Students view an image of a diver falling through air and a diver falling through water to draw force diagrams in the vertical direction.
Students ask questions about force columns.
Students set up a lab to collect quantitative information of spheres falling through force columns.
Students set up a lab to collect quantitative information of spheres falling through force columns.
Students analyze data to create a force diagram of spheres falling through force columns. Students critically read text on fluid friction and gravitational forces to explain differences in motion of falling objects.
Students read text on normal forces and complete a CER to answer the question about why a box doesn’t fall through a table.
Students read text on normal forces and complete a CER to answer the question about why a box doesn’t fall through a table.
Students use a rubric to evaluate a peer’s CER. Students complete portfolio task 2 discussing the horizontal or vertical motion that occurs in the sport they are researching.
Students use a projectile motion simulation to discover cause and effect relationships between different variables.
In this cycle, students will discover the answer to the guiding question, “How do balanced and unbalanced forces affect vertical motion?” They will discuss unbalanced and balanced forces that occur vertically (on the y-axis.) Students will spend more time this cycle using the science and engineering practices to articulate how balanced and unbalanced forces affect the motion of an object. At the beginning of this cycle, they make observations and conduct an investigation to determine the effect of fluid friction on downward motion. Students will then obtain information about normal force and create a model explaining why objects do not fall through tables because of balanced forces.