Scientific Principles of Work, Force, and Motion

Margaret Martell
December 10, 2015
Physical Science
Grade 8

Table of Contents
Title of Unit(cover)
Length of Unit.

(pg. 2)

Course Text

.(pg. 2)

Introduction/Rationale.(pg. 3)
Instructional Goals of the Unit.. (pg. 2, 3)
Key Concepts, Background, and Historical Information... (pg. 3)
Day 1. (pg. 3-10)
Day 2... (pg. 10-15)
Day 3... (pg. 15-17)
Day 4... (pg. 18-20)
Day 5... (pg. 20-23)
Day 6... (pg. 23-27)
Day 7... (pg. 27-32)
Day 8 (pg. 32)
Day 9 .. (pg. 32-33)
Evaluation of Student Learning.. (pg. 33-36)
Reflection and Self-Evaluation of Unit Plan... (pg. 36)
References Cited.. (pg. 36)

Length of Unit
SOLs PS.10 The student will investigate and understand the scientific principles of work, force,
and motion. Key concepts include:
a) Speed, velocity, and acceleration
b) Newtons laws of motion
c) Work, force, mechanical advantage, efficiency, and power
d) Technological applications of work, force, and motion
Day 1: Newtons law of motion lab
Day 2: Newtons law of motion lesson
Day 3: Speed and velocity lesson
Day 4: Speed and velocity lab, acceleration and lab
Day 5: Marshmallow catapult lab
Day 6: Machines, mechanical advantage, efficiency lesson
Day 7: Work, force, and power lesson
Day 8: Review with stations
Day 9: Unit Exam
The entire unit revolves around PS.10 SOL from the Virginia SOLs for physical science, covered
in 8th grade. I divided the concepts into the eight days for the whole unit. All of the concepts are
covered across the eight day unit with a final unit exam at the end.

Course Text
Holt Science & Technology: Physical Science
Rinehart, and Winston, Inc. Holt. (2002). Holt science & technology. Austin, TX: Holt, Rinehart,
and Winston.

Introduction/Rationale
When most people think physical science, they think force, velocity, and acceleration.
This unit covers fundamental concepts under the subject of physical science. It explains all
aspects of motion and how they relate to the world around us. Therefore, the unit relates to the
student population because it helps students understand how the physical world works. The unit
introduces concepts that students, as well as society, interact with every day. Sometimes there are
questions we do not ask because they just are when we are young children. But physical
science explains everything you have been wondering about the world and why things move the
way they do. This unit has been developed around the SOL PS.10 from the Virginia Standards of
Learning; therefore the unit is entirely relevant to the sol it has been based off of.

Instructional Goals of this Unit

Day 1 and Day 2:
Students will be able to
Explain Newtons three laws of motion.
Define inertia, force, and momentum.
Model Newtons three laws of motion with objects in the classroom.

 Apply Newtons three laws of motion to experiments and rollercoasters.

Identify Newtons three laws in given scenarios.
Day 3 and Day 4:
Students will be able to
Calculate speed when given distance and time.
Calculate velocity when given distance, direction, and time.
Evaluate speed and velocity measurements in a given situation.
Explain the difference between speed and velocity.
Day 5 and Day 6:
Students will be able to
Identify six simple machines.
Identify examples of simple machines in the classroom.
Explain the function and makeup of the simple machines.
Understand how efficiency relates to mechanical advantage.
Calculate mechanical advantage of a machine given input force and output force.
Explain the difference between simple machines and complex machines.
Day 7:
Students will be able to
Calculate work given force and distance.
Calculate power given force, distance, time, or work.
Explain the difference between work and power.
Apply knowledge of work and power to relate to everyday situations.
Day 8:
Students will develop understanding and mastery of all instructional learning goals from Day 1
to Day 8.
Day 9:
Students will show mastery of all instructional learning goals from Day 1 to Day 8.

Key Concepts, Background and Historical Information

In order for students to understand all concepts covered in this unit, they must have
sufficient skills in mathematics. Students must make simple calculations involving multiplication
and division. They also must understand what mass is, which would be assumed based on
curriculum, standards, and basic knowledge from previous science experience. This unit does not
require much higher level knowledge because it can all be related back to everyday experiences.
Students do not need to come in with background or historical information because every student
can relate to the concepts covered in this unit.

Day 1Newtons Laws of Motion

Lesson Plan:
Engage (90 min, Day 1)
Students will perform three mini lab activities that will engage them in the content. Students will
get to learn about the content prior to receiving background information. They will remain
engaged because the activities are fun and keep all students accountable for information.
Explore (90 min, Day 1)

Students will take the first day of the lesson to conduct three mini lab activities on Newtons
three laws. These labs are not specified as to which covers which law and the students are not
even aware that they are learning Newtons three laws. They will be introduced to the content
and learn about it the next day during explain.
___________________________________________________________________________
Lab Plan
Margaret Martell
December 15, 2015
8th Grade Physical Science
Newtons Laws of Motion
Lab Title and Major Concepts: Dominoes Dash; covers first (inertia) law of motion.
Purpose: The purpose of this lab is to cover the engage and explore parts of the lesson for
Newtons laws of motion. It will introduce students to concepts through lab activities and these
concepts will be explained following the lab. This lab covers the first law of motion.
Essential Questions:
1. How do you think the spacing of dominoes affects the speed that they fall?
2. What do you predict will happen when you change the length of a line of dominoes?
Materials and Resources:
28 dominoes
Meter stick
Stopwatch
Calculator
Procedures:
1. Set up all 28 dominoes with equal spacing between them. Set the dominoes in a straight
line to cause a chain reaction when the first domino is pushed.
2. Measure the length of the domino row from the first to the last domino in centimeters
(cm). Record this data in the table.
3. Use the stopwatch to measure the time it takes for the entire row of dominoes to fall after
the first domino is pushed until the last is down in seconds (sec.). Record the data in the
table.
4. Calculate the speed at which the dominoes fell. Record the data in the table.
5. Set up another row of a different length. Repeat steps 3-4.
6. Repeat for a total of five trials.
Safety Considerations:
None.
Scientific Methods to be used:
1. Question
2. NO background research (to be covered in explain)

3.
4.
5.
6.
7.
8.

Hypothesis
Experiment
Collect data
Analyze data
Draw conclusion
Communicate results

Data to be collected:
Length of Domino Row (cm)

Speed of Falling Dominoes

Time to Fall (sec)
Average Speed of Falling Dominoes
(cm/sec)

(Filled out)
Length of Domino Row (cm)
51 cm
43 cm
47 cm
60 cm
40 cm

Speed of Falling Dominoes

Time to Fall (sec)
Average Speed of Falling Dominoes
(cm/sec)
4.03 sec
12.66 cm/sec
3.57 sec
12.04 cm/sec
3.72 sec
12.63 cm/sec
4.55 sec
13.19 cm/sec
3.26 sec
12.27 cm/sec

Analysis of Data:
Make a line graph to show the relationship between the length of the domino row and the time it
takes to fall. Put the length of the row on the x-axis and the time to fall on the y-axis.
From previous results
Extensions/Conclusions:
1. What effect does distance have on the speed of a moving object?
2. What effect does time have on the speed of a moving object?
3. What was the independent variable in this experiment?
4. What was the dependent variable in this experiment?
5. What are the constants in this experiment?
6. Why did we use a line graph to display the data?
7. How does this activity relate to experiences in everyday life?
Disposal Plan:
Do not dispose of any materials from this activity.
____________________________________________________________________________

Lab Plan
Margaret Martell
December 15, 2015
8th Grade Physical Science
Newtons Laws of Motion
Lab Title and Major Concepts: Marble Motion; covers Newtons second (force/acceleration) law
of motion.
Purpose: The purpose of this lab is to cover the engage and explore parts of the lesson for
Newtons laws of motion. It will introduce students to concepts through lab activities and these
concepts will be explained following the lab. This activity covers Newtons second law of
motion.
Essential Questions:
3. What is the difference between all of the balls in this activity?
4. What will happen when you blow through a straw to move the balls?
5. What are your predictions of what will happen?
Materials and Resources:
Ping pong ball
Small marble
Golf ball
Softball
Straw
Cookie tray
Procedures:
1. Set ball over marked area of the tray and apply force by blowing through a straw on the
ball to reach the other side of the tray with the raised side. Record the acceleration rate on
the table as slow, medium, or fast by placing a check on which applies.
2. Blow with the same force on the next ball and record the acceleration rate again on the
table with a check.
3. Repeat the same procedure with the other balls and record your observations.
Safety Considerations:
Students WILL NOT be allowed to throw lab items or use them for any other purpose than for
the lab. Students will each have their own straw with their name on it.
Scientific Methods to be used:
9. Question
10. NO background research (to be covered in explain)
11. Hypothesis
12. Experiment
13. Collect data
14. Analyze data

15. Draw conclusion

16. Communicate results
Data to be collected:
Balls and weight in grams (g)
Ping Pong 2.7 g
Marble 5 g
Golf Ball 45.9 g
Softball 193 g

Acceleration Rate of Balls

Slow Speed
Medium Speed

Fast Speed

(Filled Out)
Balls and weight in grams (g)
Ping Pong 2.7 g
Marble 5 g
Golf Ball 45.9 g
Softball 193 g

Acceleration Rate of Balls

Slow Speed
Medium Speed

Fast Speed
X
X

X
X

Analysis of Data:
Make a bar graph to show the relationship between the weight of the balls and the acceleration
rate. Put the weight of the balls on the x-axis and the acceleration rate on the y-axis (slow,
medium, fast). Mark slow, medium, and fast rates at equal distances on the graph.
From previous results
Extensions/Conclusions:
1. What was the independent variable in this experiment?
2. What was the dependent variable in this experiment?
3. What are the constants in this experiment?
4. Why did we use a bar graph to display the data?
5. How does this activity relate to things you have experienced in everyday life?
Disposal Plan:
Dispose of straws in the garbage can. Leave all other materials at the station.
__________________________________________________________________________________

Lab Plan
Margaret Martell
December 15, 2015
8th Grade Physical Science
Newtons Laws of Motion
Lab Title and Major Concepts: Balloon Rockets; covers third (actions/reactions of force) law of
motion.

Purpose: The purpose of this lab is to cover the engage and explore parts of the lesson for
Newtons laws of motion. It will introduce students to concepts through lab activities and these
concepts will be explained following the lab. This lab covers Newtons third law of motion.
Essential Questions:
6. How can we use the materials given to make something that moves on its own along
fishing line?
7. What purpose does the balloon have?
Materials and Resources:
Fishing string stretched and secured across the classroom
Straw
Medium size balloon
Tape
Procedures:
1. Blow up a balloon, but do not tie it.
2. Surround a long piece of scotch tape around one straw located on the fishing line and
attach to one end of the inflated balloon. Add tape around the other straw and tape it to
the other end of the balloon in order to secure the inflated balloon to the hanging string.
3. Slide the balloon-straw system down at equal distance to your other classmates.
4. Release the balloon. Record your observations.
5. Obtain the same balloon and blow it up half-way and repeat steps 2-4.
Safety Considerations:
Warn students to be aware of the fishing string. Have the string be marked by a little flag of tape.
Balloons are a choking hazard.
Scientific Methods to be used:
17. Question
18. NO background research (to be covered in explain)
19. Hypothesis
20. Experiment
21. Collect data
22. Analyze data
23. Draw conclusion
24. Communicate results
Data to be collected:
*Students must draw their observation of the experiment.
Analysis of Data:
How did the balloon move across the fishing wire?
Extensions/Conclusions:
1. What is the action force in this experiment?

2.
3.
4.
5.

What is the reaction force in this experiment?

What happened when the amount of force (amount of air in the balloon) was changed?
How does this activity relate to experiences in everyday life?
How does this activity relate to bumper cars at an amusement park?

Disposal Plan:
Dispose of the balloons in the garbage that were used. Dispose of the used tape. All other
materials must remain at the table.
Activity Handouts:

Day 2 Newtons Laws of Motion

Lesson Plan:
Lesson Plan
Name: Margaret Martell
Date: 12/15/15
Content Area: Science (Physical Science for Practicum)
Grade Level: 8th
Topics: Newtons Three Laws
SOL Standards
PS.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
n. current applications of physical science are used.
PS.10
The student will investigate and understand the scientific principles of work, force and motion.
Key concepts include
b. Newtons Laws of motion
Lesson Title and Major Concepts: Introducing Newtons Three Laws

Objectives:
Students will be able to
Explain Newtons three laws of motion.
Define inertia, force, and momentum.
Model Newtons three laws of motion with objects in the classroom.
Apply Newtons three laws of motion to experiments and rollercoasters.
Identify Newtons three laws in given scenarios.
Essential Questions:
1. How do you think the spacing of dominoes affects the speed that they fall?
2. What do you predict will happen when you change the length of a line of dominoes?
3. What is the difference between all of the balls in this activity?
4. What will happen when you blow through a straw to move the balls?
5. What are your predictions of what will happen?
6. How can we use the materials given to make something that moves on its own along
fishing line?
7. What purpose does the balloon have?
Materials and Resources:
*Materials from lab
Color coded notes and copies for students
Projector for notes
Highlighters for students
Imagineer Video- Disney World
DVD player
Ball
Textbook
Students for demonstrations
Guided notes for video
Safety Considerations:
Be gentile when throwing the ball around the room. Ensure the safety of all students, first and
foremost.
Engage (90 min, Day 1)
Students will perform three mini lab activities that will engage them in the content. Students will
get to learn about the content prior to receiving background information. They will remain
engaged because the activities are fun and keep all students accountable for information.
Explore (90 min, Day 1)
Students will take the first day of the lesson to conduct three mini lab activities on Newtons
three laws. These labs are not specified as to which covers which law and the students are not
even aware that they are learning Newtons three laws. They will be introduced to the content
and learn about it the next day during explain.
Explain (45 min)

Class discussion will be held on results of the experiment. Students are required to present their
information to the class. After presenting, the highlighted notes are passed out to the class. The
students will get a chance to color code their notes themselves after I pass out highlighters. I will
talk through the notes and relate them to our lab from last class.
Extend (15 min)
Watch the Imagineer video on Newtons three laws that are applied to Disney Worlds roller
coasters. Students are given guided notes to answer questions pertaining to the video.
Link for a segment of the video: https://www.youtube.com/watch?v=_QpF3m02rGI
Evaluate (25 min)
Following the video, the class will have a big discussion about Newtons three laws of motion.
Students will be grouped the same as with their lab groups. They will be asked to give examples
of each law from the class, using the materials provided or any they can find, and how it applies
to the vocabulary that we learned. This will be the informal assessment for the class to see if we
met the objectives of the day.
Questions for Formal Assessment
1. Draw an example of Newtons first law of motion.
2. Draw an example of Newtons second law of motion.
3. Draw an example of Newtons third law of motion.
4. How does inertia apply to Newtons laws?
5. How does momentum apply to Newtons laws?
6. How does force apply to Newtons laws?
7. What is the other name for Newtons first law?
Answers for Formal Assessment
1. Draw an example of Newtons first law of motion.

Objects at rest stay at rest.

2. Draw an example of Newtons second law of motion.

Amount of force required is different for different masses.

3. Draw an example of Newtons third law of motion.

Equal and opposite force.

4. How does inertia apply to Newtons laws?
Inertia is an objects tendency to resist change in motion. This applies to the first law of
motion because objects resist change unless acted on by an outside force.
5. How does momentum apply to Newtons laws?
Momentum is defined as the quantity of mass in motion. Since there is an equal and
opposite reaction for every action, this means that the momentum before the reaction
must equal the momentum after the reaction.
6. How does force apply to Newtons laws?
For Newtons first law, an outside force has to act on an object for it to change its motion.
For Newtons second law, the amount of force applied to move an object is calculated by
mass x acceleration. For Newtons third law, every force has an equal and opposite force.
We have showed this with many examples.
7. What is the other name for Newtons first law?
Law of Inertia.
Activity Handouts:
Newtons Laws of Motion Notes

Guided Notes for Imagineer Video

Day 3 Speed and Velocity

Lesson Plan:
Engage (90 min, Day 1)
Students will perform a lab on the first day that will engage them in new content covering speed
and velocity. They will be moving around and working with a partner to calculate and evaluate
speed.
Explore (90 min, Day 1)
Students will perform a lab on the first day that will allow them to explore new content covering
speed and velocity. They will be moving around and working with a partner to calculate and
evaluate speed.
___________________________________________________________________________
Lab Plan
Margaret Martell
December 15, 2015
8th Grade Physical Science
Speed and Velocity
Lab Title and Major Concepts: Speed and Velocity Lab; covers concepts of speed vs. velocity
Purpose: The purpose of this lab is to cover the engage and explore parts of the lesson for speed
and velocity. Students will be introduced to the material and will learn more about it during the
second day under explain.

Essential Questions:
8. How do you think walking, walking backwards, speed walking, and hopping will affect
your speed to get some distance?
9. Why do those actions cause different speeds?
10. What is velocity?
Materials and Resources:
Measured area to perform the tests (20 meters)
Stopwatch
2 students per group
Procedures:
6. Find the spot that marks 20m from the starting line.
7. One team member will perform each of the tasks in the table below while the other
student records the amount of time it takes to complete each task.
8. Trade positions with your teammate and record the second set of data.
9. Answer the questions on the back of the worksheet with using the data you just gathered.
Safety Considerations:
Students must be careful when performing activity. Their partner must be there to guide them.
Scientific Methods to be used:
25. NO background research (to be covered in explain)
26. Experiment
27. Collect data
28. Analyze data
29. Draw conclusion
30. Communicate results
Data to be collected:
Data for Person #1
Distance (meters)

Time (seconds)

Speed (m/s)

Distance (meters)

Time (seconds)

Speed (m/s)

Distance (meters)

Time (seconds)

Speed (m/s)

Walking
Walking Backward
Speed Walking
Hopping
Data for Person #2
Walking
Walking Backward
Speed Walking
Hopping
Filled Out

Walking
Walking Backward
Speed Walking
Hopping

20 meters
20 meters
20 meters
20 meters

23.24 seconds
32.04 seconds
11.72 seconds
20.92 seconds

.86 meters/second
.62 meters/second
1.71 meters/second
.96 meters/second

Analysis of Data:
*Calculating speed in the table.
Extensions/Conclusions:
1. Which task provided the fastest speed?
2. Which task provided the slowest speed?
3. How far could you speed walk in 10 minutes? Use your speed from the 20m test to
calculate the answer. Show your work.
4. How long would it take you to hop 300 meters? Use your speed from the 20m test to
calculate the answer.
5. What was your velocity when you were speed walking?
Disposal Plan:
Students will leave all materials; none will be disposed of.
Activity Handouts:
Speed and Velocity Lab Worksheet

Day 4 Speed, Velocity, and Acceleration

Lesson Plan:
Lesson Plan
Name: Margaret Martell
Date: 12/15/15
Content Area: Science (Physical Science for Practicum)
Grade Level: 8th
Topics: Speed and Velocity
SOL Standards
PS.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
n. current applications of physical science are used.
PS.10
The student will investigate and understand the scientific principles of work, force and motion.
Key concepts include
a. Speed and velocity
Lesson Title and Major Concepts: Speed and Velocity; exploring and explaining speed and
velocity
Objectives:
Students will be able to
Calculate speed when given distance and time.
Calculate velocity when given distance, direction, and time.
Evaluate speed and velocity measurements in a given situation.
Explain the difference between speed and velocity.
Essential Questions:
1. How do you think walking, walking backwards, speed walking, and hopping will affect
your speed to get some distance?
2. Why do those actions cause different speeds?
3. What is velocity?
4. How do you think speed and velocity differ?
Materials and Resources:
*Materials from lab
PowerPoint
Speed and velocity problems
Safety Considerations:
Detailed in lab activity.
Engage (90 min, Day 1)

Students will perform a lab on the first day that will engage them in new content covering speed
and velocity. They will be moving around and working with a partner to calculate and evaluate
speed.
Explore (90 min, Day 1)
Students will perform a lab on the first day that will allow them to explore new content covering
speed and velocity. They will be moving around and working with a partner to calculate and
evaluate speed.
Explain (45 min)
Students will take notes while the class goes over a speed and velocity PowerPoint. As we go
over the PowerPoint, I will be explaining each slide and relating it back to the lab that was
completed the day before.
Extend (15 min)
Students will complete speed and velocity problems in their groups and independently. They will
be allowed to ask their group for help but not work collaboratively on the problems.
Evaluate (10 min)
Students will need to come up with their own problems for speed and velocity. They must be
able to solve for speed and velocity of these problems for homework. Ex. Cars driving, rolling a
shopping cart, walking to the car, etc. They will be required to turn in three questions on each.
Questions for Formal Assessment
8. What is the difference between speed and velocity?
9. What is the equation for speed?
10. What is the equation for velocity?
11. What is the difference between speed and velocity?
12. The train traveled 300 miles North to Maryland in 2 hours. What is the trains speed?
What is its velocity?
13. Rachel ran around the track at school for 2 hours. She figured out she ran around 9 miles.
What was her speed? What was her velocity?
Answers for Formal Assessment
1. What is the equation for speed?
S = d/t
2. What is the equation for velocity?
V = d/t
3. What is the difference between speed and velocity?
Speed does not account for direction, velocity does.
4. The train traveled 300 miles North to Maryland in 2 hours. What is the trains speed?
What is its velocity?
Speed = 300/2
Speed = 150 miles/hour
Velocity = 300 (North)/2
Velocity = 150 miles/hour North
5. Rachel ran around the track at school for 2 hours. She figured out she ran around 9 miles.
What was her speed? What was her velocity?

Speed = 9/2
Speed = 4.5 miles/hour
Velocity = 0 (Rachel was running in circles so there is NO DIRECTION)
Activity Handouts:
*PowerPoint Attached separately
Speed and Velocity Worksheet

Day 5 Machines, Mechanical Advantage, and Efficiency

Lesson Plan:
Lab Plan
Margaret Martell
December 15, 2015
8th Grade Physical Science
Simple Machines, force, mechanical advantage
Lab Title and Major Concept(s): Marshmallow Catapult; major concepts include input and output
force (force), simple machines (lever)
Purpose: The purpose of this lab is to have students perform an inquiry based lab that covers the

major concepts above. The students will understand by the end of the lesson, through their own
experience, how the simple machine (catapult) works when changing input force and output
force on the machine.
Essential Questions:
What concepts do you need to consider when constructing a catapult?
How do you think the position of a fulcrum will affect the distance an object is launched from a
catapult?
Does the distance from the fulcrum to the object launched affect the distance the object is
launched?
Materials & Resources:
Rulers
Rubber bands
Spools of thread** (anything this size and shape that can support the catapult)
Marshmallows (1 per group)
Tape measure
Worksheets
Procedures:
1. Construct a catapult using 1 ruler, 1 rubber band, and one spool of thread.
2. Record trial #, distance fulcrum to marshmallow, and draw a picture of the catapult prior
to launching. (For all trials)
3. Test the catapult with the marshmallow provided. (For all trials)
4. Record the distance the marshmallow traveled, from the catapult to the initial landing
point. (For all trials)
5. When you are finished, answer questions #2, 4, and 5. Wait to answer the rest after class
discussion.
Safety Considerations:
Instruct students to use all materials to ensure the safest execution of the procedure. Monitor
students to make sure they are completing the lab and not launching the marshmallows at each
other.
Scientific Methods to be used:
Ask a question
Construct a hypothesis
Test the hypothesis with an experiment
Analyze data and draw a conclusion
Communicate results
Data to be collected:
Worksheet
Analysis of data:
Students will be asked to answer questions that will assist them in analyzing their data to draw a

conclusion.
Extensions / Conclusions
Students will have a discussion with the class about the different catapults and which launched
the marshmallow the furthest. They will go over the questions from the worksheet and have a
discussion and demonstrate what happens to the output force with different input forces.
Disposal Plan
Teacher will collect all materials used. Marshmallows will be thrown away.
Activity Handouts:

Marshmallow Catapult
Please fill out this chart when designing and testing your marshmallow catapult.
Trial #
Distance- Fulcrum
Picture of Catapult
Distance Launched
to Marshmallow

Post-Activity Questions:
1. What were the measurements for the group with the furthest launch?

2. What was the most difficult part of the activity?

3. What is the difference between your catapult and the one that launched the furthest?

4. Draw your most successful catapult below. Label the following on your catapult: fulcrum,
input force, output force.

5. How does a huge input force affect the output force that launches the marshmallow? How
does a small input force affect the output force that launches the marshmallow? How
does a median (in-between) input force affect the output force that launches the
marshmallow?

Day 6 Machines, Mechanical Advantage, and Efficiency

Lesson Plan:
Lesson Plan
Name: Margaret Martell
Date: 12/15/15
Content Area: Science (Physical Science for Practicum)
Grade Level: 8th
Topics: Simple Machines
SOL Standards
PS.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
n. current applications of physical science are used.
PS.10
The student will investigate and understand the scientific principles of work, force and motion.
Key concepts include
c. work, force, mechanical advantage, efficiency, and power.
Lesson Title and Major Concepts: Introducing Simple Machines and Efficiency
Objectives:
Students will be able to
Identify six simple machines.
Identify examples of simple machines in the classroom.
Explain the function and makeup of the simple machines.
Understand how efficiency relates to mechanical advantage.
Calculate mechanical advantage of a machine given input force and output force.
Explain the difference between simple machines and complex machines.
Essential Questions:
1. What did you do step by step from before you entered the room to when you sat down?
Prompt.
2. What are some machines that assist you in moving or lifting objects?
3. How do machines assist us in improving the way we live?
4. What makes machines more efficient than humans?
5. What makes an efficient machine?
6. How does efficiency help improve life?
7. What concepts do you need to consider when constructing a catapult?

8. How do you think the position of a fulcrum will affect the distance an object is launched
from a catapult?
9. Does the distance from the fulcrum to the object launched affect the distance the object is
launched?
Materials and Resources:
Machine notecards
PowerPoint
Graphic organizer
Worksheet for Mechanical Advantage
Safety Considerations:
While students explore the room for types of machines, monitor so they dont get into anything
that is a safety risk. Other considerations covered in lab portion.
Engage (90 min + 10 min)
Students will participate in a lab activity that requires them to build marshmallow catapults. They
will simply be given materials and asked to make a catapult. The students will be engaged
because they will have to build a catapult using materials and not being told how to build it.
Also, who doesnt want to launch a marshmallow across the classroom?
Essential questions will be used on the second day to ask students what simple machines they
used when they came into the classroom. This discussion will be a reference during the explain
part of the lesson.
Explore (90 min + 15 min)
Students will participate in a lab activity that requires them to build marshmallow catapults. They
will simply be given materials and asked to make a catapult. The students will get a chance to
explore the concepts of how simple machines work, input/output forces, and mechanical
advantage, although they wont be calculating it yet.
Students will pair up and work on the worksheet, Simple Machines around the Classroom. They
will need to fill out a graphic organizer and find different types of simple machines. Students will
have little prior knowledge of the six types of simple machines so they will be exploring the
classroom to find these simple machines based on the name of them and what they might already
know.
Explain (20 min)
Class reassembles at their desks. Each pair discusses one example they either found or came up
with. After we share our examples, students are presented with the PowerPoint. The PowerPoint
introduces machines, simple machines, mechanical advantage, and efficiency. They are
encouraged to complete the rest of the graphic organizer based on the content presented. Students
will also get a worksheet with mechanical advantage problems. The teacher will model a
problem with the class.
Extend (20 min)

Students are instructed to finish the mechanical advantage problems on their own. They will not
need to use a calculator. After being presented with the material, students are instructed to get
into different pairs to complete the notecard pairings. For each of the six simple machines, there
is a definition and a picture. Students are encouraged not to use their notes for this activity. This
extends their knowledge because it gives them a picture to pair with the simple machine as well
as the definition.
Evaluate (10 min)
Students will come together at the end of class once more to discuss the notecard matchings. This
will allow me to informally assess students understanding of simple machines and evaluate how
much time I need to spend, if any, continuing instruction on machines. The worksheet is another
form of assessment because I will be able to grade the sheet and figure out what students need
more time to learn.
Questions for Formal Assessment
1. What is the definition of
a. Inclined plane
b. Screw
c. Wedge
d. Lever
e. Pulley
f. Wheel and axle
2. What is the difference between simple and complex machines?
3. For what purpose were machines made?
4. What is efficiency?
5. What is mechanical advantage?
6. What two measurements do we need to calculate mechanical advantage?
7. What is the equation for mechanical advantage?
8. Worksheet is another form of formal assessment for mechanical advantage problems.
Answers for Formal Assessment
1. Definitions
a. A flat slanted surface that allows you to exert your input force over a longer
distance.
b. An inclined plane wrapped around a cylinder.
c. A device that is thick at one end and tapers to a thin edge at the other end.
d. A bar that is free to pivot or rotate about a fixed point (fulcrum)
e. A grooved wheel with a rope or cable wrapped around it.
f. A wheel is attached to an axle. The two parts rotate together in which a force is
transferred from one to the other.
2. Complex machines are made of two or more simple machines.
3. To make human life easier.
4. Ability to avoid wasting energy and time.
5. The amount of force that is multiplied by the machine.
6. Input force and output force.
7. Mechanical Advantage = output force (N)

input force (N)

Activity Handouts:
Simple Machines around the Classroom

Simple Machines around the Classroom

With a partner, look at the definitions for the six simple machines. Take some time to find
examples of them around the classroom. List as many examples as possible for each given
definition. Be prepared to present your findings to the class.
Simple Machine

Definition
A flat slanted surface that
allows you to exert your
input force over a longer
distance.
A bar that is free to pivot
or rotate around a fixed
point (fulcrum).

An inclined plane
wrapped around a
cylinder.

A grooved wheel with a

rope or cable wrapped
around it.

A wheel is attached to an
axle. The two parts rotate
together in which a force
is transferred from one to
the other.
A device that is thick at
one end and tapers to a

Example from
Classroom

Picture for
Association

thin edge at the other

end.

Mechanical Advantage Problems

Mechanical Advantage Worksheet

Mechanical Advantage = output force (N)
input force (N)
Solve the following problems.
1. Your dad is raking leaves and has piled some in his wheelbarrow. He pulls the handles of
the wheelbarrow with a force of 5 N. The load is lifted with a force of 8 N. What is the
mechanical advantage of the wheelbarrow?
2. You are removing a nail, using a hammer, from your old playset out in the backyard. The
hammer pulls the nail out with a force of 14 N. You only have to use a force of 7 N on the
hammer. What is the mechanical advantage of the hammer?

3. While you are taking driving lessons, you need to make a right turn. If you turn the
steering wheel with a force of 3 N and the cars front wheels are turned by a force of 21
N, what is the mechanical advantage of the steering system in your car?

4. A pulley is used to replace the window on the top floor of your school. You volunteer to
get the window to the third floor. The mechanical advantage of the pulley is 3.5. If you
pull one end of the rope with a force of 6 N, what force does the pulley use to get the
window to the third floor?
5. When you are moving into a new house, most movers use ramps to move heavy furniture.
The mechanical advantage of the ramp to move a refrigerator is 4. The movers pushed the
fridge up the ramp with a force of 8 N. What is the output force of the ramp on the
refrigerator?

Day 7 Work, Force, and Power

Lesson Plan:
Lesson Plan
Name: Margaret Martell

Date: 12/15/15
Content Area: Science (Physical Science for Practicum)
Grade Level: 8th
Topics: Work, Force, Power

SOL Standards
PS.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
n. current applications of physical science are used.
PS.10
The student will investigate and understand the scientific principles of work, force and motion.
Key concepts include
c. work, force, and power
Lesson Title and Major Concepts: Work and Power; major concepts are work, power, force, and
units of those measurements.
Objectives:
Students will be able to
Calculate work given force and distance.
Calculate power given force, distance, time, or work.
Explain the difference between work and power.
Apply knowledge of work and power to relate to everyday situations.
Essential Questions:
1. What is _____________ doing as he pulls the wagon? What is he exerting?
2. What is _____________ not doing because _______________ is keeping the wagon from
moving?
3. What do you consider doing work?
4. What are examples of things that can produce power?
Materials and Resources:
Wagon
*materials from lab
PowerPoint
Computer and projector
Safety Considerations:
Outlined in lab activity. Students must be careful and slow when working with the wagon.
Engage (15 min)
Bring students outside to demonstration and activity. There is one red wagon set up on the grass.
Have two students volunteer. One sits in the wagon and the other holds the string attached. First,

the student with the string pulls the wagon along (demonstration of work). Second, have the
student in the wagon use their foot to stop the wagon from moving. The student holding the
string continues to pull the wagon but the wagon does not move (force, but no work). Use
essential questions when needed during activity.
Explore (20 min)
Students will participate in a short lab activity to have students work with concepts of work and
power. They got to see a demonstration outside but they will get a chance to do some exploration
of their own. Students will have to complete a packet and will be required to complete analysis
and conclusions of the activity during the extend part of the lesson.
Explain (15 min)
The class will listen and take notes as the instructor goes over key concepts regarding work and
power. PowerPoint is attached separately. The instructor will go over the information presented
in the PowerPoint and relate it to activities and demonstrations already done with the class.
Extend (15 min)
Students will complete the rest of their worksheet from the stair-climbing activity independently.
They will complete the Data analysis, the questions, and the extensions/conclusions. They must
be prepared to share with the class.
Evaluate (10 min)
The instructor will go over the data analysis, questions, and extensions/conclusions from the
stair-climbing activity. Students will all get a chance to reflect in an open and respectful class
discussion.
Questions for Formal Assessment
1. What is work?
2. What is power?
3. How do you calculate work?
4. How do you calculate power?
5. When is work done? Provide specific examples.
6. When is power exerted? Provide specific examples.
7. When is work not done? Provide specific examples.
8. When is power not exerted? Provide specific examples.
Answers for Formal Assessment
1. What is work?
Work is the measure of a force being moved over a certain distance.
2. What is power?
Power is the rate at which work is done per unit of time.
3. How do you calculate work?
Work = force/distance
4. How do you calculate power?
Power = work/time or power = (force/distance)/time
5. When is work done? Provide specific examples.

Work is done when any object is moved. Moving a box, pulling a wagon.
6. When is power exerted? Provide specific examples.
Power is exerted when work is done over a span of time. Moving a box for 3 seconds,
pulling a wagon for 5 seconds.
7. When is work not done? Provide specific examples.
Work is not done when the object cannot be moved. Pushing a box but it is too heavy and
cannot be moved.
8. When is power not exerted? Provide specific examples.
Power is not exerted when the object is moved over no time or no work is done. Pushing
a box but it is too heavy and cannot be moved.
Activity Handouts:
Stair-Climbing Power Activity Worksheet

Stair-Climbing Power Lab

Name: _________________

Background Information:
Work equals force times the distance through which the force acts. Force is expressed in
newtons (N) and distance is expressed in meters (m). Work is expressed in newton-meters, or the
simplification, joules (J).
The rate which work is done is called power. Power equals work divided by time. If
work is in joules (J) and time is in seconds (s), power is expressed in joules/second, or the
simplification watt (W). James Watt was a British scientist who invented the steam engine. To
find out how the power of his engine compared to that of a horse, Watt measured how fast an
average horse could do work. He found the answer and expressed the amount of the work
performed per second as a horsepower. One horsepower is the equivalent of 746 W.
Objective:
1) To find out how much power you use when climbing the stars.
2) To practice calculating work and power.
Materials:
scale

metric ruler

stairs

Procedure:
1) Measure your weight using the scale. Weight should be expressed in newtons.
Convert pounds to newtons by multiplying
Weight (N)
pounds by 4.45. Convert kilograms to newtons
Height of one step
nd
with Newtons 2 Law (F=ma). Multiply
(m)
kilograms by the acceleration due to gravity.
Number of steps
2) Measure the height of one stair (in meters).
Total height of
3) Count the number of steps you will be climbing
stairs (m)
and multiply this by the height of a step to
Time of climb 1
find the total height, in meters.
(s)
4) Climb the stairs as quickly and as safely as
Time of climb 2
possible while your partner times you. Record
(s)
Time of climb 3
(s)

stopwatch

the time as accurately as possible. CAUTION: Be very careful. Make sure you hold onto
the hand rail.
5) Repeat step #4 twice, completing two more runs. CAUTION: Be careful, if you are feeling
overly exerted, do not continue.
6) Switch roles with your partner and repeat steps #4 & #5.
Observations:
1) Were the three climbing times roughly the same, or did they vary considerably?

2) Did you feel as if you exerted the same effort on each climb? Explain.
Analysis:
Calculate your work and
you power for each of
the three climbs:

Work (J)

Power (W)

Climb 1
Climb 2
Climb 3

1) Was the amount of work you did for each trial the same? Why?

2) Was the amount of power you expended the same for each trial? Why or why not?

3) If you had climbed more slowly, how would the work have been affected? How would the
power output have been affected? Explain you answer.

4) Compare your power output with the output of a horse by calculating your horsepower. The
conversion is on the front of this lab. (Do you think you could keep up that power level for
hours, like horses do?)

Conclusions:
1) How does your power output in climbing the stairs compare to the power output of a 100-watt
light bulb? If your power could have been harnessed and the energy converted to electricity,
how many 100-watt bulbs could you have kept burning during your climb?

2) How do you calculate the amount of work done? the amount of power exerted?

3) What is the difference between work and power?

4) Two people climbed to the roof of a building. The old person walked up a gentle ramp. The
young person climbed up a steep spiral staircase. Which person did more work? Explain.

Day 8 Review with Stations

Lesson Plan:
The instructor will put together 6 stations (1st law; 2nd law; 3rd law; speed, velocity, and
acceleration; machines, mechanical advantage, and efficiency; work, force, and power). Students
will be divided into groups to explore each station for a review for the unit exam the next class.
Activity Handouts:
N/A

Day 9 Unit Exam

Lesson Plan:
Distribute the unit exam. Alternate assessment to follow.
Activity Handouts:
Unit Assessment- Questions taken from assessment questions at the end of lessons.
1. Draw an example of Newtons first law of motion.
2. Draw an example of Newtons second law of motion.
3. Draw an example of Newtons third law of motion.
4. How does inertia apply to Newtons laws?
5. How does momentum apply to Newtons laws?
6. How does force apply to Newtons laws?
7. What is the other name for Newtons first law?
8. What is the difference between speed and velocity?
9. What is the equation for speed?
10. What is the equation for velocity?
11. What is the difference between speed and velocity?
12. The train traveled 300 miles North to Maryland in 2 hours. What is the trains speed?
What is its velocity?
13. Rachel ran around the track at school for 2 hours. She figured out she ran around 9 miles.
What was her speed? What was her velocity?
14. A car starts from rest and accelerates uniformly over a time of 5.21 seconds for a distance
of 110 m. Determine the acceleration of the car.
15. A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47 seconds. Determine
the acceleration of the car and the distance traveled.

16. Rocket-powered sleds are used to test the human response to acceleration. If a rocketpowered sled is accelerated to a speed of 444 m/s in 1.83 seconds, then what is the
acceleration and what is the distance that the sled travels?
17. What is the definition of
a. Inclined plane
b. Screw
c. Wedge
d. Lever
e. Pulley
f. Wheel and axle
18. What is the difference between simple and complex machines?
19. For what purpose were machines made?
20. What is efficiency?
21. What is mechanical advantage?
22. What two measurements do we need to calculate mechanical advantage?
23. What is the equation for mechanical advantage?
24. Worksheet is another form of formal assessment for mechanical advantage problems.
25. What is work?
26. What is power?
27. How do you calculate work?
28. How do you calculate power?
29. When is work done? Provide specific examples.
30. When is power exerted? Provide specific examples.
31. When is work not done? Provide specific examples.
32. When is power not exerted? Provide specific examples.

Evaluation of Student Learning

Formal Unit Assessment
1. Draw an example of Newtons first law of motion.
2. Draw an example of Newtons second law of motion.
3. Draw an example of Newtons third law of motion.
4. How does inertia apply to Newtons laws?
5. How does momentum apply to Newtons laws?
6. How does force apply to Newtons laws?
7. What is the other name for Newtons first law?
8. What is the difference between speed and velocity?
9. What is the equation for speed?
10. What is the equation for velocity?
11. What is the difference between speed and velocity?
12. The train traveled 300 miles North to Maryland in 2 hours. What is the trains speed?
What is its velocity?
13. Rachel ran around the track at school for 2 hours. She figured out she ran around 9 miles.
What was her speed? What was her velocity?
14. A car starts from rest and accelerates uniformly over a time of 5.21 seconds for a distance
of 110 m. Determine the acceleration of the car.

15. A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47 seconds. Determine
the acceleration of the car and the distance traveled.
16. Rocket-powered sleds are used to test the human response to acceleration. If a rocketpowered sled is accelerated to a speed of 444 m/s in 1.83 seconds, then what is the
acceleration and what is the distance that the sled travels?
17. What is the definition of
a. Inclined plane
b. Screw
c. Wedge
d. Lever
e. Pulley
f. Wheel and axle
18. What is the difference between simple and complex machines?
19. For what purpose were machines made?
20. What is efficiency?
21. What is mechanical advantage?
22. What two measurements do we need to calculate mechanical advantage?
23. What is the equation for mechanical advantage?
24. Worksheet is another form of formal assessment for mechanical advantage problems.
25. What is work?
26. What is power?
27. How do you calculate work?
28. How do you calculate power?
29. When is work done? Provide specific examples.
30. When is power exerted? Provide specific examples.
31. When is work not done? Provide specific examples.
32. When is power not exerted? Provide specific examples.
Formative Assessment in the Unit
*Essential questions that are used throughout the lessons provide information on student
learning.
Day 1 and Day 2:
Instructor will walk around during lab stations and observe and evaluate student learning.
Two class discussions will allow for further informal assessment. Students will be able to
present their findings and observations of the lab activity.
During the last part of the lesson, students must present physical representations of
Newtons three laws of motion. This is not graded but it will show the instructor what
still needs to be worked on and what learning objectives are met.
Day 3 and Day 4:
During the lab activity, the instructor will be walking around to make sure students are
conducting the lab correctly.
Throughout the lesson, the instructor will be answering questions that will help with
assessment of student learning.
During the end of the lesson, students must come up with problems of speed and velocity
that they can find the answer to at home. This will show student understanding of speed
and velocity. They will be able to present their findings to the class.

Day 5 and Day 6:

During the marshmallow catapult activity, the instructor will go around and assist
students. This is the pretest to know what to emphasize on during the lesson.
Students are required to go around the classroom and find simple machines. This is
another way of assessing student readiness so the instructor knows what to emphasize on.
Students have to complete a set of problems involving mechanical advantage. The
instructor will answer questions and walk around to see how students are doing with the
problems.
Students are to work in pairs to match up notecards according to simple machines. This is
a formative assessment strategy that will notify the instructor if the students have met the
learning goals regarding simple machines.
Day 7:
Students will work in pairs on a stair-climbing activity. The instructor will have to
supervise and this will allow for assessment of student learning. The groupings are small
so that students can be fully active and participate in the pairing.
Students are required to complete the data analysis, questions, and extensions/conclusions
on their own but they must participate in a class discussion following the independent
work. They will go over the questions in an open and respectful environment rather than
raising their hands. Students will be encouraged to discuss more than just the questions.
The instructor can prompt the discussion with essential questions.
Day 8:
Day 8 is completely formative assessment. The whole day consists of stations for
students to master the content covered in the unit. The instructor will have to monitor
closely to make sure students are meeting the learning objectives for the unit.
Day 9:
Day 9 is allocated to a day of summative assessment.
Alternative Assessment
An alternative assessment to the summative unit assessment that I have created is for the students
to make their own unit assessment. I will require them to use the class time to develop a set of 28
questions for the whole unit. These 28 questions must assess the concepts from the unit that they
believe are the most important or that they struggle with the most. There must be 7 pertaining to
each lesson: Newtons three laws, speed and velocity, machines and mechanical advantage, and
work and power. The students must answer these questions. In addition to the questions, students
must explain why they chose to cover the concepts they did. They will be required to write down
their strengths in the unit. The questions represent their weaknesses or their opinions of the most
important concepts from the unit.
Rubric
Criteria
28 questions, 7 for each lesson
Specified strengths
Correct answers
Justification for questions
Total:

Point Value
14 points
9 points
28 points
9 points
60 points

Reflection and Self-Evaluation

I was surprised at how much I wanted to utilize what I have learned in all of my
education classes. That information came to me very quickly and I was happy that I could utilize
it in my unit plan. I think that The 5E model is going to be very useful during my time as a
science instructor. I didnt like it at first because I was used to a certain lesson plan format. But
once I got more experience with the model, it proved to be very beneficial when teaching science
lessons. It allows you to show students how what they are going to learn applies to them. It also
helps the instructor relate back difficult concepts and content to experiences the students are
familiar with.

References Cited
Rinehart, and Winston, Inc. Holt. (2002). Holt science & technology. Austin, TX: Holt, Rinehart,
and Winston.
"Sample Problems and Solutions." Sample Problems and Solutions. N.p., n.d. Web. 15 Dec. 2015.
"Force, Work and Power: Student Activities." Force, Work and Power: Student Activities. N.p., n.d.
Web. 15 Dec. 2015.