# Science of NHL Hockey: Newton's Three Laws of Motion

Contributor
NBC Learn
Type Category
Instructional Materials
Types
Animation/Movie , Experiment/Lab Activity
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

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## Description

This resource pairs an educational video that examines Newton’s 3 Laws of Motion in the sport of hockey with a lab activity exploring the three laws. In the lab activity, students are encouraged to design their own experiments and/or demonstrations about the Laws of Motion, though a suggested student demonstration is also provided for each law. (The link opens a small video window. To find the lesson plan, click the tab at the right hand side of the video window, that says “Lessons”.)

Intended Audience

Educator and learner
Educational Level
• Middle School
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

#### Performance Expectations

MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.

Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.

This resource is explicitly designed to build towards this performance expectation.

The lesson plan gives options for students to create their own demonstrations for each one of Newton’s Laws of Motion or use suggested demonstrations. To meet the PE, students will need to design their own demonstrations, and alter variables within the demonstration framework (to ensure that the demonstration becomes an investigation, not simply a one-time happening). The demonstrations given in the lesson plan could perhaps function as teacher-led examples, or as jumping-off points for students requiring more direct support. Since the PE involves all three of Newton’s Laws directly or indirectly, a teacher might encourage students to develop just one demonstration, and explain how that one demonstration is related to all three Laws, in order to underscore how the change in motion relies on a force, and that particular force relies on the masses and acceleration involved. There is also some overlap between this PE and MS-PS-2-1 (Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects). A teacher could require that the demonstration about change in motion also involve some sort of collision. While that alone would not directly address “designing a solution to a collision problem”, it would give students practice with colliding objects, on their way to eventually meeting that standard.

#### Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

The stated objectives of the lesson plan are to design and carry out demonstrations of each of Newton’s three laws of motion. The plan has students coming up with their own demo, or using a suggested demo, in order to show that Newton’s Laws of Motion work. The student lab sheet has spots for data and observations, analysis of data, and conclusions. One way to incorporate the “evaluate and/or revise the experimental design” portion of this practice might be to have students present their models to the class, and have classmates give and receive feedback about the clarity and quality of evidence of their presentations. Students could then use that feedback to revise their demonstrations, based on their classmates’ evaluations of the effectiveness of the demonstration in showing that there is a relationship between forces and motion and between masses and motion.

This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.

While the lesson explicitly has students planning a demonstration/activity, it is only implied that the activity would follow the experimental norms of identifying variables and determining how much evidence is sufficient. The lesson plan implies that the one demonstration would count as sufficient evidence. The student lab sheet does have spaces where students are expected to write a hypothesis and a procedure, record data and analyze the data. A teacher would need to expand upon this lab sheet in order to have students meet all parts of this Practice. Possible sections could include a place for students to identify the independent and dependent variable in their investigation, and a data table to record results of several replicates and several variations of the independent variable.

#### Disciplinary Core Ideas

This resource is explicitly designed to build towards this disciplinary core idea.

Student demonstrations will certainly involve at least some of this DCI, but without specific direction, they may not involve all parts. For example, a demonstration might show the effect of mass on motion if force remains the same, while another student’s demonstration might show different forces’ effects on the same mass. Student demonstrations are not likely to show what happens if the net force on an object IS zero. To make sure that all the parts of the DCI are addressed by the class, the teacher could require that each student demonstrations show all of the above, or the teacher could assign specific portions of the above to different students/groups.

#### Crosscutting Concepts

This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.