Motion Gr. 5-8 [1 ed.] 9781553197881, 9781553193753

Citation preview

MOTION Force & Motion Series .................. Written by George Graybill, Ph. D.

GRADES 5 - 8 Reading Levels 3 - 4

Classroom Complete Press P.O. Box 19729 San Diego, CA 92159 Tel: 1-800-663-3609 / Fax: 1-800-663-3608 Email: [email protected]

www.classroomcompletepress.com ISBN-13: 978-1-55319-375-3 ISBN-10: 1-55319-375-X © 2007 Permission to Reproduce Permission is granted to the individual teacher who purchases one copy of this book to reproduce the student activity material for use in his or her classroom only. Reproduction of these materials for colleagues, an entire school or school system, or for commercial sale is strictly prohibited. No part of this publication may be transmitted in any form or by any means, electronic, mechanical, recording or otherwise without the prior written permission of the publisher. We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities. Printed in Canada. All rights reserved.

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Motion CC4509

Critical Thinking Skills .................. Motion

Section 6

Section 7

Hands-on Activities

LEVEL 4 Analysis

• Make Inferences 3 3 3 • Draw Conclusions Based on 3 3 3 Facts Provided • Classify Based  on  Facts Researched

LEVEL 5 Synthesis

• Compile Research Information 3 3 • Design & Application 3 3 • Create & Construct

3 3 3

• State & Defend an Opinion

3



3 3 3 3 3



3 3 3



3 3 3 3



Section 5

LEVEL 3 Application

3 3 3 3 3 3 3 • Application to Own Life 3 3 3 3 • Model Scientific Process 3 3 3 3 3 3 • Organize & Classify Facts • Utilize Alternative Research Tools

3 3 3

Section 4

LEVEL 2 Comprehension

• Demonstrate Understanding • Explain Scientific Causation • Rephrasing Vocabulary Meaning • Describe • Classify into Scientific Groups

Section 3

3 3

Skills For Critical Thinking

Section 2

3 3 3 3

Section 1

LEVEL 1 Knowledge

• List Details/Facts 3 3 3 3 3 3 3 • Recall Information 3 3 3 • Match Vocabulary to Definitions 3 3 3 3 3 • Define Vocabulary 3 3 • Label Diagrams 3 3 3 3 3 3 • Recognize Validity (T/F)

LEVEL 6 Evaluation

Reading Comprehension

3 3 3

3 3 3 3 3

3

3 3

3 3 3 3 3 3 3

3

3

3

3

3

3



3 3







Based on Bloom’s Taxonomy Based on Bloom’s Taxonomy

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Motion CC4509

Contents

.................. TEACHER GUIDE • Assessment Rubric...................................................................................... • How Is Our Resource Organized? ............................................................... • Bloom’s Taxonomy for Reading Comprehension.......................................... • Vocabulary..................................................................................................

4 5 6 6



STUDENT HANDOUTS • Reading Comprehension 1. What Is Motion? ................................................................................... 2. How to Recognize Motion ...................................................................... 3. Velocity and Speed ................................................................................ 4. Acceleration ......................................................................................... 5. How to Graph Motion ........................................................................... 6. Vibrating Motion .................................................................................. 7. Wave Motion ............................................................................................... • Hands-on Activities..................................................................................... • Crossword................................................................................................... • Word Search ............................................................................................... • Comprehension Quiz ................................................................................. EZ

7 12 16 21 26 32 37 42 46 47 48

EASY MARKING™ ANSWER KEY ............................................................ 50 MINI POSTERS ........................................................................................ 55

FREE! 6 Bonus Activities!

NAME:

Student Worksheet

NAME:

...................

Earth’s Motion

Speeds in Nature

NAME:

Student Worksheet

...................

Activity One

We have learned that the sun looks like it is circling the Earth because it moves across the sky during the day. We have also learned that it looks this way because

3 EASY STEPS to receive your 6 Bonus Activities! • Go to our website:

Here are some speeds to look for:

Acceleration and “Gs”

Search the Internet for the acceleration of different things. Try searching for “speed and acceleration” and for “dragster acceleration” with and without the quotation marks. Look

• speed of sound • speed of Earth traveling around the sun

1. Fill the water glasses with different amounts of water. 2. Tap the glasses with a spoon and listen to the notes they make.

• Click on item CC4509 – Motion • Enter pass code CC4509D

STEPS

Some things, like race cars, can accelerate much faster. Sometimes acceleration is given in Gs. If something accelerates at 10 m/s2, we say it has an acceleration of 1 G. If the acceleration is 20 m/s2, it has 2 Gs of acceleration.

• cars (What is the record?) • planes (What is the record?)

STEPS

1. Begin by making a simple model of the Earth and sun. Use a flashlight for the sun and

any large ball for the Earth. A globe would be even better for the Earth. Your model will A falling object accelerates at about 10 meters per second per second (10 m/s2). This is called the acceleration due to gravity. That is speeding up pretty fast. It is more look like this: acceleration than a runner can get as he or she takes off from the starting line of a race.

slowest growth) Speeds you CAN see: • snail moving • fast animals

• a musical instrument (such as a guitar, piano or a pitch pipe)

Student Worksheet

we are standing on the Earth which feels like it is not moving. It is actually the Earth that is spinning.

...................In this activity you will try to really believe that the Earth is spinning and the sun is sitting still.

Activity Four

Speeds too SLOW to see:

• 8 water glasses (make sure they are all the same size and shape) • a spoon

NAME:

Student Worksheet

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Activity Six

for the acceleration of these things:

NAME: 2. Now, make the room as dark as you can. Turn on the flashlight, and slowly spin the • race cars Speeds too FAST to see: “Earth.” Picture yourself on a place on the surface of the Earth. Imagine yourself in that • dragsters Measuring Waves • electrical signal through a wire spot watching the sun as it rises in the morning, as it seems to move across the sky, and • rocket dragsters In this activity you will measure the SPEED, WAVELENGTH, FREQUENCY, and AMPLITUDE • speed of light as it sets in the evening. • roller coasters of waves on water. • jet planes 3. Next, look at the real thing. Find a spot where you can see the sun set in the evening. Look for these and other speeds you think would be interesting to know. Make a chart like the It is easiest to do this activity with a partner. Find a large puddle of water outside, or go to Now, notice which glasses have higher notes and which ones have lower notes. How is the • humans Graphing Acceleration Wait until the sun begins to dip below the horizon. (Do not look directly at the sun until one below and record the speeds in it. a still pond. As you follow the steps below, record your answers to each question in your height of water in the glasses related to the pitch of the notes? • cheetahs In this activity you will see how acceleration looks on a graph. The acceleration it has become red and dim. You can damage your eyes if you look at it while it is still notebook. • space shuttle we will look at is the acceleration caused by GRAVITY. This is the acceleration of Item Speed bright.) FOR THIS ACTIVITY, you will need: something that is FALLING. (We won’t worry about air resistance slowing things down. Air resistance doesn’t make much difference for small dense things, like a pebble, Write what you find in the table below. Put the acceleration of different things in order Think about your model as you look at the sun. If you look very closely, you can see • a stopwatch during the first few seconds of falling.) from HIGHEST acceleration to LEAST acceleration. it moving. But forget that the sun looks like it is moving. Try to SEE and FEEL the Earth you • a ruler or tape measure The table below shows how far a pebble falls during the first 4 seconds. It also shows how its are standing on spinning away from the sun. Can you do it? It’s hard to imagine, but speed changes. Item Its Acceleration that is what is really happening! STEPS Speed in meters per Time in seconds Distance in meters second 2A 5A © Motion CC4509 1. DropMotion a pebble © CC4509 in the water and watch the waves as they move across the water. 0 0 0 2. Put the ruler up and down in the water, resting on the bottom. Measure the high and 1 5 10 low points of the waves as they pass the ruler. 2 20 20 3 45 30 3. How do you find the amplitude of the wave from the high and low points? 4 80 40

Student Worksheet

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3. With the help of a musical instrument, try to make an eight-note musical scale with the glasses. 4. See if you can play a simple tune on the glasses.

www.classroomcompletepress.com\bonus

NAME:

• continental drift • hair growing • plants growing (look for fastest and

Musical Water Glasses FOR THIS ACTIVITY, you will need:

Student Worksheet

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Activity Five

Activity Two Speeds in nature go from very, very slow to very, very fast. Some speeds are so slow you can’t see the motion. Some speeds are so fast you can’t see the motion. Search the Internet or books your teacher suggests for some very different speeds in nature.

Activity Three

4. Find the speed of the waves. Drop the pebble and measure how long it takes a wave

1. Use a ruler to make a grid like the one below. Make it with four columns and four rows.

to reach shore. Measure the distance to where you dropped the pebble. 5. How do you find the speed of the wave?

Answers: Lower water gives higher notes.

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1A

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4A

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6. Drop the pebble and count how many waves come to shore in one minute. 7. What is the frequency of the waves?

Motion CC4509

8. Measure the distance between wave tops. This will be tricky. You will have to read the ruler as you move it along with the waves.

2.

Now, make a graph of SPEED and TIME. (You will need to make another grid like the one in Question 1 above. Make it with four columns and four rows.) Put the numbers for speed on the left and the numbers for time along the bottom. Add the labels from the top of the table.

3.

a) What is the acceleration caused by gravity in meters per second per second? b) Why is the first graph a curved line? c) Is the speed of a falling pebble constant? Explain. d) Why is the second graph a straight line? e) Is acceleration caused by gravity constant acceleration? Explain.

9. For any kind of wave, the speed equals the wavelength times the frequency. See if your measurements agree with this equation. CHALLENGE! How do different sizes of pebbles affect the speed, wavelength, frequency, and amplitude of the waves? You can also try this: drop the same pebble from different heights and see how height affects the speed, wavelength, frequency, and amplitude of the waves. Answers: 3. Subtract low from high and divide by 2, 5. Divide distance by time, 7. Number of waves divided by minutes

Next, use your grid to make a graph of DISTANCE and TIME. Put the numbers for distance on the left and the numbers for time along the bottom. Add the labels from the top of the table.

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6A

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Answers: 3. a) 10 meters per second per second, b) Speed is changing, c) No, because the slope is changing, d) Because acceleration is constant, e) Yes, because the slope is not changing

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3A

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Motion CC4509

Assessment Rubric .................. Motion Student’s Name: _______________________________ Assignment:_______________________ Level:____________

Level 1

Level 2

Level 3

Level 4

Understanding Concepts

Demonstrates a limited understanding of concepts. Requires teacher intervention.

Demonstrates a basic understanding of concepts. Requires little teacher intervention.

Demonstrates a good understanding of concepts. Requires no teacher intervention.

Demonstrates a thorough understanding of concepts. Requires no teacher intervention.

Analysis and Application of Key Concepts

Limited application and interpretation in activity responses

Basic application and interpretation in activity responses

Good application and interpretation in activity responses

Strong application and interpretation in activity responses

Creativity and Imagination

Limited creativity and imagination applied in projects and activities

Some creativity and imagination applied in projects and activities

Satisfactory level of creativity and imagination applied in projects and activities

Beyond expected creativity and imagination applied in projects and activities

Application of Own Interests

Limited application of own interests in independent or group environment

Basic application of own interests in independent or group environment

Good application of own interests in independent or group environment

Strong application of own interests in independent or group environment

STRENGTHS:

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WEAKNESSES:

4

NEXT STEPS:

Motion CC4509

Before You Teach

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Teacher Guide Our resource has been created for ease of use by both TEACHERS and STUDENTS alike. Introduction

Hands-on activities are included to further develop students’ thinking skills and understanding of the concepts. The Assessment Rubric (page 4) is a useful tool for evaluating students’ responses to many of the activities in our resource. The Comprehension Quiz (page 48) can be used for either a follow-up review or assessment at the completion of the unit.

T

his resource provides ready-to-use information and activities for remedial students in grades five to eight. Written to grade using simplified language and vocabulary, science concepts are presented in a way that makes them more accessible to students and easier to understand. Comprised of reading passages, student activities and mini posters, our resource can be used effectively for whole-class, small group and independent work.

PICTURE CUES Our resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

How Is Our Resource Organized? STUDENT HANDOUTS Reading passages and activities (in the form of reproducible worksheets) make up the majority of our resource. The reading passages present important gradeappropriate information and concepts related to the topic. Embedded in each passage are one or more questions that ensure students understand what they have read.

Teacher Guide • Information and tools for the teacher



Student Handout • Reproducible worksheets and activities

EZ

Easy Marking™ Answer Key • Answers for student activities

EASY MARKING™ ANSWER KEY Marking students’ worksheets is fast and easy with this Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

For each reading passage there are BEFORE YOU READ activities and AFTER YOU READ activities. • The BEFORE YOU READ activities prepare students for reading by setting a purpose for reading. They stimulate background knowledge and experience, and guide students to make connections between what they know and what they will learn. Important concepts and vocabulary are also presented.

Every question matches up with its answer!

NAME:

After You Read

...................

What Is Motion? a) Which of these is a speed? A

50 miles

B

50 hours

C

50 miles per hour

D

50 hours per mile

A B

c)

e) acceleration

rotating

It is moving at a constant speed. It is moving at a very fast speed.

C

Every second it travels the same distance.

D

Every second it increases its speed by the same amount.

A

deceleration

B

position

a) False

c) True

5.

c) False d) False e) True 2.

6. c) ✔

D

a) ✔

C

b) ✔

A

c) ✔

B

Acceleration is speeding up and deceleration is slowing down. Examples will vary.

d) ✔

D

a) False 3.

b) True c) False d) True

You would feel acceleration as you left the first floor, and you would feel deceleration as you arrived at the tenth floor. 4.

e) True

2. a) ✔

C

b) ✔

D

7.

Answers will vary. You couldn’t feel the train’s motion because it was smooth and there was no background or other objects to compare to. AND When you walked through the train you could compare your changing position to other objects/to the background.

200 ÷ 4 = 50 miles per hour

2.

e) False

2. Circle the words that are kinds of motion. acceleration

deceleration

vibration

distance

time

10

How long it took Jesse to get to

rotationschool 9

12

Circle: acceleration deceleration

position

Motion CC4509

5

1.

b) True

d) False

7

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1.

a) True

b) True

d) Which word means moving back and forth?

rotation

Vibration means moving back and forth or up and down. Answers will vary (e.g. guitar string, insect wings, jackhammer) Motion is change of position.

2.

B

vibration

A

g) distance

A

C

b) ✔

f) position

What do we know about something that has steady acceleration?

D

Rotation means spinning. Answers will vary (e.g. a top, the Earth, a merrygo-round).

4.

d) vibration

decelerating vibrating

3.

C

c) deceleration

accelerating

C

1. a) ✔

b) speed

b) Which word best describes the motion of a falling rock?

D

1. a) rotation

EZ

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1. Put a check mark (¸) next to the answer that is most correct.

• The AFTER YOU READ activities check students’ comprehension of the concepts presented in the reading passage and extend their learning. Students are asked to give thoughtful consideration of the reading passage through creative and evaluative shortanswer questions, research, and extension activities.

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rotation vibration 10

8. Decelerating going up, accelerating coming down

11

1. Answers will vary (e.g. sun, star, planet, moon) c) ✔ 2. Answers will vary (e.g. clouds, planes, meteor) 13

B

14

5. a) Rotating, traveling around the sun b) Answers will vary. Air moves with the Earth. The motion is smooth. We take Earth as our reference for motion. 15

Motion CC4509

Motion CC4509

Before You Teach

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Bloom’s Taxonomy

Our resource is an effective tool for any SCIENCE PROGRAM. Bloom’s Taxonomy* for Reading Comprehension

LEVEL 6

Evaluation

The activities in our resource engage and build the full range of thinking skills that are essential for students’ reading comprehension and understanding of important science concepts. Based on the six levels of thinking in Bloom’s Taxonomy, and using language at a remedial level, information and questions are given that challenge students to not only recall what they have read, but move beyond this to understand the text and concepts through higherorder thinking. By using higher-order skills of application, analysis, synthesis and evaluation, students become active readers, drawing more meaning from the text, attaining a greater understanding of concepts, and applying and extending their learning in more sophisticated ways.

LEVEL 5

Synthesis

LEVEL 4 Analysis

LEVEL 3

Application

LEVEL 2

Comprehension

LEVEL 1

Knowledge

Our resource, therefore, is an effective tool for any Science program. Whether it is used in whole or in part, or adapted to meet individual student needs, our resource provides teachers with essential information and questions to ask, inspiring students’ interest, creativity, and promoting meaningful learning.

BLOOM’S TAXONOMY: 6 LEVELS OF THINKING *Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Vocabulary

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acceleration

friction

pitch

vibrate

air resistance

graph

position

vibration

amplitude

gravity

rotation

wave

constant

mass

seismic

wavelength

deceleration

matter

slope

distance

medium

speed

frequency

motion

velocity

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Motion CC4509

NAME:

Before You Read

...................

What Is Motion? 1. Write each word beside its meaning. Use a dictionary to help you. speed deceleration

rotation distance

position vibration

acceleration

a) spinning b) distance traveled divided by the time it takes to get there c) slowing down d) moving back and forth e) speeding up f)

the place where a thing is

g) the amount of space between two places

2. Circle ircle the word True if the statement is true. Circle the word False if it is false. a) Acceleration is the fastest kind of speed. True

False

b) Motion is change of position. True

False

c) A spinning top has motion. True

False

d) Motion is always in a straight line. True

False

e) Speed is time divided by distance. True

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False

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Motion CC4509

NAME:

ReadinG PassaGe

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What Is Motion?

M

otion is change of position. A snail might change its position from one side of your garden to the other. It could take all day. You would have to look closely to even see its motion. An airplane passes overhead. Its motion is much faster than the snail’s. In a few hours, the plane changes its position from New York to Los Angeles. We can see that an important thing to know about motion is the speed of motion. To find the speed of something that is moving, we need to know how far it traveled and how long it took to get there. If a snail is in a hurry, it can travel three feet in one minute. We say its speed is “three feet per minute.” In other words, we divided 3 feet by 1 minute to find the speed. That is how to find speed—divide the distance traveled by the time it took to do it. We can use whatever is easiest to measure distance and time. Miles per hour works well for planes and cars. Feet per minute is better for snails. Inches, feet, miles, centimeters, meters, and kilometers are all ways of measuring distance. Seconds, minutes, and hours are used to measure time. Airplanes usually travel 3,000 miles from New York to Los Angeles in about 6 hours. So the speed of a plane is 3,000 miles divided by 6 hours or 500 miles per hour. That’s about 10,000 times faster than a snail.

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Motion CC4509

NAME:

ReadinG PassaGe

...................

What Is Motion?

S

o far we have been talking about steady motion in a straight line. There are other kinds of motion. A moving thing can be slowing down or it can be speeding up. A car slows down as it comes to a stop sign and then speeds up as it leaves the stop sign. Motion can change direction too, as when a car goes around a corner. Speeding up is called acceleration. Slowing down is called deceleration. Changing direction is also a kind of acceleration. Spinning is one way of changing direction. Spinning is called rotation. Things that move back and forth are said to be vibrating. Guitar strings make sound by vibrating very fast.

P STO

It took Jesse 15 minutes to ride her bike to school. What else would you need to know to find Jesse’s speed?

We can also use numbers to tell how much something accelerates. It is easiest if something has a regular, steady acceleration. By steady, we mean that every second, the speed of the accelerating thing increases by the same amount. When things fall they accelerate in a regular, even way. Every second a falling rock increases its speed by about 22 miles per hour. A speed of 22 miles per hour is the same as 32 feet per second. So we say that falling things accelerate at 32 feet per second per second.

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Motion CC4509

NAME:

After You Read

...................

What Is Motion? 1. Put a check mark () next to the answer that is most correct. a) Which of these is a speed? A

50 miles

B

50 hours

C

50 miles per hour

D

50 hours per mile

b) Which word best describes the motion of a falling rock?

c)

A

accelerating

B

decelerating

C

rotating

D

vibrating

What do we know about something that has steady acceleration? A

It is moving at a constant speed.

B

It is moving at a very fast speed.

C

Every second it travels the same distance.

D

Every second it increases its speed by the same amount.

d) Which word means moving back and forth? A

deceleration

B

position

C

rotation

D

vibration

2. Circle the words that are kinds of motion.

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position

acceleration

deceleration

vibration

distance

time

10

rotation

Motion CC4509

NAME:

After You Read

...................

What Is Motion? Answer the questions in complete sentences. 3. Tell what rotation means, and describe something that is rotating.

4. Tell what vibration means, and describe something that is vibrating.

5. In your own words, tell what motion is.

6. What is the difference between acceleration and deceleration? Give one example of each.

Extension & Application 7. A car travels 200 miles in 4 hours at a constant speed. What is the speed of the car in miles per hour? Show your work.

8. Jordon throws a ball 30 feet into the air, and the ball falls back to the ground. Use the words “acceleration” and “deceleration” to tell how the ball changed its motion between the time Jordon threw it and the time it hit the ground.

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Motion CC4509

NAME:

Before You Read

...................

How to Recognize Motion 1. Circle the word True if the statement is true. Circle the word False if it is false. a) Acceleration means speeding up. True

False

b) Something thrown into the air decelerates on the way up. True

False

c) To find the speed of something we multiply time by distance. True

False

d) The sun moves across the sky. True

False

e) Vibration is a kind of motion. True

False

2. Put a check mark () next to the answer that is most correct. a) What is spinning motion called? A B C D

acceleration frequency rotation vibration

b) What kind of motion does any thing have just after it drops from a height? A B C D c)

acceleration deceleration steady speed change of direction

How many of these things move in a circle around the Earth? the sun A none B one C two D three

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the moon

a star

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Motion CC4509

NAME:

ReadinG PassaGe

...................

How to Recognize Motion ou can tell when something is moving because you can see it move. Or can you? If you are moving, you can feel you are moving. Or can you? Motion is trickier than it looks—and more interesting.

Y

To see and measure motion, we must always compare the moving object to some other object or a background. We usually think of big things, like the Earth, as not moving. The sun seems to move across the sky during the day. If we could step outside the solar system, we would see the sun as not moving and the Earth as spinning. We think the Earth is not moving because we are standing on it. If you were in a spacecraft lost in space, far from the nearest star, you could not tell if you were moving or staying in the same place. Out there, you would have no object or background to compare your motion to.

1. Name one thing that seems to move across the sky but does not.

P STO

2. Name one thing that actually does move across the sky.

We can’t feel motion either. We feel the wind on our face, we feel changes in motion, but we can’t feel steady, smooth motion. Suppose you were riding in a car at a steady speed on a perfectly smooth road. If you closed your eyes, you would have no feeling of motion. Now you are back in the spacecraft. You could tell if the spacecraft suddenly speeded up, slowed down, or changed direction. You could not tell the difference between standing still and moving at a steady speed in a straight line.

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Motion CC4509

NAME:

After You Read

...................

How to Recognize Motion 1. Circle the word True if the statement is true. Circle the word False if it is false. a) Earth does not move. True b)

False

If something causes us to suddenly accelerate, we can always feel it. True

False

c) Things in outer space are in fixed positions. True

False

d) We can tell if a car we are riding in is moving by looking out the window. True

False

e) We cannot feel steady, smooth motion in a straight line. True

False

2. Put a check mark () next to the answer that is most correct. a) How can we always tell if something is moving? A B C D

by its size by the noises it makes by seeing it against a background by looking closely at it for a long time

b) Which moves across the sky? A B C D c)

Why can we feel ourselves falling? A B C D

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the sun the stars the planets the clouds because we are moving fast because we are accelerating because we are changing direction because we are getting closer to the Earth 14

Motion CC4509

NAME:

After You Read

...................

How to Recognize Motion Answer the questions in complete sentences. 3. You get into an elevator to travel from the first floor to the tenth floor. The elevator moves very smoothly and does not stop at any other floors. Describe which things about your motion you would feel on your trip from the first to the tenth floor.

4. You are riding on a train at night. The ride is so smooth it feels like you aren’t moving. When you get up and walk to the restroom, it does feel like you are moving. Why couldn’t you tell the train was moving at 60 miles per hour, but you could tell you were moving when you were walking through the train at only 2 miles per hour?

Extension & Application 5. Are you sitting still? Are you sure? The planet Earth is moving in several different ways, and you are moving with it. a) Describe two kinds of motion of Earth that are also happening to you because you are riding along.

b) Explain why you cannot feel the Earth moving in these ways.

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Motion CC4509

NAME:

Before You Read

...................

Velocity and Speed 1. Put ut a check mark () ( next to the answer that is most correct. a) What hat do you know about a motion when you know the velocity? A B C D

direction and speed speed and acceleration acceleration and force force and direction

b) Which of these is a velocity? A B C D

50 miles west 50 miles per hour north 50 miles per hour for 2 hours 50 miles per hour for 10 miles

c) What is speed? A B C D

distance plus time distance times time distance minus time distance divided by time

2. Circle the word True if the statement is true. Circle the word False if it is false. a) Velocity is another word for speed. True False b) Velocity is a very fast speed. True False c)

Velocity is speed and direction. True False

d) Velocity can be shown by an arrow. True False e)

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Velocity slows down until it becomes speed. True False 16

Motion CC4509

NAME:

ReadinG PassaGe

...................

Velocity and Speed

W

e have learned that, to find something’s speed, all we need to know is how far it traveled and how long it took to get there. O.K., there is one more thing that is good to know about something in motion. It’s good to know in which direction it is moving. It is really good to know if the thing is going to hit you. Arrows Show Velocity V Suppose you are running straight north at 10 miles per hour. Someone else, running straight south at 5 miles per hour, runs straight into you. The jolt you get would be the same as running into a wall at 15 miles per hour (10 + 5 = 15). Now suppose you are both running north, and you run into the other person from behind. The jolt would be like running into a wall at 5 miles per hour (10 – 5 = 5). So you see that direction can be an important part of speed.

P STO

An airplane is flying across the country at a speed of 500 miles per hour. What else would you need to know about the plane to know its velocity?

When you know both the speed and direction, you know the velocity. Velocity is speed in a given direction. “The motorcycle was traveling at 50 miles per hour,” tells the motorcycle’s speed. “The motorcycle was traveling north at 50 miles per hour,” tells the motorcycle’s velocity. Sometimes an arrow is used to show velocity. The length of the arrow shows the speed, and the point shows which way the thing is moving. This two-inch arrow shows something moving to the right:

If each inch equals 10 miles per hour, then the arrow shows something moving to the right at 20 miles per hour. ©

17

Motion CC4509

NAME:

After You Read

...................

Velocity and Speed 1. In the space to the left, write the letter V if it is VELOCITY, Write the letter S if it is SPEED, or the letter N if it is NEITHER velocity nor speed. a) 2 feet per second b) 2 meters per second per second c) 50 miles per hour straight down d) 7 miles to the north e) 1,000 miles per hour 2. Put a check mark () next to the answer that is most correct. a) When an arrow is used to show velocity what does the arrow tell you? A B C D

mass and force force and direction direction and speed speed and distance

b) An arrow showing the velocity of a skateboard is 2 centimeters long. If 1 centimeter means 20 miles per hour, how fast is the skateboard moving? A B C D c)

Y You know that an airplane leaves Chicago at noon, travels at 500 miles per hour for 2 hours, and then lands. When you know these facts, you can find out all these things, except: A B C D

©

10 miles per hour 18 miles per hour 22 miles per hour 40 miles per hour

the airplane’s speed when the airplane will land where the airplane will land how far the airplane will travel 18

Motion CC4509

NAME:

After You Read

...................

Velocity and Speed Answer the questions in complete sentences. 3. What is speed? Give an example of a speed.

4. What is velocity? Give an example of a velocity.

5. Why is it useful to know the velocity of something?

Extension & Application 6. Four students left school in four different directions at four different speeds:

• Justin walked north at 1 mile per hour.



• Britney skateboarded south at 3 miles per hour.



• Nadia walked east at 2 miles per hour.



• Ashley rollerbladed west at 4 miles per hour. On the graph on the next page, show each student’s velocity by drawing an arrow. The width of one square equals 1 mile per hour. Write each student’s name next to the arrow you draw for their velocity. The school is in the center. (Use a ruler to draw your arrows.)

©

19

Motion CC4509

NAME:

After You Read

...................

Velocity Leaving School

©

20

Motion CC4509

NAME:

Before You Read

...................

.

Acceleration

1. Circle the word True if the statement is true. Circle the word False if it is false. a) Acceleration is one kind of change in motion. True

False

b) If you are in a bus that suddenly accelerates, you can feel it. True c)

False

Forces push, but they do not pull. True

False

d) Only solid things have mass. True e)

False

Acceleration is the same thing as velocity. True

False

2. Put a check mark () next to the answer that is most correct. a) What is acceleration? A B C D

speeding up slowing down a steady speed a very fast speed

b) Which of these is an acceleration? A B C D

50 meters per second to the north 50 meters per second per second 50 meters per second for 10 seconds 50 meters per second in a straight line

c) Why do things accelerate when they fall? A B C D ©

Air has no friction. Gravity pulls on them. Falling things have no mass. Air pressure pushes on them. 21

Motion CC4509

NAME:

ReadinG PassaGe

...................

Acceleration

Y

ou may remember that speeding up is called acceleration, and slowing down is called deceleration. Constant acceleration means speeding up in a steady way. Each second, the thing that is accelerating gains the same amount of speed. Things that are falling have constant acceleration. Every second a falling rock increases its speed by 32 feet per second. We say that the rock accelerates at 32 feet per second per second. If you throw a rock into the air, it decelerates by 32 feet per second per second until it reaches zero speed at its greatest height. Then it falls back to the ground accelerating at 32 feet per second per second. A car might accelerate from zero to 55 miles per hour in 10 seconds. A speed of 55 miles per hour is the same as 80 feet per second. This means the car has accelerated at 8 feet per second per second (80 ÷ 10 = 8).

In a foot race, runners run from the starting line to the finish line 100 meters away. 1. When is the acceleration of the runners greatest?

P STO

2. When are the runners sure to be decelerating?

What makes things accelerate or decelerate? There is a law of motion that says, “Things don’t change their motion unless they are acted on by a force.” A force is a push or a pull. The accelerating car is acted on by the force of the wheels pushing on the highway. A falling rock is acted on by the force of gravity. Force is also needed to make something change the direction in which it is moving. The greater the force the more it will change the motion of something.

©

22

Motion CC4509

NAME:

ReadinG PassaGe

...................

Acceleration

Y

ou might wonder why moving things usually slow down. A rolling ball always comes to a stop. That is deceleration, which is a change in motion. What is

the force acting on a rolling ball? There are two—the force of friction and the force of air resistance. Friction is a force between two surfaces moving past each other. Air resistance is the force of air particles pushing on something in motion. Both forces slow things down. There is another thing to know about change in motion. The more mass something has, the less a force will change its motion. Mass is how much matter a thing is made of. Matter is what people usually mean by the word “stuff”. You may have noticed that big trucks don’t speed up as fast as cars. That is because trucks have a lot more mass than cars. Trucks accelerate slowly even though their engines are more powerful and their wheels push on the road with more force. Think about how high you can throw things. You can throw a grape much higher than you can throw a watermelon. Your force of your throw is about the same for both things, but the watermelon has a lot more mass. The force of your arm accelerates the watermelon to a lower speed, so it doesn’t go as high.

©

23

Motion CC4509

NAME:

After You Read

...................

Acceleration 1. Put a check mark () next to the answer that is most correct. a) Which hich two things tell how much something will accelerate when it is given a push? size and shape shape and the amount of force the amount of force and mass mass and size

A B C D

b) A baseball player comes to a stop as he slides into a base. Which two things slow him down as he slides? friction and air resistance air resistance and gravity gravity and mass mass and friction

A B C D

c) A car accelerates from zero to 60 feet per second in 10 seconds. What is the car’s acceleration? 6 feet per second per second 10 feet per second per second 60 feet per second per second 600 feet per second per second

A B C D

2. Fill in each blank with a word from the list. mass

force

accelerate

gravity

When something is thrown into the air, it and

b c

a

decelerate

s going up

s coming down. Things accelerate most when the is large and the

d

is small.

e

is the force that causes falling things to accelerate.

©

24

Motion CC4509

NAME:

After You Read

...................

Acceleration Answer the questions in complete sentences. 3. What does the term constant acceleration mean? Give an example of something that has constant acceleration.

4. A worker pushes on a box of apples and it slides across the floor of a barn. While he is pushing, the box accelerates. After the box leaves his hands it decelerates until it comes to a stop. a) Tell T two things that would have made the box accelerate more if they were changed.

b)

T two things that cause the box to decelerate. Tell

Extension & Application 5. When sky divers jump from airplanes they are acted on by two main forces on their way to the ground. The forces are gravity and air resistance. When the sky diver opens the parachute, things change because a parachute has more air resistance than a body. You also need to know that air resistance increases with speed. Think of all these things as you answer these questions. a) When is the sky diver accelerating? b) What happens to the sky diver’s motion when air resistance becomes equal to the force of gravity?

c) What happens to the sky diver’s motion when the parachute is opened?

©

25

Motion CC4509

NAME:

Before You Read

...................

How to Graph Motion 1. Circle the word True if the statement is true. Circle the word False if it is false. a) To find something’s speed we must know how far it went and how long it took to get there. True False b) A graph shows how one thing changes when another thing changes. True False c)

Speed can be measured in feet per mile. True False

d) When speed changes, we say it is constant. True False e)

If something moves 2 feet in 2 seconds, its speed is 1 foot per second. True False

2. Put a check mark () next to the answer that is most correct. a) Which of these is a measure of speed? A B C D

mass multiplied by force distance multiplied by mass distance divided by time force divided by distance

b) All of these are changes in motion, except: A B C D

acceleration rotation velocity vibration

c) What is constant speed? A B C D ©

speed that doesn’t change speed of something moving very slowly speed of something that is acted on by a force speed that changes by the same amount each second 26

Motion CC4509

NAME:

ReadinG PassaGe

...................

How to Graph Motion 

with a graph. Graphs can show speed



and acceleration. The simplest motion

graph shows the path of motion. Let’s look at an example. The graph to the right shows how Josh moved on his way home from school.

'LVWDQFHLQPHWHUV

A

good way to look at motion is to show it

6FKRRO

 3DUN

   

6WRUH +RPH  

The graph shows that, after he left school, Josh went 200 meters south and stopped at a park.

'LVWDQFHLQPHWHUV

After he left the park, he went 200 meters east and 300 meters south to a store to buy some milk. Finally, he left the store and went 500 meters west to get home. The graph shows where Josh went and how far he moved. We don’t know how fast he walked, how long his trip took, or how long he spent reading comic books in the store. Now, let’s look at a different graph. The graph below shows Josh’s speed as he walked from the school to the park. The numbers on the left show how far he walked.

took. For any place along the line, the number straight across to the left is the distance walked and the number straight down is how long it took to walk that far. The graph shows that Josh

'LVWDQFHLQPHWHUV

The numbers at the bottom show how long it

6FKRROWRWKH3DUN       











7LPHLQVHFRXQGV

walked 200 meters in 200 seconds, so his speed was 1 meter per second (200 ÷ 200 = 1). This is about 2 miles per hour.

©

27

Motion CC4509

NAME:

ReadinG PassaGe

...................

How to Graph Motion

W

e can find how long it took Josh to travel any distance. Choose a distance, like100 meters. Move straight across from the 100 meter mark to the sloping line. When you get to the line move straight down to the bottom line and read the

time. You should come to 100 seconds. So Josh’s speed was 1 meter per second at that point too (100 ÷ 100 = 1). We say that the line for this graph has a slope of 1 meter per second. To find the slope at a point on any line graph, divide the number on the left for that point by the number along the bottom for that point. The line is a straight line, so we say it has a constant slope. The slope of a distance and time graph is speed. If the slope is constant, the graph shows that something is traveling at a constant speed. The steeper the slope, the faster is the speed.

P STO

Look at the second graph again. How long did it take Josh to walk 50 meters on his way from the school to the park?

Here is a third graph. This graph shows the speed of

7RWKH6XSHUPDUNHWDQG%DFN

a man in a car driving from home to a supermarket

The first section shows his speed going to the store. The flat part shows time was passing, but the car

'LVWDQFH

and then coming back home.

was not moving. The last part is sloped the other way because he was traveling in the opposite

7LPH

direction. The slope is less because he was slowed by heavy traffic. ©

28

Motion CC4509

NAME:

After You Read

...................

How to Graph Motion 1. Look at the graph below. It is a graph of Nicole’s neighborhood with a park near the center. If Nicole starts at the park and walks 200 meters east and 300 meters south, where will she be? Put a checkmark beside the correct answer. 700

Nicole will be at:

D

Distance, in meters

600

Point A Point B Point C

500 Park

400 300 200

Point D

A C

100

B

0 0

100

200

300

400

500

600

700

Distance, in meters

2. To make a graph of speed, which measurement would you put on the left, and which measurement would you put along the bottom? Put a check mark next to the answer that is correct.

?

©

A

? time on the left and acceleration on the bottom

B

distance on the left and force on the bottom

C

distance on the left and time on the bottom

D

velocity on the left and acceleration on the bottom 29

Motion CC4509

NAME:

After You Read

...................

How to Graph Motion Answer the questions in complete sentences. 3. The slope of the line below is equal to speed.

a)

Which measurement goes along the left side?

b)

Which measurement goes along the bottom?

4. On a graph of speed, what does a steep slope show about the speed? 5. On a graph of speed, what does a gentle slope show?

Extension & Application 6. The table below shows the distance at different times for a motorcycle traveling on a highway. Time, in hours 0 1 2 3 4

Distance, in miles 0 50 100 150 200

a) On the grid on the next page, draw a graph of the motorcycle’s speed. Write the numbers and labels along the left side and the bottom. (Use a ruler to complete your graph.) b) What is the motorcycle’s speed?

©

30

Motion CC4509

NAME:

After You Read

...................

A Graph of a MotorcycleÕ s Speed

©

31

Motion CC4509

NAME:

Before You Read

...................

Vibrating Motion

1. Circle the word True if the statement is true. Circle the word False if it is false. a) Vibrating motion is up and down or back and forth. True

False

b) Sound can travel through solids. True

False

c) Sounds are made by things that vibrate. True

False

d) Pitch is the same as loudness. True

False

e) Sound travels faster than cars. True

False

2. Put a check mark () next to the answer that is most correct. a) Which of these moves with a vibrating motion? A B C D

a spinning top a falling pebble a flowing stream a plucked guitar string

b) What is frequency? A B C D

how far something vibrates how long something vibrates how often something vibrates how loudly something vibrates

c) Which does not carry sound? A B C D ©

iron water nitrogen gas empty space 32

Motion CC4509

NAME:

ReadinG PassaGe

...................

Vibrating Motion

T

he pictures show three things that move with a vibrating motion, arranged from most pleasant to most unpleasant. When something vibrates it Harp Bee Woodpecker Jackhammer moves back and forth or up and down. We can see the jackhammer and woodpecker’s head moving back and forth. The motion of the harp strings and bee’s wings are so fast we just see a blur. The speed of the vibration is called the frequency. Frequency tells how often (how frequently) the thing vibrates. It is usually given in vibrations per second. When the vibration has a low frequency of just a few vibrations per second, we can hear each separate vibration. We hear each whack of the woodpecker’s bill. When the frequency is high, we hear a steady hum or a musical note. Musical instruments make sounds by vibrating at frequencies between about 25 and 4,000 vibrations per second. Our ears are able to hear sounds between about 20 and 20,000 vibrations per second.

Dogs can hear “silent” dog whistles that make a sound with a frequency of 22,000 vibrations per second. Why can’t people hear these whistles?

P STO In music the word pitch is usually used instead of frequency. High-pitched notes have high frequencies, and low-pitched notes have low frequencies. Every sound comes from something that is vibrating. In different kinds of musical instruments, different things vibrate to make the notes. For guitars, violins, pianos, and harps, it is the strings. For brass horns, it is the metal. For drums it is the drum head. ©

33

Motion CC4509

NAME:

ReadinG PassaGe

...................

Vibrating Motion ut how does a vibration make a sound? The thing that vibrates pushes on the air particles next to it. This makes particles in some places tightly packed and in other places loosely packed. Each vibration sends out a band of tightly packed air. If you could see the air particles that carry a sound, they would look like this:

B

'LUHFWLRQVRXQGZDYHLVPRYLQJ

The bands of thick and thin air travel away from the vibration in all directions. These thick and thin bands are called sound waves. Inside our ears is something that looks like a little drum, called the eardrum. When a sound wave enters our ears, it makes the eardrum vibrate with the same frequency as the thing that sent out the sound wave. A message goes to our brain telling us the pitch of the sound. Sound waves move through air at about 770 miles per hour. Sound can travel through liquids and solids at even faster speeds. Sound cannot travel across empty space because there must be some kind of material to carry the vibrations. Water waves are another kind of wave motion. These waves are easier to understand because we can see them. Earthquakes also send out waves in all directions. These are called seismic waves. Water waves and seismic waves also have frequencies, but they are much lower than sound waves. ©

34

Motion CC4509

NAME:

After You Read

...................

Vibrating Motion

1. Circle the word True if the statement is true. Circle the word False if it is false. a) High-pitched notes have high frequencies. True False b) Frequency is measured in seconds per vibration. True False c) Earthquakes send out waves. True

False

d) Most of the sound of a drum comes from the vibration of the drumsticks. True False e) Most people can hear sounds with frequencies between 20 and 40 vibrations per second. True False 2. Put a check mark () next to the answer that is most correct. a) What is an eardrum? A B C D

an ear protector of drummers the smallest drum in a drum set an earring with a built-in hearing aid the part of our ear that senses sound

b) About how fast does sound travel in air? A B C D

3 miles per hour 20 miles per hour 770 miles per hour 20,000 miles per hour

c) What are seismic waves? A B C D ©

heat waves waves on the ocean waves sent out by earthquakes sound waves too high-pitched to hear 35

Motion CC4509

NAME:

After You Read

...................

Vibrating Motion

Answer the questions in complete sentences. 3. Tell how we hear a sound. Begin with how the sound starts and end with a message about the sound reaching the brain.

4. Choose two musical instruments and tell how each sends out musical sounds.

5. How are sound waves and seismic waves similar to each other? How are they different from each other?

Extension & Application 6. The musical scale is divided into octaves. When two musical notes are one octave apart, the higher note has exactly twice the frequency of the lower note. People can hear notes between about 20 and 20,000 vibrations per second. How many octaves are in the range of human hearing? Explain or show how you got your answer in the space below

©

36

Motion CC4509

NAME:

Before You Read

...................

Wave Motion

1. Put a check mark ( ) next to the answer that is most correct. a) What are waves sent by an earthquake called? A B C D b) Which A B C D

radio waves gravity waves seismic waves magnetic waves sound has the highest pitch? the sound that is the loudest the sound with the highest speed the sound with the lowest frequency the sound with the most vibrations per second

c) What is a wavelength? A the distance a wave travels from where it began B the distance a wave travels after it lands on a beach C the distance from the top of one wave top to the next D the distance from the top of a wave to the low point between waves

2. Circle the word True if the statement is true. Circle the word False if it is false. a) Pitch is a measure of loudness. True

False

b) Sound waves cannot travel across empty space. True

False

c) Sound can travel through a brick wall. True

False

d) An ocean wave carries water along with it. True

False

e) The material that carries a wave is called the “medium.” True

©

False 37

Motion CC4509

NAME:

ReadinG PassaGe

...................

Wave Motion

W

e have learned that sound waves pass in some

mysterious way through particles that we can’t even see. Water waves are easier to make sense of. First of all, we can see them, and they look like what we think of as waves. We learned that frequency is the number of waves per second. The frequency is much lower for water waves than for sound. It is so low we can count the waves as they pass by. Water waves are good for explaining some other things about wave motion. The picture below shows water waves. This is what they would look like if you could look at the surface of the water sideways. Two things about the wave are shown. The wavelength is the distance between waves. $PSOLWXGH

To get wavelength we measure the distance from the top of one wave to the top of the next. The amplitude is the height of the wave. Amplitude is measured from the middle to the top of a wave. For all kinds of waves, high frequency waves 'LUHFWLRQZDYHLVPRYLQJ

have short wavelengths, and low frequency waves have long wavelengths. Amplitude in sound waves measures loudness. The

amplitude of a sound tells how tightly packed the air particles are in the thick air part of a sound wave. ©

38

Motion CC4509

NAME:

ReadinG PassaGe

...................

Wave Motion

I

t is important to know that water does not move along with the waves. Only the wave shape moves. The water moves up and down and back and forth in short circles. Let’s think about this. If water moved with the waves, the whole

ocean would end up on the beach. Air doesn’t move with sound waves either. The air particles move back and forth, and the bands of thick and thin air move as the wave moves. Think of people standing in a line waiting to buy tickets. If someone bumped hard into the last person in line, each person would bump into the person in front of them. The push would be carried down the line, and the person at the front of the line might stumble forward. Afterward, all the people would be where they were standing before, but the push would have passed through the line. This is how waves move.

P STO

When you drop a pebble in a pond, ripples move away from the splash in circles. How do you know that the ripples aren’t carrying water away from the spot where the pebble landed? (Think about it.)

Earthquakes happen when part of the Earth’s crust shifts suddenly. Waves are sent out from the place where the shift happens. Earthquakes send out two kinds of waves. One kind moves the earth back and forth like a sound wave. The other kind moves the earth up and down like a water wave. Water, sound, and seismic waves are the same in some ways. They all need something to travel through. The material they travel through is called the medium. The medium does not move along with any of these waves. The wave moves, but the material stays put. All these waves carry energy from one place to another. Sound only carries a little energy. Water waves carry more energy. Seismic waves carry a lot of energy—enough to knock down a building. ©

39

Motion CC4509

NAME:

After You Read

...................

Wave Motion 1. Match the word to its meaning. wavelength

frequency

amplitude

medium

seismic

a) the height of a wave b) the material that carries a wave c) the distance between two wave tops d) the kind of waves an earthquake makes e) the number of waves or vibrations per second

2. Put a check mark next to the answer that is most correct. a) Which of these waves carries the least energy? A B C D

water waves sound waves seismic waves earthquake waves

b) What does the amplitude of a sound wave measure? A B C D

frequency loudness pitch speed

c) Which things move along with an ocean wave? A B C D

©

just water just energy wave shape and water energy and wave shape

40

Motion CC4509

NAME:

After You Read

...................

Wave Motion Answer the questions in complete sentences.

3. Give some proof that water does not travel along with an ocean wave.

4. Name three different mediums that waves move through. For each medium name a kind of wave that could move through it.

Extension & Application 5. A graph of a wave is shown below.   )HHW

    

















 )HHW

















a) What is the wavelength of the wave? b) What is the amplitude of the wave? c) Draw a double arrow ( “wavelength”.

) on the graph to show the wavelength. Label it

d) Draw another double arrow on the graph to show amplitude. Label it “amplitude”. ©

41

Motion CC4509

Hands-On ActivitY # 1

...................

Comparing Speed of Animals

I

n this activity, you will compare the speeds of animals. The speeds of most of the common animals have been measured. You will choose some different animals and then research how fast each can move. You may look for your

information on the Internet, or ask your teacher to suggest some books that will help. Begin by deciding which animals to research. Here are some interesting ways to choose your animals: 1. You Y could find which animal is FASTEST in each class of animals: fish, reptiles, amphibians, birds, and mammals. Make some guesses before you start to gather information. Which class has the speed record? Try putting them in order of fastest class to slowest class. 2. You Y could compare several animals of ONE class with each other. If you choose mammals, look for the speed of the sloth and the cheetah. If you choose fish, look for the speed of the sailfish. Again, try to guess before you start which animals will be fastest and slowest and what their speeds will be. 3. So far the suggestions have been for vertebrates. You could also compare the speeds of some common INVERTEBRATES, like earthworms, snails, squid, and ants. You could also just compare different kinds of INSECTS. Before you start your search, make a table like the one below in which to record your speeds. Have one column for animals’ names and one column for their speeds. Name of Animal

The Animal’s Speed

When you have found all your speeds, make a bar chart to show how they compare. How did your guesses compare to what you found?

©

42

Motion CC4509

Hands-On ActivitY #

2

...................

Treasure Map Game

This activity is for two people or two teams of people. FOR THIS ACTIVITY ACTIVITY, you will need: •    paper 

•    a pencil



•    a compass 'LVWDQFHLQPHWHUV

•    a long tape measure You will try to find your way as if you were walking on a large graph, like the one to the right. The goal is to find a prize by following directions or reading a map.

STEPS:

6FKRRO

 

3DUN

  

1. One person or team makes a map like the one above, or writes directions for finding a prize.

6WRUH +RPH   'LVWDQFHLQPHWHUV

2. First decide on a path from a starting point to a place where a prize will be hidden. 3. Measure distances with the tape measure along each section of the path. The directions should all be either NORTH, EAST, SOUTH, or WEST. Use the compass to find the directions. Have about four sections in the path. 4. The directions might be something like this: “Go 30 feet north, turn left, and go 90 feet west. Turn left again, and go 60 feet south. Turn right, and go 60 feet west. Do you see the prize?” The directions can be written or they can be shown on a map. 5. The other person or team tries to find the prize by following the map or the directions. They use a compass but not the measuring tape. They will find distances by counting their steps. Before they start they will have to measure the length of one step. Then they will figure out how many steps to take for each distance on the map. 6. TTake turns hiding a prize and looking for it. Here is another way to do the game: One person hides the prize and makes the map. All the other people try to follow the map to the prize. The winner is the person who ends up closest to the prize. The winner gets to hide a prize next. ©

43

Motion CC4509

Hands-On ActivitY # 3

...................

Circular Motion

T

his activity is best done with TWO people. You and your partner will need something to sit or stand on that will spin. A swivel office chair works well. A large “lazy Susan” platter will also work. You will also need a bicycle wheel. You will need the whole wheel and axle system, not just a tire. (Your teacher may be able to help you find these things.) This activity has two parts.

Part A 1. Hold the bicycle wheel by the axle with two hands. Have the other person spin the wheel as fast as he or she can. 2. When the wheel is spinning, try to change its ANGLE by moving one hand up while keeping the other where it is. 3. Tell T what happened. Something in motion changed direction, so it must have been acted on by a force. What changed direction? What was the force?

Part B 1. Sit in the office chair and hold your arms straight out. Have someone spin you as fast as they can by pushing on one of your arms. 2. Now, pull your arms in tight against your body. What happened? 3. While you are still spinning, put your arms out again. What happened? 4. For Steps 2 and 3, what was the change in motion? What force was involved?

©

44

Motion CC4509

Hands-On ActivitY # 4

...................

Vibrating Strings

I

n this activity, you will study vibrating strings. You will try to find out what the length of a string has to do with the frequency of the note it makes when it vibrates.

For this activity all you really need is a rubber band. You could learn more, however, if you have any of the following: a guitar, pitch pipe, piano, or set of tuning forks. This is what you do:

1. Stretch the rubber band as tight as you can between two points the way a guitar string is stretched across the neck of a guitar. 2. Pluck the rubber band and listen to the note it makes. Try to find the same note on a piano, tuning fork, or pitch pipe (if you have them). 3. Hold the rubber band down in the middle and pluck one side of it. How did the note change? Can you find the new note the piano? 4. Try holding the rubber band down at other places to make different lengths that will make different notes. You can do the same thing with guitar strings if you have a guitar. What does string LENGTH have to do with FREQUENCY? (Remember, higher pitch is higher frequency.) Remember the frequency of a note is twice the frequency of the note one octave below it. On the piano keyboard, octaves are eight white keys apart. Can you figure out how to make rubber band notes an octave apart?

©

45

Motion CC4509

NAME:

After You Read

...................

Crossword Puzzle! 1 Word List acceleration resistance distance medium friction frequency seismic gravity velocity deceleration pitch graph mass motion rotations speed wavelength

2 3 4

5 6

7

8

9

10

11 12

13

14 15 16 Across 1. 5. 6. 7. 10. 12. 14. 15. 16. ©

A force that resists motion. A measure e of how much stuff is in something. The frequency equency of a musical note. The distance between een the high points of two waves. A speeding up motion Spins Speed in a given direction. The kind of waves caused by earthquakes. Divide it by time to get speed.

Down 2.

Falling alling things are slowed down by air _____. 3. Steady speed is a straight, straight, sloping line on a _____ of distance and time. 4. A slowing slowing down motion. 5. A change of position. 8. The force force that makes things fall. 9. The number of vibrations vibrations per second. 11. What waves travel through. 13. Distance divided by time. 46

Motion CC4509

NAME:

After You Read

...................

Word Search Find all of the words in the Word Search. Words are written horizontally, vertically, diagonally, and some are even written backwards. ACCELERATION AMPLITUDE CONSTANT DECELERATION FREQUENCY FRICTION GRAPH GRAVITY FORCE

E S S J K M Y E T A R B I V B C D ©

C I T R E T T A M N W D N E Z F F

R Z N D L S Z C M A C F S L Y R G

MASS MATTER MEDIUM MOTION PITCH POSITION ROTATION TIME

O E I O P W B C V P B S L O X I H

F U V E I V C E L Q A G O C W C J

M M E D U T I L P M A H P I T T F

Y D W H M T A E G R Z P E T N I R

Z D E C E L E R A T I O N Y A O E 47

SEISMIC SLOPE SPEED VELOCITY VIBRATE VIBRATION W WAVE SIZE

B L X G N S A A B N Y S T P T N Q

C H C T I P D T O I X I M A S K U

D K Y I H Z F I K S V T T Q N L E

F J Z M P R T O J A W I L R O M N

G H B E Q O G N R T O O K S C N C

S E I S M I C G H N V N J T V P Y Motion CC4509

NAME:

After You Read

...................

Comprehension Quiz

24

Part A

Circle the word True if the statement is true. Circle the word False if it is false.

7

1) Speed is time divided by distance. True False 2) Velocity is speed in a given direction. True False 3) Things in motion decelerate because of the force of friction. True False 4) All sounds come from something that is vibrating. True False 5) The slope of a distance and time graph is speed. True False 6) The more mass a thing has, the more a force will change its motion. True False 7) Sound can travel across empty space. True False

Part B Put a check mark () next to the answer that is most correct. 3 1. What is a measure of the height of a wave on water? A amplitude B frequency C medium D wavelength 2. Which kind of motion does a rock have just after it dropped from a high bridge? A constant speed B constant velocity C constant acceleration D constant deceleration 3. Which two things could you graph to show speed? A force and mass B velocity and time C distance and time D mass and distance ©

48

SUBTOTAL:

/10

Motion CC4509

NAME:

After You Read

...................

Comprehension Quiz Part C

Here are some short answer questions. The first three are about the same spaceship.

1.

You have been captured by aliens who have locked you in a windowless room on their spaceship. The spaceship is in outer space far from Earth or anything else. As you sit in the room, which of these questions could you answer? Write “could tell” or “could not tell” after each question.

5

a) Is the ship moving at a constant speed?______________________________________ b) Is the ship accelerating? ____________________________________________________ c) Is the ship rotating? _________________________________________________________ d) Is the ship changing direction? ______________________________________________ e) Is the ship standing still? _____________________________________________________

2.

You discover a window in the wall of the spaceship. You pull open the curtains and look out. All you see are very distant stars. Could you learn anything new about the ship’s motion that you didn’t know before? Explain why or why not.

2

3.

Help is on the way! You see the space shuttle coming to rescue you. Its engines are going full blast. Can you hear the space shuttle’s engines as it approaches? Explain why or why not.

2

4.

Things change their motion because they are being acted on by a force.

2

a) How does the size of the force affect how much the motion changes? b) How does the mass of the thing affect how much the motion changes?

5.

©

Name two things that appear to move across the sky but do not. What motion of Earth makes it look like these things move across the sky?

49

SUBTOTAL:

3

/14

Motion CC4509

©

9

How long it took Jesse to get to school

7

e) False

d) False

c) True

b) True

a) False

2.

g) distance

f) position

e) acceleration

d) vibration

c) deceleration

b) speed

a) rotation

1.

D

D

A

C

10

vibration

rotation

deceleration

acceleration

Circle:

2.

d) 4

c) 4

b) 4

a) 4

1.

11

Decelerating going up, accelerating coming down

8.

200 ÷ 4 = 50 miles per hour

7.

Acceleration is speeding up and deceleration is slowing down. Examples will vary.

6.

Motion is change of position.

5.

Vibration means moving back and forth or up and down. Answers will vary (e.g. guitar string, insect wings, jackhammer)

4.

Rotation means spinning. Answers will vary (e.g. a top, the Earth, a merrygo-round).

3.

B

A

C

2. Answers will vary (e.g. clouds, planes, meteor) 13

1. Answers will vary (e.g. sun, star, planet, moon)

12

c) 4

b) 4

a) 4

2.

e) True

d) False

c) False

b) True

a) True

1.

B

D

C

14

c) 4

b) 4

a) 4

2.

e) True

d) True

c) False

b) True

a) False

1.

15

b) Answers will vary. Air moves with the Earth. The motion is smooth. We take Earth as our reference for motion.

a) Rotating, traveling around the sun

5.

Answers will vary. You couldn’t feel the train’s motion because it was smooth and there was no background or other objects to compare to. AND When you walked through the train you could compare your changing position to other objects/to the background.

4.

You would feel acceleration as you left the first floor, and you would feel deceleration as you arrived at the tenth floor.

3.

EZ

Motion CC4509

©

B

D

b) 4

c) 4

V N S

c) d) e)

19

%ULWQH\

-XVWLQ

1DGLD

B 1. Just after they cross the starting line

21

c) 4

B

A

22 18

$VKOH\

6.

b) 4

a) 4

2.

e) False

d) False

c) False

b) True

a) True

1.

17

C

D

Accept any reasonable answer

5.

Velocity is speed in a given direction. Answers will vary (e.g. 50 miles per hour north)

4.

Speed is distance divided by time. Answers will vary (e.g. 50 miles per hour)

3.

2. Just after they cross the finish line

c) 4

b) 4

C

N

b)

a) 4

S

a)

2.

1.

You would need to know the plane’s direction.

16

e) False

d) True

c) True

b) False

a) False

2.

A

a) 4

1.

A

A

C

24

c) force d) mass e) Gravity

b) accelerate

a) decelerate

2.

c) 4

b) 4

a) 4

1.

25

c) Deceleration

b) Constant speed/no change in motion

a) Just after jumping

5.

b) Friction and air resistance cause the box to decelerate.

a) Answers will vary. The box would have accelerated more if there had been more force or if there had been fewer apples in the box.

4.

Speeding up in a steady way. Answers will vary (e.g. rock falling through the air)

3.

EZ

Motion CC4509

C

A

b) 4

c) 4

28

50 seconds

26

C

a) 4

2.

e) True

d) False

c) False

b) True

a) True 3.

29

2) C

1) B

 



 



















7LPHLQKRXUV







6.

30

b) 50 miles per hour

a)

D 

Speed is slow.

5.

Speed is fast.

4.

b) A steep slope is a fast speed. A gentle slope iss a slow speed.

a) Distance goes along the left side. Time goes along the bottom.

'LVWDQFHLQPLOHV

© 

1.

33

22,000 vibrations per second is beyond the range of human hearing.

32

D

C

b) 4

c) 4

D

a) 4

2.

e) True

d) False

c) True

b) True

a) True

1.

35

c) 4

b) 4

a) 4

2.

C

C

D

e) False

d) False

c) True

b) False

a) True

1.

Ten octaves. To get this answer, keep doubling the number 20 until you get to 20,000: 20, 40, 80, 160, 320, … 20,480 36

6.

Accept any reasonable answer (e.g. both are vibrations and have frequency, sound waves have a higher frequency than seismic waves).

5.

Answers will vary (e.g. strings on a guitar vibrate; metal on a horn vibrates; a drumhead vibrates; a reed in a woodwind vibrates).

4.

Answers will vary. A vibration causes sound waves (or bands of thick and thin air) to spread out from the source. The waves enter the ear and strike the eardrum, making it vibrate with the same frequency as the source. A message is sent to the brain to tell us what the frequency is.

3.

C

D

C

2.

39

Answers will vary. A hole does not form where the pebble landed. Water does not pile up on the shore.

37

e) True

d) False

c) True

b) True

a) False

c) 4

b) 4

a) 4

1.

EZ

Motion CC4509

©

B

D

b) 4

c) 4

40

B

a) 4

2.

e) frequency

d) seismic

c) wavelength

b) medium

a) amplitude

1.

41

d) Draw: from the zero o line to the top of the wave labeled “amplitude”

c) Draw: from hump to hump labeled “wavelength”

b) 2 feet

a) 8 feet

5.

Answers will vary (e.g. air carries sound waves; water carries water waves; earth/ rock carries seismic waves).

43

Answers will vary

42

Answers will vary. Water does not pile up on the beach. Sea level is about the same where the waves came from and where they are going.

4.

Answers will vary

3.

44

Change in motion was acceleration when arms came in and deceleration when arms went out. Force was force of arms acting against centrifugal force.

4.

Spinning slowed down

3.

Spinning sped up

2.

Part B

The change of direction was the change of the wheel’s motion. The force was the force of hands.

3.

Part A

45

Shorter string gives higher pitch. Half the length raises the pitch one octave.

46

4. deceleration 5. motion 8. gravity 9. frequency 11. medium 13. speed

3. graph

2. resistance

Down:

16. distance

10. acceleration 12. rotations 14. velocity 15. seismic

6. pitch 7. wavelength

1. friction 5. mass

Across:

EZ

Motion CC4509

©

E S S J K M Y E T A R B I V B C D

C I T R E T T A M N W D N E Z F F

R Z N D L S Z C M A C F S L Y R G

O E I O P W B C V P B S L O X I H

F U V E I V C E L Q A G O C W C J

M M E D U T I L P M A H P I T T F

Y D W H M T A E G R Z P E T N I R

47

Z D E C E L E R A T I O N Y A O E

B L X G N S A A B N Y S T P T N Q

C H C T I P D T O I X I M A S K U

D K Y I H Z F I K S V T T Q N L E

Word Search Answers F J Z M P R T O J A W I L R O M N

G H B E Q O G N R T O O K S C N C

S E I S M I C G H N V N J T V P Y C

C

2) 4

3) 4

48

A 1) 4

Part B

7) False

Answers will vary. Earth, moon, sun, stars, planets appear to move across the sky, but don’t. Earth’s rotation makes things look like they move across the sky. 49

Answers will vary. You could not hear the engines because sound waves are not transferred across empty space. 4. a) A greater force causes a greater change in motion. b) Greater mass causes less change in motion. 5.

3.

No AND Answers will vary. No object to compare motion to. Or No background

e) could not tell 2.

5) True 6) False

d) could tell

c) could tell

b) could tell

a) could not tell

1.

Part C

4) True

3) True

2) True

1) False

Part A

EZ

Motion CC4509

©

Greyhound 39 mph

Human 27 mph

Pronghorn Antelope 61 mph

Grizzly Bear 30 mph

Cheetah 65 mph

Killer Whale 34 mph

Animal Speeds ................

55

Motion CC4509

©

56

120 mph 50 mph 27 mph

Roller Coaster

Cheetah

Human

40 yds

60 mph

Formula 1 Race Car

333 mph

1/4 mile

Top Fuel Dragster

Speed 1320 mph

Distance

Cheetah

Top Fuel Dragster

F16 Jet

Type

Roller Coaster

F16 Jet

4.38 Sec

3 Sec

2.7 Sec

4.4 Sec

Time

0.4 G.

0.8 G.

4 G.

2.7 G.

3.3 G.

9 G.

Acceleration Gs.

Human

Formula 1 Race Car

Acceleration of Machines and Animals .......................

Motion CC4509

©

57

Human Dog Mouse Cat Frog Elephant

0

Cat

Human

100

1000

Range of hearing in Hertz

Frog

Dog

10,000

Elephant

Mouse

100,000

Ranges of Hearing ...................

Motion CC4509

Wood Pecker 20-50 Pecks Per Second

Humming Bird 15-80 Wing-Beats Per Second

Bee Over 200 Wing-Beats Per Second

Harp 25-400 Vibrations Per Second

Vibrating and Oscillating Motions ..............................

©

58

Motion CC4509

Wave Characteristics .......................

Density

Amplitude

waveLength

Direction Wave is Traveling

Direction sound wave is moving

©

59

Motion CC4509

Acceleration of a Falling Apple ..................................

0 5

Half-Second Interval(sec)

10

0 1.25 5

15

11.25

20

20

Distance vs. Time

Distance Fallen by an Apple Distance fallen in meters

Speed (m/sec)

100 80 60 40 20 0 0

25

1

2

3

4

5

4

5

Time in seconds

31.25

30

35

45

61.25

Speed in meters/second

Speed of a Falling Apple 50 40 30 20 10 0 0

1

2

3

Time in seconds

Speed vs. Time

40

©

80

60

Motion CC4509