Students observed that the mass of the box had increased dramatically, resulting in an increase in inertia.
I HAVE A PATHOLOGICAL FEAR OF BEING ON MY OWN TRIAL
For the second trial a volunteer got into the box and the student once again had to pull the box from start to finish, using a constant force, whilst being timed. Using a constant force, each student took turns pulling the empty box from start to finish whilst being timed. The students measured and marked off a starting line and finishing line. For the activity a large cardboard box was fitted with a long rope and handle. This variation may be viewed as a concrete introduction to the idea that objects with greater mass have more inertia and therefore require a greater force to accelerate. Observe whether it is easier or harder to keep the object from flying away when pulled. Try building a second tower using a set of objects with lesser mass (such as small paper cups).
Try a second time, having the group pull the cards out simultaneously. Continue removing the cards in this fashion from top to bottom, observing how the blocks inertia is keeping them in place. Starting at the top, remove the first notecard with a swift pull directly backwards, avoiding pulling at an angle. If multiple students are participating make sure to face the pull-strings in differing directions. Stack the blocks in a tower formation, placing a notecard in between each block, or every other block. This activity can be done individually, or in groups of up to five students. At the other end of the string, tie a knot, creating a grip. Prior to the activity, prepare the notecards by punching a whole on one end and tying a length of string through the hole. In order to emphasize the relationship between mass and inertia it is best to use a set of identical materials (blocks, cups, coffee cans, etc.), and to use materials that provide auditory feedback. This activity uses wooden blocks, but the instructor may choose any stackable material they wish. If the students create a wobble, unbalanced tower, it leads to a discussion on the force causing a disturbance to its equilibrium, which in this case is gravity.Īlso, one student suggested that the notecards should have physics quiz questions written on them for bonus points!
The instructor may build/rebuild the towers during the activity, or may choose to let the students do so. The string is attached to each notecard so as to make pulling the card easier, as well an enabling a greater number of students to participate at the same time. This multi-sensory activity provides tactile and auditory feedback for students with visual impairments, and is further adapted for students with varying fine motor skills. This means they will have less resistance to a change in motion, creating an even greater challenge! The paper cups have less mass, and therefore less inertia. Try this again, but this time use the paper cups. Can it be done?… You’ll have to be very precise!
Try taking each notecard out separately, and once you have done this successfully, try again by having everyone in the group pull the cards out at the same time. That one can be found here (and is a fantastic demonstration to introduce the concepts with).īecause the cubes want to resist any change in motion due to their inertia, they will stay in place if the card is removed quickly enough. This is similar to another famous inertia demonstration the tablecloth trick. The object of this activity is to observe the properties of Newton’s First Law by attempting to remove the notecards from a tower of wooden blocks without causing enough of a disturbance to the tower’s equilibrium to cause it to tumble. Additionally, objects with greater mass have greater inertia, which will come in handy during this activity. Without the presence of an unbalanced force, the object will not experience a change in speed or direction. Through discussion of these terms, students learn that if an object is at rest it will remain at rest unless an unbalanced force comes along and disturbs its equilibrium. An object is in equilibrium if it is at rest or moving at a constant velocity. Newton’s First Law – an object at rest will remain at rest, and an object moving at a constant velocity will continue moving at a constant velocity, unless it is acted upon by an unbalanced force.Įquilibrium – When the net force on an object is zero. Inertia – resistance to a change in motion. We begin this activity by having the class review the key terms of the lesson: Students learn that inertia is an object’s resistance to a change in motion. This hands-on activity is an excellent introduction to Newton’s First Law, otherwise known as the Law of Inertia.
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