INTRODUCING FORCE AND NEWTON’S LAWS
BENCHMARK SKILLS STRESSED IN THIS LESSON 1.1.3 1.1.5 1.1.6 1.1.7
ENGAGE: ( 5 minutes)
Ask students to visualize a bobsled team speeding down an icy run. In their science journal have
them list as many forces as they can think of that are being exerted on the sled. Discuss.
EXPLORE: (30 minutes)
1. Hand out the Forces and Motion Activity Sheet.
2. Read through the activity and answer any questions.
3. Remind students of safety precautions, they will need to wear goggles.
4. Divide the class into groups.
5. Students then do the activity.
EXPLAIN:( 10 minutes)
1. Have students describe what their data has indicated.
2. Tell the students that in this chapter we will discover how Newton explained the motion
that they saw in this activity.
EXPAND: ( 5 minutes)
Create a Foldable™ for Newton’s three laws.
1. observation of students’ group work
2. responses to questions about the activity
3. Give the students a picture of a slide and ask them to identify the point of maximum
speed and to write 1 – 2 sentences defending their answer.
Name ____________________________________________ Section _________________
Introducing Force and Newton’s Laws
1. Indicate on the drawing where the snowboarded will reach maximum speed.
2. Using at least one to two sentences, defend your answer.
1. Fold a sheet of paper lengthwise, making the back about 5 centimeters longer than the
2. Turn the paper so that the fold is on the bottom and fold into thirds.
3. Cut the folds on the front only
4. Label as follows:
ST ND RD
1 2 3
LAW LAW LAW
Name _____________________________________ Section _______________
INTRODUCING FORCES AND NEWTON’S LAWS
PROBLEM: What affect does the steepness of a ramp have on the motion of a marble?
HYPOTHESIS: Write at least one sentence.
MATERIALS: ( per group)
1 ½ m foam pipe insulation cut in half lengthwise
ring stand clamp
3 books of about the same size
1. Starting from one end of the pipe insulation tape two meter sticks to the cut edges as in
figure 1. be careful not to cover the measurement markings on the ruler.
make sure this center space is large enough for the marble to easily roll
Meter stick Meter stick
2. Place the three books on the table. Lean the meter sticks and foam pipe on the books
creating a ramp. See figure 2
Marked starting point
3. Set a ring stand at the end of the tube that is not attached to the meter stick. Hold the
tube in place with a clamp.
4. Mark a place on the curved part of the tube. This will be the launching point for the
5. Make a few practice runs to make sure that the marble runs smoothly.
6. Once the marble runs smoothly, place the marble at the marked starting point.
7. Release the marble and watch it to see how high up the ramp it goes before rolling back
down. Write the number in centimeters on the data table. Repeat this three times,
recording each time.
8. Carefully remove one of the books. Two books will be left. Repeat steps 6 and 7.
9. Carefully remove one of the books. One book will remain. Repeat steps 6 and 7.
10. Carefully remove the last book. Repeat steps 6 and 7.
Number of Books Trial 1(cm) Trial 2(cm) Trial 3(cm) Average(cm)
11. When all of the data has been collected calculate the average distance.
What would happen if the ramp were perfectly flat and smooth?
Teacher notes for the activity.
Hypothesis: The students should predict that the steeper the ramp the less distance the
marble will go up the ramp.
- pipe foam insulation should be available at most hardware stores.
- If you can not use the insulation, then have the students place the meter sticks
on the books with a space between them that a marble could roll on and not fall
- the marble can be propelled up the meter sticks in a variety of ways, just make
sure that the method used is a constant one.
- The ring stand and clamp can be replaced with another pile of books if necessary
To save time you may wish to do the set up yourself and leave it up for each class.
Make sure that the students understand that the starting place of the marble must be the same
Student data will vary, but it should show that the steeper the ramp, the smaller the distance the
marble goes up the ramp.