Worksheets

Chapter Resources for Differentiated Instruction
Motion and Forces

Title
Page
Lesson
1
Lesson
2
Lesson
3
Level
Get Ready to Read
all students
Quick Vocabulary
all students
Student Lab Safety Form
all students
Launch Lab
28
45
all students
Content Vocabulary ELL
29
46
all students
Lesson Outline ELL
10
30
47
all students
MiniLab
12
32
49
all students
Content Practice A
13
33
50
AL
OL
BL
Content Practice B
14
34
51
AL
OL
BL
Language Arts Support
52
all students
Math Skills
15
all students
School to Home
16
35
54
Key Concept Builders
17
36
55
Enrichment
21
40
59
Challenge
22
41
60
AL
OL
BL
Lesson Quiz A
25
42
61
AL
OL
BL
Lesson Quiz B
26
43
62
AL
OL
BL
Skill Practice
23
all students
AL
OL
BL
all students
all students
Lab A
6365
AL
OL
BL
Lab B
6668
AL
OL
BL
Lab C
69
AL
OL
BL
Chapter Key Concepts Builder
70
AL
OL
BL
Chapter Test A
7173
AL
OL
BL
Chapter Test B
7476
AL
OL
BL
Chapter Test C
7779
AL
OL
BL
Answers (with Lesson Outlines)

AL Approaching Level
T2T15
OL On Level
BL Beyond Level
ELL English-Language Learner
Teacher evaluation will determine which activities to use or modify to meet any ELL students proficiency level.
Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is

granted to reproduce the material contained herein on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with the Glencoe Middle School
Science program. Any other reproduction, for sale or other use, is expressly prohibited.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-07-892511-5
MHID: 0-07-892511-8
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 QWD 15 14 13 12 11 10
To The Teacher
This book contains reproducible pages that support the Student Edition. Descriptions and frequencies
of these resources are listed in the table that follows.
Title
Frequency
Get Ready
to Read:
What do
you think?
Appropriate
For
Overview
Using the Get Ready to Read anticipation guide
in the Student Edition? This page matches the
1/Chapter
anticipation guide in the Student Edition. Students can

complete this at the beginning of a chapter and check
their responses at the end.
all students
Need some options to preteach vocabulary and

help students with vocabulary development ? By
Quick
Vocabulary
1/Chapter
folding the Quick Vocabulary sheet in half, students will

have an easy reference tool. Lesson vocabulary, along
with academic vocabulary, review vocabulary, or
multiple-meaning words, are listed and defined. Students
can add other words that they need to remember as well.
all students
Need a standard lab safety form? Each FastFile
Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Student Lab
Safety Form
Launch Lab
Content
Vocabulary*
Lesson
Outline*
MiniLab
1/Chapter
includes this form that students can complete prior to

each lab. Students indicate that they understand all
aspects of the lab. There is a place for the student and
you to sign it.
1/Lesson
Want a lab recording page for Student Edition

Launch Labs ? Each recording page matches the
1/Lesson
Want to help students who need more vocabulary

practice? Content Vocabulary pages provide review and
Student Edition Launch Labs, so students do not need

to use their textbooks in the lab.
reinforcement activities. Use these pages to help

students master content terms.
all students
all students
all students
Want an outline of the chapter for a substitute

teacher, for absent students, or for students to
use for review ? Lesson outlines follow the head and
1/Lesson
1/Lesson
subhead structure of the Lesson, emphasizing the major

content objectives. They can be used in many ways. In
addition to those listed above, they can help you
organize teaching notes and accompany student reading.
Want a lab recording page for Student Edition

MiniLabs ? This recording page matches the Student
Edition MiniLab, so students do not need to use their
textbooks in the lab.
OL On Level
BL Beyond Level
all students
all students
* ELL English-Language Learner
Motion and Forces
iii
Title
Frequency
Appropriate
For
Overview
Need more options for content review? Content
Content
Practice
(Leveled)
Practice A is designed to help students who have

difficulties learning and understanding the vocabulary
and Key Concepts of each lesson:
1/Lesson
Form Ahelps struggling students grasp lesson

content
AL
AL
AL
Form Bprovides on-level and beyond-level

reinforcement of lesson content
AL
OL
BL
Looking for a way to help students build reading

and writing skills in science? Language Arts
Language
Arts
Support
1/Chapter
Math Skills
1/Chapter
all students
Support pages provide practice using vocabulary,

language structure clues, and writing skills with science
content.
Want help for students who need to practice

math skills ? This page provides additional practice
all students
of the Math Skill in the Student Edition.
School to
Home
Enrichment
all students
for a home-learning partner to help a student better

understand the Big Idea of a chapter.
Have students who need more practice with Key

Concepts ? Key Concept Builders present the content
4/Lesson
1/Lesson
in a context different from the Student Edition. These

pages can be used whenever a student is struggling
with any of the lessons Key Concepts.
AL
Looking for ways to help students to broaden their

understanding of lesson concepts ? Use Enrichment
AL
AL
all students
pages to further explore information and Key Concepts

introduced in a lesson.
Want to motivate the independent learner ? The

Challenge
1/Lesson
Challenge activity extends information in the Student

Edition and challenges a students abilities. The activity
can be completed in class or at home.
AL
AL
BL
OL
BL
Need options to evaluate students after each

lesson? These quizzes are developed around the Key
Lesson
Quiz
(Leveled)
Concepts of a lesson:
1/Lesson
Quiz Aprovides more guided questions
AL
Quiz Bprovides more short-answer and completion

questions
AL
OL On Level
BL Beyond Level
iv
Motion and Forces
Key Concept
Builders
1/Lesson
Looking for a way to help students with the

content ? The School to Home page provides support
Title
Frequency
Appropriate
For
Overview
Need a lab recording page for the Skill Practice?
Skill
Practice
1/Chapter
This corresponds to the Skill Practice in the Student

Edition. Write-on lines are included for answers. Tables/
charts/graphs are included for recording observations,
or space is provided for drawing tables/charts/graphs.
Students do not need to use their textbooks in the lab.
all students
Want leveled lab recording pages for the Lab in

the Student Edition? These pages provide leveled
versions of the Student Edition Lab. Write-on lines are
included for answers. Tables/charts/graphs are often
included for recording observations, or space is provided
for creating tables/charts/graphs:
Lab
(Leveled)
Chapter Key
Concepts
Builder
1/Chapter
1/Chapter
Version AThis version follows the student edition

lab but each step of the procedure is broken down
sentence by sentence. Included are check-off boxes
that provide easier processing for struggling learners.
AL
AL
AL
Version BThis version is the student edition lab.
AL
OL
BL
Version CThis version is designed to be a challenge

for independent learners. Students must complete
version B before doing version C.
AL
AL
BL
AL
AL
AL
Version Aprovides students with more guided

questions
AL
AL
AL
Version Bmore short-answer and completion

questions
AL
OL
AL
Version Cchallenges students with more difficult

and open-ended questions
AL
AL
BL
Have students who need more practice with Key

Concepts related to the Big Idea? This practice
page is designed to reinforce chapter content for
struggling students before they take the chapter test.
Need options to assess each student according

to his or her abilities ? These leveled chapter tests
accommodate all students:
Chapter
Test
(Leveled)
1/Chapter
Teacher
Pages
Want all the answers in one place? These pages

contain the answers for all the practice pages.
OL On Level
BL Beyond Level
Motion and Forces
Name
Date
Class
Get Ready to Read
Motion and Forces

What do you think?
Before you read, decide if you agree or disagree with each statement.
On the line before each statement, place an A if you agree or a D if you
disagree. As you read this chapter, see if you change your mind about any
of the statements.
Before You
Read
Statements
After You
Read
1. If an objects distance from a starting point changes, the

object is in motion.
2. Speed describes how fast something is going and the

direction in which it is moving.
3. You can show the path an object takes using a graph of
distance and time.
4. You can tell how fast objects are moving if you look at a
graph of speed and time.
5. To apply a force, one object must be touching another

object.
6. If an object is at rest, there are no forces acting on it.
What have you learned?

After you read each lesson, return to this worksheet to see if you have
changed your mind about any of the statements related to that lesson. Place
a C after each statement that is correct or an I for those that are incorrect.
Motion and Forces
Name
Date
Class
Quick Vocabulary
Lesson 1
Lesson 2
acceleration measure of how quickly
biologist scientist who studies living
the velocity of an object changes
constant not changing

displacement distance between an
objects initial position and its final
position
motion process of changing position

position objects distance and
direction from a reference point
reference point starting point used
things
distance-time graph graph that

shows how distance and time are
related, with distance on the y-axis
and time on the x-axis
speed-time graph graph that shows

how the speed of an object changes
during each interval of time, with
speed on the y-axis and time on
the x-axis
to descibe the location, or position,

of an object
speed distance an object moves in a

unit of time
velocity speed and direction of a

moving object
Motion and Forces
Name
Date
Class
Quick Vocabulary
Lesson 3
air resistance frictional force
between air and objects moving
through it
contact force push or pull on one

object by another object that is
touching it
force push or pull on an object

friction contact force that resists the
sliding motion of two surfaces that
are touching
gravity attractive force that exists

between all objects that have mass
inertia tendency of an object to resist

a change in its motion
Newtons first law of motion states

that if the net force acting on an

object is zero, the motion of the
object does not change
Newtons second law of motion states

that the acceleration of an object is
equal to the net force exerted on
the object divided by the objects
mass
Newtons third law of motion states

that for every action there is an
equal and opposite reaction
noncontact force force that one

object can apply to another object
without touching it
Motion and Forces
Student Lab/Activity Safety Form

Teacher Approval Initials
Date of Approval
Student Name:
Date:
Lab/Activity Title:
Carefully read the entire lab and answer the following questions.
Return this completed and signed safety form to your teacher to initial before you
begin the lab/activity.
1. Describe what you will be doing during this lab/activity. Ask your teacher any questions
you might have regarding the lab/activity.
2. Will you be working alone, with a partner, or with a group? (Circle one.)
3. What safety precautions should you take while doing this lab/activity?
4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that
you do not understand.
Student Signature
Motion and Forces
Lesson 1 | Describing Motion

Student Labs and Activities
Page
Appropriate For:
Launch Lab
all students
all students
Lesson Outline ELL
10
all students
MiniLab
12
all students
Content Practice A
13
AL
AL
AL
Content Practice B
14
AL
OL
BL
Math Skills
15
all students
School to Home
16
all students
17
Enrichment
21
Challenge
22
Skill Practice
23
AL
AL
AL
all students
AL
AL
BL
all students
Assessment
Lesson Quiz A
25
AL
AL
AL
Lesson Quiz B
26
AL
OL
BL
Teacher Support

T2
OL On Level
BL Beyond Level
Motion and Forces
Name
Date
Launch Lab
Class
LESSON 1: 10 minutes
Where are you right now?

Suppose you place a pencil next to your textbook. How could you describe where the pencil
is? You could say it is next to your textbook. A clearer description might be 5 cm to the right
of the textbook. How can you write a clear description of where an object is located?
Procedure
1. Choose an object in your classroom,
such as a chair. Work with others in
your group to describe the location of
the object.
2. Discuss the description with your

group. Does it clearly describe the
objects location? If not, work together
to change the description. Write any
changes in the Data and Observations
section below.
3. Get a card from your teacher that

names a place, such as the school or
the city. Write a description of where
you are within the place written on
your card. Could someone find you
from your description? Share and
discuss descriptions with others in
your group.
Data and Observations
1. Was there only one possible description in each case, or more than one? Why?
2.
Key Concept What three things do you think make up a good description of
where an object or a person is located?
Motion and Forces
Think About This
Name
Date
Class
Content Vocabulary
LESSON 1
Describing Motion
Directions: Unscramble each word. Then write each term on the line before its definition.
1. antstonc
2. desep
3. ticlovey
4. onlacietrace
5. emincedsplat
6. tomoni
7. cenferree nitop
8. spooniti
9. measure of change in velocity
10. distance an object moves in a unit of time
11. change of position
12. distance and direction from a reference point
13. not changing
14. speed of an object in a given direction
15. distance between the initial and final position
16. starting point used to describe the location of an object
Motion and Forces
Name
Date
Class
Lesson Outline
LESSON 1
Describing Motion
A. Describing Position
1. A(n)
is the starting point used to locate another place
or thing.
2. In addition to a reference point, you also need distance and

to describe location.
3.
describes an objects distance and direction from a

reference point.
a. If the reference point changes, the
of position
changes, but the actual position does not change.
b.
is the length of the actual path followed.
c.
is the difference between the starting position and

the final position.
d. The displacement and the distance moved are
equal.
B. Motion
1.
is a change of position.
.
C. Speed
1. The distance an object moves in a unit of time is its
2. When an object moves the same distance over the same units of time, it is said to
have
speed.
3. If the distance an object moves each second changes, the object is said to be
speed.
4.
equals the total distance traveled divided by the

total
D. Velocity
1.
is the speed of an object in a given direction.
2. A(n)
can be used to represent velocity.
a. The length of the arrow represents the

b. The head of the arrow points in the
10
of the object.
the object moves.
Motion and Forces
2. If an object is moving, it is changing
Name
Date
Class
Lesson Outline continued

3. When an object moves at the same speed and its direction does not change, it
moves with
velocity.
4. When the
or the
of the
object changes, velocity changes.
E. Acceleration
1.
is a measure of the change in velocity during a period

of time.
2. When an object accelerates in the same direction as its motion, it has

acceleration, and it
3. When the direction of acceleration is opposite the direction of motion, the object
has
acceleration, and it
4. The direction of the acceleration of an object on a(n)

of the circle.
path is toward the
Motion and Forces
11
Name
Date
MiniLab
Class
How can you determine average speed?

By measuring distance and time, you can find an objects average speed for an entire trip or
for part of a trip.
Procedure
1. Read and complete a lab safety form.
2. Use a meterstick to mark a 3-m
straight track on the floor. Place
masking tape at Start and at each
meter. A student should stand at each
mark.
3. The student at Start should say, Go!

and push a basketball so that it
slowly rolls along the track. At the

same moment, each student along the
track should start a stopwatch.
4. As the ball rolls past each mark, the

student at that position should stop
the watch. Record the times the ball
rolls past each mark in the Data and
Observations section below.
1. Calculate the average speeds of the ball from Start to each mark and between each mark.
2.
12
Key Concept Describe the motion of the ball as it moved along the track.
Motion and Forces
Analyze and Conclude
Name
Date
Class
Content Practice A
LESSON 1
Describing Motion
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
1. the speed of an object in a given direction
A. reference point
2. the starting point used to locate another place
B. speed
or thing
3. a measure of the change in velocity during a

period of time
C. velocity
D. position
E. motion
4. the distance an object moves in a unit of time
F. displacement
5. describes an objects distance and direction from
G. acceleration
a reference point
6. a change of position
7. the difference between the initial, or starting
position, and the final position
Motion and Forces
13
Name
Date
Class
Content Practice B
LESSON 1
Describing Motion
Directions: Circle the correct term in each set using the underlined words as clues to decide which term each
sentence describes.
1. Kim needed help finding the girls bathroom. I told her it was located next to the
main office.
reference point
acceleration
2. My house is on the west side of town. It is three blocks away from the library.
displacement
position
3. The football player ran from the 50-yard line to the 10-yard line. There was a difference
of 40 yards between his starting and ending position.
reference point
displacement
4. When I fell asleep, the clocks long hand was on the 6. When I woke up, the long hand
was on the 7. It had changed position while I slept.
speed
motion
motion
speed
6. We all watched as the fire engine raced at over 80 mph to the house burning at the
north end of town.
position
velocity
7. Roller coasters are my favorite. In a matter of 10 seconds you can go from traveling fast
to superfast as your roller-coaster car jets down a hill.
acceleration
14
motion
Motion and Forces
5. This mornings traffic was terrible. It took us 15 minutes to travel 2 km.
Name
Date
Math Skills
Class
LESSON 1
Use a Formula
Moving objects do not usually maintain a constant speed during an entire journey. The
exact speed changes over time. We simplify this situation by describing the objects average
speed. Average speed is equal to the total distance traveled divided by the total time.
total distance
average speed = ___________
total time
A bicyclist travels 18 km in 45 minutes. What is the bicyclists average speed in km/h?

Step 1 Identify the values given in the problem.
total distance = 18 km
total time = 45 min
Step 2 Make sure you have the correct units to answer the question.
The question asks for hours, not minutes.
3
45 min = __
h = 0.75 h
4
Step 3 Put the values into the formula and divide to solve.
total distance
average speed = ___________
total time
18 km
average speed = ______
0.75 h
average speed = 24 km/h
Practice
1. A bicyclist rides 16 km in 30 min.
What is the bicyclists average speed
in km/h?
2. A train travels 160 km in 2 h. What is

the trains average speed in km/h?
Motion and Forces
3. A couple walking in the park strolls

1.5 km in 60 min. What is the couples
average speed in m/h?
4. A jogger travels 2,000 m in 12 min.

What is the joggers average speed
in km/h?
15
Name
Date
Class
School to Home
LESSON 1
Describing Motion
Directions: Use your textbook to answer each question.
1. An objects position describes its location. A complete description of an

objects position includes three pieces of information.
List the three components that make a complete description of a location.
2. Speed is one way that an objects motion can be described. The speed of
most moving objects is not constant, so average speed is often used to
describe motion.
Explain how the average speed of an object is calculated.
velocity of an object tells its speed and the direction in which it is moving.
Describe the motion of an object that has constant velocity.
4. Some objects in motion have a changing velocity.

Identify two changes in motion that are associated with a change in velocity.
5. An objects acceleration also provides information about its motion.

Define acceleration.
16
Motion and Forces
3. Velocity is another way that an objects motion can be described. The
Name
Date
Key Concept Builder
Class
LESSON 1
Describing Motion
Key Concept How do you describe an objects position?
Directions: On the line before each statement, write yes if the statement gives enough to describe an objects position
or no if the statement does not give enough information. If the answer is no, explain what information is missing. For
example: No, a reference point is missing.
1. down the street from the post office
2. five blocks north
3. west
4. 10 steps beyond the bathroom
5. up the hall
6. next to the store to the east
7. two city blocks
8. at the mall east of the city
9. underneath the chair
Directions: Identify two objects in your classroom and indicate the position of each object using a reference
point, a distance, and a direction.
10. object:
position:
11. object:
position:
Motion and Forces
17
Name
Date
Class
Key Concept Builder
LESSON 1
Describing Motion
Key Concept How do you describe an objects motion?
Directions: On the line before each statement, write the letter of the correct answer. Use the formula for
determining average speed to answer each question.
1. A man can jog 10 miles in 90 minutes. What is his speed in mph?

A. 10 mph
B. 6.7 mph
C. 0.11 mph
2. The city bus traveled 30 miles in 30 minutes. What was its speed in mph?
A. 2 mph
B. 60 mph
C. 16 mph
3. A snail crawls 5 inches in 15 minutes. What is its speed in in./min?
A. 33 in./min
B. 3.3 in./min
C. 0.33 in./min
5. The sprinter ran 110 m in 11 seconds. What was her average speed in m/s?
A. 10 m/s
B. 0.1 m/s
C. 100 m/s
6. Our family car travels 40 miles in 2 hours. What is our average speed in mph?
A. 2 mph
B. 20 mph
C. 40 mph
7. Candice skipped 12 m in 3 seconds. What was her speed in m/s?
A. 4 m/s
B. 3 m/s
C. 12 m/s
18
Motion and Forces
4. My mom and I walked 3,600 m in 90 minutes. What was our speed in m/min?
A. 40 mph
B. 40 m/min
C. 400 m/min
Name
Date
Class
Key Concept Builder
LESSON 1
Describing Motion
Key Concept How do speed and velocity differ?
Directions: Use the diagram to answer each question on the lines provided. (Hint: The diagram shows constant
velocity and changing velocity).
Figure A
0s
1s
2s
Figure B
3s
4s
0s 1s
2s
3s
Figure C
4s
1. Which figure shows constant velocity?

2. Which figure shows changing velocity and changing
direction?
3. Which figure shows changing velocity and changing

speed?
Directions: Answer each question or respond to each statement on the lines provided.
4. When the speed of an object changes, what happens to its velocity?
5. When the direction of an object changes, what happens to its velocity?
6. When the speed and direction of an object remain the same, what happens to its velocity?
7. Write a statement that explains the relationship among velocity, speed, and direction.
Motion and Forces
19
Name
Date
Class
Key Concept Builder
LESSON 1
Describing Motion
Key Concept What is acceleration?
Directions: Circle the term or phrase in parentheses that correctly complete each sentence in the paragraph. Use
the diagram to choose the answer.
Acceleration
Velocity
The solid arrows show the path of the roller coaster cars. The dotted arrows represent the cars acceleration.
As the roller coaster cars go down the first hill, they go (1.) (faster and faster/slower and
When the cars climb the next hill, they (3.) (speed up/slow down). This causes their
(4.) (velocity/reference point) to change again. When the cars hit a curve, their
(5.) (velocity/reference point) changes again! (6.) (Acceleration/Speed) is a measure of the
change in (7.) (velocity/motion) during a period of time.
Directions: Read each sentence. Then write positive acceleration or negative acceleration on the lines provided.
8. A roller coaster cars acceleration is in the same direction as its motion.
9. A roller coaster cars acceleration is in the opposite direction of its motion.
20
Motion and Forces
slower). This change in speed means their (2.) (velocity/reference point) also changes.
Name
Date
Enrichment
Class
LESSON 1
Reference Points and Frames of Reference

You must include a reference point
when you describe the position or motion
of an object. For example, if a bird is on a
branch of a tree outside your window, you
could choose the branch or the ground or
the window as a reference point to describe
the position of the bird. The reference
point you choose is part of a larger picture
called a frame of reference.
What is a frame of reference?

A frame of reference is a persons point
of view. For example, if you are on the
ground watching a plane flying overhead,
your frame of reference includes the objects
near you. If a passenger in the plane is
looking at the ground, the frame of reference
is the plane. You are observing from a fixed
frame of reference, and the passenger is
observing from a moving frame of reference.
The frame of reference changes what you
perceive and your description of motion.
If the passenger in the plane throws a
ball into the air, she sees the ball go straight
up and come straight back down into her
hands. That motion is relative to her frame
of referencethe inside of the plane. From
a frame of reference on the ground, that
ball would appear to move in an arc
because the plane is moving up and
forward relative to the ground.
Which train is moving?

Suppose two trains are side by side.
You look out the window of one train. From
your point of view, it appears that the other
train is moving backward. However, the
train is so close that you cant see anything
behind it or around it. Your only possible
frame of reference is the train you are
riding on.
With no frame of reference that includes
both trains, you cant tell which car is
actually moving. Your train might be
stopped while the other train is moving
backward. The other train might be stopped
while your train is moving forward. Both
trains might be moving forward, with your
train moving faster. If you watch both trains
from a distance, you can clearly describe
their motion because your frame of reference
includes both trains.
Motion in Space
If you were outside the solar system,
you would see that Earth revolves around
the Sun once each year and rotates on its
own axis once each day. The Suns position
stays the same relative to the planets. From
the frame of reference of Earth, it appears
that the Sun moves across the sky each day.
Motion always depends on the frame of
reference that it is observed from.
Applying Critical-Thinking Skills

Directions: Answer each question.
1. Draw Conclusions As Earth travels around the Sun, it moves through space at about
27 km/s. Why dont you notice this motion?
2. Compare and Contrast You are walking toward the front of a moving bus at 1 m/s.
The bus is moving at 20 m/s. How would your description of your motion differ from
someone standing on the sidewalk watching the bus pass by?
Motion and Forces
21
Name
Date
Class
Challenge
LESSON 1
Acceleration
Acceleration is the rate of change of position. A rate is always expressed as a fraction
vfinal - vinitial
with a unit of time in the denominator. The formula for acceleration is a = ___________.
t
For example, what is the acceleration of a car if its velocity increases from 44 m/s (south)
to 66 m/s (south) in 11 seconds?
Given: vfinal = 66 m/s
vinitial = 44 m/s
t = 11 seconds
[66 m/s - 44 m/s]
m/s
2
acceleration = _______________ = 2 ____
s or 2 m/s (south)
11 s
This unit means that the car accelerates to the south at the rate of 2 m/s every second.
The answer is positive, so it represents positive acceleration.
If the car changes its velocity from 66 m/s to 44 m/s in 11 seconds, it is slowing down.
[44 m/s - 66 m/s]
The acceleration would be _______________ = -2 m/s2 (south). This is negative acceleration.
11 s
Calculate Acceleration
Use the information above to solve the following problems.
1. A small plane starts from rest and accelerates uniformly to the east to a takeoff velocity
of 70 m/s in 5 seconds. What is the planes acceleration?
2. What is the acceleration of a train moving west at a velocity of 15 m/s that slows to
5 m/s in 20 seconds?
acceleration?
22
Motion and Forces
3. A rocket traveling at 95 m/s accelerates uniformly to 155 m/s in 5 seconds. What is its
Name
Date
Skill Practice
Class
Design an Experiment
How can you test and describe an objects motion?

When you describe the motion of an object, you consider factors such as the distance an
object moves and the time it takes the object to move that distance. You also consider
changes in the motion, such as speeding up and slowing down.
Materials
meterstick
masking tape
toys, wind-up
paper towel tubes
large rubber band
tennis ball
stopwatches
Learn It
In this lab, you will design an experiment to measure and describe the motion of an
object. You need to make a plan that lists the materials you will use and the steps you will
take in your investigation. Also consider how you will record and analyze data.
Try It
2. Discuss the investigation with others in your group. First, choose an object that can
move along a track. You will determine the average speed of this object.
3. Make decisions about your experiment.

How will you make the object move?

How will you keep the object moving in a straight line?
How will you measure the distance and time?
What type of data table will you use to record your data?
Time (s)
Trial
Start
0.25 m
0.5 m
0.75 m
1.0 m
Motion and Forces
23
Name
Date
Class
Skill Practice continued

4. Test several methods of moving your object that you think might work. Based on your
results, write a plan for your teacher to approve.
Apply It
5. Gather your materials, and carry out your experiment.
6. Use your data to calculate the average speeds at different intervals along the track.
Key Concept Describe the motion of the object you tested. Point out any
changes in speed, and describe when the object was accelerating.
24
Motion and Forces
7.
Name
Date
Class
Lesson Quiz A
LESSON 1
Describing Motion
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
acceleration
displacement
motion
position
speed
velocity
1. An objects
describes its distance and direction from
a reference point.
2. The distance between a moving objects starting position and final position is
its
3.
is the distance an object moves in a unit of time.
4. Speed in a given direction is

5.
.
is a measure of change in velocity during a period of time.
6. A change in position is called
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
7. Which factor is NOT needed to calculate a moving objects average speed?

A. total time
B. total distance
C. total displacement
8. An arrow representing velocity shows
A. position and time.
B. speed and direction.
C. distance and acceleration.
Motion and Forces
25
Name
Date
Class
Lesson Quiz B
LESSON 1
Describing Motion
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all
terms are used.
acceleration
displacement
distance
motion
position
reference point
speed
velocity
1. An objects
describes its distance and direction from
a reference point.
2. The distance between a moving objects starting position and final position is
its
3.
is the distance an object moves in a unit of time.
4. Speed in a given direction is

5.
.
is a measure of change in velocity during a period of time.
6. A change in position is called
Multiple Choice
travels 90 m in 20 seconds?
90 m
A. average speed = _____
20 s
_____
average speed = 20 s
90 m
B.
C. average speed = 90 m 20 s
D. average speed = 20 s + 90 m
8. An arrow representing the velocity 3 m/s east and an arrow representing the
velocity 6 m/s east would have the
A. same direction and same length.
B. different directions and same length.
C. same direction and different lengths.
D. different directions and different lengths.
26
Motion and Forces
7. Which equation could be used to solve for the average speed of a car that
Lesson 2 | Graphing Motion

Page
Appropriate For:
Launch Lab
28
all students
29
all students
Lesson Outline ELL
30
all students
MiniLab
32
all students
Content Practice A
33
AL
AL
AL
Content Practice B
34
AL
OL
BL
School to Home
35
36
Enrichment
40
Challenge
41
AL
AL
BL
Lesson Quiz A
42
AL
AL
AL
Lesson Quiz B
43
AL
OL
BL
all students
AL
AL
AL
all students
Assessment
Teacher Support
T4
OL On Level
BL Beyond Level
Motion and Forces
27
Name
Date
Launch Lab
Class
What does a graph show?

Measurements you make during an investigation can sometimes be difficult to understand.
Graphing can help make the meaning of the data clearer. The data table here shows the
distance an ant traveled each second. What does this look like on a graph?
Time (s)
Change in
Distance (cm)
14
14
12
10
10
10
10
1. Use a marker to write the numbers

1 to 10 across the bottom of the long
side of a piece of construction paper.
masking tape that length. Place each

strip vertically above the corresponding
number of seconds.
2. For each change in distance on the

table, use scissors to cut a strip of
Think About This

1. What does the area represented by the strips of paper show?
2.
Key Concept What do you think happened to the speed of the ant during each
second represented on the graph?
28
Motion and Forces
Procedure
Name
Date
Content Vocabulary
Class
LESSON 2
Graphing Motion
Directions: Use the data given to create a distance-time graph or a speed-time graph. First, label the axes and
mark units along each axis. Then, plot the points and draw a line to connect the points on each graph. Finally,
answer the questions that follow.
biologist
1.
2.
distance-time graph
speed-time graph
Hiking Distance and Time Data

Time (days)
Distance (km)
10
20
30
Hiking Speed and Time Data

for Day 2
Time (h)
Speed (km/h)
3. How are distance-time graphs and speed-time graphs alike, and how are they different?
4. How might a biologist use a distance-time graph or a speed-time graph?
Motion and Forces
29
Name
Date
Lesson Outline
Class
LESSON 2
Graphing Motion
A. Describing Motion with Graphs
1. In studying motion, you need to account for how
changes as
passes.
2. A(n)
graph shows how distance and time are related.
a.
is shown on the x-axis.
b.
shows the distance an object travels from a reference

point.
c. This type of graph shows how an objects
changes
with time.
d. If the angle of the line on this graph changes, it shows that

changes.
e. This type of graph does not show the actual
of
an object.
3. Distance-time graphs are made by plotting data for time

and
.
the motion of two
different objects.
a. When comparing two lines on a distance-time graph, the steeper line shows a
greater
speed.
b. If the lines on a distance-time graph are straight, the objects moved with
speed.
c. Every time the line on a distance-time graph changes

, the speed of the object changed.
B. Speed-Time Graphs
1. A(n)
graph relates speed and time.
a.
b.
is shown on the y-axis.
2. The speed-time graph for an object at rest is a(n)

y=
30
line at
Motion and Forces
4. Distance-time graphs can be used to
Name
Date
Class

3. This type of graph shows
speed by a(n)
line at y > 0.
a. The distance between a horizontal line and the x-axis tells you the
of the object.
b. The farther a horizontal line is from the
-axis the
faster an object is moving.
4. A line with a slope on a speed-time graph shows that the speed of the object
is
a. If the line slopes upward from left to right, the object is

and the object has a(n)
acceleration.
b. If the line slopes downward from left to right, the object is

and has a(n)
acceleration.
Motion and Forces
31
Name
Date
MiniLab
Class
How can you make a speed-time graph?

What does motion look like when you plot it on a speed-time graph?
Ant Motion Data

Time (s)
Distance (cm)
14
14
12
10
10
10
10
Speed (cm/s)
Procedure
each time interval on the table. To do
this, divide the distance traveled by the
1-s time interval.
The height of the y-axis should be at

least as long as the greatest speed.
3. Plot each speed. Use a ruler to help

you connect each of the points.
2. Use a pencil to draw and label the

x-axis and y-axis on graph paper.

1. Contrast how constant speed and changing speed look on a distance-time graph and on a
speed-time graph.
2.
Key Concept How does the speed-time graph help you understand the speed of
the ant?
32
Motion and Forces
1. Calculate the speed of the ant during
Name
Date
Class
Content Practice A
LESSON 2
Graphing Motion
Directions: Complete the table by writing each description from the list in the correct column.
If the angle of the line on this graph changes, then the speed has changed.
From this graph, you can figure out an objects speed.
An object at rest is a horizontal line at y = 0.
The distance between the line on this graph and the x-axis tells the speed of the
object.
This graph shows how distance and time are related.
This graph shows the speed of an object on the y-axis and time on the x-axis.
This graph does not show the actual path that an object took.
A horizontal line farther from the x-axis represents an object moving faster than an
object represented by a horizontal line closer to the x-axis.
Speed-Time Graph
Distance-Time Graph
Motion and Forces
33
Name
Date
Class
Content Practice B
LESSON 2
Graphing Motion
Directions: Complete the data table and use it to draw a speed-time graph in the space provided.
Crab Motion Data

Time (min)
Distance (cm)
Speed (cm/min)
15
30
60
80
75
75
35
1. At what point(s) on the speed-time graph was the crab at rest?
2. Did the crab ever travel at a constant speed? Explain your answer.
3. Where is the line on the graph steepest? What does this tell you about the crabs speed?
34
Motion and Forces
Directions: Use the data table and your speed-time graph to answer each question on the lines provided.
Name
Date
Class
School to Home
LESSON 2
Graphing Motion
Directions: Use your textbook to complete the activity.
In the left column of the table are descriptions of the motion of various objects. Fill in the
table to describe how each kind of motion would be shown on a distance-time graph and
on a speed-time graph.
How Motion Is Graphed

How It Appears on
a Distance-Time Graph
Type of Motion
How It Appears on
a Speed-Time Graph
a school bus slowing

down and coming to
a stop at a bus stop
1.
2.
a train moving at a
constant speed and
direction
3.
4.
a student moving at
increasing speed as he
starts running and
then slowing down as
he gets tired
5.
6.
an object at its starting

point (at rest)
7.
8.
Motion and Forces
35
Name
Date
Class
Key Concept Builder
LESSON 2
Graphing Motion
Key Concept How can you graph an objects motion?
Directions: Use the two speed-time graphs to answer each question on the lines provided.
Graph A
Graph B
20
Speed (km/hr)
Speed (km/hr)
20
15
10
5
0
2
Time (s)
15
10
5
0
2
Time (s)
1. Which speed-time graph shows a car speeding up?

2. Which speed-time graph shows a car slowing down?
upward?
4. What kind of acceleration is represented by a speed-time graph with a line that slopes
downward?
5. If the line on a speed-time graph is not horizontal, what does that tell you about its
motion?
36
Motion and Forces
3. What kind of acceleration is represented by a speed-time graph with a line that slopes
Name
Date
Class
Key Concept Builder
LESSON 2
Graphing Motion
Key Concept How can you graph an objects motion?
Directions: Answer each question or respond to each statement in the space provided.
Question
Answer
1. What does the y-axis on a

distance-time graph show?
2. How can you use a distancetime graph to figure out an

objects speed?
3. How can a distance-time

graph be used to compare
the motion of two different
objects?
4. Describe how a distance-time
graph shows an object that
moves with constant speed.
5. What does a line that bends or

changes direction on a
distance-time graph show?
6. What does the y-axis on a

speed-time graph show?
7. If an object is at rest, what

is its speed?
8. What does a horizontal line on

a speed-time graph represent?
Motion and Forces
37
Name
Date
Key Concept Builder
Class
LESSON 2
Graphing Motion
Key Concept How can a graph help you understand an objects motion?
Directions: Use the data table to draw a distance-time graph in the space provided. Then answer the questions
on the lines provided.
Distance Traveled by a Train

Time (h)
Distance (km)
110
220
330
400
500
1. What does the graph tell you about the distance traveled by the train?
3. What do you think happened to the speed of the train during each hour represented
on the graph?
38
Motion and Forces
2. What does the graph tell you about the amount of time that has passed?
Name
Date
Class
Key Concept Builder
LESSON 2
Graphing Motion
Key Concept How can a graph help you understand an objects motion?
Directions: Complete the chart by writing the correct effect from the list opposite its cause.
The object has an average speed of 3cm/s.

A distance-time graph can be used.
The object it represents is traveling faster than if it were closer to the x-axis.
The cars speed decreases.
It covers a greater distance each second.
The object is at rest.
Its speed decreases, and it covers a smaller distance each second.
The cars speed increases.
The speed of the object is increasing.
Cause
Effect
1. A driver steps on the accelerator of his or

her car.
2. A driver takes his or her foot off the cars
accelerator and applies the brake.
3. An object travels 6 cm in 2 seconds.
4. As the time on a distance-time graph increases,

a line on the graph becomes steeper.
5. A student needs to compare the motion of
two different objects using a graph.
6. A speed graph shows a horizontal line at y = 0.
7. On a speed-time graph, a horizontal line is far

away from the x-axis.
8. A horse pulls away from the starting line and
goes faster and faster.
9. A horse slows down after it has finished
a race.
Motion and Forces
39
Name
Date
Class
Enrichment
LESSON 2
How Graphs Work

In the seventeenth century, Rene
Descartes, a French mathematician,
suggested that the position of any point
could be described in terms of its
relationship to two perpendicular lines. If a
horizontal line crosses a vertical line, a
point might be 5 units above the
horizontal line and 6 units to the right of
a vertical line. These reference lines are
called Cartesian coordinates.
In 1679, a scientist named Leibnitz
proposed using Cartesian coordinates to
make graphs. The horizontal line became
known as the x-axis. The vertical line is
called the y-axis.
Graphing Motion
Cartesian coordinates can also be used

to describe the position of an object in three
dimensions. If you look at the bottom-left
corner of a room, the x-axis runs horizontally
along the floor to the right. The y-axis runs
vertically up the wall. The z-axis for the
third dimension runs at right angles to
the x-axis, toward you. You could describe
the position of an object by describing its
distance from each of the three axes.
What are quadrants?

When you graph motion, you generally
cross the x- and y-axes at the lower-left
corner of the graph. However, if the lines
cross in the middle and continue in both
directions, they form four different squares,
or quadrants, as follows:
negative x,
positive y
positive x,
positive y
negative x,
negative y
positive x,
negative y
If an object travels in one direction,

turns around, returns to the starting point,
and continues in the opposite direction,
then the original direction is positive and
the opposite direction is negative.

Directions: Answer each question or respond to each statement.
1. Construct a position-time graph for the following situation. A bike travels 10 m east
during 5 seconds. It then turns around, returns to its starting point, and continues 10
m west. The bike travels at the same speed in both directions.
2. Explain how you use Cartesian coordinates to describe the position of your head in a
room. What units would you use on the axes?
40
Motion and Forces
A graph uses lines, dots, or pictures to

illustrate the relationship between values.
Cartesian coordinates can be used to show
different relationships by changing the
value on the axes. For example, you could
plot a groups average height on one axis
and average weight on another.
A position-time graph shows how the
position of an object, described on the
y-axis, changes over some period of time,
described on the x-axis. Similar graphs can
show how an objects speed or velocity
changes over time.
Position in Three Dimensions
Name
Date
Class
Challenge
LESSON 2
The Motion of a Rock over Time

The table below shows the velocity of a rock over a period of 30 seconds.
Time (s)
Velocity (m/s), N
Time (s)
Velocity (m/s), N
17.5
20
2.5
15
20
20
30
22.5
15
7.5
30
25
10
10
30
27.5
12.5
25
30
15
20
Make and Interpret a Velocity-Time Graph

Use the data in the table above to make a velocity-time graph on a separate piece of
graph paper. Then use your graph and the data to answer the following questions.
1. Describe the motion of the object between the following time intervals:
a. 05 seconds:
b. 510 seconds:
c. 1015 seconds:
d. 1520 seconds:
e. 2030 seconds:
2. What distance did the object travel between 5 seconds and 10 seconds?
Motion and Forces
41
Name
Date
Lesson Quiz A
Class
LESSON 2
Graphing Motion
Multiple Choice
1. What does a horizontal line on a speed-time graph represent?

A. constant speed
B. increasing speed
C. decreasing speed
2. On a distance-time graph, a line that changes direction is used to show
A. constant speed.
B. changing speed.
C. changing direction.
True or False
Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
3. On a distance-time graph, time is shown on the y-axis.
4. On a speed-time graph, a horizontal line at y = 0 means an object is at rest.
6. A line sloping upward on a speed-time graph represents an object speeding up.
7. On a speed-time graph, speed is shown on the x-axis.
8. On a distance-time graph, a steeper line shows a greater average speed.
42
Motion and Forces
5. A distance-time graph does show the actual path an object takes.
Name
Date
Class
Lesson Quiz B
LESSON 2
Graphing Motion
Completion
terms are used.
changing
constant
distance
speed
time
upward
downward
1. On a distance-time graph,
2. A horizontal line on a speed-time graph represents

3. On a speed-time graph,
speed.
is shown on the y-axis.
4. A line that slopes
on a speed-time graph represents an
object speeding up.
5. A line that changes steepness on a distance-time graph represents

speed.
Short Answer
Directions: Respond to each statement on the lines provided.
6. Explain how an object at rest is represented on a speed-time graph.
7. Write a sentence that relates the steepness of a line on a distance-time graph to an

objects speed.
8. State whether or not a distance-time graph can be used to determine the actual path
an object travels. Explain.
Motion and Forces
43
Lesson 3 | Forces
Page
Appropriate For:
Launch Lab
45
all students
46
all students
Lesson Outline ELL
47
all students
MiniLab
49
all students
Content Practice A
50
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AL
AL
Content Practice B
51
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OL
BL
52
all students
School to Home
54
all students
55
Enrichment
59
Challenge
60
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AL
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Lab A
63
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AL
AL
Lab B
66
AL
OL
BL
Lab C
69
AL
AL
BL
70
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Lesson Quiz A
61
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Lesson Quiz B
62
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Chapter Test A
71
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Chapter Test B
74
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Chapter Test C
77
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Assessment

T6
OL On Level
BL Beyond Level
44
Motion and Forces
Teacher Support
Name
Date
Launch Lab
Class
What affects the way objects fall?

If you drop a piece of paper and a book, will they fall in the same way? Lets find out!
Procedure
2. Rest a sheet of paper on one hand
and a book on the other hand with
your palms up. Drop both hands at the
same time. Observe how the objects
fall. Record your observations in the
Data and Observations section below.
3. Wad an identical sheet of paper into a

ball. Repeat step 2.
4. Place the flat sheet of paper on top of

the book so that the edges are even.
Drop them, and observe how they fall.
Record your observations below.
Think About This

1. Compare and contrast the speeds of the objects as they fell.
2.
Key Concept Why do you think the objects fell at the same or different speeds?
Motion and Forces
45
Name
Date
Class
Content Vocabulary
LESSON 3
Forces
Directions: On each line, write the term from the word bank that correctly replaces the words in each sentence.
NOTE: You may need to change a term to its plural form.
air resistance
contact force
force
friction
gravity
inertia
Newtons first law of motion
Newtons second law of motion
Newtons third law of motion
noncontact force
1. Gravity is a(n) force that acts on an object without

touching it.
2. Smooth surfaces have less of a contact force that resists the

sliding motion of two surfaces that are touching than rough
surfaces.
3. If you jump off of a rock, you are pulled toward Earth

because of an attractive force between you and Earth.
4. Min and Samya are pushing carts in a parade, and they
5. When a car stops, safety belts help prevent a person from

continuing to move forward due to the tendency of an
object to resist a change in its motion.
6. Surface area is one factor that determines the extent of the

frictional force between air and objects moving through it.
7. According to the principle that describes the existence of

force pairs, a pile of books and the table upon which they
are stacked exert equal and opposite forces on each other.
8. Even small actions involve exerting pushes on an object.

9. Almost all your daily activities involve pushes or pulls on
one object by another object that is touching it.
10. The law of inertia is another name for the principle that if
the net force acting on an object is zero, then the motion
of the object does not change.
46
Motion and Forces
need to move at the same rate. According to the principle

that the acceleration of an object is equal to the net force
exerted on the object divided by the objects mass, Min
will need to use more force than Samya because Mins cart
has greater mass.
Name
Date
Class
Lesson Outline
LESSON 3
Forces
A. What is force?
1. A(n)
is a push or a pull on an object.
a. Force has size and
b. The unit for force is the

2. A(n)
(N).
force is a push or a pull on an object by another
object that is touching it.
3. A(n)
force pushes or pulls an object without touching it.
B. GravityA Noncontact Force

1.
is a noncontact force that every object exerts on every

other object because of its
2. Mass is the amount of
in an object.
3. The size of a gravitational force between two objects depends on the

of the objects and the
between them.
4.
is the gravitational force acting on an objects mass, so

depends on the masses of the objects and the distance
between them.
5. In the same place on Earth, an object with greater
has a
greater weight.
C. FrictionA Contact Force

1.
is a contact force that resists the motion of two surfaces

that are
2.
.
surfaces usually produce more friction than smooth
surfaces do.
3. The direction of the force of friction is in the
the
direction of the motion of the object.
4.
is the frictional force between air and an object moving

through it.
Motion and Forces
47
Name
Date
Class

D. Combining Forces
1. When more than one force acts on an object, the forces combine and act as
force.
2. The sum of all forces acting on an object is the
force.
3. If the net force acting on an object is zero, the forces are said to
be
4. If the net force acting on an object is not zero, the forces are said to
be
E. Unbalanced Forces and Acceleration

1. Unbalanced forces can change the
or its
of the object
of motion.
2. If unbalanced forces change the
of an object, the
objects
also changes.
F. Balanced Forces and Constant Motion

1. When
forces act on an object at rest, the object remains
at rest.
constant
G. Forces and Newtons Laws of Motion

1. Newtons
law of motion states that if forces acting on
an object are
, the velocity of the object does not change.
a. Newtons first law is sometimes called the law of

b. Inertia is the tendency of an object to
its
objects
3. Newtons
equal and opposite
48
a change in
2. Newtons
is
law states that the acceleration of an object

to the net force exerted on the object divided by the
.
law says that for every action, there is an
.
Motion and Forces
2. When balanced forces act on an object in motion, the object moves at a
Name
Date
MiniLab
Class
How do forces affect motion?

Procedure
2. Use masking tape to attach one end
of a 50-cm length of string under
the front end of a mini-skateboard.
Attach the other end of the string to a
50-g mass.
3. Place a small ball of clay on the

skateboard.
from the edge of the table. Extend the

string over the pencil, and let the
weight drop over the tables edge.
5. Let go of the skateboard. Observe what

happens to the clay as the skateboard
stops at the pencil. Record your
observations in the Data and
Observations section below.
4. Tape a pencil along the edge of a

table. Hold the skateboard about 40 cm

1. Identify Cause and Effect What caused the skateboard to start moving?
2. Explain the action of the clay after the skateboard stopped moving.
3.
Key Concept Describe the motion of the skateboard and the clay in terms of
balanced and unbalanced forces.
Motion and Forces
49
Name
Date
Content Practice A
Class
LESSON 3
Forces
Directions: On each line, write the term or phrase from the word bank that correctly completes each sentence.
Each term is used only once.
air resistance
contact force
force
friction
gravity
Newtons first law of motion
Newtons second law of motion
Newtons third law of motion
noncontact force
1.
says that for every action there is an equal and opposite

reaction.
2.
is a push or a pull on an object.
is a noncontact force that every object exerts on every

other object because of its mass.
4.
states that the acceleration of an object decreases as an

objects mass increases and increases as the net force acting on the object increases.
5.
is a push or a pull on one object by another object that

is touching it.
6.
is a contact force that resists the motion of two surfaces

that are touching.
7.
is a force that pushes or pulls an object without touching it.
8.
is the frictional force between air and objects moving

through it.
9.
50
says if the forces on an object are balanced, the velocity

of the object does not change.
Motion and Forces
3.
Name
Date
Class
Content Practice B
LESSON 3
Forces
Directions: Complete the chart by identifying each force as a contact force or a noncontact force.
Contact and Noncontact Forces

Description
Type of Force
1. a mothers hand pushing a stroller

2. a car crashing into a wall
3. the force acting between two magnets
4. gravity pulling a child to the ground as he jumps from a tree
5. a foot kicking a ball through a goal post
6. movers dragging a couch into a house
Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
7. Force has size and direction.
8. The unit for force is the meter (m).

9. Contact forces can be small but not large.
10. The size of a gravitational force does not depend on the masses of the objects
or the distance between them.
11. As two objects move apart, the gravitational force between them decreases.
12. Weight is the gravitational force acting on an objects mass.
13. When comparing the weight of two objects at the same location on Earth, the
object with less mass has a greater weight.
14. The weights of objects on the Moon are smaller than the same objects on Earth
because the mass of the Moon is smaller.
Motion and Forces
51
Name
Date
Class
LESSON 3
Readers Theater: Sports Day

SETTING: Sports Day practice on the athletic field
CHARACTERS: Curtis, Diego, Lin, Mika
Mika: Listen up, everyone! We need to make this practice count if were going to be ready
for Sports Day next week.
Lin: There are so many events. How will we ever be ready for all of them?
Curtis: We should remember what we learned in science class about forces. It will help us
focus on what each event really involves.
Lin: Are you crazy? We cant waste time with science. This is a sports competition!
Diego: Curtis is right. These events depend on pushing and pulling, and that fits with what
Mr. James taught us about forces.
Mika: Maybe youre right. I remember when Mr. James said, A push or a pull on an object
is called a force.
Curtis: And remember that a force has size and direction, so when we work together we
have to think about the direction and the amount of force we are using.
Lin: The first event is the archery competition. Where is the force in that event?
back on the bowstring is a contact force. Its the force one object applies to another object
when theyre touching.
Lin: Youre right, and we need a person who can exert lots of force for this one, because the
targets are far out in the field. What is the unit of measure for force?
Diego: It is the newton. Its named after Isaac Newton, the scientist from the 1600s,
remember? Do you remember Newtons laws? Anyway, a force of 1 N is pretty small, like
lifting a pencil, so we need someone who can lift with a lot of newtons!
Mika: Youre funny, Diego, but we really need to get serious. What forces do we need to
think about for the high jump?
Curtis: With the high jump, we need to think about a noncontact force such as gravity.
Remember that noncontact forces dont have to be touching to apply force on each other.
When you jump up to clear the bar on the high jump, gravity applies a force to pull you
back to Earth, even though youre not touching Earth.
Lin: But your gravitational force pulls on Earth too, right?

Diego: Right. But Earths mass is so huge compared to ours that we notice the pull of
Earths gravity on us more than we notice our pull on Earth.
52
Motion and Forces
Mika: Well, think about the types of forces Mr. James described. I think your hand pulling
Name
Date
Class
Readers Theater continued

Mika: Okay, focus, everyone! What about events like tug-of-war and the log pull? Those
events require more than just one person applying force.
Lin: I think winning the tug-of-war depends on unbalanced forces. Since well have two
forces pulling in opposite directions, we need to make the force we apply greater than the
force the other team exerts.
Diego: Right! If we have a force of 250 N pulling our way and the other team has a force of
125 N pulling their way, the rope will go our way because we have the greater force.
Curtis: Heres where those laws come in. Remember Newtons first law of motion? It says
that if the net force on an object is balanced, or zero, then the objects motion doesnt
change. So, unless we have more newtons of force than they do, the flag on the rope will
just stay on the middle line.
Lin: Im beginning to get the hang of this. If Im pulling with a force of 75 N in the log
pull, and Curtis pulls along with me with a force of 100 N, then our combined force in the
same direction will be 175 N. If the other teams arent pulling with that much force, well
win!
Diego: According to Newton, that log has inertia, which means it has a resistance to a
change in motion. And since its harder to change the motion of an object that has more
mass, its going to take a lot of force to get it moving.
Mika: And we should try to keep it moving on flat, smooth ground because rough surfaces
produce more friction than smooth surfaces.
Curtis: What is friction again?

Lin: I remember! Friction is a contact force that resists the sliding motion of two surfaces
that are touching. You guys were right. Success in Sports Day depends on what we learned
about forces!
Motion and Forces
53
Name
Date
School to Home
Class
LESSON 3
Forces
For this activity, you will need two identical pieces of paper.
1. Crumple one piece of paper into a small ball. Keep the other piece of paper flat. How
does the amount of surface area of the pieces of paper compare?
2. Predict how the size of the surface area will affect the air resistance acting on each
sheet of paper.
3. Hold the ball of paper in one hand and the flat piece of paper in the other. Be sure
both are the same distance from the floor. Drop both pieces of paper at the same time.
Describe what you observe.
the paper? Was your prediction correct?
5. How can you be sure that a difference in the amount of gravity pulling the papers
toward Earth was not the cause of the difference in the papers motion? Use the words
mass and distance in your response.
54
Motion and Forces
4. How did the size of the papers surface area affect the amount of air resistance acting on
Name
Date
Key Concept Builder
Class
LESSON 3
Forces
Key Concept What are different types of forces?
1. What is a force?
2. What is the unit for force?
3. What is the difference between a contact force and a noncontact force?
4. List two examples of contact forces.

5. List two examples of noncontact forces.
6. Describe the relationship between gravitational force and mass.
7. Describe the relationship between gravitational force and distance.
8. How are mass and weight different?
Motion and Forces
55
Name
Date
Class
Key Concept Builder
LESSON 3
Forces
Key Concept What factors affect the force of gravity?
Directions: Use the diagram to answer each question by writing the letter of the correct answer on the line before
each statement. (Hint: The diagram shows how mass and distance affect gravitational force.)
1m
1m
D
1m
2m
1. Which pair of marbles has a greater force of attraction between them?

A. Figure A
B. Figure B
C. Figure D
2. Which statement best describes the force of attraction between the marbles
3. The mass of the marbles in Figures C and D are the same. Which pair of
marbles has a greater force of attraction between them?
A. equal
B. Figure C
C. Figure D
4. Which statement best describes the force of attraction between the marbles in
Figure C and the marbles in Figure D?
A. The force of attraction does not depend on the distance between the
marbles.
B. The force of attraction between the marbles in D is less than C because the
distance between the marbles is greater.
C. The force of attraction between the marbles in D is more than C because the
distance between the marbles is greater.
56
Motion and Forces
in Figure A and the marbles in Figure B?

A. The force of attraction does not depend on the mass of the marbles.
B. The Figure A marbles have a greater force of attraction because they have
smaller mass.
C. The Figure B marbles have a greater force of attraction because they have
more mass.
Name
Date
Class
Key Concept Builder
LESSON 3
Forces
Key Concept What happens when forces combine?
Directions: Complete the chart by figuring the net force and writing your answer in the correct column. Then put
a check mark in the correct column to indicate whether the force is balanced or unbalanced. Finally, decide the
direction of acceleration and write right, left, or does not move in the last column. (Hint: All positive forces move
to the right. All negative forces move to the left.)
Forces
1. 100 N + -50 N
Net Force
50 N
Balanced
Forces
Unbalanced
Forces
Direction of
Acceleration
right
2. 60 N + -60 N
3. 750 N + -650 N
4. 105 N + -225 N
5. 2 N + -2 N
6. 37 N + -62 N
7. 1800 N + -1799 N
8. 900 N + -1505 N
9. 45 N + -45 N
10. 17 N + -25 N
11. 1 N + -2 N
12. 1500 N + -1600 N
13. 25 N + -15 N
Motion and Forces
57
Name
Date
Class
Key Concept Builder
LESSON 3
Forces
Key Concept How are balanced and unbalanced forces related to motion?
Directions: On the line before each statement, write the letter of the term that matches it correctly. Some terms
may be used more than once.
1. For every action there is an equal and opposite

reaction.
2. The acceleration of an object decreases as an

objects mass increases and increases as the net
force acting on the object increases.
3. If the forces on an object are balanced, then the
A. Newtons First Law

of Motion
B. Newtons Second Law

of Motion
C. Newtons Third Law

of Motion
velocity of the object does not change.
4. Acceleration (a) = force (f)/mass (m).

5. When one object exerts a force on another object,
the second object exerts a force of equal size in
the opposite direction on the first object.
6. This is sometimes called the law of inertia.

7. A force of 100 N is needed to cause a mass of 6 kg

to accelerate to 30 m/s. If you want to accelerate
a mass of 12 kg at the same rate, you would need
a force of 200 N.
8. Force pairs are equal and opposite forces.

9. When a car crashes into a wall, unbalanced forces
act on the car and it stops. Test dummies, which
are not attached to the car, continue to move
with a constant velocity because of their inertia.
58
Motion and Forces
Name
Enrichment
Date
Class
LESSON 3
Who invented inertia?

The law of inertia is another name for
Newtons first law of motion. However,
Newton wasnt the first scientist to explain
the tendency of an object to resist changes
in velocity. Newton built on the ideas of
Galileo Galilei.
Early Beliefs
Before the time of Galileo, many people
believed that you had to keep pushing
something to keep it moving. They based
their belief on experience. When you push
a chair across a room, you have to keep
pushing to keep the chair moving at the
same velocity. If you stop pushing, the
chair stops moving.
Galileo believed that when the push
on the chair is removed, the chair should
continue to move without any further force
because the energy you gave the chair isnt
used up. He said that what made the chair
stop was another force acting on itfriction.
Friction between the chair and the floor
continues to resist the motion of the chair
after you stop pushing. This causes the
energy that you gave the chair by pushing
it to transfer from the chair to the floor.
When all the energy has transferred to the
floor, the chair stops moving.
Galileos Thought Experiment

Galileo based his ideas on a thought
experiment. There is no such thing as a
frictionless surface, but Galileo made one

up in his head. He imagined a ball rolling
on a frictionless U-shaped track. If you
release the ball at the top of one side of the
U, it rolls down the track and back up the
other side. Because there is no friction to
slow it down, it will roll up to the same
height from which it started.
Galileo then imagined starting the ball
in the same way, but lowering the other
end of the track a bit. The lowered side had
to be longer so the ball eventually could
reach the same height that it started from.
Galileo kept mentally lowering one end
of the track, making that end longer and
longer so the ball could always reach the
same height. Finally, Galileo lowered the
end of the track to the horizontal. The ball
rolled down the side of the track onto the
level part and kept going forever because it
could never get back up to the same height.
The ball would continue moving in a
straight line and at a constant speed because
no outside force acted on it. This was the
idea of inertia.
Galileos law of inertia was very similar
to Newtons. A body will continue in its
state of rest or motion unless acted on by
an unbalanced, outside force. Although
Galileo had the idea, he could never work
out the mathematics. That was Newtons
contribution to the law of inertia.

Directions: Answer each question.
1. Infer To keep a car moving at a constant speed, how much energy must the engine
give the wheels? Why?
2. Evaluate Is a thought experiment as useful as a real experiment? Why or why not?
Motion and Forces
59
Name
Date
Challenge
Class
LESSON 3
Using Newtons Second Law of Motion

Newton was the first person to recognize that an unbalanced force always produces
acceleration, not just motion. For example, if the force acts on an object at rest, the object
accelerates from rest to some velocity. If the force acts in the same direction an object is
moving, the object increases its speed. If the force acts in the opposite direction of motion,
the object decreases its speed. If the object acts at some angle to the motion, the object
changes direction. Keep in mind that acceleration is a change in velocity, which can occur
with a change in speed or direction.
Newton states the relationship among force, mass, and acceleration in the formula F = ma,
where F is force, m is mass, and a is acceleration. The terms in the formula can be rearranged
F
F.
__
to solve for any one of the terms if the other two are known: a = __
m and m = a
Solve Problems Using F = ma

Use the formulas to solve the following problems. First, write down the given terms.
Then decide which formula to use, plug in the values, and do the math. Watch your units.
Keep in mind that 1 Newton = 1 kg m/s2.
1. An unbalanced force of 25 N to the right is applied to a 12.5 kg mass. What is the

acceleration of the mass?
2. What force is needed to accelerate a stone with a mass of 5 kg to a velocity of 4.0 m/s2?
mass of the cart?
60
Motion and Forces
3. An unbalanced force of 300 N gives a go-cart an acceleration of 2 m/s2. What is the
Name
Date
Class
Lesson Quiz A
LESSON 3
Forces
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term
is used only once.
1. acceleration is equal to force divided by mass
A. Newtons first law
2. if the forces on an object are balanced, the
B. Newtons second law
velocity of the object does not change
C. Newtons third law
3. for every action there is an equal and opposite

reaction
Multiple Choice
4. Air resistance is a form of

A. inertia.
B. gravity.
C. friction.
5. The gravitational force between two objects is NOT related to
A. their masses.
B. the distance between them.
C. how rough their surfaces are.
6. Which net force occurs when combined forces are balanced?
A. 0 N
B. 50 N
C. 100 N
7. Which force is a contact force?
A. electrical force
B. frictional force
C. magnetic force
Motion and Forces
61
Name
Date
Class
Lesson Quiz B
LESSON 3
Forces
Completion
Directions: On each line, write the term that correctly completes each sentence.
1. Air resistance is a form of
2. Mass and distance are two factors that affect the force of
3. Forces that push or pull an object without touching it are called

forces.
4. Forces are
when they result in a net force of 0 N.
Short Answer
5. Explain According to Newtons first law, what happens to the velocity of an object if
the forces acting on it are balanced?
object if the force acting on it increases?
7. Explain Use Newtons third law to explain what happens when one object exerts a
force on another object.
62
Motion and Forces
6. Relate According to Newtons second law, what happens to the acceleration of an
Name
Date
Class
Lab A
90 minutes
Design a Safe Vehicle

Think about all you have learned about balanced and unbalanced forces in this chapter.
Suppose you have the job of making passenger cars safer for passengers. How are these
forces important in protecting passengers during a collision? In this lab, you will design an
experiment that demonstrates how forces can protect a passenger during a collision.
Ask a Question
How can you protect a passenger in a car crash?
Materials
board
balloons
string
colored ribbons
clay
masking tape
stopwatch
foam block
Also needed: rubber bands
Safety
Make Observations
2. Decide which vehicle your group will use. You may use one provided by your
teacher, or you may use another one, approved by your teacher, that has a similar
size.
3. Your vehicle must travel about 2 m with an average speed at least 0.75 m/s and then
stop suddenly.
What force will move your vehicle?
How will you stop the vehicle?
4. Place the clay passenger on your vehicle.

Use the force you choose to move the vehicle on the track and stop it.
Observe what happens to the passenger.
5. Try different ways to protect the passenger. You may use materials provided or others
approved by your teacher.
Motion and Forces
63
Name
Date
Class
Lab A continued
Form a Hypothesis
6. Based on your observations, formulate a hypothesis about how you can use forces to
protect the passenger. Recall that a hypothesis is an explanation of an observation
that can be tested.
Test Your Hypothesis

7. Test the method you have prepared for protecting the clay passenger as the vehicle
moves along the track and stops.
8. Time the motion of the vehicle, and calculate its average speed. Show that its average
speed was at least 0.75 m/s.
Record your observations of the time and distance.
9. If your passenger moves significantly or is damaged during the test, modify your
method of protecting it. Record any changes you make.
Then, test the changes and record your observations.
Lab Tips
If you use a restraint similar to safety belts, be sure to design them so that they dont
harm the clay figure.
Consider forces, including gravity and friction, when planning your experiment.
64
Motion and Forces
Record your observations of what happens to the clay passenger during the test.
Name
Date
Class
Lab A continued
10. Describe how you protected the passenger as the vehicle moved and stopped.
11.
The Big Idea Describe the forces that affected the motion of the vehicle and the
clay passenger.
Communicate Your Results

Describe your demonstration to the class. Evaluate the
effectiveness of the method you used to protect your
passenger. Explain how forces were important.
Remember to use scientific

methods.
Make Observations
Ask a Question
Form a Hypothesis
Test your Hypothesis
Communicate Results
Motion and Forces
65
Name
Date
Lab B
Class
90 minutes
Design a Safe Vehicle

Think about all you have learned about balanced and unbalanced forces in this chapter.
Suppose you have the job of making passenger cars safer for passengers. How are these
forces important in protecting passengers during a collision? In this lab, you will design an
experiment that demonstrates how forces can protect a passenger during a collision.
Ask a Question
How can you protect a passenger in a car crash?
Materials
board
clay
balloons
masking tape
string
stopwatch
colored ribbons
foam block
Also needed: rubber bands
Make Observations
2. Decide which vehicle your group will use. You may use one provided by your teacher,
or you may use another one, approved by your teacher, that has a similar size.
3. Your vehicle must travel about 2 m with an average speed at least 0.75 m/s and then
stop suddenly. What force will move your vehicle? How will you stop the vehicle?
4. Place the clay passenger on your vehicle. Use the force you choose to move the vehicle
on the track and stop it. Observe what happens to the passenger.
5. Try different ways to protect the passenger. You may use materials provided or others
approved by your teacher.
66
Motion and Forces
Safety
Name
Date
Class
Lab B continued
Form a Hypothesis
6. Based on your observations, formulate a hypothesis about how you can use forces to
protect the passenger. Recall that a hypothesis is an explanation of an observation that
can be tested.
Test Your Hypothesis

7. Test the method you have prepared for protecting the clay passenger as the vehicle
moves along the track and stops.
8. Time the motion of the vehicle, and calculate its average speed. Show that its average
speed was at least 0.75 m/s. Record observations of the time and distance below. Also
record your observations of what happens to the clay passenger during the test.
9. If your passenger moves significantly or is damaged during the test, modify your
method of protecting it. Record any changes you make. Then, test the changes and
record your observations.
Lab Tips
If you use a restraint similar to safety belts, be sure to design them so that they dont
harm the clay figure.
Consider forces, including gravity and friction, when planning your experiment.
Motion and Forces
67
Name
Date
Class
Lab B continued
10. Describe how you protected the passenger as the vehicle moved and stopped.
11.
The Big Idea Describe the forces that affected the motion of the vehicle and the
clay passenger.
Communicate Your Results

Remember to use scientific
methods.
Make Observations
Ask a Question
Form a Hypothesis
Test your Hypothesis
Communicate Results
Extension
Develop a method for protecting a raw egg in a plastic bag that is dropped from a height
of 1 m. Think about how you could reduce the speed of the fall and how you could
decrease the force on the egg when it hits the ground.
68
Motion and Forces
Describe your demonstration to the class. Evaluate the

effectiveness of the method you used to protect your
passenger. Explain how forces were important.
Name
Date
Class
Lab C
Investigating Forces of Gravity and Friction

Directions: Use the information and data from the Lab Design a Safe Vehicle to perform this lab.
You have learned that forces can be unbalanced or balanced, and in Lab B you considered
the forces that act on a vehicle when you designed a safe vehicle. Use your vehicle from
Lab B to design a procedure that investigates the forces of gravity and friction. Tie a length
of string to your car and hang the string over the edge of your lab table. Attach a paper
clip to the other end of the string. Draw a diagram of this setup and add the forces and
counterforces acting on the car with arrows and labels. Use this setup and other materials
approved by your teacher to answer one or more of the following questions:
When a force applied to an object increases, does the object move at a constant rate of
speed or does it accelerate?
Which forces act as counterforces to gravity?
How can you demonstrate the equation F = ma?
Please note that you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.
Motion and Forces
69
Name
Date
Class
Motion and Forces

End-of-Chapter Practice
Directions: Work with a small group to create a poster display that describes the motion of an object. To
complete this activity you will have to do the following:
With your group, identify the object, the unit of distance, and the unit of time. Next, create
a data chart with at least ten data points.
Time
Distance
Speed
What information were you able to find on each

of the graphs?
What information were you unable to find on

each of the graphs?
Describe the motion of the object on each graph:

Is the object speeding up?
Is it ever at rest?
Is it slowing down?
Does it move at a constant speed?
Does it change speed?

Finally, create your poster and present your findings to the class.
Display requirements:
well-organized and informative
clear graphs
equal participation
70
Motion and Forces
Divide your group in two. Have half the group create a distance-time graph based on the
data chart and have the second half create a speed-time graph based on the data chart.
Compare and contrast the graphs taking the following into consideration:
Name
Date
Class
Chapter Test A
Motion and Forces

Multiple Choice
1. A car moves at a constant speed for three hours. Its motion can be shown on a
distance-time graph with a
A. horizontal line.
B. bent line sloping upward.
C. straight line sloping upward.
2. A speed-time graph shows a line sloping downward. This means that an object is
A. not moving.
B. speeding up.
C. slowing down.
3. Which situation describes a contact force acting on an object?

A. a baseball bat hitting a baseball
B. electrical force making hair stand on end
C. gravity pulling a dropped book downward
4. As two objects move farther apart, the force of gravity between them
A. increases.
B. decreases.
C. stays the same.
5. Direction is a part of
A. speed but not velocity.
B. velocity but not speed.
C. both speed and velocity.
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
acceleration
6.
balanced
net
velocity
forces result in a net force of 0 N.
7. Unbalanced forces cause changes in

8. According to Newtons second law, an objects
.
is related to
its mass and the net force acting on it.
9. The
Motion and Forces
force is the sum of all the forces acting on an object.
71
Name
Date
Class
Chapter Test A continued

Interpreting a Diagram
Directions: Complete this concept map by choosing terms from the word bank and writing them in the correct
spaces. Each term is used only once.
acceleration
direction
distance
reference point
speed
velocity
motion
An objects
position
describes its
is changed by
10.
11.
13.
from a(n)
14.
which can be
described by
15.
16.
which is
which is
which is
the distance an
object moves in
a unit of time.
the speed of an
object in a given
direction.
a measure of the
change in
velocity during a
period of time.
Motion and Forces
72
12.
Name
Date
Class
Chapter Test A continued

Short Answer
Directions: Respond to each statement on the lines provided.
17. Describe how an objects motion changes when its acceleration is negative.
18. Two forces are acting in opposite directions on an object. State how the net force on
the object is calculated.
19. Explain how a distance-time graph can be used to determine an objects average speed.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
20. Explain how air resistance affects a skydivers motion when he or she opens a
parachute.
21. Identify the factors that determine an objects weight on Earth.
Motion and Forces
73
Name
Date
Class
Chapter Test B
Motion and Forces

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
1. How is a period of time during which no motion occurs shown on a distancetime graph?
A. vertical line
B. horizontal line
C. line sloping upward
D. line sloping downward
2. On a speed-time graph, what is indicated by the distance between the x-axis

and the line representing motion?
A. the speed of the object
B. how long the object has been in motion
C. the direction in which the object is moving
D. the objects position relative to a reference point
3. What additional information is needed to determine the velocity of an object
Completion
terms are used.
acceleration
balanced
contact
friction
net force
noncontact
speed
unbalanced
4.
gravity
5. The force of
between two objects is determined by their
masses and the distance between them.
6. Electrical forces are an example of a(n)

7.
force.
forces always cause a change in velocity.
is related to
9. The
74
is the sum of all the forces acting on an object.
Motion and Forces
moving at 3 km/h?
A. the mass of the object
B. the direction of motion
C. the size of the net force acting on the object
D. the objects displacement from the reference point
Name
Date
Class
Chapter Test B continued

Directions: Complete this concept map by choosing terms from the word bank and writing them in the correct
spaces. Not all terms are used.
acceleration
direction
distance
force
friction
motion
reference point
speed
velocity
mass
An objects
position
describes its
is changed by
10.
11.
13.
from a(n)
12.
which can be
described by
14.
15.
16.
which is
which is
which is
the distance an
object moves in
a unit of time.
the speed of an
object in a given
direction.
a measure of the
change in
velocity during a
period of time.
Motion and Forces
75
Name
Date
Class
Chapter Test B continued

Short Answer
17. Predict what would happen to a box if one student pushed it to the right with a force
of 45 N as another student pushed it to the left with a force of 60 N.
18. Contrast Some changes in motion result in a change in the speed and velocity of an
object. Other changes result only in a change in the objects velocity. Explain.
19. Solve A distance-time graph shows an objects motion over a 36-minute period. The total
distance traveled by the object was 234 m. What was the objects average speed?
Directions: Respond to each statement on the lines provided. Use complete sentences.
20. Some race cars have parachutes that open after the car crosses the finish line.
Apply what you know about air resistance to explain the purpose of the parachute.
21. Relate an astronauts weight to her distance from Earth.
76
Motion and Forces
Concept Application
Name
Date
Class
Chapter Test C
Motion and Forces

Multiple Choice
1. One way that distance-time graphs and speed-time graphs are alike is that both
A. show time on the x-axis.
B. show the actual path of a moving object.
C. use a horizontal line to show constant speed.
D. use a downward sloping line to show an object slowing down.
2. How is negative acceleration represented on a speed-time graph?
A. vertical line
B. horizontal line
C. line sloping upward
D. line sloping downward
3. Speed and velocity are similar because both tell the

A. size of the force acting on an object.
B. direction in which an object is moving.
C. distance an object moves in a unit of time.
D. displacement of an object from a reference point.
4. Which lists only noncontact forces?
A. gravity, friction, air resistance
B. friction, gravity, magnetic force
C. electrical force, magnetic force, gravity
D. air resistance, magnetic force, electrical force
Completion
Directions: On each line, write the term that correctly completes each sentence.
5.
6. The force of
between two objects is determined by their
masses and the distance between them.
7.
forces always cause a change in velocity.
is related to
9. The
Motion and Forces
is the sum of all the forces acting on an object.
77
Name
Date
Class
Chapter Test C continued

Directions: Complete this concept map by writing the correct terms in the correct spaces.
An objects
position
describes its
is changed by
10.
11.
13.
from a(n)
14.
which can be
described by
15.
16.
which is
which is
which is
the distance an
object moves in
a unit of time.
the speed of an
object in a given
direction.
a measure of the
change in
velocity during a
period of time.
Motion and Forces
78
12.
Name
Date
Class
Chapter Test C continued

Short Answer
17. Analyze If an object is not accelerating, what can be assumed about its speed and velocity?
18. A desk is at rest in the classroom. You and a friend push on opposite sides of the desk,
but the desk still does not move. Compare and contrast these two situations.
19. Evaluate this statement: An objects velocity can change without a change in the
objects speed, but a change in an objects speed always results in a change in velocity.
20. A moving object is slowing down. Explain why this is shown with an upward-sloping
line on a distance-time graph but a downward-sloping line on a speed-time graph.
Concept Application
Directions: Respond to the statement on the lines provided. Use complete sentences.
21. An advertisement uses the slogan this product causes weight loss. Formulate an
explanation of why the slogan this product causes mass loss is a more accurate
description of the product claim.
Motion and Forces
79
Teacher Pages
Lesson Outlines for Teaching

T2
Answers
T8
Motion and Forces
T1
Lesson Outline for Teaching

Lesson 1: Describing Motion
A. Describing Position
1. A(n) reference point is the starting point used to locate another place or thing.
2. In addition to a reference point, you also need distance and direction to describe
location.
3. Position describes an objects distance and direction from a reference point.

a. If the reference point changes, the description of position changes, but the actual
position does not change.
b. Distance is the length of the actual path followed.

c. Displacement is the difference between the starting position and the final position.
d. The displacement and the distance moved are not always equal.
B. Motion
1. Motion is a change of position.
2. If an object is moving, it is changing position.
C. Speed
1. The distance an object moves in a unit of time is its speed.
2. When an object moves the same distance over the same units of time, it is said
to have constant speed.
changing speed.
4. Average speed equals the total distance traveled divided by the total time.
D. Velocity
1. Velocity is the speed of an object in a given direction.
2. A(n) arrow can be used to represent velocity.
a. The length of the arrow represents the speed of the object.
b. The head of the arrow points in the direction the object moves.
3. When an object moves at the same speed and its direction does not change, it
moves with constant velocity.
4. When the speed or the direction of the object changes, velocity changes.
E. Acceleration
1. Acceleration is a measure of the change in velocity during a period of time.
2. When an object accelerates in the same direction as its motion, it has positive
acceleration, and it speeds up.
T2
Motion and Forces
3. If the distance an object moves each second changes, the object is said to be

3. When the direction of acceleration is opposite the direction of motion, the object
has negative acceleration, and it slows down.
4. The direction of the acceleration of an object on a(n) circular path is toward the
center of the circle.
Discussion Question
You are riding your bicycle around the block. How might you describe your motion? Answers
should include discussion of speed, velocity, and acceleration. Answers might include constant
and changing speed, how velocity changes when speed or direction changes, and how
acceleration changes when velocity changes.
Motion and Forces
T3

Lesson 2: Graphing Motion
A. Describing Motion with Graphs
1. In studying motion, you need to account for how position changes as time passes.
2. A(n) distance-time graph shows how distance and time are related.
a. Time is shown on the x-axis.
b. Distance shows the distance an object travels from a reference point.
c. This type of graph shows how an objects position changes with time.
d. If the angle of the line on this graph changes, it shows that speed changes.
e. This type of graph does not show the actual path of an object.
3. Distance-time graphs are made by plotting data for time and distance.
4. Distance-time graphs can be used to compare the motion of two different objects.
a. When comparing two lines on a distance-time graph, the steeper line shows
a greater average speed.
b. If the lines on a distance-time graph are straight, the objects moved with constant
speed.
c. Every time the line on a distance-time graph changes direction, the speed of the
object changed.
B. Speed-Time Graphs
a. Time is shown on the x-axis.

b. Speed is shown on the y-axis.
2. The speed-time graph for an object at rest is a(n) horizontal line at y = 0.
3. This type of graph shows constant speed by a(n) horizontal line at y > 0.
a. The distance between a horizontal line and the x-axis tells you the speed of the
object.
b. The farther a horizontal line is from the x-axis the faster an object is moving.
4. A line with a slope on a speed-time graph shows that the speed of the object
is changing.
a. If the line slopes upward from left to right, the object is speeding up and has a(n)
positive acceleration.
b. If the line slopes downward from left to right, the object is slowing down and has
a(n) negative acceleration.
T4
Motion and Forces
1. A(n) speed-time graph relates speed and time.

Discussion Question
A band member marched at a constant speed down a football field. Describe the distance-time
graph and the speed-time graph for a band members motion during this time.
The line on a distance-time graph would be straight and slope upward. On a speed-time
graph, the line would be horizontal, with the distance above the x-axis indicating the speed
of the band member.
Motion and Forces
T5

Lesson 3: Forces
A. What is force?
1. A(n) force is a push or a pull on an object.
a. Force has size and direction.
b. The unit for force is the Newton (N).
2. A(n) contact force is a push or a pull on an object by another object that is
touching it.
3. A(n) noncontact force pushes or pulls an object without touching it.

B. GravityA Noncontact Force
1. Gravity is a noncontact force that every object exerts on every other object because
of its mass.
2. Mass is the amount of matter in an object.

3. The size of a gravitational force between two objects depends on the mass of the
objects and the distance between them.
4. Weight is the gravitational force acting on an objects mass, so weight depends

on the masses of the objects and the distance between them.
5. In the same place on Earth, an object with greater mass has a greater weight.
C. FrictionA Contact Force
2. Rough surfaces usually produce more friction than smooth surfaces do.
3. The direction of the force of friction is in the opposite the direction of the motion
of the object.
4. Air resistance is the frictional force between air and an object moving through it.
D. Combining Forces
1. When more than one force acts on an object, the forces combine and act as one force.
2. The sum of all forces acting on an object is the net force.
3. If the net force acting on an object is zero, the forces are said to be balanced.
4. If the net force acting on an object is not zero, the forces are said to be unbalanced.
E. Unbalanced Forces and Acceleration
1. Unbalanced forces can change the speed of the object or its direction of motion.
2. If unbalanced forces change the velocity of an object, the objects acceleration also
changes.
T6
Motion and Forces
1. Friction is a contact force that resists the motion of two surfaces that are touching.

F. Balanced Forces and Constant Motion
1. When balanced forces act on an object at rest, the object remains at rest.
2. When balanced forces act on an object in motion, the object moves at a constant
velocity.
G. Forces and Newtons Laws of Motion

1. Newtons first law of motion states that if forces acting on an object are balanced,
the velocity of the object does not change.
a. Newtons first law is sometimes called the law of inertia.

b. Inertia is the tendency of an object to resist a change in its motion.
2. Newtons second law states that the acceleration of an object is equal to the net
force exerted on the object divided by the objects mass.
3. Newtons third law says that for every action, there is an equal and opposite reaction.
Discussion Question
Explain how when riding in a car, you experience all of Newtons laws of motion. Sample
answer: Newtons first law explains why your body moves forward as the car stops. Newtons
second law explains why the car accelerates when more force is applied to the car. Newtons
third law explains that when you exert a force on the car seat, the seat exerts a force on you
that is equal in size but opposite in direction.
Motion and Forces
T7
Answers
What do you think? (page 1)
1. Agree; motion is defined as a change in an
objects distance and direction from a starting
point.
2. Disagree; speed only tells you how fast
something is going.
3. Disagree; you can show how far the object is
from where it started and how fast it moved,
but not its path.
2. Answers will vary. Possible answers: The speed

of the ball increased slightly at first, and then
it decreased as it moved along the track.
Content Practice A (page 13)

1. C
2. A
3. G
4. B
4. Agree; a speed-time graph shows how an

objects speed changes over time.
5. D
5. Disagree; electricity, magnetism, and gravity

are noncontact forces.
7. F
6. Disagree; if an object is at rest, the forces

acting on it are balanced.
6. E
Content Practice B (page 14)

1. reference point
2. position
Lesson 1
3. displacement
Launch Lab (page 8)
4. motion
1. There is more than one possible description.

You can have a different description if you
choose a different starting point.
5. speed
2. A clear description includes a starting point,

a direction from the starting point, and a
distance from the starting point.
7. acceleration
Content Vocabulary (page 9)

1. constant
2. speed
3. velocity
5. displacement
6. motion
7. reference point
8. position
9. acceleration
10. speed
11. motion
12. position
13. constant
14. velocity
15. displacement
16. reference point
MiniLab (page 12)

1. Answers will vary. Possible answers: speed
calculations:
0 to 1 m: 2.37 m/s
1 to 2 m: 2.38 m/s
2 to 3 m: 2.17 m/s
0 to 3 m: 2.31 m/s
T8
Math Skills (page 15)

1. 32 km/h
2. 80 km/h
3. 1,500 m/h
4. 10 km/h
School to Home (page 16)

1. A complete description of an objects position
identifies the reference point being used, the
objects distance from the reference point, and
the objects direction from the reference point.
2. Average speed is calculated by dividing the
total distance traveled by the total time the
object was in motion.
3. If an object is moving at a constant velocity,
its speed and direction remain the same.
4. An objects velocity changes when its speed
changes or when its direction changes.
5. Acceleration is a measure of the change in
velocity during a period of time.
Key Concept Builder (page 17)

1. No; distance and direction are missing.
2. yes
3. No; distance and reference point are missing.
4. yes
5. No; distance and direction are missing.
6. yes
7. No; direction and reference point are missing.
Motion and Forces
4. acceleration
6. velocity
Answers continued
8. yes
9. yes
1011. Answers should contain a reference point, a
distance, and a direction

1. B
6. Students should use the average speed

formula for their calculations. Check students
calculations for accuracy.
7. For downhill slopes, average speed should
increase. For level test tracks, average speed
should decrease.
2. B
Lesson Quiz A (page 25)
3. C
Completion
1. position
4. A
5. A
2. displacement
6. B
3. speed
7. A
4. velocity

1. Figure A
2. Figure C
3. Figure B
4. Its velocity also changes.
5. acceleration
6. motion
Multiple Choice
7. C
8. B
5. Its velocity also changes.
Lesson Quiz B (page 26)
6. Its velocity remains the same.
Completion
1. position
7. Velocity changes when the speed or direction

of an object changes.

1. faster and faster
2. velocity
3. slow down
Skill Practice (pages 2324)
4. velocity
5. velocity
2. displacement
3. speed
4. velocity
5. acceleration
6. motion
Multiple Choice
7. A
8. C
6. Acceleration
7. velocity
Lesson 2
8. positive acceleration
Launch Lab (page 28)
9. negative acceleration
Enrichment (page 21)

1. Possible answer: I dont notice it because
everything in my frame of reference is
moving at the same speed.
2. Possible answer: I would describe my motion as
moving at 1 m/s because my frame of reference
is inside the bus. A person watching from the
sidewalk would see me moving at 21 m/s
because his frame of reference includes both
the bus and me.
1. An increase in the length of tape from one

second to the next indicates an increase in
speed. A decrease in the length of tape
indicates a decrease in speed.
2. The speed increased for the first 4 seconds,
stayed the same for 2 seconds, decreased for
2 seconds, stayed the same for 3 seconds, and
decreased the last second.
Challenge (page 22)

m/s 0 m/s
_____________
1. 70
= 14 m/s2 to the east
5s
5 m/s - 15 m/s
2. _____________
= -0.5 m/s2 to the west
20 s
m/s - 95 m/s
_______________
3. 155
= 12 m/s2
5s
Motion and Forces
T9
Answers continued
Speed-Time Graph (in any order): The distance
between the line on this graph and the x-axis tells
the speed of the object; this graph shows the speed
of an object on the y-axis and time on the
x-axis; a horizontal line farther from the x-axis
represents an object moving faster than an object
represented by a horizontal line closer to the x-axis;
an object at rest is a horizontal line at y = 0.

1.
Hiking Distance-Time Graph
Distance (km)
30
20

Speed-Time Graph: 15 cm/min; 15 cm/min; 30 cm/
min; 20 cm/min; 5 cm/min; 0 cm/min; 40 cm/min
1. The crab was at rest at 0 minutes and from
minutes 5 to 6.
10
0
2.
2
3
Time (days)
3. The line is steepest from minutes 6 to 7. The

crabs speed is fastest during this time period.
Speed (km/h)
Hiking Speed-Time Graph

Day 2
1. a line with a steepness that decreases over

time until it becomes horizontal
2. a line that slopes downward until it reaches

y=0
3. a straight line sloping upward
4. a horizontal line
5. an upward-sloping line that first increases in

steepness and then decreases in steepness
4. Answers will vary. Sample answer: A biologist

might use a distance-time graph to track the
movement of a migrating animal.
MiniLab (page 32)

1. On a distance-time graph, constant speed is a
diagonal line and changing speed is a curved
line. On a speed-time graph, constant speed is
a horizontal line and changing speed is a
diagonal line.
2. The speed-time graph shows at a glance the
intervals during which the ants speed is
constant or changing.

Distance-Time Graph (in any order): From this graph,
you can figure out an objects speed; if the angle of
the line on this graph changes, the speed has
changed; this graph shows how distance and time
are related; this graph does not show the actual path
that an object took.
6. a line that slopes upward initially, then slopes

downward
7. a horizontal line at y = 0
8. a horizontal line at y = 0

1. Graph A
2. Graph B
3. positive acceleration
4. negative acceleration
5. The object is accelerating.

1. the distance an object travels from a reference
point
2. The line on a distance-time graph shows how
much an objects position changes during a
period of time. To find an objects speed,
divide the distance traveled by the time.
3. A distance-time graph can help determine
the speed of two objects. The lines can be
compared. Steeper lines mean that average
speed is greater.
4. The motion of an object moving at a constant
speed appears as a straight line on a distancetime graph.
Motion and Forces
2
3
Time (h)
3. Both describe motion; however, distance-time

graphs show how time and distance are related,
whereas speed-time graphs show how speed
and time are related.
T10
2. Yes; the crab traveled at a constant speed from

minutes 1 to 2 at 15 cm/min.
Answers continued
5. The speed of the object changed.
6. The speed of an object.
7. 0
8. an object moving with constant speed

1. (Possible answers) The train traveled a total
distance of 500 km; the distance traveled in
the fourth and fifth hours was less than the
distance traveled in each of the first 3 hours.
2. The train traveled for a total of 5 hours.
3. (Possible answers) The trains speed remained
the same for the first 3 hours; between the
third and fourth hours, the trains speed
decreased by 10 km per hour and remained
the same until the end of the trip.

1. The cars speed increases.
2. The cars speed decreases.
3. The object has an average speed of 3cm/s.
4. The speed of the object is increasing.
e. 2030 seconds: The object slowed from

20 m/s to 0 m/s.
2. It traveled 30 m/s for 5 seconds, so it went a
distance of 150 m.

Multiple Choice
1. A
2. B
True or False
3. F; x-axis
4. T
5. F; does not
6. T
7. F; y-axis
8. T

Completion
1. time
5. A distance-time graph can be used.
2. constant
6. The object is at rest.
3. speed
7. The object it represents is traveling faster than

if it were closer to the x-axis.
4. upward
8. It covers a greater distance each second.

9. Its speed decreases, and it covers a smaller
distance each second.
d. 1520 seconds: The object traveled at a

constant velocity of 20 m/s.

1. Possible answer: The line on the graph would
go from (0, 0) to (5, 10) and then back to
(15, 0). Then it would drop below the line to
the second quadrant at (20, 5).
2. Possible answer: I would use the corner of the
room and measure in meters or centimeters. I
would measure in from both walls (x-and z-axes)
and up from the floor (y-axis).
Challenge (page 41)

The graph should show that the rock accelerated at
a constant rate during the first 5 seconds, then it
traveled at a constant velocity between 5 and
10 seconds, negatively accelerated from 10 to
12 seconds, traveled at a constant speed from 15 to
20 seconds, and then negatively accelerated to a stop
from 20 to 25 seconds.
1. a. 05 seconds: The object accelerated from
0 m/s to 30 m/s.
5. changing
Short Answer
6. An object at rest is represented by a horizontal
line at y = 0 on a speed-time graph.
7. Sample answer: The steeper the line on the
graph, the greater the objects speed will be.
8. No; a distance-time graph does not show the
actual path of a moving object. There is
nothing on the graph that shows direction.
Lesson 3
Launch Lab (page 45)
1. The flat sheet of paper fell slower than the
book. The flat sheet of paper fell slower than
the wadded sheet of paper.
2. Answers will vary. Possible answers: The book
fell faster than the paper because the paper
was more affected by air. The wadded paper
fell faster than the flat paper because there
was less air pushing up against it.

1. noncontact force
b. 510 seconds: The object traveled at a

constant velocity of 30 m/s.
2. friction
c. 1015 seconds: The object slowed from

30 m/s to 20 m/s.
4. Newtons second law of motion
Motion and Forces
3. gravity
5. inertia
T11
Answers continued
6. air resistance
7. Newtons third law of motion
8. forces
9. contact forces
10. Newtons first law of motion
MiniLab (page 49)

1. Answers will vary, but students should
mention the weight at the end of the string
causes the skateboard to move forward.
2. The skateboard rolls smoothly until it hits the
barrier, and then it stops suddenly. The clay
moves along with the skateboard until the
skateboard stops. The clay then continues
moving forward and flies off the table.
3. There is little friction while the skateboard is
rolling. When the skateboard hits a barrier,
the forces on the skateboard are unbalanced,
and the skateboard stops. The clay moves
along with the skateboard because of static
friction between them. Inertia causes the clay
to continue moving forward and off the table
when the skateboard hits the barrier.

1. Sample answer: The flat piece of paper has a
larger surface area than the ball of paper has.
2. Sample answer: I predict that the flat piece of
paper will be more affected by air resistance,
because it has a larger surface area.
3. Sample answer: The ball of paper fell to the
floor more quickly than the flat piece of
paper.
4. Sample answer: The more surface area the
paper had, the more air resistance acted on it
and the more slowly it fell to the floor. My
prediction was correct.
5. Sample answer: The force of gravity between
two objects is determined by the masses of the
objects and the distance between them. Both
pieces of paper have the same mass and were
held the same distance from the floor. So, the
gravity acting on each was the same.
Therefore, a difference in the force of gravity
acting on the pieces of paper could not
account for the difference in their motion.

1. a push or a pull on an object
1. Newtons third law of motion
2. the Newton (N)
2. Force
3. A contact force is a push or a pull on one

object by another object that is touching it,
while a noncontact force is a force that pushes
or pulls an object without touching it.
3. Gravity
4. Newtons second law of motion
5. Contact force
7. Noncontact force
8. Air resistance
9. Newtons first law of motion

1. contact
2. contact
3. noncontact
4. noncontact
5. contact
6. contact
4. (possible answers in any order) a child pulling

a wagon; a group of people pushing a car;
fingers pushing the keys of a piano
5. (possible answers in any order) gravity; the
force between magnets
6. If the mass of an object increases, the
gravitational force between it and another
object increases.
7. As two objects move apart, the gravitational
force between them decreases.
8. Mass is the amount of matter in an object.
Weight is the gravitational force acting on an
objects mass.
7. T
1. B
8. F; Newton (N)
2. C
9. F; or very large
3. B
10. F; depends
11. T
4. B
12. T
1. 50 N; unbalanced forces; right
13. F; more
2. 0 N; balanced forces; does not move
14. T

4. -120 N; unbalanced; left
T12
Motion and Forces
6. Friction
Answers continued
2. A
6. -25 N; unbalanced forces; left
3. C

5. C
6. A
7. B
Completion
1. friction

1. C
2. gravity
3. noncontact
2. B
4. balanced
3. A
Short Answer
5. If the forces acting on an object are balanced,
the velocity of the object will not change.
4. B
5. C
6. If the force acting on an object increases, its

acceleration will increase, as long as its mass
stays the same.
6. A
7. B
8. C
9. A
Multiple Choice
4. C
1. Possible answer: The engine gives the wheels

energy, which transfers to the ground as
friction acts on the moving car. The engine
must give the wheels the same amount of
energy that is transferring to the ground plus
enough to overcome the friction and keep the
car moving forward at a constant speed.
2. Possible answer: Some students might say that
it is useful even if you cant duplicate the
conditions in the real world and if nothing in
the thought experiment contradicts
experience. Other students might say that it
isnt as useful because you didnt duplicate the
conditions in the real world by showing
results from an experiment.
Challenge (page 60)

1. Given: F = 25 N; m = 12.5 kg
25 N
F
a = __
a = ______
m
12.5 kg
a = 2 m/s2
a = 4.0 m/s2
2. Given: m = 5 kg
F = 5 kg 4.0 m/s2
F = ma
F = 20 kg m/s2 or 20 N.
3. Given: F = 300 N; a = 2 m/s2
F
m = __
a
300 N
m = ______
2 m/s2
m = 150 kg

Matching
1. B
Motion and Forces
7. When one object exerts a force on another

object, the second object exerts a force of
equal size and opposite direction on the first
object.
Labs A and B (pages 63, 66)

10. Answers will vary but should include taping
inflated balloons around the clay figure to
protect it, restraining the figure with ribbon
that is taped to the vehicle, and placing tape
on the floor near the barrier so the vehicle
slows down gradually.
11. Answers will vary. Possible answer: Gravity
pulled the vehicle down the ramp, and inertia
caused it to continue moving along the track.
When the vehicle hit the barrier, the unbalanced
force stopped its motion. The clay figure stayed
on (or in) the vehicle because of static friction.
When the vehicle stopped, the force of the
balloons against the clay figure provided a
weak force that gradually stopped the figures
motion.
Communicate Your Results Students should give
details about their experiment, including the setup
they used, the method of restraining or protecting
the clay figure, the average speed of the vehicle, and
any modifications they made if the first trial did not
work.
B. Extension Before students begin planning the
activity, discuss how forces and inertia affect the
figure as it falls. Students might choose to reduce
the impact of the object with objects such as balloons,
bubble wrap, foam, or a pillow. Alternatively, they
might try to decrease the rate of falling by using a
parachute.
T13
Answers continued
Chapter Lab C (page 69)
8. acceleration
Please Note:
9. net
Students must complete Lab B before they are

assigned Lab C.
The procedure given below is just one
possibility of many.
If you have students perform the labs they
design, make sure proper safety precautions
are included before allowing them to proceed.
Chapter Test A (page 72)

10. distance or direction
12. reference point
13. motion
Sample procedure:
14. speed
Ask a Question What is the effect of gravity on the

motion of an object?
15. velocity
Form a Hypothesis Student hypotheses will vary, but

the following is an example: If the weight attached to
the paper clip increases, then the car will move to the
edge of the table with increasing acceleration because
force equals mass multiplied by acceleration.
Test Your Hypothesis Testing procedures will vary, but
the following is an example:
Attach a weight on the end of the paper clip
and let the weight drop off the end of the
table while it is attached to a string connected
to a toy car on the table.
Investigate forces by attaching different size
weights to the end of the paper clip and using
a stopwatch to measure the time it takes to
move the car across the table.
Analyze and Conclude Students should present an

analysis of their data and some conclusion.
Chapter Key Concepts Builder (page 70)

Students should work effectively in groups, showing
cooperation and initiative. They should use the
appropriate formulas to create the distance-time and
speed-time charts and use those charts to construct
the graphs. They should demonstrate an understanding
of the graphs by expressing statements such as I
know that the speed of the object increased over
distance and time, It slows down after minute
five, and It moves at a constant speed.

Multiple Choice
1. C

Short Answer
17. Sample answer: When an objects acceleration is
negative, its motion changes by slowing down.
18. Sample answer: The net force is calculated by
adding the forces using a positive number to
indicate the size and direction of one force
and a negative number to indicate the size
and direction of the other force.
19. Sample answer: A distance-time graph can be
used to determine the total distance traveled
and the total time traveled. Then, the total
distance traveled can be divided by the total
time traveled to obtain the objects average
speed.
Concept Application
20. Sample answer: When the skydiver opens the
parachute, the amount of air resistance opposing
downward motion greatly increases. This results
in a slowing of the skydivers downward motion.
21. The factors that determine an objects weight on
Earth are the masses of the object and Earth
and the distance between the object and Earth.
Chapter Test B (page 74)

Multiple Choice
1. B
2. A
3. B
Completion
4. Balanced
5. gravity
6. noncontact
2. C
7. Unbalanced
3. A
8. acceleration
4. B
9. net force
5. B
Completion
6. Balanced
7. velocity
T14

Motion and Forces
Use different surfaces such as waxed paper

and sandpaper to experiment with the effects
of friction on the motion of the car.
16. acceleration
Answers continued
12. reference point
Chapter Test C (page 78)
13. motion
14. speed
15. velocity
16. acceleration

Short Answer
17. The box would move to the left because the
two forces combine to produce a net force to
the left.
18. Sample answer: When the direction changes
without changing the speed, only the velocity
changes. When speed and velocity change, a
change in acceleration occurs.
19. 234 m/36 min = 6.5 m/min
Concept Application
20. Sample answer: Air resistance is a force that
acts in the direction opposite to motion.
When a race car moving at a great speed
deploys a parachute, the parachute increases
air resistance on the car, and its motion slows.
So, the parachute is used to rapidly slow the
motion of the race car after a race.
21. Sample answer: Distance is one of the two

factors that affect an objects weight. As the
astronauts distance from Earth increases, her
weight decreases, because the force of gravity
acting between Earth and the astronaut
decreases.

Multiple Choice
1. A
2. D
3. C
4. C
Completion
5. Balanced
6. gravity
7. Unbalanced
8. acceleration
9. net force
Motion and Forces

12. reference point
13. motion
14. speed
15. velocity
16. acceleration

Short Answer
17. Sample answer: If an object is not accelerating,
you can assume that its speed and velocity are
not changing.
18. Sample answer: These two situations are
similar in that the forces acting on the desk
are balanced in both cases. They differ in the
number of forces acting on the desk.
19. Sample answer: This statement is true. A
change in velocity can occur when the
objects speed is constant but the object
changes direction. However, any change in
speed results in a change in velocity, because
velocity is a product of speed and direction.
20. Sample answer: Both graphs show time on the
x-axis. As an object slows down, it is still
increasing its distance traveled, so as time
moves forward each data point is higher on
the y-axis, so it is represented by an upwardsloping line on a distance-time graph.
However, as speed decreases, time is still
moving forward, so each data point is farther
away from point zero. Thus, it is shown by a
downward-sloping line on a speed-time graph.
Concept Application
21. Sample answer: Weight is a measure of the
force of gravity acting on a person or object.
It is affected by the masses of the objects and
the distance between them. In this case, the
mass of the person and Earth and the distance
between them. When a persons mass decreases,
the force of gravity (weight) between Earth
and the person decreases.
T15

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