Sample Learning Goals
Relate gravitational force to masses of objects and distance between objects.
Explain Newton's third law for gravitational forces.
Design experiments that allow you to derive an equation that relates mass, distance, and gravitational force.
Use measurements to determine the universal gravitational constant.

In this STEM lesson, students use balloons to demonstrate concepts applied by jet and rocket engines to supply thrust for movement. They will observe how unequal pressure creates power, explain how air power can help airplanes fly, and construct a working model of an air engine-balloon-powered rocket to launch the greatest payload possible to the classroom ceiling.

In this lesson, students apply physics concepts, measuring force, with similar athletic tools used by Bethea.

This lesson is the first of a two-part series on the science of hurricanes and the kinds of technology being used to identify and track them. In this activity students examine different scientific aspects of hurricanes, all in an effort to begin to understand the nature of motion?particularly how changes in speed or direction of motion are caused by forces.

This lesson is the second in a two-part series on the science of hurricanes and the kinds of technology being used to identify and track them. In this activity students? study of hurricanes is broadened by exploring how technology and science are used today to identify, measure, and track powerful tropical storms to better warn and secure people from their often-devastating impact.

In this investigation, students will learn that speed, velocity, and changes in velocity are the result of the action of forces on objects such as friction. Students will construct a simple, balloon powered car and race it on three different surfaces. Students will analyze their car's performance, identify design flaws and apply knowledge to improve their car. They will also graph class results for each of the three surfaces.

In this activity, students will collect and analyze data of their walking speed. They will compare their speed to an outside speed walker. They will determine their speed every 20 meters up to 100 meters. They will complete five trials to determine average time for each of the 20-meter segments. The students will write a lab report describing their results.

In this activity, students will study speed, measure and record time and distance, then graph results.

In this lab activity, students investigate the concept of frame of reference by observing, describing and drawing the same walking motion from different positions. Additionally, they determine the effect of frame of reference on the walking time. Students analyze their data and observations and develop a working definition of the concept of frame of reference. A description of the lab report format is provided.

Students investigate the motion of a rocket using a spreadsheet with graphs of motion included. They adjust variables and investigate how height and speed are affected.

In this activity, students roll miniature cars down a ramp and measure speed and acceleration every 10 cm. Students manipulate variables such as type of car, height of ramp, or ramp material to investigate how these changes affect speed and acceleration. Values for speed and acceleration can be graphed; graphs can be compared and the slope differences discussed.

This assessment resource checks students' understanding of how motion can be represented on a graph.

Students will investigate motion along a straight line to differentiate stopping from moving with respect to a reference point. Note: This activity requires use of a motion sensor.

In this interactive module, students will investigate motion along a straight line to differentiate stopping from moving with respect to a reference point. Note: This activity requires use of a motion sensor.

In this activity, students will measure distance traveled and time traveled to determine velocity.

In this lesson, students investigate motion graphs. Students predict what the distance-time and velocity-time graphs would look like for a student walking across the room for several different scenarios. Then students will use a motion detector to act out these scenarios and compare their predictions to those produced from the motion detector.

This assessment resource checks for student understanding of how graphs illustrate motion and show a change in position over time. This assessment is meant to be used after students complete the interactive module found at http://smartgraphs-activities.concord.org/activities/194-motion-toward-and-away/student_preview

Students explore how motion in two opposite directions appear on a position-time graph. Note: This activity requires use of a motion sensor.

In this interactive module, students explore how motion in two opposite directions appear on a position-time graph. Note: This activity requires use of a motion sensor.

Look at this slide deck to find some ideas for implementing engaging instruction about forces, motion, and the relationship between them.