Ideas for teaching Newton's Laws of Motion

[michigan]

I'm looking for some ideas that require easy to find and cheap materials. (Since I have to buy all of this myself.)

[Unregistered]

There is a book called String and Sticky Tape Experiments that is available at Amazon.com. I would buy a copy.

Also, subscribe to the Physics Teacher.

THe question I have for you is, "What are you trying to measure/verify?"

[Unregistered]

I'm looking for some ideas that require easy to find and cheap materials. (Since I have to buy all of this myself.)

There is a very easy experiment using equipment you might already have. Materials needed: marbles, rulers, books (to make the ramp height), milk cartons, and gram weights (or large paperclips since they equal one gram)

Material Preparation:
1. Place books on top of one another to get to a desired height.
2. Place the ruler attached on the ridge of the top book to make a ramp for the marble (my rulers have a little ridge in them that works perfect)
3. Cut small milk cartons so that there are only four sides. (one on top and three sides)
4. I used two 1 inch (thin) bolts on top to hold a large paperclip.

There are several question you could test:
A. Does the mass of the marbles (number of marbles) going down the ramp effect the movement of the box placed at the bottom of the ramp?
B. Does the mass of the box (number of added grams weights or paperclips) effect the movement of the box placed at the bottom of the ramp?

Variations:
* Change the height of the ramp
* change the type of marble (larger shooters, golf balls, plastic golf balls)

Observation and exploration:
Test to discover how many marbles and weights it takes for the box to be moved a set distance.

[Unregistered]

What would such an activity teach?

For example, suppose students found that it took seven marbles to move the box. So what? What does that teach them?

Scientific experimentation involves more than changing the value of an independent variable and measuring the change in the dependent variable. If I raise the ramp and find that the box moves farther, that tells me next to nothing about Newton's second law, or any law of physics for that matter.

[Unregistered]

Well, it can be used to discuss Newton's second law (F=ma)....

[Unregistered]

Sure, just not in any meaningful manner.

[unregistered]

In my middle school this site is utilized almost every day! It is great. Maybe you already have it, maybe you don't:

www.middleschoolscience.com

Barbara

[Unregistered]

What would such an activity teach?

For example, suppose students found that it took seven marbles to move the box. So what? What does that teach them?

Scientific experimentation involves more than changing the value of an independent variable and measuring the change in the dependent variable. If I raise the ramp and find that the box moves farther, that tells me next to nothing about Newton's second law, or any law of physics for that matter.

I am amazed at your response to a teacher that has taken their time to offer their help. if you do not like the idea then do not use it, there is no need to attack them in the way that you did. How do you respond to your students when they suggest something you do not like?

[Unregistered]

if you do not like the idea then do not use it, there is no need to attack them in the way that you did.

First of all, I never attacked anyone. I did, however, attack an idea offered by someone. My criticism of the activity has not been countered and, therefore, still stands. I suggest to anyone that wants to use an activity to teach Newton's second law that they design it so that the relationship between mass, acceleration, and the net force is clear. For example, raising the ramp affects the speed of the ball at the bottom, but there is no clear connection between this speed and the force that is imparted on the box. This activity, as described, will "teach" students that the net force and mass are related through velocity, which is dead wrong. Why would we ever want to use an activity that teaches a misconception?

Consider another question posed by the teacher:

A. Does the mass of the marbles (number of marbles) going down the ramp effect the movement of the box placed at the bottom of the ramp?

That is impossible to say, because a train of marbles hitting an object one-after-another cannot be equated to a single marble of combined mass.

Changing the mass of the marble wouldn't work because in the real world the mass change would affect the speed of the ball at the bottom of the ramp.

* change the type of marble (larger shooters, golf balls, plastic golf balls)

Good luck gleaning anything from those results. Not only is the mass of each object different, but they also have different radii (giving them a different moment-of-inertia). The student will have a ton of data that won't match up to anything described by Newton's second law for linear motion, because the student has no way of controlling the speed of the object before it hits the box.

[Unregistered]

I'm in middle school and we are learning newton's laws of motion. If you're looking for a movie to show-bill nye the science guy. He explains thing so well. Our class has gotten to singing along with the theme song.

Some things we have done in class

1. roled different sized wooden balls down a track and recorded how far each one goes after it comes of of the track.

2. we went to busch gardens to learn the laws of motion. if you can't go there, than do some worksheets on rollar costers that relate to the laws of motion. you can also make a magnetic track on the chalk board or dry erarse board and design different sized cars to go down them.

3. if you give your class worksheets, put real life situations on them. it helps everyone relate to the laws of motion.

[Unregistered]

I'm in middle school and we are learning newton's laws of motion. If you're looking for a movie to show-bill nye the science guy. He explains thing so well. Our class has gotten to singing along with the theme song.

Some things we have done in class

1. roled different sized wooden balls down a track and recorded how far each one goes after it comes of of the track.

2. we went to busch gardens to learn the laws of motion. if you can't go there, than do some worksheets on rollar costers that relate to the laws of motion. you can also make a magnetic track on the chalk board or dry erarse board and design different sized cars to go down them.

3. if you give your class worksheets, put real life situations on them. it helps everyone relate to the laws of motion.

I hope that helped.

[Unregistered]

First of all, I never attacked anyone. I did, however, attack an idea offered by someone. My criticism of the activity has not been countered and, therefore, still stands. I suggest to anyone that wants to use an activity to teach Newton's second law that they design it so that the relationship between mass, acceleration, and the net force is clear. For example, raising the ramp affects the speed of the ball at the bottom, but there is no clear connection between this speed and the force that is imparted on the box. This activity, as described, will "teach" students that the net force and mass are related through velocity, which is dead wrong. Why would we ever want to use an activity that teaches a misconception?

Consider another question posed by the teacher:



That is impossible to say, because a train of marbles hitting an object one-after-another cannot be equated to a single marble of combined mass.

Changing the mass of the marble wouldn't work because in the real world the mass change would affect the speed of the ball at the bottom of the ramp.



Good luck gleaning anything from those results. Not only is the mass of each object different, but they also have different radii (giving them a different moment-of-inertia). The student will have a ton of data that won't match up to anything described by Newton's second law for linear motion, because the student has no way of controlling the speed of the object before it hits the box.


I stand in awe of your knowledge of the subject...as well as your arrogance. Forgive us for falling short of your perfection.

[Unregistered]

Perhaps the poster comes across as arrogant, but also, there is an excellent point to be made.

One of the problems with education these days is the "good job!" mentality. Any response, any paper turned in, any effort at all garners a "good job!" response from MANY in the profession just to encourage students. Then we wonder why kids are confused when they see their grades and complain that "I turned everything in, why don't I have an A?" Well, you might have turned everything in, kid, but it was a lot of crap. (Sorry - I'm a little blunt here since I'm not actually addressing a child.)

Teachers presenting lessons that are not concise but keep the kids entertained do nothing to advance the understanding of concepts and sometimes just serve to further confuse students who already are falling victim to an education system that is falling apart.

I don't want to in any way discredit anyone that is doing their best to find meaningful lessons and ideas by coming here. Just the fact that you are here and not just going page by page through a book says something. BUT, teachers cannot lose sight of the concepts that they are actually trying to teach in their efforts to make it fun.

[Unregistered]

There is something wrong if teachers can not use the internet to discuss teaching activities. Discussion includes both agreement and disagreement. The activity involving rolling balls is seriously flawed. The poster above was not rude or disrespectful, he/she simply pointed out that this activity is meaningless, and actually re-enforces a common misconception.

If some teachers are this sensitive to being corrected I feel sorry for their students. It is not right to accept everything, mistakes should be pointed out. I try to create an atmosphere in which students are willing to contribute and happy to listen to both criticism and agreement with what they have said. Making an effort and then having one's mistakes pointed out is important in learning. Aren't we all constantly learning and try to expand our knowledge?

I thank the poster who pointed out the problem with the above activity. This seems to be a common misconception amongst science teachers.


It is not arrogant to point out mistakes! Please do not encourage your students to think this way!

[a student also]

Well see I'm here because my dad is a fifth grade teacher and tomorrow his students are going on the laptops and he wants me to find a way for his kids to memorize all the cell parts online, like find a game. If anyone has any ideas can you please post them? Thank you!

*They can't be hand-on projects, they have to be ONLINE....so if anyone knows a website please POST!!! I've been all over the internet and can't find anything!!!!!! My connection is pretty weak, so maybe I missed something.....PLEASE HELP!!!!!!!

[Unregistered]

We do ballon rocket races to show all 3 laws. Students design a rocket using all sorts of balloon sizes and shapes. they are attached to a drinking straw threaded onto a taut string. Group have several times to experiment before they have to have a final design. We discuss why the balloon moves opposite of the air (3rd law) and what cause the balloon to go or stop (1st law and friction) and even why some go farther or faster (2nd law) My students love this activity

[Unregistered]

I use a toy car, toy passenger, and a rubber band. To show an object in motion tends to stay in motion I put the toy person in the car, roll the car quickly, then jerk it to a stop. The toy person goes flying out of the car. Then, after discussion, I use the rubber band to tie the toy person to the seat (think seatbelt) and repeat the process.

[Unregistered]

Well, it can be used to discuss Newton's second law (F=ma)....


No it canr

[Unregistered]

Wow. Even as a seventeen year old girl in highschool, I can say that I am appauled at your immaturity, and that bright people like yourselves would really argue with someone over the INTERNET. You get nothing accomplished, therefore, it's pointless. Try teaching your students instead of obsessing over your next argument to propose to someone you don't even know.

[Unregistered]

Well, it can be used to discuss Newton's second law (F=ma)....akaujnnakjaisdnnftdisjdhhaakauqncnizbzoh dbb