Motion: Newton’s Three Laws - New Hampshire's PBS … · 2004-09-01 · Motion: Newton’s Three Laws ... The practical application of Bloom’s Taxonomy is to evaluate stu-

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Motion: Newton’s Three LawsINTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING MOTION: NEWTON’S THREE LAWS

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Term Link . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Fill in the Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Code Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Motion: Newton’s Three Laws11

OBJECTIVES

Motion: Newton’s Three LawsTHEMES

Motion: Newton’s Three Laws intro-duces students to Sir Issac Newton’sbasic discoveries about motion. Eachof Newton’s three laws of motion arediscussed, as well as the concepts ofvelocity, acceleration, frame of refer-ence, speed, and force. The linkbetween action and reaction is alsocovered, as well as gravity. Finallyviewers are exposed to the conceptsof centripetal force, projectile motionand vertical motion.

OVERVIEWScientists have always been inter-ested in measuring the motion ofobjects. The first set of laws governingmotion were published by Sir IssacNewton in 1686. He outlined threebasic laws of motion. In order tomeasure motion, we must comparethe position of an object to anotherobject or frame of reference. We alsomust know the distance that an objectmoves during a given amount of time,or its speed. The first law of motion isknown as the Law of Inertia. It statesthat an object’s motion does notchange unless a force acts upon it.The second law of motion states thatthe acceleration of an object isdirectly proportional to the forceexerted on it and inversely propor-tional to its mass. The third law ofmotion states that for every force,there is an equal force in the oppositedirection.

To learn more about Newton’sbasic laws of motion.

To discuss the concepts of veloc-ity, acceleration, frame of refer-ence, speed, and force.

To examine the link betweenaction and reaction.

To explore the properties of grav-ity, centripetal force, projectilemotion and vertical motion.

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12© Copyright 1999 AIMS Multimedia Motion: Newton’s Three Laws

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMMotion is not an absolute term. It isrelative to many factors, includingposition, mass and the interference ofother objects. If we think about it,everything on Earth is in motion.After all, the Earth itself is constantlymoving. Since people cannot feel thismotion, it took scientists many yearsto understand it. Sir Issac Newtonwas the first physicist to understandthe basic principles of motion. Hiswritings about the laws of motionwere revolutionary. Scientists todaystill use the laws to better understandour world and universe.

INTRODUCTION TOVOCABULARYBefore starting the program, write thefollowing words on the board. Askthe class to discuss the meaning ofeach word, and review the terms thatare unfamiliar to students.

motion - action which occurs whenan object changes its position inspace

force - any influence upon an objectthat changes its motion or shape

potential energy - energy that isstored

kinetic energy - energy associ-ated with motion

DISCUSSION IDEASAsk students to list some commonexamples of motion. Write theseexamples on the board and explainhow each one relates to Newton’slaws. Which examples provide aclear illustration of velocity, speed,acceleration and friction? Encouragethe class to openly share their ideas.

FOCUSAs you begin the program, ask stu-dents to consider Newton’s place inhistory. By publishing his laws ofmotion, he contradicted many of thecommon beliefs about science. Howdid Newton’s courage change ourview of the world? In what ways areNewton’s contributions still impor-tant? How is he a role model for oth-ers intuitive minds?


JUMP RIGHT IN

Preparation

Read Motion: Newton’s ThreeLaws Themes, Overview, andObjectives to become familiarwith program content and expec-tations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing MOTION: NEWTON’S THREELAWS

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewMotion: Newton’s Three Lawstogether or in small groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing MOTION:NEWTON’S THREE LAWS

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE MOTION: NEWTON’S THREE LAWS AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Connection to History

Sir Issac Newton is considered to be one of the greatest thinkers in the history of science. Inaddition to his discoveries about motion and physics, Newton also made numerous discover-ies about light and color, mathematics, and astronomy.

Ask students to use the Internet, library books and other resources to learn more about SirIssac Newton. Encourage each student to choose an important discovery made by Newtonand learn more about it. Have each student summarize his or her research in a one-pagepaper.

Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are uncertain of the meanings. Make sure that their sentences display an understand-ing of the words as they relate to the program.

• inertia - tendency of matter to remain at rest or in motion unless affected by an outside force

• velocity - speed or direction of an object’s movement • acceleration - an increase in an object’s velocity in a given amount of time • momentum - property of a moving object that determines the length of time required to

bring it to rest

Connection to Science

Ask students to summarize each of Newton’s three laws of motion. What are some examplesof each law?

(The first law states that any object moving uniformly in a straight line or in a state of rest willremain in uniform motion in a straight line or in a state of rest unless acted upon by an out-side force. Examples include gravity pulling down a baseball and the wind blowing a leaf.

The second law states that the change which any force makes on an object depends on the sizeof the force and the mass of the object. Examples include a soccer ball being kicked and a bul-let being fired.

The third law states that for every action there is an opposite and equal reaction. Examplesinclude a jet taking off and a drum vibrating the air when it is struck with a drumstick.)

60 Minutes

HISTORY

20 Minutes

20 Minutes

SCIENCE


Critical Thinking

Newton’s third law of motion states that for every action there is an opposite and equal reac-tion. This fact is so basic to everything we do that we usually overlook it. How does this lawapply to the act of walking on the ground? What would happen if someone was walking downthe street and this law suddenly did not hold true? What are some other common examples ofthis law?

(When we walk on the ground, our feet push on the ground and propel us. Likewise, theground pushes against our feet with equal force. If it did not, we would sink into the ground.In other words, the ground offers resistance to our footsteps. Other examples of the third lawof motion include a space shuttle launching, a basketball bouncing, a gun kicking back whenfired, and the movement of oars propelling a boat through water.)

Hands On

Perform the following demonstration for students to explain the significance of weight and fric-tion. Place a book on the floor and create an incline by placing one end of a second book ontop of the first book. Roll a small empty jar down the incline and measure the distance the jarrolls before coming to a stop. A baby food jar will work well. Next, roll a larger empty jardown the incline and measure the distance the jar rolls before coming to a stop. Which dis-tance was greater? Why? (The heavy jar will roll farther because it has greater mass.)

Fill the large jar halfway with water and repeat the above experiment. Which jar rolls farther?What could be the reason? (This time, the smaller jar rolls farther, even though the large jarhas even more weight than before. As the water sloshes inside the large jar, it creates frictionwhich slows down the movement of the large jar.)

Connection to Language Arts

In addition to many scientific discoveries, Sir Issac Newton also gave us a word that is com-monly used in the realm of science. The “newton” is a unit of measurement. Ask students if theyknow how this unit was devised. What does it measure? When is it used?

(A newton is the unit of force that is capable of moving an object with a mass of one kilogramone meter per second. It is commonly used in the fields of physics to measure the properties ofvarious objects.)

20 Minutes

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LANGUAGE

ARTS


Extended Activity

The following experiment is a fun way to understand a significant aspect of motion. Ask sev-eral students to bring roller skates or in-line skates to class. Only students who are comfortableon skates should actively participate in the demonstration. Allow the class to go outside or toan area where the floor will not be damaged by the skates. Ask two students wearing skatesto stand on a hard, flat surface, such as a sidewalk. Have the students face one another andplace their palms together. Tell them to push each other slowly and gently. It may take a fewtries to get the hang of it. What happens? Repeat the experiment with different pairs of stu-dents? Does a trend seem to govern the outcome? If so, what is the trend? Which law of motiondoes this experiment prove?

(If both students have similar or equal weights, they will roll backward at an even velocity. Ifthe students have unequal weights, the lighter student will roll back farther. This is a demon-stration of the third law of motion.)

In the Newsroom

Many stories in the news are indirectly related to the laws of motion. Stories relating to spaceexploration, weather phenomena, geology, transportation and sporting events are just a fewexamples. Ask each student to locate an article that relates in some way to the laws of motion.Which law or laws is the story related to? How does the story prove the law or laws?

Have students present a summary of their articles to the class. If possible, allow students tovideotape their presentations for a “Laws of Motion News Show.”

Culminating Activity

Using what they have learned in the unit, ask each student to create a collage illustrating eachof Newton’s Laws of Motion. Encourage them to find examples of each law of motion in mag-azine or newspaper photographs. If they wish, they may create their own diagrams or illus-trations to further explain each law. In addition, ask them to label each section of the posterby writing a summary of each law. Display the posters on a wall labeled, “Laws of Motion inEveryday Life.”

40 Minutes

Extended Time

60 Minutes

Name

VOCABULARY

The following terms are from Motion: Newton’s Three Laws. Fill in the number of each term nextto its closest definition.

1. acceleration2. centripetal force3. force4. gravity5. inertia

___ speed or direction of an object’s movement

___ field force that draws all objects in Earth’s sphere toward the center of Earth

___ quantity of matter in a body as measured by its relation to inertia

___ any influence upon an object that changes its motion or shape

___ an acceleration or deceleration of force that retards, hinders or opposes motion

___ a perpendicular force that causes an object to move in a circular path with uniform speed

___ path of an object in flight

___ an increase in an object’s velocity in a given amount of time

___ tendency of matter to remain at rest or in motion unless affected by an outside force

___ response to an influence or force


6. mass7. reaction8. resistance9. trajectory

10. velocity

© Copyright 1999 AIMS Multimedia Motion: Newton’s Three Laws

Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Scientists have always been interested in measuring the motion of objects. The first set of laws gov-erning motion were published by ___1___ in 1686. In a book called ___2___ , he outlined threebasic laws of motion. In order to measure motion, we must compare the position of an object toanother object or ___3___ . We also must know the distance that an object moves during a givenamount of time, or its ___4___ . The first law of motion is known as the Law of ___5___ . It statesthat an object’s motion does not change unless ___6___ acts upon it. One such example is ___7___,which draws all objects toward the center of the Earth. The second law of motion states that the___8___ of an object is directly proportional to the force exerted on it and inversely proportionalto its ___9___ . The third law of motion states that for every force, there is ___10___ force in theopposite direction.

1. A. Newton B. HertzC. GalileoD. Aristotle

2. A. Matteria B. RepublicC. Principia D. Force and Motion

3. A. average massB. frame of reference C. inertiaD. terminal velocity

4. A. trajectoryB. resistance C. forceD. speed

5. A. Inertia B. AccelerationC. GravityD. Projectile Motion

6. A. a force B. an apexC. velocityD. a frame of reference

7. A. motionB. accelerationC. trajectoryD. gravity

8. A. massB. speedC. acceleration D. reference

9. A. densityB. mass C. volumeD. resistance

10. A. centrifugal B. projectileC. a greater D. an equal

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Name


TERM LINK

Write the letter of each term next to the group of words which best describes it.

A. apexB. AristotleC. frame of referenceD. GalileoE. motionF. NewtonG. PrincipiaH. projectile motionI. speedJ. terminal velocity

___ combination of horizontal and vertical motion

___ English scientist who developed an understanding of motion

___ Greek philosopher who incorrectly proposed that the speed at which an object falls is proportional to the mass of the object

___ Italian astronomer and physicist who tried to measure the rate at which objects fell to Earth

___ maximum speed that can be achieved by a falling object

___ highest vertical point in a projectile’s trajectory

___ perspective from which an observer views the position of an object

___ change in an object’s position, which is based on the position of the observer and measuredin terms of speed, acceleration and velocity

___ outlined Newton’s three laws of motion

___ distance an object moves in a given amount of time


Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Average speed is the distance an object covers divided by the time it takes to travel that distance.

2. ___ Newton’s second law is also called the Law of Inertia.

3. ___ Gravity and wind are two forces which can affect the constant speed of an object.

4. ___ Acceleration refers to the speed and direction of an object’s movement.

5. ___ Whenever the velocity of an object changes, it decelerates.

6. ___ Acceleration is usually measured in meters per second squared.

7. ___ No force in nature exists without an equal and opposite reaction force.

8. ___ An object at rest has no forces acting upon it.

9. ___ On Earth, an object’s velocity increases 9.8 meters per second.

10. ___ As an object moves in a circular path, its direction always remains constant.

Name

FILL IN THE BLANKS

Use the list of words below to fill in the blanks.

accelerationapex

centripetal force

gravity mass

projectileresistance

1. A football being thrown is an example of a __________________ motion.

2. As a baseball leaves its thrower’s hand, it travels both vertically and horizontally until it reachesits __________________ .

3. An inward perpendicular force that causes an object to move in a circular path with uniform speed is known as a __________________ force.

4. In order for an object to be accelerated, a __________________ must act upon that object.

5. Aristotle proposed that the speed at which an object falls is proportional to the __________________ of the object.

6. __________________ due to Earth’s gravity is represented by the symbol G.

7. Wind is a form of __________________ that acts upon a skydiver as he falls to Earth.

8. __________________ draws all objects to the center of the Earth.



Name

NUMBER CODE

Use the code below to read the hidden word in each sentence.

A = 1C = 2E = 3F = 4G = 5H = 6I = 7

1. When the 18-3-9-12-2-7-16-19 of an object increases, the object is accelerating.

_________________________________

2. The 10-1-15-15 of an object times its velocity is known as momentum.

_________________________________

3. The energy of motion is also known as 8-7-11-3-16-7-2 energy.

_________________________________

4. Acceleration must overcome the 7-11-3-14-16-7-1 of an object.

_________________________________

5. Kinetic energy is given up when an object 15-16-14-7-8-3-15 another object.

_________________________________

6. Forces acting upon a single 13-12-7-11-16 are known as concurrent.

_________________________________

7. The resistance of motion is a factor known as 4-14-7-2-16-7-12-11.

_________________________________

8. Motion in a 15-16-14-1-7-5-6-16 line is known as rectilinear motion.

_________________________________

K = 8L = 9M = 10N = 11O = 12P = 13R = 14

S = 15T = 16U = 17V = 18Y = 19

g b d n k q p n k o r e

A M P L I T U D E t l o

l H h q g T R O U G H r

S l E k b q n P j b S l

E h s R d p g P r j P e

I a e p T n x L b l E n

S m p e m Z p E q d C g

M h c a z m C R E S T s

I o D E C I B E L q R o

C m h j a s d j l g U m

v F R E Q U E N C Y M j

w c n c p r p s E V A W

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

apexforcegravityinertiamassmotionreactionresistancetrajectoryvelocity



Name

TEST

Circle the phrase which best answers each question.

1. Which of these is not a factor in describing the motion of an object?

• frame of reference• type of object • rate of movement• position

2. The speed and direction of an object’s movement is known as:

• acceleration. • inertia.• vertical motion.• velocity.

3. For every force, there is an equal force in:

• a vertical direction.• a horizontal direction.• the opposite direction. • the same direction.

4. The maximum speed that can be achieved by an object falling to Earth is:

• center of gravity.• deceleration point.• rate of acceleration.• terminal velocity.

5. Swinging a ball on a rope in a circular motion is an example of:

• acceleration.• centripetal force. • projectile motion.• gravity.

25

Name

TEST (CONTINUED)

6. A projectile is subject to the force that propels it and to:

• terminal velocity.• inertia.• frame of reference.• gravity.

7. The motion of a projectile is its:

• acceleration.• velocity.• speed.• trajectory.

8. Motion is measured in terms of:

• speed.• acceleration.• velocity.• all of the above.

9. Which of these is not a basic type of motion?

• horizontal• inertia • circular• projectile

10. The first three laws describing motion were published by:

• Galileo. • Aristotle.• Einstein. • Newton.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Physics Essentials SeriesElectricity: The Invisible River of EnergyHeat and the Changing States of MatterForce and Work: Energy in ActionWaves: Energy in MotionLight, Lenses and Lasers

ANSWER KEY for page 18


VOCABULARY

The following terms are from Motion: Newton’s Three Laws. Fill in the number of each term nextto its closest definition.

1. acceleration2. centripetal force3. force4. gravity5. inertia

___ speed or direction of an object’s movement

___ field force that draws all objects in Earth’s sphere toward the center of Earth

___ quantity of matter in a body as measured by its relation to inertia

___ any influence upon an object that changes its motion or shape

___ an acceleration or deceleration of force that retards, hinders or opposes motion

___ a perpendicular force that causes an object to move in a circular path with uniform speed

___ path of an object in flight

___ an increase in an object’s velocity in a given amount of time

___ tendency of matter to remain at rest or in motion unless affected by an outside force

___ response to an influence or force

10

4

6

3

8

2

9

1

5

7

6. mass7. reaction8. resistance9. trajectory

10. velocity



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Scientists have always been interested in measuring the motion of objects. The first set of laws gov-erning motion were published by ___1___ in 1686. In a book called ___2___ , he outlined threebasic laws of motion. In order to measure motion, we must compare the position of an object toanother object or ___3___ . We also must know the distance that an object moves during a givenamount of time, or its ___4___ . The first law of motion is known as the Law of ___5___ . It statesthat an object’s motion does not change unless ___6___ acts upon it. One such example is ___7___,which draws all objects toward the center of the Earth. The second law of motion states that the___8___ of an object is directly proportional to the force exerted on it and inversely proportionalto its ___9___ . The third law of motion states that for every force, there is ___10___ force in theopposite direction.

1. A. Newton B. HertzC. GalileoD. Aristotle

2. A. Matteria B. RepublicC. Principia D. Force and Motion

3. A. average massB. frame of reference C. inertiaD. terminal velocity

4. A. trajectoryB. resistance C. forceD. speed

5. A. Inertia B. AccelerationC. GravityD. Projectile Motion

6. A. a force B. an apexC. velocityD. a frame of reference

7. A. motionB. accelerationC. trajectoryD. gravity

8. A. massB. speedC. acceleration D. reference

9. A. densityB. mass C. volumeD. resistance

10. A. centrifugal B. projectileC. a greater D. an equal



TERM LINK

Write the letter of each term next to the group of words which best describes it.

A. apexB. AristotleC. frame of referenceD. GalileoE. motionF. NewtonG. PrincipiaH. projectile motionI. speedJ. terminal velocity

___ combination of horizontal and vertical motion

___ English scientist who developed an understanding of motion

___ Greek philosopher who incorrectly proposed that the speed at which an object falls is proportional to the mass of the object

___ Italian astronomer and physicist who tried to measure the rate at which objects fell to Earth

___ maximum speed that can be achieved by a falling object

___ highest vertical point in a projectile’s trajectory

___ perspective from which an observer views the position of an object

___ change in an object’s position, which is based on the position of the observer and measuredin terms of speed, acceleration and velocity

___ outlined Newton’s three laws of motion

___ distance an object moves in a given amount of time

H

F

B

D

J

A

C

E

G

I



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ Average speed is the distance an object covers divided by the time it takes to travel that distance.

2. ___ Newton’s second law is also called the Law of Inertia.

3. ___ Gravity and wind are two forces which can affect the constant speed of an object.

4. ___ Acceleration refers to the speed and direction of an object’s movement.

5. ___ Whenever the velocity of an object changes, it decelerates.

6. ___ Acceleration is usually measured in meters per second squared.

7. ___ No force in nature exists without an equal and opposite reaction force.

8. ___ An object at rest has no forces acting upon it.

9. ___ On Earth, an object’s velocity increases 9.8 meters per second.

10. ___ As an object moves in a circular path, its direction always remains constant.

T

F

T

F

F

T

T

F

T

F



FILL IN THE BLANKS

Use the list of words below to fill in the blanks.

accelerationapex

centripetal force

gravity mass

projectileresistance

1. A football being thrown is an example of a __________________ motion.

2. As a baseball leaves its thrower’s hand, it travels both vertically and horizontally until it reachesits __________________ .

3. An inward perpendicular force that causes an object to move in a circular path with uniform speed is known as a __________________ force.

4. In order for an object to be accelerated, a __________________ must act upon that object.

5. Aristotle proposed that the speed at which an object falls is proportional to the __________________ of the object.

6. __________________ due to Earth’s gravity is represented by the symbol G.

7. Wind is a form of __________________ that acts upon a skydiver as he falls to Earth.

8. __________________ draws all objects to the center of the Earth.

projectile

apex

centripetal

force

mass

Acceleration

resistance

Gravity



NUMBER CODE

Use the code below to read the hidden word in each sentence.

A = 1C = 2E = 3F = 4G = 5H = 6I = 7

1. When the 18-3-9-12-2-7-16-19 of an object increases, the object is accelerating.

_________________________________

2. The 10-1-15-15 of an object times its velocity is known as momentum.

_________________________________

3. The energy of motion is also known as 8-7-11-3-16-7-2 energy.

_________________________________

4. Acceleration must overcome the 7-11-3-14-16-7-1 of an object.

_________________________________

5. Kinetic energy is given up when an object 15-16-14-7-8-3-15 another object.

_________________________________

6. Forces acting upon a single 13-12-7-11-16 are known as concurrent.

_________________________________

7. The resistance of motion is a factor known as 4-14-7-2-16-7-12-11.

_________________________________

8. Motion in a 15-16-14-1-7-5-6-16 line is known as rectilinear motion.

_________________________________

K = 8L = 9M = 10N = 11O = 12P = 13R = 14

S = 15T = 16U = 17V = 18Y = 19

velocity

mass

kinetic

inertia

strikes

point

friction

straight



g b d n k q p n k o r e

A M P L I T U D E t l o

l H h q g T R O U G H r

S l E k b q n P j b S l

E h s R d p g P r j P e

I a e p T n x L b l E n

S m p e m Z p E q d C g

M h c a z m C R E S T s

I o D E C I B E L q R o

C m h j a s d j l g U m

v F R E Q U E N C Y M j

w c n c p r p s E V A W

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

apexforcegravityinertiamassmotionreactionresistancetrajectoryvelocity



TEST

Circle the phrase which best answers each question.

1. Which of these is not a factor in describing the motion of an object?

• frame of reference• type of object • rate of movement• position

2. The speed and direction of an object’s movement is known as:

• acceleration. • inertia.• vertical motion.• velocity.

3. For every force, there is an equal force in:

• a vertical direction.• a horizontal direction.• the opposite direction. • the same direction.

4. The maximum speed that can be achieved by an object falling to Earth is:

• center of gravity.• deceleration point.• rate of acceleration.• terminal velocity.

5. Swinging a ball on a rope in a circular motion is an example of:

• acceleration.• centripetal force. • projectile motion.• gravity.



TEST (CONTINUED)

6. A projectile is subject to the force that propels it and to:

• terminal velocity.• inertia.• frame of reference.• gravity.

7. The motion of a projectile is its:

• acceleration.• velocity.• speed.• trajectory.

8. Motion is measured in terms of:

• speed.• acceleration.• velocity.• all of the above.

9. Which of these is not a basic type of motion?

• horizontal• inertia • circular• projectile

10. The first three laws describing motion were published by:

• Galileo. • Aristotle.• Einstein. • Newton.

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