Classroom Combo: Rolling With Newton’s Laws

Next Generation Science Standards: ETS1-2, HS-PS2-1, HS-PS2-2, HS-PS3-3
Common Core State Standards – Math: MP.2, MP.4, HSN.VM.A.3

Classroom Connection

This combo provides a tangible way for students to see the relationship between mass, acceleration and force.

The Science Behind the Combo

Newton’s laws of motion apply whether we are launching a rocket that is escaping Earth’s gravitational field or traveling through deep space. These same laws also help in understanding another important scientific principle called impulse. Impulse (a force applied for a period of time) can result in the change of an object’s velocity. This explains how rockets launch, how future landers will land on the Moon or Mars, and how astronauts survive a return to Earth.

Combo Resources:

Introduction to Newton’s Three Laws

Classroom Activity: Newton Car
Video: Newton’s First Law of Motion
Video: Newton’s Second Law of Motion
Video: Newton’s Third Law of Motion
Video: Newton’s Laws on the International Space Station
Posters: Newton’s Laws Posters and Activities (Also in Spanish)

Teacher Tips:

• Mix and match the combo resources to suit your goals, allotted time and available materials.
• The Newton Car activity can be extended to introduce the concept of the conservation of momentum as well as Newton’s Second Law. Newton originally explained his second law in terms of a change in momentum over time (F = d(mv)/dt = dp/dt). In other words, the change in velocity over time (acceleration) multiplied by mass equals the force required to accelerate an object (F = ma).
• If you have access to equipment that can measure and display velocities of objects, allow students to measure the car’s velocity upon launch and use the known masses of the car and the launched object (i.e., a medicine bottle) to predict the launch velocity of the bottle using the applicable conservation of momentum equation.
• The Newton Car activity can be extended to present the conservation of energy because elastic potential energy in the rubber band is converted into the bottle’s kinetic energy after launch. You may also fix the launch platform in place and use a photogate to measure the velocity of the bottle. Note: While rubber bands do not perfectly adhere to Hooke’s law, students will still experience the connection between elastic potential energy and kinetic energy with an approximation of a rubber band’s spring constant.
• Pay close attention to the 1:43 minute mark of the “Newton’s First Law of Motion” video. This is a great time to discuss frames of reference during an International Space Station reboost. For example, astronaut Jeff Williams uses a camera to demonstrate acceleration. He describes the camera as accelerating during the reboost procedure. Have the students investigate what’s really happening. For example, is the camera accelerating, or is the space station accelerating? What would the situation look like to an observer looking through a window from outside the space station? Here’s an alternate video from the Canadian Space Agency that also demonstrates what’s really happening during a reboost.