Transcript FRICTION PowerPoint

What causes the car to slow
down?
PHYSICS FOR ELEMENTARY TEACHERS
(PHYS-1034-02)
MRS. MELODY J. THOMAS
GROUP MEMBERS:
AMY MOUA AND LUCY THURMAN
Team Members
Amy Moua
Lucy Thurman
Central Park Elementary
Benton County School of the Arts
Lesson Topic
Friction and Motion
(4 different surfaces)



Students measuring
distance of different
surfaces.
Students will conclude
what stops the car.
Relation to the concept of
physics: Learning and
testing friction.
Friction and Motion
(3 different sandpapers)


The students were given three
different courses of sandpaper, a
car, ramp, and four blocks. The
first experiment the students did
was build a ramp that contained a
height made out of three blocks,
let the car roll on the ramp and
they measured the distance the
car went on each piece of
sandpaper. The students did the
same on the next experiment but
made the ramp a little bit higher
by adding a fourth block.
The concept of physics that was
involved was learning about
friction and testing friction.
State Standards
T H E S TAT E S TA N D A R D T H AT S AT I S F I E S F O R T H E L E S S O N W E
TA U G H T I N S E C O N D G R A D E I S P S . 6 . 2 . 1 .
P S . 6 . 2 . 1 I S I N V E S T I G AT E T H E R E L AT I O N S H I P B E T W E E N F O R C E A N D
MOTION.
Amy’s
Handouts and
Worksheets
The students used “a”
to show their thinking
on what causes the car
to stop. (Before the
experiment)
The students used “b”
to show what they
learned in their group
that causes the car to
stop. (After the
experiment)
 On both “a” and “b”
the students were
allowed to draw, write,
or both to show their
thoughts.
a)
Amy’s
Handouts and
Worksheets
 This is the handout
that the students used
during group time to
collect their data. There
were four different
surfaces the students
used, so the students
used one space for each
of the surfaces.
Lucy’s
Worksheets
and Handouts
 This was the worksheet I
created that the students used
for their experiment. The first
three questions, the students
were to predict on how far the
car would go with three
blocks and four blocks under
the ramp and if the car went
further overall with three or
four blocks under the ramp.
The last two questions, the
students filled out as they did
the experiment. This is where
the students collected their
data.
Lucy’s
Worksheets
and Handouts
 This is the worksheet
filled out by a student. I
had the students put
their group number on
the paper instead of
their names.
Amy’s
Initial Ideas
 In the video, Amy is
talking to the students
trying to get some ideas
on why the car slows
down? The students
then give her some
answers.
Amy’s
Experiment
 This is a video of Amy
and her group doing the
experiment. Amy
guides them through on
how to carry out the
experiment. The group
also takes turns on
taking part in the
experiment. At the end
of each experiment the
students write down
their measurements on
the worksheet they were
handed.
Amy’s
Summarizing
Questions
 Amy is getting the
class’ attention so they
can talk about their
conclusions. Amy then
tells them what is used
that makes the car slow
down.
Lucy’s Initial
Ideas
 Lucy is getting the
students attention and
motivation to learn
about the experiment.
The students were very
eager to give her
responses on why a car
slows down.
Lucy’s
Experiment
 Lucy is going around
the classroom helping
the students get their
ramps set up correctly.
The students then do
the experiment and
write down their
measurements on their
worksheet that they
predicted what would
happen on.
Lucy’s
Summarizing
Questions
 Lucy is getting the
students back to their
desks and ready to
focus again. The
students are giving
feedback to Lucy on
what they discovered
during the experiment.
Lucy tells the students
why the car slows down.
Predictions on how far the car will go on different surfaces of sandpaper
with the height being changed
Ramp with three blocks
Ramp with four blocks
18
16
14
12
10
8
6
4
2
0
14
12
10
8
4 in.
8 in.
12 in.
6
4
2
0
4 in.
8 in.
12 in.
Results from the experiment
Students results with
three blocks
Students results with four
blocks
7.4
7.3
7.2
7.1
7
6.9
6.8
6.7
6.6
6.5
6.4
8.4
8.2
8
7.8
7.6
7.4
7.2
7
6.8
6.6
6.4
6.2
Mean
Mean
Conclusion
Lucy’s Conclusion
Amy's Conclusion
 I thought it went well. I
enjoyed my time in the
classroom with the students.
The only part during the
experiment was when my
other group members, from
my other class, started
interrupting me and took
over. I felt the students
learned what caused the car to
slow down. I believe the
students learned the
definition of friction.

I think the lesson went really well. The
students were very engaged and I felt
comfortable teaching the lesson. The one
thing I did not like about the experiment
is the students desks were not completely
flat and the floor which caused the cars to
roll off the desks sometimes. The students
and I got through that rough spot and
were able to accommodate with the desks
to keep the cars on the sandpaper. I think
the students really liked the experiment.
The students were all trying to get my
attention at some point to tell me different
stories on how they could relate this
experiment to things they have done.
There were students that actually learned
that friction is what causes the car to slow
down.