Chapter 2: Mass and Velocity

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1 Chapter 2: Mass and Velocity

FM: 2.3.1 WARM-UP Students use the Simulation to test how forces of equal strength affect the velocity of objects with different masses. (5 min) Warm-Up 1.

2 FM: WARM-UP Students use the Simulation to test how forces of equal strength affect the velocity of objects with different masses. (5 min) Warm-Up 1.Make some predictions about what will happen in the Sim when you exert the same strength force on two objects of different mass. 2.Run the tests in the Sim. 3.When the tests are complete, think about how you would answer this question: Why did one object stop more easily than the other? Be prepared to share your ideas with a partner.

FM: 2.3.2 REVISITING DESIGNING WHEELCHAIRS" Students apply ideas about how mass affects force and velocity as they reread an article to help them decide how to design a wheelchair for basketball.

3 FM: REVISITING DESIGNING WHEELCHAIRS" Students apply ideas about how mass affects force and velocity as they reread an article to help them decide how to design a wheelchair for basketball. (20 min) What do players need to do in basketball? How do they move? Is it fast or slow? Do players bump into each other? Do they stop and start? Read paragraphs 3, 4, and 5, highlight important sentences or phrases that will help you to answer the questions.

4 FM: REVISITING DESIGNING WHEELCHAIRS"

5 Students model their ideas about how a more and less massive pod's motion would affected by the same strength force. (20 min) The thrusters on this pod exerted the same strength force as pods on other missions. Review what was expected: with the same force, the pod should slow down, and then stop to dock at the space station. Instead, when the signal was restored, we found this pod moving in the opposite direction.

6 Students model their ideas about how a more and less massive pod's motion would affected by the same strength force. (20 min) The space agency is still determining if the pod had more or fewer samples than normal. Since we know that the same strength force affected this pod differently, something must have been different about its mass.

7 Students model their ideas about how a more and less massive pod's motion would affected by the same strength force. (20 min) Talk with a partner about the question next to each claim.

8 Students model their ideas about how a more and less massive pod's motion would affected by the same strength force. (20 min) You will model the inferences you made for each claim, and show how the pod moving away from the space station could be related to its mass. You should think about the questions you just discussed as you create your models.

9 Students model their ideas about how a more and less massive pod's motion would affected by the same strength force. (20 min) The top row of the Modeling Tool shows what usually happens during asteroid collection missions. Normally the pod has a medium mass, which is represented by a mediumsized circle. The same strength force was applied to objects of different mass. Point out the circles and inform students the largest circle represents a more massive object and a smallest circle represents a less massive object.

10 Students model their ideas about how a more and less massive pod's motion would affected by the same strength force. (20 min)

on the velocity of the pod when it was less massive?

11 How did you show the effect of the thruster force on the velocity of the pod when it was more massive? How did you show the effect of the thruster force on the velocity of the pod when it was less massive?

12 FM: HOMEWORK Students explain how it would have been possible for a pod with a different-from-usual mass to move in the ways described by the two claims. Explaining Two Claims Why did this pod move differently? Could these claims be accurate if the pod had a different mass (asteroid samples)? Explain to Dr. Gonzales what would have happened in each claim that would cause the pod to move away from the space station. Refer to your Modeling Tool diagrams, the word bank, and the cause-and-effect words and phrases.

Chapter 1: Force and Velocity

Chapter 1: Force and Velocity FM: 1.3.1 WARM-UP Students consider how diagrams use arrows and lines to represent force and velocity. (5 min) Signifying Changes in Motion Answer Here FM: 1.3.1 WARM-UP Students