time. Use the graph to answer the following questions.
1) Calculate the speed from A to B.
2) Calculate the speed from B to C.
3) Calculate the speed from C to D.
The graph to the right is a graph of distance traveled over time. Use the graph to answer the following questions.
4) Calculate the speed from A to B.
5) Calculate the speed from B to C.
6) Calculate the speed from C to D.
7) Between which letters is the FASTEST speed?
8) What is wrong with the distance/time graph to the left?
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What happens when velocity changes?
Materials: 2 meter sticks, marble, books (4 science books), masking tape, 2 stop watches, 3 calculators
Diagram
1.5 meters from the edge of the meter sticks
Predict: What will happen to the marble as it leaves the ramp
and rolls toward the backstop?
Procedure
1. Make a ramp by laying two meter sticks side by side. Leave a small gap between the
meter sticks.
2. Use masking tape (as shown by your teacher) to join the meter sticks. The marble
should be able to roll freely along the groove.
3. Set up your ramp along the ground, preferably on carpet. Raise one end of the ramp on
top of the books, the other end of the ramp should remain on the ground.
4. Make a line by putting a piece of tape 1.5m from the bottom of the ramp. Place a
backstop at the 1.5m mark. Test you ramp by releasing the marble from the top of the
ramp. Make sure that the marble rolls freely. Do not push the marble.
5. Release the marble and measure the time it takes for it to roll from the release point
to the end of the ramp. ( You will do this 3 times and get an average)Make sure and
record your observations in the table given.
6. Release the marble again from the same point, and record the time it takes the marble
to roll from the end of the ramp to the finish line. (You will do this 3 times and get an
average) Record this time.
Draw the set up of your experiment below and label everything !
Marble
Tape joins these two meter sticks together from the
underside
Books to make ramp
Distance from the bottom of the meter stick is 1.5 meters Book to stop marble
Finish Line
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Data:
Top of Ramp to Bottom of Ramp Distance=1 m
Bottom of Ramp to Backstop
Distance=1.5m
Trial
Time #1 (s) (top to bottom of ramp)
Trial Time #2 (s)
(bottom of ramp to backstop)
1
1
2
2
3
3
Total
Total
Average
Average
Velocity #1 (m/s)
(direction needed)
(Use Distance over average time to
calculate velocity)
Velocity #2 (m/s)
(direction needed)
Analysis (use complete sentences)
1. Are Velocity #1 and Velocity #2 the same?
2. Why do you think this might be?
3. Compare Velocity #1 to Velocity #2. What are some possible reasons that the numbers are related to each other this way?
4. Do your calculated velocities match your prediction from the beginning of the lab? Explain.
5. At what point during your investigation did you notice the marble’s velocity changing?
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Synthesis (use complete sentences)
1. When Velocity changes (even just a little bit), it is called acceleration. In what ways did your velocity change?
2. Did your marble “speed up” or “slow down” based on your observations? Explain.
3. Did your marble “speed up” or “slow down” based on your Velocity Calculations? Explain how you know.
4. Predict what you think would happen if the marble was moving over tile instead of carpet. How would that affect the marble’s acceleration? Explain.
Conclusion
Write a paragraph, using numbers from your data, that describes what we did in this lab, what you observed happen, and how this relates to the numbers you calculated and the change in Velocity.
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What happens when velocity changes? (follow up Questions)
Using your lab results from yesterday, complete the following questions.
1. Acceleration is when velocity changes. Yesterday, you observed the velocity of your marble changing as it rolled off the ramp and onto the carpet. You used the distance the marble traveled over the time it took to travel that distance to calculate two different velocities.
What was your velocity #1? What was your velocity #2?
What was your time #2?
2. Acceleration can actually be calculated as a numerical value. Put your velocities into the following equation to calculate the acceleration of your marble.
The unit for acceleration is m/s2.
Calculate: Velocity #2 – Velocity #1 ______________________ Average Time #2
Work:
It is VERY important that you do not mix up the order of the velocities. It is OKAY if your
acceleration is a small decimal or even a negative number!
3. What would it mean if your acceleration turned out to be a positive number?
4. What would it mean if your acceleration turned out to be a negative number?
5. What would it mean if your acceleration turned out to be zero?
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Conclusion Paragraph
6. Which of the above three scenarios best matches what you calculated? Does it match what you observed happening to your marble yesterday? If yes, describe what this means. If no, please give several reasons why this contradiction could have occurred.
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Acceleration Practice Problems 8th Grade Science
1. A roller coaster car rapidly picks up speed as it rolls down a hlope. As it starts down the slope, its speed is 4 m/s. But 3 seconds later, at the bottom of the slope, its speed is 22 m/s. What is the car’s acceleration?
2. A cyclist accelerates from 0 m/s to 8 m/s in 3 seconds. What is his acceleration?
b) A car accelerates from 0 m/s to 30 m/s in 8 seconds. What was its acceleration?
c) Who had the higher rate of acceleration?
3. A car advertisement states that a certain car can accelerate from rest to 70km/h in 7 seconds. Find the car’s acceleration in m/s.
4. A lizard accelerates from 2 m/s to 10m/s in 4 seconds. What is the lizard’s acceleration?
5. A bicyclist is riding in a hilly area. She approaches a hill and when she arrives at the bottom of the hill she is traveloing at a speed of 15 m/s. After 1 minute, she arrives at the top of the hill and her speed is now 7 m/s. What was her acceleration up the hill?
6. Who has the greater acceleration rate? A runner who can go from 0 m/s to 12 m/s in 10 seconds, or a runner who can go from 5 m/s to 10 m/s in 5 seconds?
****CHALLENGE QUESTION****
7. If a Ferrari, with an initial velocity of 10 m/s, accelerates at a rate of 50 m/s2, for 3 seconds, what was his ending velocity?
Formula:
Unit: m/s2
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Crash Test Dummies Lab 8th Grade Science
There are 5 different parts to the following lab. Do them each ONE AT A TIME. Make sure you copy the QUESTION, your PREDICTION, and YOUR DRAWING for each part. You should end up with FIVE fully-labeled diagrams.
Part I: Question: What will happen to a lump of clay on top of a car if the car crashes into a textbook?
Prediction:
Procedures:
1. Shape a ball out of clay about the size of a marble. 2. Place a textbook 100 cm away from your car. 3. Put your ball of clay on top of your car. 4. Give your car with the clay a soft push so that it will drive to the textbook and CRASH. 5. Draw (in your notebook) what happened to your clay “dummy”.
a. Title your picture “SOFT PUSH” b. Label the following in your picture
i. Car ii. CRASH wall
iii. Direction of car iv. Direction/motion of clay BEFORE crash v. Direction/motion of clay AFTER crash
Part II: Question: What will happen to the lump of clay on top of the car if the car is given a medium push?
Prediction:
Procedures:
1. Re-shape clay ball and re-attach it to the top of the car. 2. Give your car with the clay a medium push so that it will drive into the textbook and CRASH. 3. Draw (in your notebook) what happened to your clay “dummy”.
a. Title your picture “MEDIUM PUSH” b. Label the following in your picture
i. Car ii. CRASH wall
iii. Direction of car iv. Direction/motion of clay BEFORE crash v. Direction/motion of clay AFTER crash
Part III: Question: What will happen to the lump of clay on top of the car if the car is given a hard push?
Prediction:
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Procedures:
1. Re-shape clay ball and re-attach it to the top of the car. 2. Give your car with the clay a hard push so that it will drive into the textbook and CRASH. 3. Draw (in your notebook) what happened to your clay “dummy”.
a. Title your picture “HARD PUSH” b. Label the following in your picture
vi. Car vii. CRASH wall
viii. Direction of car ix. Direction/motion of clay BEFORE crash x. Direction/motion of clay AFTER crash
Part IV: Question: What will happen to the lump of clay on top of the car if the car receives a rear-end collision by another car?
Prediction:
Procedures:
1. Re-shape clay ball and re-attach it to the top of the car. 2. Working with the lab table next to you, one car will cause the rear-end collision (NO CLAY BALL) and the other car will receive the collision (WITH CLAY BALL). 3. Draw (in your notebook) what happened to your clay “dummy”.
a. Title your picture “REAR-END COLLISION” b. Label the following in your picture
xi. Car xii. CRASH CAR
xiii. Direction of car xiv. Direction of CRASH CAR xv. Direction/motion of clay BEFORE crash
xvi. Direction/motion of clay AFTER crash Part V: Question: What will happen to the lump of clay on top of the car if the car receives a side-impact collision by another car?
Prediction:
Procedures: 1. Re-shape clay ball and re-attach it to the top of the car. 2. Working with the lab table next to you, one car will cause the rear-end collision (NO CLAY BALL) and the other car will receive the collision (WITH CLAY BALL). 3. Draw (in your notebook) what happened to your clay “dummy”.
a. Title your picture “SIDE-IMPACT COLLISION” b. Label the following in your picture
xvii. Car xviii. CRASH CAR
xix. Direction of car xx. Direction of CRASH CAR
xxi. Direction/motion of clay BEFORE crash xxii. Direction/motion of clay AFTER crash
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Application Questions: Answer these questions in complete sentences. You may discuss the answers with your group.
1. How does the force of your push compare with the speed you observed the car travel?
2. Discuss what happens to the dummy in FRONT- end collisions.
3. Did the distance the car was pushed have anything to do with the distance the clay traveled? What about the strength of the push? Explain.
4. Discuss what happens when the car is hit from behind. Why does this happen?
5. What injury would be common in REAR-END collisions?
6. What is the clay resisting in each of the scenarios?
7. How does this lab apply to Newton’s first law of motion?
8. Why is it important to wear seatbelts? Use specific examples from your drawings to support your answer.
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9. What are some ways that car companies are preventing injuries from head-on, rear-end and side collisions?
10. What happens to the force of the moving car once it hits the books?
11. Which would be WORSE: being struck by a SEMI-TRUCK or a TOYOTA PRIUS? Explain your answer in two complete sentences.
12. What are the VARIABLES in this lab ?
Independent ______________________Dependent _____________________________
13. Restate Newton’s First Law
14. Inertia
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Net Force Practice Pages
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Balloon Rockets 8
th Grade Science
Question: How does mass affect the velocity of a balloon?
Prediction: I think that the mass will ….
Procedure:
1. Attach a straw to the very top of an index card. 2. Thread the string through the straw. 3. Blow up the balloon and attach it to the card. DO NOT TIE THE BALLOON OFF! Pinch the end off with your fingers! 4. Move the rocket assembly to the edge of the tape. 5. Have 2 group members each hold one end of the string. 6. Simultaneously (together) released end of the balloon while starting the timer. 7. Stop the timer when the rocket assembly reaches the end of the strong. 8. Record your time and calculate the speed of the balloon. 9. Attach large paperclips and complete the above steps again for 4 and 7 paperclips.
Name your CONTROLLED VARIABLES in this activity
What was the independent variable? ________________________________________
What was the dependent variable? _________________________________________
Data: Zero Paper Clips
Trial # Distance (m) Time (s) Velocity (m/s)
1 2m
2
2m
3
2m
Average Velocity _____________ m/s
Materials:
balloon,
straw,
tape,
string,
index card,
paper clips
Remember: V= Distance time
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Question: What will happen to the rocket assembly when MASS/PAPER CLIPS are added?
Prediction: I think that added mass will…..
Data: 4 paper clips added
Trial # Distance (m) Time (s) Velocity (m/s)
1 2m
2 2m
3 2m
Average Velocity _____________ m/s
Data: 7 paper clips added
Trial # Distance (m) Time (s) Velocity (m/s)
1 2m
2 2m
3 2m
Average Velocity _____________ m/s
Analysis Questions:
1. As mass was added, did the velocity INCREASE OR DECREASE? Use your data to support your answer.
2. Newton’s second law states that F= mass * acceleration. In this experiment, what part of your rocket represents the FORCE?
3. Did you keep the force constant? 4. As mass was added to the assembly, how did it affect the acceleration?
5. Name two possible sources of error in this activity.
6. If you were to vary the size of the balloon what part of the equation (F= ma) will you be changing? Explain
Remember:
V= Distance time
Remember:
V= Distance time
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Spring Scale Lab
Newton’s 2nd Law 8th Grade Science
Objective: Use Newton’s 2nd Law of Motion to calculate acceleration of several masses.
Materials:
Spring Scale (blue or yellow)
1000g mass (yellow scale ONLY)
500g mass (yellow scale ONLY)
200g mass
100g mass
50g mass
20g mass
10g mass
Procedure:
1. In this lab, you will be using a spring scale to measure the FORCE of several different masses. Make sure to familiarize yourself with the value of the increments on the spring scale. You are expected to record your results with the correct decimal units.
2. Copy the following data table into your Science Notebook. 3. In your data table, copy down the mass of the mass at your table in front of you (each table should have a
different mass) 4. Have a partner hold the spring scale still about .5 meters above the table surface. The two of you will need to
read the scale carefully. 5. Carefully, while still holding the bottom of the mass, hang the hook from the spring scale. Slowly lower your
hand so that the mass is hanging on its own. 6. Record the CORRECT number of NEWTONS for the mass in your data table. 7. Repeat steps 2-5 until you have found the force for every mass in the data table.
Data:
Mass (g) Force (N)
1000g
500g
100g
50g
20g
10g
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Newton’s 2nd Law
8th Grade Science
Calculations part 1:
1. In order to use Newton’s 2nd Law, you will need to convert all of your masses to kilograms. Use the following table to do so:
Mass (g) Mass (kg)
1000g
500g
100g
50g
20g
10g
2. Re-copy your new data into the table below:
Force (N) Mass (kg)
3. Newton’s 2nd Law states that Force is equal to mass times acceleration. This means that Force divided by mass is equal to acceleration. Use this information to calculate the acceleration of each mass.
Force (N) Mass (kg) ACCELERATION (m/s2) Force/Mass
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Reflection Questions:
1. Define Acceleration:
2. Based on the definition of acceleration, did you notice the masses accelerating?
3. Define Force:
4. Where did the “push” or “pull” come from that caused there to be FORCE on the masses?
5. Discuss what acceleration you are calculating.
6. In your data, you calculated several accelerations. What did you notice about the values you calculated?
7. Predict what the FORCE would be for a mass of 2000g. EXPLAIN how you got your answer.
8. Predict what the MASS would be of something exerting a force of 45N on a spring scale. EXPLAIN how you got your answer.
9. Why might it be useful to know this constant value of acceleration? Think of a real-life scenario where this information could be useful.
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Newton’s 2nd Law Practice Problems
F=MA WORKSHEET
1. How much force is required to accelerate a 2 kg mass at 3 m/s2
?
2. Given a force of 100 N and an acceleration of 10 m/s2
, what is the mass?
3. What is the acceleration of a 10 kg mass pushed by a 5 N force?
4. Given a force of 88 N and an acceleration of 4 m/s2
, what is the mass?
5. How much force is required to accelerate a 12 kg mass at 5 m/s2
?
6. Given a force of 10 N and an acceleration of 5 m/s2
, what is the mass?
7. How much force is required to accelerate a 5 kg mass at 20 m/s2
?
8. What is the acceleration of a 5 kg mass pushed by a 10 N force?
9. Given a force of 56 N and an acceleration of 7 m/s2
, what is the mass?
10. How much force is required to accelerate an 8 kg mass at 5 m/s2
?
11. What is the acceleration of a 24 kg mass pushed by a 6 N force?
12. What is the acceleration of a 25 kg mass pushed by a 10 N force?
13. Given a force of 100 N and an acceleration of 5 m/s2
, what is the mass?
14. How much force is required to accelerate a 50 kg mass at 2 m/s2
?
15. What is the acceleration of an 18 kg mass pushed by a 9 N force?
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Performance Assessment Newton’s Laws
Physics Phun
Objective: To demonstrate one of Newton's laws of motion To speak effectively using appropriate vocabulary to explain a science concept
Context: Small cooperative groups
Materials: Varies with each group. Students may bring items from home with prior approval from parents and teacher.
Procedure:
1. Plan a group presentation on one of Newton's three laws of motion. You may act it out or show it using props or other materials. Each person in the group must participate in your presentation.
2. Follow the following format:
o State the law of motion. o Demonstrate this law or act it out. o Explain how your presentation shows that particular law. o Use science vocabulary words whenever appropriate.
3. Remember to work cooperatively in your group. Plan and practice together so that each person knows what to do in advance.
4. Speak loudly and clearly so that you can be easily understood.
5. Have Phun!
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Investigate Momentum (p. 66 in Textbook)
Purpose: To observe what happens when objects collide
Materials: 2 rulers 8 marbles
Procedure: 1. Set up two parallel rulers separated by one centimeter. Place a line of five marbles, each touching the next, in the groove between the rulers.
2. Roll a marble down the groove so that it collides with the line of marbles and observe the results.
3. Repeat your experiment by rolling two and then three marbles at the line of marbles. Observe the results.
Apparatus: Draw and label your lab setup. Draw a before and after picture, after completing your lab, also.
Questions:
1. What did you observe when you rolled the marbles?
2. Why do you think the marbles moved the way they did?
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Fabulous Friction
At the main station or table your teacher has provided you various materials to design/create, perform and report your results on FRICTION. It is your task as a lab group to decide what materials you are planning to use, how you are going to use the materials and the best way to set up your experiment to answer your question. After you have completed the experiment you will each write a lab report on your experiment and share your results with the class. Consider what you have learned in science (experimental design) and use your best science practices. Check out your experimental design planning sheet, district lab report format, and the student check list that follow this assignment. Before beginning your inquiry into friction, discuss what you already know about friction as a group and fill out the
following “T” chart. Then research friction by using your text and answer these questions. These will help you ask your testable question.
What we know about friction Questions about friction
What is friction?
Why does it happen?
What is affected when friction occurs on surfaces?
How do you increase or decrease friction?
Where does friction occur? Can it happen in liquids, air, with solids?
What are examples of friction in daily life?
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What materials are you using for your experiment?
Testable question (include independent and dependent variable-underline each and label)
Hypothesis
What factors are you going to control to prevent error/mistakes?
Procedure-write the procedures for your experiment in 1., 2., 3., format using complete sentences with specific
detail. Other students should be able to take your procedures and perform this lab using the procedures and materials available on the lab station.
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Record your Data- make your own data table to record your findings. Be sure to use units. (Include tables, drawings, labeled sketches etc) You may use the graph paper that follows or you may copy and paste your own graph paper into this lab notebook.
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Analyze Your Data: Discuss your findings. What did you see happen? Why did it happen? Explain in
complete sentences
Did your data support your hypothesis? Why or why not? Explain in complete sentences.
Did anything unexpected happen? What were some problems that you had in your experiment? (Explain in at least 5 complete sentences)
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Conclusion: What happened? Why did it happen? (Explain in at least 5 complete sentences)
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PICK ONE TO DO:
Extension 1: In daily life, sports and recreational activities you may want to decrease or increase the amount of
friction present. Using what you have learned about surface type and force on the surface list at least 5 activities where INCREASING the amount of friction is helpful and 5 activities in which it is advantageous to reduce the amount of friction. (Ex: gymnasts use chalk on their hands to reduce friction between their hands and uneven bars; cleats help football players have better traction when running….) Include this in your lab report at the end of the lab report.
Extension 2: Create a mini news article on a piece of white paper (by computer or by hand) for a recreation or
sports magazine about how friction plays a role in a sport of your choice. Include a colorful, creative picture of the sport in action and describe in a PARAGRAPH of 4-6 complete sentences on HOW friction affects a player’s performance in that sport. Talk to your PE teacher or coach for ideas. Be ready to share with the class. Include this in your lab report at the end of the lab report.
Requirements: Format of Lab Report
1. Must be typed at home or at school on your own time
2. Double spaced (Arial, New Times Roman, Calibri Font)
3. Complete Sentences with correct grammar and spelling (spell check and read)
4. Follow District Lab Report Format
5. Length: 2 pages in length
6. Paragraph size: 4-7 complete sentences
7. You may design the experiment TOGETHER but you must write your own lab report. Each student must do
his/her own work. You may not do one lab report and copy for all of your members. Must be your own work, in
your own words. Failure to follow this requirement will result in redoing the entire assignment or a zero.
8. Include data tables, graphs, or pictures when appropriate. These must have correct labels, titles and units.
Pictures may be used only if they show your experimental design and outcomes.
How to turn in the lab report
1. Title page: Name, hour, testable question, group members
2. Lab Report: following district guidelines
3. Extension 1 or 2
4. Staple together
ATTENTION: Use the student check list (and all the resources) during the development of your experiment to help you make sure that you are including specific components. Each student should be filling out this information in his/her lab notebook during class so that when you are writing your lab report you will have the necessary information to complete your lab report. You may work together to design your lab but you must do your own lab report.
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Student Checklist Basic Process Team Names:
Rate Score 0-4
Adapted from Mark Goddard 2003
Describe specifically how your experiment allows you to use each skill
in the spaces below
Observation
Uses five senses to observe; observes using tools (lens, etc.); identifies properties of an object; uses numbers to describe observations; notes changes in objects; realizes that observation enhances understanding.
1
2
3
4
Classification
Identifies similarities and differences in properties; identifies properties for sorting; classifies objects or attributes into groups; forms subgroups; has logical rationale for sorting; understands characteristics define sorting systems
1
2
3
4
Communication
Describes accurately using appropriate vocabulary; asks relevant questions; verbalizes thinking; shares views with others; constructs other means to communicate (reports, media, graphs, etc.)
1
2
3
4
Measurement
Uses non-standard ways as well as traditional ways to measure; selects appropriate measuring tools; uses tools with precision (i.e., to 10ths in metric); compares and orders objects by weight, length, volume and/or time
1
2
3
4
Prediction
Performs simple predictions based on inferences; recognizes and extends patterns; shows reasoning in defending predictions; able to blend events, patterns, and data to form ideas of what may happen in the future
1
2
3
4
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Adapted from Mark Goddard 2003
Integrated Process
Rate Score 0-4
Interpreting
Data
Performs simple predictions based on inferences; recognizes and extends patterns; shows reasoning in defending predictions; able to blend events, patterns, and data to form ideas of what may happen in the future 1
2
3
4
Controlling Variables
Able to identify variables within an experiment that are to be held constant and those that are to be manipulated; understand the difference between single and multiple variable manipulation
1
2
3
4
Designing Experiments
Able to visualize the procedures that may be necessary to answer question and plan the appropriate data collection operation; includes a plan to organize data; uses organized, sequential plans to test a hypothesis
1
2
3
4
Inferring
Uses all appropriate information to form inferences and is able to distinguish non-essential information; develops inferences (ideas) based on observations; able to defend inferences reasonably and logically 1
2
3
4
Defining Operational
Able to explain relationships between observed actions to explain phenomena; uses events to describe how something works or doesn't work; is able to find alternative actions from evaluating what doesn't work
1
2
3
4
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Student Name _____________________________________________hr______ date received________
Basic Process
Adapted from Mark Goddard 2003
Teacher Rubric- Description Score 0-4
Observation Uses five senses to observe; observes using tools (lens, etc.); identifies properties of an object; uses numbers to describe observations; notes changes in objects; realizes that observation enhances understanding.
Classification Identifies similarities and differences in properties; identifies properties for sorting; classifies objects or attributes into groups; forms subgroups; has logical rationale for sorting; understands characteristics define sorting systems
Communication Describes accurately using appropriate vocabulary; asks relevant questions; verbalizes thinking; shares views with others; constructs other means to communicate (reports, media, graphs, etc.)
Measuring Uses non-standard ways as well as traditional ways to measure; selects appropriate measuring tools; uses tools with precision (i.e., to 10ths in metric); compares and orders objects by weight, length, volume and/or time
Prediction Performs simple predictions based on inferences; recognizes and extends patterns; shows reasoning in defending predictions; able to blend events, patterns, and data to form ideas of what may happen in the future
Integrated Processes
Interpreting Data Able to find meaning or patterns with accuracy between sets of information and use that meaning to construct inferences, predictions, and hypothesis; able to identify a single pattern among objects within an experiment
Controlling Variables
Able to identify variables within an experiment that are to be held constant and those that are to be manipulated; understand the difference between single and multiple variable manipulation
Designing Experiments
Able to visualize the procedures that may be necessary to answer question and plan the appropriate data collection operation; includes a plan to organize data; uses organized, sequential plans to test a hypothesis
Inferring Uses all appropriate information to form inferences and is able to distinguish non-essential information; develops inferences (ideas) based on observations; able to defend inferences reasonably and logically
Research and Writing
Missing-0 Research not done for experiment. Shows no understanding of concepts and does not use prior knowledge.
2-1 Below Proficient Incomplete information on topic, poor organization, many misspellings, poor punctuation and lack of complete sentences. Does not show a solid expression of concepts and does not incorporate prior knowledge.
3- Proficient – solid expression of concepts, a broad range of information written very well. Incorporates prior knowledge. Complete sentences used with 1-2 spelling and/or grammar mistakes
4 Exemplary - thorough understanding and expression of concepts, information complete, incorporates prior knowledge, and written creatively and technically. 0 spelling or grammar mistakes. Complete sentences used.
General
0-Experiment not completed, did not complete the assignment, or did not show comprehension
1-Experiment does not accomplish what was asked; contains errors and is of poor quality
2 Fair-The experiment meets most of the criteria and does not contain gross errors or significant omissions
3- Good-The experiment completely meets the expectations described by the criteria
4-Outstanding- the experiment meets all criteria, exceeds expectations and shows additional effort
Format
4- Student did an outstanding job. Meets all criteria and exceeds expectations in length, neatness and shows additional effort. 3- Student met the expectation for the format of the lab report described by the criteria. 2- Student attempted to meet the expectations but had minor omissions or errors in the format of the lab report. 1-Student did not accomplish what was asked; format not followed; major omissions or errors in the format of the lab report. 0-Student did not attempt to follow format, none of the criteria was followed in lab report.
EXTENSION
4- Student did an outstanding job on extension. Meets all criteria and exceeds expectations for assignment. Shows additional effort. 3- Student met the expectation for extension described by the criteria. 2- Student attempted the extension but there were missing pieces of information and or incorrect reasoning 1-Student did not accomplish what was asked; contains major errors and is of poor quality. 0-Student did not attempt extension; extension was not included in lab report.
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Exploring the Stars
Today you are going to be traveling the solar system! In fact you will be visiting different planets! Each lab station is now a planet. You will find that there are objects on the table and your job is to mass each object and report its weight in the data table below. In a previous lab, you discovered that the acceleration on Earth due to gravity was 9.8 m/s
2. Knowing this information, you must find
the “weight” of each object on each of the different planets. It is also important to find relationships between weight, gravity and mass. Be sure to check your triple beam balance and start the pointer on zero. The balance must be calibrated to give you the correct value. Use units on all calculations. Show your work and show units. Then answer the discovery questions when you are done.
You will need to convert (g) to (kg)- You may use a calculator if needed.
Gravity Lab/Worksheet
Station 1 Description of Planet (2 things learned)
Mass from TBB
(g)
Mass (kg)
Planet’s Gravity (m/s2)
Planet’s Mass (kg)
Planet’s Density (kg/cm3)
Planet’s Diameter
(km) Planet Object
Earth 1
Earth 2
Station 2
Jupiter 3
Jupiter 4
Station 3
Mercury 5
Mercury 6
Station 4
Moon 7
Moon 8
Station 5
Neptune 9
Neptune 10
Station 6
Mars 11
Mars 12
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Station 7
Saturn 13
Saturn 14
Station 8
Sun 15
Sun 16
Station 9
Venus 17
Venus 18
Station 10
Uranus 19
Uranus 20
Step 2- Now that you have visited all of the planets in your solar system sit down with your fellow explorers and find the
weight of each object based on its acceleration due to gravity.
To find weight: Mass (kg) x Acceleration due to gravity m/s2 = Weight kg(m/s2) or (N)
OBJECT MASS (KG)
ACCELERATION DUE TO GRAVITY
(m/s2)
WEIGHT OF OBJECT
(kg x m/s2)
FORCE EXERTED
ON PLANET (N)
OBJECT MASS (KG)
ACCELERATION DUE TO GRAVITY
(m/s2)
WEIGHT OF OBJECT
(kg x m/s2)
FORCE EXERTED ON
PLANET (N)
1
11
2
12
3
13
4
14
5
15
6
16
7
17
8
18
9
19
10
20
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Gravity Lab Follow-Up Questions
1. A student says to his/her teacher, “I am going to find the weight of this object by using the triple beam balance.”
Explain how this comment could be incorrect. Is mass and weight the same concept? Explain by using the
proper vocabulary, underline the vocabulary, and use complete sentences.
2. If you were to take a backpack from Earth to Mars would its mass change or stay the same? Explain.
3. Analyze: Based on what you have seen, how does the mass of a planet impact the gravity it has? Explain the
relationship between mass and gravity. Use complete sentences.
4. Analyze: Which of the planets has a greater gravity than Earth? Do these planets also have greater mass?
5. How are weight and force related? Explain using complete sentences.
6. Draw a FORCE DIAGRAM showing one of the objects from the lab. Be sure to :
___ picture of object, name of object _____size of force and direction of force
____ ground of planet, name of planet
7. PREDICT: How much force would an object of 50g have on Earth? Draw and label a force diagram.
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8. PREDICT: How much force would an object of 150 g have on a planet that had 3x the gravity of earth? Explain
your answer in complete sentences.
9. PREDICT: How much force would an object of 20 g have on a planet that was ½ the size of Earth? Explain your
answer in complete sentences.
10. PREDICT: How do you think increasing a planet’s size would impact its ability to pull objects towards
11. What did you learn about the relationship between weight, force, gravity, mass and acceleration? Explain what
you “learned” from this lab.
Vocabulary:
Mass
Weight
Acceleration
Force
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LAB AND READING ASSIGNMENT/NOTE TAKING GUIDE
Investigate Momentum- What happens when objects collide?
Read pages 64-69 in your book. Answer the following questions.
1. Any moving object has what kind of property?
2. What is momentum defined as?
3. Which object will have more momentum, a tennis
ball or a wrecking ball? Explain your answer
4. How is momentum similar to inertia? Explain.
5. What is the formula for momentum?
6. What two things must you know to find the
momentum of an object?
7. How is momentum different than inertia?
8. Which object will have MORE momentum, a fast
moving wrecking ball or a slow moving wrecking
ball? Explain.
9. If you had two wrecking balls, one moving faster
than the other, which would be able to do the
MOST damage? How do you know?
10. In the formula for momentum, “p” stands for…?
11. What are the units for momentum? Why are
these the units for momentum?
12. Is momentum a vector? What is a vector?
SHOW THE FORMULA, WORK, ANSWER AND UNITS
13. What is the momentum of a 1.5 kg ball moving at 2 m/s?
FORMULA WORK ANSWER UNITS
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14. What is the momentum of a 2.5 g ball moving at 5 m/s?
FORMULA WORK ANSWER UNITS
15. Define: Collision
16. What is one way in which objects transfer
momentum? Explain.
17. What is a “system” as defined and explain in
your book on page 67?
18. When you have a collision between two objects
what two things CHANGE?
19. Define: Conservation of Momentum.
20. How much an object’s momentum changes
when a force is applied depends on what two
things? Explain.
21. To find the total momentum of objects moving
in the same direction, what should you do with
the momenta of the objects?
22. For two objects that are traveling in opposite
directions, what should you do to find the
momenta of the objects?
23. What measurements are needed to calculate
force?
24. Is there any difference between force and
momentum? Explain your answer.
25. In collisions, forces are ______________ and
_______________.
26. Is momentum conserved in collisions? Explain.
27. Momentum is a property of a ____________
object.
28. Are collisions the ONLY events in which
momentum is conserved? Explain.
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29. What is the momentum of a 100 k g ball moving at 15 m/s?
FORMULA WORK ANSWER UNITS
30. What is the momentum of a 12.5 g ball moving at 15 m/s?
FORMULA WORK ANSWER UNITS
CLASS DISCUSSION/ NOTES- WRITE THE NOTES FROM THE SMART BOARD DOWN.
• Found in _____________ objects. Is a measure of ________ in motion. Formula is: ___________
• Symbol for momentum is _________ Symbol for mass is ________. Symbol for velocity is _______.
• Units for momentum is ____________. More mass= more ___________Momentum depends on _______.
• Momentum takes into account ______________ Momentum Is a _________ it has size and direction)
• Collision -Two objects in close contact exchange ________and ___________ The total momentum of a system of
objects _____________ change, as long as no outside forces are acting on that system.
• To find total momentum of objects moving in the SAME direction, _______the momenta of the objects.
• Objects traveling in opposite directions, ____________the momentum from one another
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Using your text book (p. 77- 83 and page 122 – 124)
1. Define: Kinetic Energy
2. Define: Potential Energy
3. Moving objects have what type of energy?
4. The faster an object moves, the more ______ energy it has.
5. How are kinetic energy and potential energy DIFFERENT? Explain.
6. Draw a picture of a roller coaster and explain which locations the roller coaster would have the greatest
potential energy and the greatest kinetic energy.
7. Define: Gravity
8. Do all planets have the same gravity? Explain.
9. Gravity is called the ____________________force because it acts on any two masses anywhere in the universe.
10. On earth, the gravity is _____________________.
11. In the spring scale lab you calculated acceleration due to gravity as __________________.
12. The more mass two objects have, the more __________________ of gravity the masses will exert on each other.
13. What is the relationship between the mass of an object and the force of gravity?
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14. Knowing that planets are different in masses/size, explain the difference of the force of gravity on an object (like an astronaut) if he/she is near a large/massive planet vs. a small, less massive planet. Explain.
15. As the distance between the objects increases, the force of gravity _________________.
16. In a vacuum, where there is no air, all falling objects have the ______________ acceleration due to gravity.
17. If you were to go to another planet, would your weight be the same? Explain.
18. Compare the term “weight” to the term “mass”. How are they DIFFERENT?
19. Define: Mass
20. Define: Weight
21. An object’s weight is dependent on the force of ____________ acting on it.
22. When you are using a triple beam balance, are you measuring weight or mass? Explain.
Gravity and Weight Problems Formula to find the weight of an object _________________
units for weight_____
Show work
Planet A Gravity 15.6 m/s2, astronaut 85.6 kg = weight________________________
Planet B Gravity 6.2 m/s2, astronaut 60.2 kg= weight ___________________________
Planet C Gravity 21.6 m/s2, astronaut 26.9 kg = weight ____________________________
Why are the units for weight the same as the units for force?
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Chap 2 Power Point Notes and Discussion:
Gravity is the _______________ of attraction between two ________________.
The force of gravity depends on the _____________________________of the objects.
Friction is the force that _____________motion between two _____________that are pressed together.
Draw a picture of an object moving to the right and show how friction “opposes” its motion.
Potential Vs. Kinetic Energy
1. Define: Potential Energy
2. Define: Kinetic Energy
3. Draw a picture of a roller coaster and explain where the roller coaster has the most kinetic energy and the most
potential energy.
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Balloon Car Racer Project Teacher Initials _____ Date Research Completed _____________
R & D Name(s) ________________________________________________
Answer the following questions about each of the websites below:
http://www.balloonhq.com/balloon_car/balloon_car.html#event
NASA Jet Propulsion Laboratory : Look for these answers under “results”
1. Using the “Results” data table, which car had the most mass? ___________ How far did it travel?
_______________What did it look like? Explain.
2. Which car had the least mass? _______________ How far did it travel? __________ What did it look like?
Explain.
3. Which cars were the top 4 in distance traveled? Name them and then list the distance traveled in feet.
Name of Car Distance Traveled (ft)
A. __________________________________________ _____________
B. _________________________________________ _______________
C. __________________________________________ ________________
D. ___________________________________________ ________________
4. What did all of the “top distance” cars have in common with the way that they were designed?
Explain.
5. Which car would you vote for as the “most creative”? Why? ____________________
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http://www.mrg-online.com/car.htm
1. Describe the wheels on the “fastest speed winner” for year 2007. _____________________
2. Look at least 5 cars and explain what the wheels are made out of. List the materials below.
3. What is the longest distance for the car on this website? _________ What is the car made out of ? List the
materials.
4. What were the axils made out of for this project? List at least 4 different types of materials that you see.
5. What was the body of the car made out of for this project? List at least 4 different types of materials that you
see.
http://teachertech.rice.edu/Participants/louviere/Newton/hints.html
1. The chassis should be light and sturdy because?.....
2. What happens if the wheels are not mounted straight or if they cannot spin smoothly?
3. What are two things that you need to make sure that your balloon has when you build it?
Additional Resources and Ideas
http://www.biglearning.org/article-balloon-car.htm
http://quest.nasa.gov/space/teachers/rockets/act2ws1.html
http://sciencesquad.questacon.edu.au/activities/balloon_powered_car.html
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Balloon Car Racers: Instructions and Rubric
Team Members___________________________________________Groups of 2-3
Purpose: You will create a balloon-powered race car that travels at least 4 meters in the shortest amount of time possible while adhering to the rules below.
Materials due ___________________________________ . Put your names on your bag.
All materials should be out of the science classroom no later ____________________________________.
Any items left in the classroom will be thrown out.
Rules:
All cars must be made of recycled materials. All cars must be made/ built at school in class. All cars must have at least 3 wheels. All cars may not leave the ground. You may not use any of the following: wheels from toy cars, kinnex, leggos or any items already used for wheels. All cars will have only one 12 inch balloon to power it. All students are responsible for their own materials. All students are responsible for bringing their own materials to class. Any materials left in class are not the responsibility of the teacher. Students may bring their own glue guns. The teacher can share her glue guns but any students using glue guns will provide their own glue.
Any materials must be in a sack or shoe box with the students’ name and hour. Students will be required to follow deadlines and a specific sequence of tasks before the completion of the car. No store bought kits will be allowed in the competition/for this assignment.
Work should be completed in the sequence below.
Date of Assignment Teacher Initials
Grade on Assignment
Work to be done on this day
/4 R & D Assignment from Internet- Due at end of hour
/4 Balloon Powered Car Materials and Procedures Page- Due at the end of the hour
/4 Sketch of Balloon Powered Car Due- Due at the end of the hour
May Start building today if everything else is done
Build and Test Rocket Car- bring your own testing balloons, only one will be provided for
you to use!
/4
Cars must be done today- Race Cars today- once you have raced the car you are to clean up, remove and throw out any materials not needed by the teacher. (see rubric below)
/4 Challenges and Technical Difficulties Assignment- to be completed after you race your car
PROJECT IS OFFICIALLY OVER - Finish up racing cars today- Review for Semester Test should
be done.
Semester Test for Science
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Design Points and Race-Day Rubric
Car Adhered to Rules _____/4 Participation/Work Ethic * Daily grades may be taken on either of these Distance Met _____/4
Distance Rubric 0-4
Score 0 .5 1 1.5 2.0 2.5 3.0 3.5 4.0
Distance Traveled
0 m .1-.9
m 1-
1.4m 1.5-
1.9m 2-
2.4m 2.5-
2.9m 3-
3.4m 3.5-
3.9m 4 +m
Awards for: (per class)
1. Farthest Traveled 2. Best Looking
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Balloon Car Racers: MATERIALS & PROCEDURES PLAN SHEET
Materials Used to Make Your Car
1.
2.
3.
4.
5.
6.
7.
Why did you choose to use this material?
1.
2.
3.
4.
5.
6.
7.
Tools Used to BUILD Your Car (Tools)
Procedures – Written Directions Diagrams – Drawings (label if necessary)
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
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Add an additional page if necessary.
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Balloon Car Racers: Sketch and Design
Group Name(s) PRINT NAMES _____________________________________________________________________________________
Date Sketch Completed _____________________ Teacher Initials ______________
Label all parts. Include the following information:
1. Length in cm 2. Mass in grams 3. Location of balloon 4. Location of Wheels
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Challenges and Technical Difficulties List at least 3 problems you encountered while building or testing your car and what you did to solve them.
Describe the problem. You may also use drawings. Explain how you solved this problem.
Problem #1
Problem #2
Problem #3
Problem #4
Problem #5
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Motion and Forces TEST Study Guide 8th Grade Science
L1) Know the following terms/definitions/equations.
Position Location Relative location Motion Relative Motion
Speed Velocity Acceleration Vector Force Net Force
Balanced/Unbalanced Forces Newton’s 1st Law of Motion Newton’s 2nd Law of Motion Newton’s 3rd Law of Motion Inertia
L2) You should be able to solve the following problems (and answer with CORRECT UNITS).
Velocity: A man was running across a bridge for 5 minutes. He started at the 2000m mark on the bridge, and ended at the 1000m mark on the bridge. What was his velocity?
Pedro O’Shea is a famous soccer player. He plays for Team Brevetti F.C. in Edmond. The other day, he was clocked running 100m across the soccer field in 5 seconds. What was his velocity?
Acceleration: A car is driving 20m/s down the county road and sees a stop sign up ahead. He slows down his car until he is at a complete stop 10 seconds later. What was his acceleration?
After looking both ways, the driver of the car begins driving again, and in 6 seconds he is driving 25m/s. What was his acceleration?
Force: What is the Force needed to accelerate a .02kg mass 50m/s2?
What is the acceleration of a 50kg object that has been given a 20N push?
What is the mass of a car that was accelerated 25m/s2 by a force of 150N?
You should be able to find the NET Force of force diagrams, tell if there will be motion, and in what direction the motion will be.
