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Forces Motion Basics

1) The document describes an interactive simulation activity to help students learn and derive Newton's laws of motion. It involves exploring simulations of motion, friction, and net force. 2) Students are asked to record observations from the simulations and answer questions to analyze concepts like inertia, acceleration, and forces. They must construct tables to synthesize their learning. 3) The goal is for students to understand and be able to state Newton's three laws of motion: the law of inertia, the law of acceleration, and the law of interaction. They are also asked to explain the importance of understanding these laws.

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Madeline Sibulo
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
422 views

Forces Motion Basics

1) The document describes an interactive simulation activity to help students learn and derive Newton's laws of motion. It involves exploring simulations of motion, friction, and net force. 2) Students are asked to record observations from the simulations and answer questions to analyze concepts like inertia, acceleration, and forces. They must construct tables to synthesize their learning. 3) The goal is for students to understand and be able to state Newton's three laws of motion: the law of inertia, the law of acceleration, and the law of interaction. They are also asked to explain the importance of understanding these laws.

Uploaded by

Madeline Sibulo
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

CN ___ NAME ____________________________________ GR.

10 - ____ DATE ____________ Teacher _______________


Activity #2-2: FORCES & MOTION: BASICS
( https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html)
I. OBJECTIVES:
At the end of this Interactive Activity, you must be able to:
1. Derive Newtons Laws of Motion out of the Interactive Simulations:
a. Motion (frictionless system)
b. Net Force
c. Friction
d. Acceleration
2. By means of observations made on each simulation, prove and cite the relationship that exists among:
a. The Law of Inertia: Mass vs Inertia
b. The Law of Acceleration: Force, mass & acceleration
c. The Law of Interaction in a Tug-O-War: Force TEAM A vs. Force TEAM B
II. PROCEDURES:
A. About the Interactive:
1. Go to: Forces and Motion: Basics https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-andmotion-basics_en.html.
2. There are 3 major parts of the Interactives or Learning Stations that you are going to explore, namely: (a) Motion; (b)
Friction and Acceleration; and (c) FNet and Acceleration. In each Learning Station, explore first how the Interactive
works. Be guided by the icons and buttons for accurate observations and data gathering.
3. Perform procedures set in each part and then record major observations and data gathered using the spaces and Table
of Data provided.
4. Then analyze and evaluate your learnings gained in EACH LEARNING STATION by: (a) answering the questions set; and
also (b) constructing a Table of Analysis similar below. A Sample Analysis Table is also shown below. You are free to
add some more details /descriptions as you deem necessary.
5. You may have this report printed / computerized. For the Class Discussion, be prepared with a hardcopy on Monday,
Oct. 3 (for 10-1 & 10-3); on Tuesday, Oct. 4 (for 10-5).
B. Discovering Newtons Laws Using the Interactive Laboratory Stations:

(1) Motion
CONDITION: Frictionless rail track
Initial FAPPLIED = 50N
Try exploring on how the Interactive goes working on the different variables.

a) Open the motion tab and set the force to 50N. Observe the change in speed of the cart as recorded
by the speedometer. - The speed of the cart is _______________, because _____________________.
Release the force applied by clicking the
slider once. Observe the change in speed of the cart
as recorded by the speedometer. - The speed of the cart is ________________ because
_________________.
Reset the simulation by clicking the
icon. Change the load into 100 kg then to 200 kg and
apply a constant force of 50N. Observe the change in speed as recorded by the speedometer.
- The change in speed (acceleration) is ______________________________, this is because
_____________________.
Increase and decrease the force applied on a constant mass (200kg) and observe the change of
speed as recorded by the speedometer. - The change in speed (acceleration) is _____________,
This is because ________________________________.
b) Place a 50 kg load on the cart then apply a 50N force. Set your initial speed, Vi, as 0 m/s then measure
a time interval until you click the release button. The last recorded speed is your final speed, Vf.

Calculate the acceleration using the formula a =


. Compare the computed acceleration using

the equation, = . Do this 3x then record your data in the table below.
(a) Vi

(b) Vf

Computation:

(c) t

(d)

(e) F

(f) m

Computation:

(g)

% difference of
(d) and (g)

c) Employing the same procedure in (b), find the MASS of the mystery gift. Do this 3x then record your
data in the table below.
(a) Vi

(b) Vf

(c) t

(d)

Computation:

(e) F

(f) m

% difference of
(d) and (g)

(g)

Computation:

The MASS of the gift is ____ ___.


(2) Friction
FRICTION & ACCELERATION
CONDITION: Friction-rail track
Initial FAPPLIED = 50N then vary as needed
Try exploring on how the Interactive goes working on the different variables.

a) Set a 50 kg mass into motion by applying 200N of force. Observe the sum of forces and motion of the
box as you increase the force applied. The box only started to move when ______________________.
This happens because ___________________________________________.
b) Repeat the procedure and set the 50 kg mass into motion by applying 200N. Record the time from a
point where the dummy releases the box until it reaches a complete stop. - The initial speed of the
box upon release is ______ m/s. The maximum speed reached is ___ m/s when it was released and
then the cart started to _________________. This is because _____________________________.
The acceleration should be ____________________ because the final speed is ________________
than the initial speed.
c) Employing the same procedure in (b), find the MASS of the mystery gift. Do this 3x then record your
data in the table below.
(a) Vi

(b) Vf

Computation:

(c) t

(d)

(e) F

(f) m

(g)

% difference of
(d) and (g)

Computation:

(3) Net Force


FNET & ACCELERATION:
CONDITIONS: Equal masses of players; varied positions; varied masses of players
Initial FAPPLIED = 50N then vary as needed
Try exploring on how the Interactive goes working on the different variables.

Click on the tab Net force. Also, click the boxes on the upper left side to show values and measures.
Do this for all tabs.
Place dummies on each side of the rope. You may vary the number and types of dummies
positioned every trial. Observe the net force produced and the motion of the system. Net force is
produced if _____________________________________________. If both sides produce the same
amount of force then the system._______________________________________________
IV. GUIDE QUESTIONS FOR ANALYSES:
A. MOTION: Deriving Newtons 3 Laws of Motion
CONDITION: Frictionless rail track
Initial FAPPLIED = 50N
(1) What makes the cart at rest start to move?
(2) What is the effect of increasing the amount of Applied Force on the cart?
(3) Describe what happens to the carts velocity as the applied force is removed? Explain.

(4)
(5)
(6)
(7)

Without friction on the rail track, what will make the speeding cart slow down? Stop?
What do you call the state of motion incurred by the cart in (1), (2) and in (4)?
How about in (3)?
Use / Integrate Newtons 1st Law in explaining (5).

B. FRICTION & ACCELERATION: Deriving the effect of friction in an accelerated system of forces
CONDITION: Friction-rail track
Initial FAPPLIED = 50N then vary as needed
(1) In the presence of friction, how much FNET is needed to generate the same amount of acceleration as in (A) situation?
(2) What is the effect on the FNET applied in a system to generate same a=k, if the no. of loads is increased combined with
the presence of friction in the system?
(3) What is the effect of friction to an accelerated cart at rest after the cart has attained its own velocity and let go?
(4) How do you differentiate the system in (B.3) from a frictionless system in (A.3) above?
C. FNET & ACCELERATION: Deriving the concept between action and reaction forces and acceleration to arrive at
Newtons 3rd Law of Motion:
CONDITIONS: Equal masses of players; varied positions; varied masses of players
Initial FAPPLIED = 50N then vary as needed
(1) In a Tug-O-War, how do you relate the amount of forces exerted by both teams whether either of the teams wins or
loses?
(2) When will one team win over the other team? Explain.

Summarize the concepts you have learned from this


Interactive by stating out and applying
Newtons 3 Laws of Motion:
Law of Inertia
Law of Acceleration
Law of Interaction

V. SYNTHESIS / GENERALIZATION:
Construct a Table of Analysis of Force System and Motion Basics (2nd Table below) to synthesize all your learnings
gained in this Activity. To illustrate, an example Table of Analysis is provided as follows:

A. Motion
Description of System

1. A cart at rest
moves
vi = 0 vf 0

FNET = 0;
FNET 0;
FNET = k
FNET 0
or FNET = k

m=k; mk

m=k

a = 0; a
0; a = k;

v = 0; v 0;
v = k;

v0

a=k

TABLE OF ANALYSIS (Construct per Learning Station):


Description of System
FNET = 0;
m=k; mk a = 0; a 0;
FNET 0;
a = k;
FNET = k

Reason / Cause

An unbalanced force acts on the


cart which was initially at rest
making it accelerate (to move
from rest).

v = 0; v 0;
v = k;

VI. APPLICATION:
Is it important to learn and understand Newtons 3 Laws of Motion? Why?
***

Reason / Cause

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