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Circular Motion Introduction
Circular Motion Introduction
Circular Motion Introduction
Target Audience:
11th and 12th Grade Physics Class
Objectives:
Students Will Be Able To:
• Define Centripetal Force
• Describe Circular Motion with words and pictures
• Give examples about Circular Motion & Centripetal Force
• Use thought experiments to determine what would happen in a hypothetical
situation
Misconception(s) Addressed:
• Centrifugal force
• Objects moving in a circular motion will remain in that pattern
even if the centripetal force is removed
Necessary Preparation:
COPIES
MATERIALS
• One marble for each group
• One Manila folder for each group
Becky McCoy
SET UP
• Have pieces assembled for activity
• Have videos loaded before class
Becky McCoy
Lesson Plan
Procedure:
• Draw the diagram below (A should be slightly curved).
o Ask students to predict which path the marble will take upon
exiting the curved folder and describe why.
• Have each group (or table) collect one folder and marble. They should
hold the folder horizontal and form it into a gentle curve, holding it against the
table.
• One student should roll the marble towards the edge of the folder and
observe the pattern of the marble once it exits the folders’ curve (A, B, or C?).
See top view picture below.
A B
Becky McCoy
• Once students have been able to perform about 10 trials, ask students to
describe what they saw and why the marble continues to travel in a straight line
(Newton’s First Law).
o Ask questions such as, “Why does it need the folder to follow and
what happens when there’s no folder.”
• Take a string with a weight at the end (rubber washer works well) and
swing it above your head in a horizontal circle.
o Ask students what keeps the washer in a circular pattern (the
tension from the string).
• Draw the following picture on the board:
Road
Car
• Ask students what keeps the car moving along the curved road? First focus
on the car relative to the road and then the people relative to the road.
o Car to Road: The friction between the tires and the road keep the
car moving in a circular motion. A decrease in friction (due to rain, snow,
etc.) could cause the car to veer off the road. Sand and guardrails could
help to prevent serious accidents in these conditions.
o People to Road: The car door keeps the people from continuing in
a straight line. If the door were to open, the people would fall out since the
force of the turning car would not keep them moving in the circular
direction.
• Complete the circular road that was started above on the board. Face in the
direction of the board and point with your right hand in the direction of the car’s
natural velocity and with your left hand where the force is pulling (the center).
Repeat this at the top, the left, and the bottom of the “road”, showing that the
force is always pulling towards the center of the circle, hence Centripetal Force.
• Finally, place a ball in a large beaker. Hold the open end of the beaker and
spin around. Ask students to describe why the ball does not continue in a straight
line. Next, hold the bottom of the beaker and spin around, asking students why the
ball flies out of the beaker.
• Allow time for students to ask questions and have discussions.
Becky McCoy
At this point it is important to discuss the difference between rotation and revolution. Rotation is
a single object spinning around its own axis (a revolving door or the Earth). Revolution is one
object moving in a circular pattern around another (the hammer around the throwers head or the
Earth around the Sun).
Have students stand up and rotate around their own axis by spinning to face each side of the
room. Then have them revolve around their chair by walking around it twice. Select several
students to explain the difference and give examples of each.
Exit Strategy:
As students leave, have them show you the difference between revolving (around you or a
friend) and rotating (spinning to face each side of the room).
Extension Activity:
Show students the bucket spinning video from the homework, discuss for a bit, and hint to them
that this activity will be done next class.
Assessment:
Formative student assessment through question and answer
Listening to student discussions
Student response to homework
Resources:
Mike Shum
http://www.youtube.com/watch?v=XB8pUth5clE&feature=related
http://www.youtube.com/watch?v=Jpbgg2TRCuw