Motion

Date: July 6, 2011 Subject: Physics Theme: Motion Lesson: Newton s Laws of Motion

Objective
The students will investigate Newton s Laws of Motion and relate them to an aircraft s flight dynamics.

Homeland Security Component

September 11, 2001 Attacks The September 11 attacks, often referred to as September 11th or 9/11, were a series of coordinated suicide attacks by al-Qaeda upon the United states on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New York City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. (http://september-11attacks.co.tv)

Motivation
Imagine a scenario where a terrorist country has a technological advantage over us. As a result, they have some new weaponry technology with mass destruction capabilities. Imagine how compromised our national security will be if we are not able to match or surpass such a technological weaponry threat. This is why, after 9/11, more and more of our youths should see our national security as not only a top priority, but as a personal responsibility, and go into the challenging fields of study in STEM (Science, Technology, Engineering, and Math).

Vod-cast Presentation
Vod-Cast Video: Demos 1. Egg and Bottle 2. Water in Horizontal Cup 3. Coin Drop 4. Paper Snatch and Flask

Lesson Development
Newton's Laws of Motion Objectives 1. To be able to state Newton's 1st,2nd, & 3rd laws of motion. 2. To initiate an understanding in describing the principles and dynamics involved in the Laws. 3. To apply the laws to describe everyday occurrences.

Materials & Apparatus

1 place setting for a table & table cloth toy dump trucks, Marbles or standard weights, 1 cup, String, Sand, Slingshots, Stop watch, Meter stick, Tape 1 embroidery hoop, 1 cup or flask, A coin, 3 or 4 blocks of wood, 1 glass, 2 washers & parachute, 1 mini trampoline, Video recorder, Television Video, Tape footage of baseball player sliding into base and of a rocket launching, Water rocket.

Strategies
Review how motion is relative and how it can be described and measured. Discuss forces and how they're described and measured. Place table setting on table cloth, ask students to guess what will happen. Pull table cloth from under place setting, set embroidery hoop on cup then place the coin on top of the embroidery hoop. Pull the hoop from under the coin. Stack the blocks of wood on top of each other, then set the glass on top of the blocks. Knock the bottom block from under the other blocks, demonstrating that an object will remain at rest until acted upon by an unbalanced force. Show video tape footage of a baseball player sliding into base. Play game Red Light Green Light. Pick three players, teacher stands in front and says green light (the students run as fast as they can to try to touch the teacher first); however, the teacher will say red light (the students must stop like a statue immediately) while turning around. If caught moving the student will have to return to the starting point. The object of the game is to catch the child moving, therefore demonstrating that an object or mass in motion will stay in motion at a constant velocity until an external force acts on it. Measure one meter on a flat surface, then mark the beginning and the end of the meter with tape on the flat surface. Remove the meter stick. One piece of tape will be your starting point; the other piece of tape will be your stopping point. Place one rubber band around the `slingshot'. Put the` slingshot' behind the beginning or starting point. Place the truck behind the starting point, but in front of the slingshot. Stretch the rubber band back 2 in. Release the rubber band so that it hits the truck. Clock the time it takes the truck to travel 1 meter. Now, place two rubber bands around the `slingshot': Repeat the previous directions. Now, place three rubber bands around the `slingshot': Repeat the previous directions. Chart the data, demonstrating the relationship between mass, acceleration, and force. Take two washers of the same size. Attach a parachute to one of the washers. Standing on desk, drop both washers at the same time. Demonstrating the relationship the direction of a force has on the acceleration of an object. Have students jump up and try to stay up. Then, jump up and down on the ground. Next, have the students jump up and down on a trampoline. View a video tape of the space shuttle launching. Blast off a toy water rocket. Demonstrating that forces come in pairs, and for every action there is an opposite and equal reaction.

Conclusion
Today, we learned that if more and more of our youth don t go into the challenging fields of Science, Technology, Engineering, and Math, they could short our nation of citizens on the cutting edge of technology, and thereby jeopardizing our national security. We also learned that force, mass, and acceleration are related by Newton s second law of motion by the equation, F = ma. We also learned the effect the direction of a force has on the acceleration of the object. We also learned that forces come in pairs: Newton s third law of motion: For every action, there is an equal and opposite (in direction) reaction.

Home Assignment
1. Research and list the Department of Homeland Security careers that require STEM preparation. 2. State Newton s first law of motion and give an example. 3. How much acceleration can a net force of 32 Newtons impart to a 16-kg mass? 4. How much net force is needed to accelerate A 20-kg object at 5 m/s2? 5. If a 15-Newton textbook is lying on a table, according to Newton s third law, what is the reaction force of the table on the book?