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Newton’s Laws Centers Answers MSCredit
Go to www.mrs-twedt.com on your computer. GO to the resources tab and, today, click “Newton Centers
Webquest MSCredit.” Here, you will find a page that looks just like this sheet. You need to be sure you
complete this sequentially. Whenever you see underlined text, it is a hyperlink to a website full of content I
expect you to read. Then answer the question where you clicked the hyperlink on your paper. **Add to
your Newton’s Laws Graphic Organizer at each center! AND note that every other center includes a miniassessment, so be sure to pay close attention! Work as a group, discuss, question, compare, and debate
answers!!!
Center A (Newton’s 2nd Law)–What is Force?
a push or pull acting upon an object.
7th grade review-- What are the 4 fundamental forces of the universe referenced in this article? The
force of gravity, electromagnetic force, and weak and strong nuclear forces.
Side bar mini-lesson: All 4 fundamental forces in nature (or of the universe)
referenced above are ALL NON-CONTACT forces.
Strong Nuclear force (Strongest of the 4)---This force holds the nucleus of an atom together.
*Fission. It is the strongest force we know of as evidenced by the massive energy output when the
nuclei is split.
Electromagnetic Force--Electromagnetism and the force that binds it is found in
rainbows, lightning, and all human-made devices using electric current. On an
atomic level, it is essential in the bonding of molecules.
Weak nuclear Force is what is involved as the subatomic particles in an atom decay. *Fusion
Gravity (Weakest of the 4)—Binds the universe and attracts all bodies of matter to
each other.
However, the article lists 3 everyday forces that affect motion :
Force.
Gravity, Friction, Applied
What are some others? (use your brain…..not the website….and you can repeat some from above).
Contact Forces (have to touch)
Forces
Non-Contact Forces (does not need to touch to act)
Applied
Centripetal
(pull to center of a rotation)
Friction
Drag (air resistance)
Elastic (Spring)
Tension
Normal
Buoyancy (floating)
Lift
Thrust
Magnetism
Electric
Gravity
Electromagnetic
Weak Nuclear
Strong Nuclear
***See PowerPoint for descriptions of all!
Now…back to the webpage you were reading above…… (or click HERE if you closed out).
Is force a vector or a scalar quality? Explain: Force is a vector, or a measure that has both
size and direction. For example, Colton pushes on the ground in the opposite
direction that the scooter moves, so that’s the direction of the force he is
applies. He can give the scooter a strong push or a weak push. That’s the size of
the force. Like other vectors, a force can be represented with an arrow.
How do vectors help show forces? The force vector describes a specific amount of force and
its direction. You need both value and direction to have a vector.
Look below. Notice the size of the increases with the magnitude (number) and direction matters!
NOW, you draw 2 pairs and their net force.
In preparation for tomorrow--
Force = Mass x Acceleration
Since it is an equation, what is the unit that is put on force (not meters, liters, or grams)? A Newton
Newton (N): SI unit of force, equal to the amount of force that causes a mass of
1 kilogram to accelerate at 1 m/s2 (kg • m/s2).
What is the mathematical formula for calculating FORCE?
Newton’s 2nd law makes sense of the behavior of objects when all existing forces are not balanced. The
second law states that the acceleration of an object is dependent upon two variables - the net (total) force
acting upon the object and the mass of the object. Add these to your graphic organizer!
Center B (Newton’s 2nd law) -When something is moving, we know that forces are unbalanced (unless it is moving at a
constant speed in a straight line). When forces are unbalanced, it means acceleration is
occurring. As you know, acceleration means MORE than just speed up (+Acceleration). It
also means slowing down (- acceleration) and changing direction.
Newton’s Second Law relates acceleration to mass and net force (total of all forces acting
on an object).
This law of motion states how an object will change velocity if it is pushed or pulled
upon. There are THREE different parts to this law.
1.
2.
3.
Using the supplies at the back table, create a mini-experiment to provide EVIDENCE for EACH of
these 3 parts of Newton’s 2nd Law.
Using the supplies at the back table, create a mini-experiment to provide EVIDENCE for EACH of
these 3 parts of Newton’s 2nd Law.
1. Experiment Design Part 1- An object will accelerate in the direction of the force
given; push or pull. **HINT--KEEP it simple, and use vectors with your data. A diagram can be your data!
Materials List- Tennis Ball
Procedure1. Take out the tennis ball and lay it on the table. It isn’t moving.
2. Give it a push and document what happened.
3. Pull the tennis ball and document what happened.
Data Collection (Picture with Vectors)-
The ball accelerates in the direction that you pushed it in.
The ball accelerates in the direction that you pulled.
Extend- APPLY to real life. Give an example where this could be seen in real life that SHOWS your
understanding:
Kick a soccer ball in the direction of the goal, it will go toward the goal.
Turn your steering wheel in your car to the right, your car will go to the right.
2. Experiment Design Part 2- If you use twice the force on the same mass, it will have
twice the acceleration. **HINT--It is FINE if you do not gather EXACT quantitative data (meaning you do not
need to seek double force nor calculate acceleration. Simply experiment with increasing force, decreasing force on the
same object and visually monitor acceleration. Use vectors (changing sizes and direction to show results).

*Think first--
Test Variable is THE FORCE
Outcome Variable is THE ACCELERATION
Constants are THE CAR (and its mass), THE SURFACE
Materials ListCar
Procedure1. Take out a car.
2. Give it a LITTLE push on the floor.
3. Give it a larger push.
Data Collection-
With the harder push (more force) the car speeds up more than with
a softer push (less force).

Apply your knowledge--Remember, the formula for Newton’s 2nd Law is F = M x A.
SO if Force is increased, Acceleration (of the same mass) will always INCREASE AND if you notice
that Acceleration (of the same mass) is decreased, what must that mean about the force given? IT
DECREASED. IN FACT- This relationship is Directly Proportional. This means that if you DOUBLE
the force on a given mass (that must be constant), then the acceleration will DOUBLE Same goes for if
you were to use HALF the force, the acceleration would be HALF.
More force = faster acceleration (when mass stays the same)
Less Force = slower acceleration (when mass stays the same)

Extend- APPLY to real life. Give an example where this could be seen in real life that SHOWS your
understanding:
Kick a soccer ball harder, it will go faster!
Experiment Design Part 3- An object with twice the mass will accelerate ½ as much.
Procedure: Predict. Discuss with your group what you think will happen to the acceleration of the car if
you do this (#3 above) AND WHY?
Materials: 1 Launcher, 1 Rubber band, 1 Launch dish (lid), 6 washers (to represent mass), meter tape
Lab Procedure:
1. Set up on the floor where you have about 3 meters of
space.
2. Stretch the rubber band over the plastic pegs on the
launcher to form a triangle (figure 1).
3. Place the launching dish (cap)against the rubber
band triangle and pull back as far as possible until
the dish is in contact with the back edge of the
launcher (figure 2).
4. Hold the dish LIGHTLY in this position, carefully
release the empty dish. This your CONTROL group.
It should move 1 meter (approximately).
5. Practice a few times so that you can be as consistent
as possible (a constant!).
6. Start your activity by launching the empty dish (now
it counts!).
7. Measure the distance it traveled. Rounding to the
nearest cm is fine.
8. Record your data in the data table.
9. Repeat steps 6-8 two more times.
10. Repeat steps 6-9 for 3 trials adding 2 washers, then 2 more (4), then 2 more (6).
11. Calculate average distance.
Table : The relationship between Force, Mass, and Acceleration
Number of Washers
Distance the washer travels in meters
Trial 1 (m)
Trial 2
(m)
Trial 3
0
(m)
Average Distance
(m)
Farthest to not very
far… light goes farther
than heavy
2
4
6
Explain what happened AND why this helps explain Newtons 2nd Law:
The lid with no washers travels farther (and faster) than the heavy one.
NOTE: The FORCE was always the same.
F=MxA
So in order for us to INCREASE Mass, Acceleration HAD to DECREASE because
FORCE was the same.
THINK—Apply what you know! If my equation is 12 = 2 x 6. If I increase the 2 to 3, 12
≠ 3 x 6, so my 6 has to decrease in order to make the equation work. 12 = 3 x 4
Equal force with increasing mass = slower acceleration.

Identify so you can determine the relationship—
Test Variable is MASS
Outcome Variable is DISTANCE (used to show acceleration)
Constants are THE WASHERS, SURFACE, FORCE, LAUNCHER

Apply your knowledge--You SHOULD see that mass resists acceleration. In fact, Acceleration is INVERSELY
proportional to Mass in the formula. If F = M x A, then when Mass is increased, Acceleration will
DECREASE AND if you notice that Acceleration is increased (using the same force as above), what
must that mean about the mass involved? INCREASE
 ** if you are pushing equally on two objects, and one of the
objects has TWICE more mass than the other, it will accelerate
at one HALF the acceleration of the other.

What material in this provided the FORCE? Rubber band

Extension Prediction: What do you think would happen if you used a thicker rubberband?
MORE elastic potential energy means more elastic force, SO it will go
much faster!

Extend- APPLY to real life. Give an example where this could be seen in real life-
An empty shopping cart goes much faster than a full one!
Hands-on (Newton’s 2nd Law) —Putting it all together:
Use a Calculator to complete the following (show your work below the answer line): *Notice when
calculating force, mass is always in kg.
_______ N = 4 kg X 5 M/S2
10 N = 2 kg X _______
28 N = ________ kg X 4 M/S2
20 N = 4 kg X 5 M/S2
10 N = 2 kg X 5 M/S2
28 N = 7 kg X 4 M/S2
*Complete the other components for Newton’s 2nd law on your Graphic Organizer THEN,
take an exit pass for Newton’s 2nd Law.
Center C (Newton’s 1st Law) -–
1. What does Newton’s 1st Law say about objects at rest and in motion? *Write this on your graphic
organizer.
"An object at rest tends to stay at rest and an object in motion tends to stay
in motion with the same speed and in the same direction unless acted upon by an
unbalanced force," that is, objects "tend to keep on doing what they're doing."
2. WHAT DOES THAT MEAN? (Your own words) -- *Write this on your graphic organizer too.
Hands-on (Newton’s 1st Law) #1-Materials: 1 Penny, 1 Car, 1 Ramp, and 4 Books (and perhaps a hoop, marker, and beaker)
Procedure:
Set up your ramp to be 3 books high.
Place the 4th book at the end of the ramp.
Put the penny on top of the car and set them up at the top of the ramp.
Roll the car down the ramp and into the book…..don’t smash and be all crazy-like, just roll.
Draw a picture below showing what happened. Use arrows to show the direction of motion of the car and the penny:
What do you think happened? _______________________________________________________________
Text book
How does this explain inertia?
Car stops and penny continues in the same direction, at the same speed, as the car
once was. This is the definition of inertia.
Back to the webquest-View the car hitting the wall in the short animation. Read the second two paragraphs in order to have the
content to support your answer. Explain, in scientific terms, why it is important to wear a seatbelt!
The car was moving in one direction and the wall, an unbalanced force, acts on the car
and causes it to stop moving in the direction it was moving. The person in the car,
with no seatbelt, followed Newton’s first law. The car stopped moving because an
unbalanced force stopped it. That force did not act, 100 % on the person, so the
person continued in the same direction that they were going….without a seatbelt that
meant flying through the windshield and into the wall where that wall finally acted on
the person  Buckle up!
What is another name for Newton’s 1st Law?
LAW OF INERTIA
Define Inertia: “Inertia is the resistance an object has to a change in its state of
motion.”
Scroll down and watch the video with the teacher on Inertia!
Explain what happens!
The teacher has a bottle, topped by a ring, with a marker balancing on top of
the ring. The force of gravity is pushing down on the marker, the force from
the ring is pushing up on the marker. Balanced. When he swiftly removes the
ring, there is no longer the force of the ring, so the only force acting on the
marker is gravity. The marker accelerates in the direction of the force of
gravity.
Normal Force
(Correct Term
here)
Before:
After:
How does this explain inertia? The marker wanted to keep still like it was doing, but
removing the Normal force of the ring let gravity take over, so it fell with
the force of gravity.
Hands-on (Newton’s 1st Law) #2-1.
2.
3.
4.
Set the Inertia device up like the picture to the right.
Treat this equipment with respect please!!! ASK FOR HELP if you can’t get it to work.
Pull back gently on the plastic lever and release, allowing the lever to hit the cardboard.
ASK FOR HELP if you can’t get it to work.
Explain what happens to the BALL and WHY this is showing Newton’s 1 st Law below:
When the lever is pulled back and released, it acts ONLY on the card. Therefore, the
marble receives ZERO force from the lever and therefore does not change direction or
movement, only the force of gravity acts on the marble and the marble stays put!
Inertia!
Example video
Center B (Newton’s 1st Law)-Newton’s 1st Law states that objects “keep doing what they are doing until an unbalanced force acts on
them.” What is meant by an “unbalanced force?” Let’s first look at what a balanced force is. Draw a
picture with labels or simply explain. (It is up to you!)
Read the paragraph beginning with “Now consider a book sliding from left to right across a table top.”
What is an example of an unbalanced force?
FRICTION
Explain why the book changes its state of motion. “The force of gravity pulling downwards and
the force of the table pushing upwards on the book are of equal magnitude and in
opposite directions. These two forces balance each other. However, there is no force
present to balance the force of friction. As the book moves to the right, friction acts
to the left to slow the book down. This is an unbalanced force; and as such, the book
changes its state of motion.”
Look at these and discuss. *Note the size and direction of each vector.
A.
B.
C.
What do you notice about the vectors? The vectors indicate direction and magnitude.
Size and direction of the arrows indicate weak and strong forces and their
direction.
Explain the movement in each of these. Which direction are they going and why?
understand!
ASK if you do not
A- Moving to the left. No right force at all.
B- Moving right. Left force too small.
C- Balanced. Up and down arrows are same size; left and right arrows are same size.
On the last page, two forces were introduced: Gravity and Friction. Read, beginning at
on this page in order to be sure you have a clear understanding. Because there is no gravity or friction in
space, once an object is in motion, what happens to that object?
It remains in motion!
Scary if you are the astronaut!
**Be sure to read the following webpage thoroughly!
Who discovered this law of inertia? Galileo However, we have learned that the way he looked at the law
was a little different than the way scientists have come to understand it. Who actually devised this law?
The law of inertia was devised by Galileo's pupils and by Descartes - a
French philosopher, mathematician and physicist.
Any idea why I would ask you that? What do you think that means about scientific knowledge, contribution,
and collaboration?
What this means is that scientists must build upon the research and knowledge of other
scientists in order to advance scientific thought and reasoning. Sometimes contributors
are uncredited or they play a small role, but their role was in fact integral in beginning to
understand certain concepts or even in helping to devise theories!
Hands-on (Newton’s 1st Law) #3—
Materials: Gyroscope.
Remember ACCELERATION? The change in velocity over time? FORCES cause
objects to speed up (+ acceleration), slow down (- acceleration), or to change direction.
If that direction is rotational, it is called centripetal acceleration, as you know. Once a
force is applied to anything to make it accelerate, that object will want to continue
moving in whichever direction it is going; for example, objects traveling in a straight line
will continue to do so, and rotating objects, (such as tops, flywheels, and gyroscopes)
want to keep spinning due to inertia!
Rotational inertia keeps gyroscopes, figure skaters (during lightning fast spins), and bike-riders stable, and is
used in navigation devices in planes (as turbulence does not produce enough force to knock them down,
while it can easily interrupt other navigation equipment). Here is a simple experiment that will help you
understand this concept:
Sidebar---There is a force pulling rotating objects toward its center, any idea what that is? ______________.
*see the BOLD word next to the picture of the gyroscope on the last page ;)
*See Directions card for Procedure…..(or just ask Mrs. Twedt b/c it is confusing).
Explain how this shows Newton’s 1st law:
Once the gyroscope starts to spin, it will resist changes in the orientation of its
spin axis. For example, a spinning top resists toppling over. Inertia! The
tendency to continue doing whatever it is doing!
*Complete the other components for
Newton’s 1st law on your Graphic
Organizer if you completed both
Center A and B for Newton’s 1st
law. THEN, take an exit pass for
Newton’s 1st Law.
Center E (Newton’s 3rd Law)-–
1. What does 3rd Law say about action and reaction? *Write this on your graphic organizer.
For every action there is an equal and opposite reaction.
2. WHAT DOES THAT MEAN? (Your own words) -- *Write this on your graphic organizer too.
Hands-on (Newton’s 3rd Law) #1-Materials: 2 Demo Spring Scales Please be very careful not to break the spring scales. Do not FORCE (pun intended) the scales to do
anything that they won’t do or you will break them.
Procedure:
Hook your spring scales together. (2 people per scale only)
People 1—Carefully pull your spring scale with a force of 4 Newtons
Person 2-- Pull your spring scale at a force of 8 Newtons…again do not force! Person 1’s scale must remain
at 4 Newtons and must not be moved from his or her current position (don’t pull him or her toward you).
Describe what happens You found that you could not pull on opposite ends of the Demo
Spring Scales with different amounts forces. As
you pulled, the scales always read the same force.
Let’s look for an explanation! What is the explanation? For every action there is an equal and
opposite reaction. In other words, when one object exerts a force on another object,
the second object exerts a force of equal strength in the opposite direction on the
first object.
Status Check—
In the top picture, Brandon is pulling upon a rope which is attached to a wall. In the bottom picture, Brandon
is pulling upon a rope which is held by the Strongman, Mr. Ly (NOT!!!). In each case, the force scale reads
500 Newtons. Brandon is not moving the wall or Mr. Ly.
Brandon is pulling
a. with more force when the rope is attached to the wall.
b. with more force when the rope is attached to the Strongman.
c. the same force in each case.
Circle the correct answer and explain:
The rope transmits force from Brandon to the wall (or Mr. Ly) and vise versa. Since
Brandon is pulling with a force of 500 N and he is not moving the wall or Mr. Ly, it can
be established (under Newton’s 3rd Law) that the equal reaction is that both Mr. Ly
and the wall are pulling back with 500 N.
In tug o war, mass will be a factor due to F = MA and the forces of feet to ground,
ground to feet on Mr. Ly will be less than the tug o war forces, whereas the stronger
person will be able to combine forces and ultimately win.
Hands-on (Newton’s 3rd Law) #2-Materials: 10 Marbles Ruler
Procedure:
1. Put the marbles in the groove of the ruler; put four of the marbles in the middle, put one of the marbles on
the end of the groove, away from the other marbles.
2. Push the end marble gently [use little force] so that it bumps the other marbles.
3. Observe the marble(s) at the other end.
4. Push two marbles so that they bump into the marbles in the middle. What happens? 2 marbles leave
the row of marbles.
5. Experiment with the number of marbles you push and the number of marbles that move.
How does this show Newtons 3rd Law? If the row of marbles is hit with 1 marble, 1 marble
leaves on the other side. 2 marbles hit, 2 marbles leave. For every action there is
an equal and opposite reaction. In other words, when one object exerts a force on
another object, the second object exerts a force of equal strength in the opposite
direction on the first object.
*If this doesn’t work, ask Mrs. Twedt to see the Newton’s Cradle.
*Complete the other components for Newton’s 3rd law on your Graphic Organizer if you completed both
Center E and F for Newton’s 3rd law. THEN, take an exit pass for Newton’s 3rd Law.
Center F (Newton’s 3rd Law)-What is Newton’s 3rd Law? Explain it with skateboarding in your
example after stating the law.
For every action there is an equal and opposite
reaction. “If you push on it, it pushes on you.”
Explain how the example of “Sitting in a chair” helps explain Newton’s
3rd Law.
When you sit in your chair, your body exerts a downward force on the chair
(Gravity) and the chair exerts an upward force on your body (Called NORMAL
Force). Gravity and Normal Force are two forces resulting from this
interaction. One up, one down; No movement= balanced; Equilibrium. These
two forces are called action and reaction forces.
Think: While driving, Sarah, observed a bug striking the windshield of her car. Obviously, this is a case of
Newton's third law of motion. The bug hit the windshield and the windshield hit the bug. Which of the two
forces is greater: the force on the bug or the force on the windshield?
Trick Question! The law states that for every action there is an EQUAL and opposite
reaction! The forces are equal….. The poor little bug just doesn’t have enough mass
to withstand the acceleration due to the interaction.
Click here to see if you got it right! (Scroll down to the school bus where it says “Check for Understanding.”)
*Correct your answer if you did NOT get it correct!
Identify the action-reaction pairs in the following situations using words, and draw a diagram labeling forces with
arrows and correct subscripts.
Example “A Car hits a tree”
Force of Car = Force of Tree
Car hits tree, but tree equally hits car!
Force of snowball hitting back = force of back hitting snowball

a baseball player catches a ball
Force of ball hitting glove = force of glove hitting ball

a gust of wind strikes a window
Force of wind hitting window = force of window hitting wind
Ya---I can’t draw that on the computer 
Think about when you are rowing a boat. Explain what happens when you row a boat in terms of Newton’s
3rd Law.
Direction of Rowing
Direction of Boat!
When you row the boat, you are putting force on the water pushing it backwards. In
turn, in an equal and opposite reaction, the water pushes back on your paddle, moving
your boat forward!
Discuss at your table. If forces are always equal and opposite, how can anything move? Click HERE for
an answer once you discuss. This will be on your exit pass, so be sure you click and read!
Answer: Even though a certain force pair is equal and opposite, other force pairs contain
less or more force, allowing movement.
*Complete the other components for Newton’s 3rd law on your Graphic Organizer if you
completed both Center E and F for Newton’s 3rd law. THEN, take an exit pass for
Newton’s 3rd Law.
EXTRA CREDIT!!!-Watch and complete the following BrainPops (extra credit for your test after break!!!):
Force, Gravity, Acceleration, Newton’s 3 Laws, Work, Distance Rate and Time
Print your results (so you can use them for review) or email me your results (if you do this option, be
sure to take a screen shot to verify that you did in fact do them….sometimes y’all type in the wrong
email for me and I have NO way of verifying completion). *Remember, you must earn a 90% or a
100% in order to receive extra credit.