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A force is a push or pull on an object. This push or pull comes from the objects interacting with one
another and only from such interactions. Once the interaction stops, there is no longer any force.
When forces come in pairs, there can be even more forces in an interaction. For example, when you
throw a ball into the air, the ball is experiencing the force of gravity, friction, and the pushing force
from you all at the same time! Forces are important because they are responsible for changes in
motion. This is Isaac Newton’s first law. The law of inertia states that an object continues in its state
of rest or motion unless acted on by an outside unbalanced force. So, your cat sleeping on the couch
isn’t likely to move unless you apply a force (pushing on the cat).
Friction is a force that you are familiar with. Friction is the force that opposes the motion of an
object. To stop a moving object, a force must act in the opposite direction to the direction of motion.
For instance, if you push your book across your desk, the book will move. The force of the push
moves the book. As the book slides across the desk, it slows down and stops moving. The force that
opposes the motion of an object is called friction. Friction occurs when objects rub against each
other. The burn you feel on your skin when you go down a slide is friction. Your brake pads stopping
your car is friction! Friction acts in a direction to oppose motion. When you pull a bag across the
TEKS:
(6) Force, motion, and energy. The student knows that energy exists in many forms and can be
observed in cycles, patterns, and systems. The student is expected to:
(D) Design a descriptive investigation to explore the effect of force on an object such as a push or a
pull, gravity, friction, or magnetism.
(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and
outdoor investigations. The student is expected to:
(A) Plan and implement descriptive investigations, including asking well-defined questions, making
inferences, and selecting and using appropriate equipment or technology to answer his/her questions.
(D) Analyze data and interpret patterns to construct reasonable explanations from data that can be
observed and measured.
ELPS:
Listening: C2G: understand the general meaning, main points, and important details of spoken
language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
Speaking: C3D: speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
Reading: C4E: read linguistically accommodated content area material with a decreasing need for
linguistic accommodations as more English is learned
Writing: C5F: write using a variety of grade-appropriate sentence lengths, patterns, and connecting
words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is
acquired
Force Objects move and change their position when a Fuerza (F)
force is placed on the object. A force is a push or
pull that puts an object in motion or changes its
position. A push or pull upon an object resulting
from the object’s interaction with another object.
Whenever there is an interaction between two
objects, there is a force upon each of the objects.
When the interaction ceases, the two objects no
longer experience the force. Forces only exist as
a result of an interaction.
Unbalanced Forces Forces that cause a change in the motion of an Fuerzas desequilibradas
object; When two unbalanced forces are exerted (F)
in opposite directions, their combined force is
equal to the difference between the two forces
and is exerted in the direction of the larger force
Balanced Forces Forces that are equal in size but opposite in Fuerzas equilibradas (F)
direction; Suppose two teams are playing tug of
war. Neither team can make the other team
move.
Video Link:
https://www.youtube.com/watch?
v=JvSClZ3vHOI
Teacher Demonstration
Explore TTW explain that the class will The students will get into groups. Each group
spend several days creating their will have 4-5 students. As a group, the
own investigations about different students will work together to design an
forces and the effects those forces investigation about friction.
have on objects.
The students will discuss what fair
TTW put students into groups of 4-5 investigations are and what needs to be done
students. As a group, the students will to have a fair and reliable investigation.
work together to design an
investigation about friction. TTW As a group, the students will brainstorm what
explain the steps in designing an kind of investigations they can do to test
investigation (Question, Prediction, friction.
Materials, Procedures, Data Table, and
Conclusion). The students will choose from a list of
materials to use for their investigation.
TTW will show the students an different types of cars, marbles, three ramps
example of a question and a template with different surfaces (sandpaper, tile,
for writing their predictions. cardboard)
Example Question: Which surface The students will brainstorm a question for
creates more friction: a towel or the the experiment. After getting approval from
carpet? the teacher, the students will write their
predictions and create the procedures to carry
Example Predictions: out the investigation. Then they will do the
actual investigation and write down the data
I think _________ creates more in their data table.
friction than _________ because
___________. The teacher will be there to help guide the
students in creating their own investigation if
OR they need help with sentence structures for
their prediction and conclusion, as well as
I think that _________ and _________ help with the steps for the procedures and
will create the same friction because creating the data table.
_______________.
*The students will use their ISNs to record
The teacher must point out to students information about their investigation
that they must complete the “because” (question, prediction, materials, procedures,
part of the sentence because it explains data table, conclusion).
their thinking.
Explain TTW lead a discussion about the The students will actively participate in the
students’ findings in the discussion about the investigation and share
investigation. their findings to the class.
What did you discover from doing the The students should support their findings
investigation? with the observations and data they recorded
during their investigations.
What were some of the things you
learned about forces and friction? The students will also add Friction to their
Elaborate TTW explains that the students are The students will rotate as a group to another
going to rotate as a group to test out group’s investigation.
another group’s experiment.
The students will read the other group’s
TTW explain to the students that they procedures and test out their experiment.
will be filling out a peer feedback form
for each group that they rotate to. After carrying out the experiment, the group
will fill out a peer feedback form about their
TTW explain that the students will peers’ experiment based on the fairness of
grade another group based on the the experiment and how specific and easy it
fairness of the experiment and how was to follow their peers’ procedures.
easy it was to carry out the
investigations (simple and specific Students must write a suggestion to the
procedures). group if one of the requirements were not
followed (fairness, easy to follow
TTW explain that the peer feedback procedures, specific & detailed procedures).
form must be completed as a group. The students must also write a positive note
The teacher will explain to the students about what they liked about the experiment,
that they must work together and so that everything is not focused on the
communicate to grade the group. negatives.
TTW also mention that the students By the end, each group should receive two
must be respectful and kind to one peer feedback forms.
another while filling out the peer
feedback form. The teacher will tell the
students to write suggestions if some
requirements were not met, but also a
positive note about what they liked
about the experiment.
Evaluate TTW evaluate the students’ The students will complete their write-up for
investigation write-up in their ISNs. the investigation in their ISNs.
TTW evaluate the students by their The students are required to have a question,
groups. Students will be given a basic prediction, procedures, data table, and
layout of the investigation components. conclusion in their ISNs.
They will create the investigation and
write each component. The students will also complete an exit ticket
to demonstrate their understanding of forces
Question and friction on an index card.
Prediction (If-then statement)
Materials
Procedures (How specific were
the procedures? Are they
specific enough for anyone to
read the procedures and know
how to do the experiment?)
Data table (Do they have proper
titles in the columns and rows?
Did they label the data with the
proper units? I.e. Centimeters
or inches for distance)
Conclusion (CER Statement)