Chapter 4: Force, Motion, and Movie Sets

FM: 4.1.1 WARM-UPStudents watch a short video about friction and answer the questions about friction forces. (5 min)

Friction Forces

• Turn to your partner and share what you remember

about friction. List your ideas.

• Your teacher will show you a video about friction. As

you watch, listen carefully and think about the

reflection questions on the board.

PLAYING THE VIDEO ABOUT FRICTION

The teacher plays a video that introduces important information, which students will need for their discussion and analysis of the

Science Seminar data.

FM: 4.1.2 INTRODUCING MOVIE SETS AND CLAIRE'S PROBLEM

Students are introduced to the situation that they will discuss in the Science Seminar: Setting up a movie set to recreate a crash

scene. (10 min)

Over the next 3 days, you will use

what they have learned about force,

mass, and velocity changes to help a

film student recreate the collision

scene from a movie she saw.

Remember, friction, the force

between an object and the surface it

is moving over, acts in the opposite

direction to an object’s motion.

Friction is related to one of the claims

that students will consider as they

learn about the challenges in setting

up movie scenes.

FM: 4.1.2 INTRODUCING MOVIE SETS AND CLAIRE'S PROBLEM

A Film Student Seeks Help

When filming crashes and

other special effects, it can

be helpful to use miniature

sets.

Sometimes it is safer,

cheaper, or easier to film

small-scale props instead of

full-size props, and by filming

close up, the miniature sets

appear to be full size.

FM: 4.1.2 INTRODUCING MOVIE SETS AND CLAIRE'S PROBLEM

A Film Student Seeks Help

FM: 4.1.2 INTRODUCING MOVIE SETS AND CLAIRE'S PROBLEM

Science Seminar Question and Claims

FM: 4.1.3 ANALYZING EVIDENCE FROM THE FILM STUDENT

Students examine the evidence cards and discuss the information they will use to evaluate the claims. (15 min)

FM: 4.1.3 ANALYZING EVIDENCE FROM THE FILM STUDENT

Students examine the evidence cards and discuss the information they will use to evaluate the claims. (15 min)

You will examine evidence to try to determine what made the difference between Claire's attempt at the crash scene where Vehicle 2 fell off the cliff and the scene in IceworldRevenge where it did not.

You will each receive a set of five evidence cards and two movie storyboards.

FM: 4.1.3 ANALYZING EVIDENCE FROM THE FILM STUDENT

Students examine the evidence cards and discuss the information they will use to evaluate the claims. (15 min)

Before you can figure out how the evidence might support a claim, you need to understand what the evidence card is telling you, so you will read and analyze each evidence card, but you will also need to refer back to the movie storyboards.

FM: 4.1.3 ANALYZING EVIDENCE FROM THE FILM STUDENT

Students examine the evidence cards and discuss the information they will use to evaluate the claims. (15 min)

For example, in Evidence Card A, it says there is a difference in Vehicle 1’s velocity between the movie scene and Claire’s test.

FM: 4.1.3 ANALYZING EVIDENCE FROM THE FILM STUDENT

Students examine the evidence cards and discuss the information they will use to evaluate the claims. (15 min)

From the storyboards, I can see that in Iceworld Revenge, Vehicle 1 slows before the collision; in Claire’s Test, there is no change in velocity before the collision.

FM: 4.1.3 ANALYZING EVIDENCE FROM THE FILM STUDENT

Students examine the evidence cards and discuss the information they will use to evaluate the claims. (15 min)

If Vehicle 1 slowed down before the collision in Iceworld Revenge, that means it experienced a velocity change.

• What causes velocity changes?A force.

• What type of force would cause the object to slow down?

A force in the opposite direction, i.e., friction.

SLOWED

FM: 4.1.4 COORDINATING CLAIMS AND EVIDENCE

Pairs consider how each piece of evidence connects to the claims. (15 min)

Some evidence cards are more convincing and relevant when put together. Sometimes evidence cards can stand alone to support a claim, but other times you need to pair two or more evidence cards in order to support a claim. This sorting activity will help you see how the pieces of evidence connect and how the evidence connects to the claims.

FM: 4.1.4 COORDINATING CLAIMS AND EVIDENCE

Pairs consider how each piece of evidence connects to the claims. (15 min)

Take the Science Seminar Question and Claims half sheet from their envelopes. Briefly review the claims.

FM: 4.1.4 COORDINATING CLAIMS AND EVIDENCE

Pairs consider how each piece of evidence connects to the claims. (15 min)

Here are some important points on how to conduct the activity.

• Each student will conduct his or her own card sort.

• Sort only the five evidence cards. Set the two storyboards to the side

for reference.

• Place evidence cards underneath the claim that the evidence

supports or refutes.

• If the evidence supports a claim, students can write SUPPORTS

CLAIM ____ on that card.

• If the evidence refutes a claim, students can write GOES AGAINST

CLAIM ____ on that card.

• If the evidence connects with another evidence card, students can

write CONNECTS WITH EVIDENCE CARD ____ on that card.

FM: 4.1.4 COORDINATING CLAIMS AND EVIDENCE

Pairs consider how each piece of evidence connects to the claims. (15 min)

Now that I understand what Evidence Card A shows, I can ask myself,

“Does this information suggest why Vehicle 2 did not fall off the cliff in the movie? Was it something about the mass of the vehicles

or something about the friction of the surface?”

After I decide whether this evidence tells me something about mass or friction, I would note how it connects to the claims.

FM: 4.1.4 COORDINATING CLAIMS AND EVIDENCE

Pairs consider how each piece of evidence connects to the claims. (15 min)