Natural Resources: Physical Science Spring 2020 Sanders

Newton’s Three Laws Unit Outline The suggested schedule for this unit: Week of April 27- Don’t waste a good pandemic! This week is all about Newton’s Three Laws of Motion-which he worked on during a pandemic. Week of May 4- Start to wrap up the semester. This pandemic may create some interesting changes to our food supply. Create your own solutions to ending world hunger. Only if there is time permitting should you do one of the Choose Your Own Adventure. You may also choose ​ ​ to do an item that you didn’t get to do or want to do again from a previous unit this quarter.

Mandatory Items: Week 1 To be turned Suggested date for com​ pletion and turn in is Monday, May 4th in to ​ Sanders

A pandemic blog post Read “A Pandemic is a Terrible Thing to Waste”

Newton’s Laws PPT Digital or paper based

NASA Video (if you have internet) https://youtu.be/KvPF0cQUW7s x Choose your own adventure-Pick 2 of the following items x

Become a Globe Observer https://observer.globe.gov/about/get-the- app

Digital Basketball Newton’s Laws https://www.nasa.gov/audience/foreduca game tors/microgravity/home/free_fall_ball.htm l

Newton’s Laws home lab activity Paper based

Create your own! Create your own labs or demonstrations for Newton’s Three Laws of Motion

Extra Practice

Khan Academy https://www.khanacademy.org/science/p hysics/forces-newtons-laws

Natural Resources: Physical Science Spring 2020 Sanders

Mandatory Items: Week 2 To be turned Suggested date for com​ pletion and turn in is Friday, May 8th in to ​ Sanders

Problem 7.1.1 Solving World Paper based x Hunger

Food Shortage Article Explain if/how this article related to society today and how we can ensure our own food security in 1 page or less

Choose your own adventure-Pick 1 of the following items x (time permitting)

Food and Agriculture Scavenger Hunt

Review Create a review of the most interesting topics we have covered this semester

Teach Teach a lesson about a topic we have covered this semester to a friend or family member

Outline your reading list for the Books, ebooks, audiobooks and summer magazines

Previous Choose Your Own Pick an item from a previous unit that you Adventure Item didn’t get to do but would like too.

Go for a walk outside Create a scavenger hunt for a walk and share it with family or friends

A Pandemic is a Terrible Thing to Waste Many people I know are already complaining about the “interruption” of the coronavirus. Life is on hold. Classes have gone virtual or gone away completely. It feels like society is not making progress.

But really—this is totally up to us.

I don’t mean to sound flippant during this pandemic when many are facing self- quarantines. I just believe that if we handle this interruption well, we might be surprised at what can be accomplished that would have never happened in our normal and busy routines.

Did you know that Isaac Newton was a college student during the Great Plague of London in 1665? Although it would take another 200 years for doctors to understand what caused the sickness, folks had enough sense to send students home to practice social-distancing.

And that’s when the magic happened.

Cambridge sent students home, so Newton returned to Woolsthorpe Manor, his family’s estate about 60 miles northwest of campus. Without his teachers to guide him, Newton flourished. The year he spent away was later referred to as his annus mirabilis, the year of wonder.

First of all, he continued working on math problems that he’d begun at Cambridge University on his own. Believe it or not, the papers he wrote became the creation of calculus.

Second, he acquired some prisms and began experimenting with them in his room, even boring a hole through his shutters so only a small beam of light could shine through. From his explorations emerged his theories on optics.

Third, outside his window was an apple tree. Yes, the apple tree we’ve all heard about. While parts of the narrative are an urban legend, his assistant confirmed much of the story is true. It was while sitting under that tree an apple fell, which launched his thinking. “The same power of gravity which made an apple fall to the ground was not limited to a certain distance from the earth (to a tree) but must extend much farther than was usually thought. ‘Why not as high as the moon?’ he said to himself.”

From this apple, Newton developed his theory on the law of gravity and his laws of motion.

What We Learn From Isaac Newton

Back in London, a fourth of the population would die of the plague between 1665-1666. It was one of many outbreaks during the 400 years that the Black Plague ravaged Europe.

But today, we’ve all benefited from that outbreak.

Isaac Newton returned to Cambridge in 1667 with his theories in hand. Within six months, he was made a fellow. Two years later, he became a professor—not bad for a man in his twenties. We have all been improved by his time alone during a pandemic.

So, what could you do during this time of social distancing?

Pandemics: An Interruption or an Introduction?

The concept is so simple it eludes us. It was actually because Isaac Newton couldn’t stay busy with his normal work that he made some of his most important discoveries. A big interruption became a big introduction to discoveries and advantages. But he had to choose to make his problem a possibility, to make his obstacles opportunities. He had to invest his time, not waste it. The stumbling block to his education became a steppingstone for new learning.

So, how did he turn life in his favor?

1. He had time and solitude to muse and to create. I think most people run from solitude. We are conditioned to put our earplugs in and make noise. Turn the radio on. Drown out the boredom. While there’s nothing wrong with this, it frequently prevents original thinking. Neuroscientists tell us that it’s during times of boredom our brains develop empathy and creativity. Fortunately, Isaac Newton had no video games or television with which to squander his time. When nothing and no one consumed his time, he had the time to imagine and come up with some timeless ideas.

2. He had ownership of his day to pursue what interested him.

When no one is around to tell us what to do, we ought to experience our greatest moments. We own those moments. Isaac Newton pursued the things he wanted when he wanted. He didn’t squander his freedom. I’m sure he took time for fun, but his tasks were fun because he was in charge of them. Call it metacognition. Ownership creates initiative. Good things can happen when we have autonomy—we can master a passion.

3. He had margin to observe and to experiment.

A college student’s life is usually full. A combination of classes, clubs, studies, and sports leaves little margin in the week. Newton’s life came to a halt, just like yours and mine, during the pandemic. He leveraged his days experimenting with light, exploring mathematical equations, and writing new theories about how the world works. And it paid off. With brain bandwidth to observe and investigate, he was promoted twice in three years.

Today, I am so grateful Isaac Newton had some spare time. What will you do with yours?

Growing Leaders: https://growingleaders.com/blog/a-pandemic-is-a-terrible-thing-to- waste/?utm_source=Master+List+%28Monthly%2C+Weekly%2C+Daily%2C+Events+%26+Of fers%29&utm_campaign=1c28bfd6dc- January_Leadership_Link_2018_COPY_01&utm_medium=email&utm_term=0_b8af65516c- 1c28bfd6dc-304595390&mc_cid=1c28bfd6dc&mc_eid=9cf97295fe Newton’s Laws of Motion I. Law of Inertia II. F=ma III. Action-Reaction While most people know what Newton's laws say, many people do not know what they mean (or simply do not believe what they mean). Newton’s Laws of Motion

 1st Law – An object at rest will stay at rest, and an object in motion will stay in motion at constant velocity, unless acted upon by an unbalanced force.  2nd Law – Force equals mass times acceleration.  3rd Law – For every action there is an equal and opposite reaction. 1st Law of Motion (Law of Inertia)

An object at rest will stay at rest, and an object in motion will stay in motion at constant velocity, unless acted upon by an unbalanced force. 1st Law

 Inertia is the tendency of an object to resist changes in its velocity: whether in These pumpkins will not move unless acted on motion or by an unbalanced force. motionless. 1st Law

 Once airborne, unless acted on by an unbalanced force (gravity and air – fluid friction), it would never stop! 1st Law

 Unless acted upon by an unbalanced force, this golf ball would sit on the tee forever. Why then, do we observe every day objects in motion slowing down and becoming motionless seemingly without an outside force? It’s a force we sometimes cannot see – friction. Objects on earth, unlike the frictionless space the moon travels through, are under the influence of friction. What is this unbalanced force that acts on an object in motion?

 There are four main types of friction:  Sliding friction: ice skating  Rolling friction: bowling  Fluid friction (air or liquid): air or water resistance  Static friction: initial friction when moving an object Slide a book across a table and watch it slide to a rest position. The book comes to a rest because of the presence of a force - that force being the force of friction - which brings the book to a rest position.  In the absence of a force of friction, the book would continue in motion with the same speed and direction - forever! (Or at least to the end of the table top.) Newtons’s 1st Law and You

Don’t let this be you. Wear seat belts. Because of inertia, objects (including you) resist changes in their motion. When the car going 80 km/hour is stopped by the brick wall, your body keeps moving at 80 m/hour. 2nd Law 2nd Law

The net force of an object is equal to the product of its mass and acceleration, or F=ma. 2nd Law

 When mass is in kilograms and acceleration is in m/s/s, the unit of force is in newtons (N).  One newton is equal to the force required to accelerate one kilogram of mass at one meter/second/second. 2nd Law (F = m x a)

 How much force is needed to accelerate a 1400 kilogram car 2 meters per second/per second?  Write the formula  F = m x a  Fill in given numbers and units  F = 1400 kg x 2 meters per second/second  Solve for the unknown

 2800 kg-meters/second/second or 2800 N If mass remains constant, doubling the acceleration, doubles the force. If force remains constant, doubling the mass, halves the acceleration. Newton’s 2nd Law proves that different masses accelerate to the earth at the same rate, but with different forces. • We know that objects with different masses accelerate to the ground at the same rate. • However, because of the 2nd Law we know that they don’t hit the ground with the same force. F = ma F = ma 98 N = 10 kg x 9.8 m/s/s 9.8 N = 1 kg x 9.8 m/s/s

Check Your Understanding

 1. What acceleration will result when a 12 N net force applied to a 3 kg object? A 6 kg object?

 2. A net force of 16 N causes a mass to accelerate at a rate of 5 m/s2. Determine the mass.

 3. How much force is needed to accelerate a 66 kg skier 1 m/sec/sec?

 4. What is the force on a 1000 kg elevator that is falling freely at 9.8 m/sec/sec? Check Your Understanding

 1. What acceleration will result when a 12 N net force applied to a 3 kg object? 12 N = 3 kg x 4 m/s/s

 2. A net force of 16 N causes a mass to accelerate at a rate of 5 m/s2. Determine the mass. 16 N = 3.2 kg x 5 m/s/s

 3. How much force is needed to accelerate a 66 kg skier 1 m/sec/sec?

66 kg-m/sec/sec or 66 N

 4. What is the force on a 1000 kg elevator that is falling freely at 9.8 m/sec/sec?

 9800 kg-m/sec/sec or 9800 N

3rd Law

 For every action, there is an equal and opposite reaction. 3rd Law

According to Newton, whenever objects A and B interact with each other, they exert forces upon each other. When you sit in your chair, your body exerts a downward force on the chair and the chair exerts an upward force on your body. 3rd Law

There are two forces resulting from this interaction - a force on the chair and a force on your body. These two forces are called action and reaction forces. Newton’s 3rd Law in Nature

 Consider the propulsion of a fish through the water. A fish uses its fins to push water backwards. In turn, the water reacts by pushing the fish forwards, propelling the fish through the water.  The size of the force on the water equals the size of the force on the fish; the direction of the force on the water (backwards) is opposite the direction of the force on the fish (forwards). 3rd Law

Flying gracefully through the air, birds depend on Newton’s third law of motion. As the birds push down on the air with their wings, the air pushes their wings up and gives them lift.  Consider the flying motion of birds. A bird flies by use of its wings. The wings of a bird push air downwards. In turn, the air reacts by pushing the bird upwards.  The size of the force on the air equals the size of the force on the bird; the direction of the force on the air (downwards) is opposite the direction of the force on the bird (upwards).  Action-reaction force pairs make it possible for birds to fly.

Other examples of Newton’s Third Law

 The baseball forces the bat to the left (an action); the bat forces the ball to the right (the reaction). 3rd Law

 Consider the motion of a car on the way to school. A car is equipped with wheels which spin backwards. As the wheels spin backwards, they grip the road and push the road backwards. 3rd Law The reaction of a rocket is an application of the third law of motion. Various fuels are burned in the engine, producing hot gases. The hot gases push against the inside tube of the rocket and escape out the bottom of the tube. As the gases move downward, the rocket moves in the opposite direction. Name: .-~~- Partners: ._~._~.____._~~_.___~__._~~_. Date: Period: Newton's Laws Activities

Dominoes Dash 11" Law of Motion)

Bgckground Information:

Isaac Newton' 5 lH law of motion.. also called the !:§.w of lnertia, states that objects at rest stay at rest and objects in motion will remain in motion until pushed or pulled by a force. When objects are not moving they are said to be at rest.

Average speed is the rate of motion calculated by dividing the distance traveled by the amount of time it takes to travel that distance, Average speed =total distance traveled / travel time or s = d It

Materials: 28 dominoes, meter stick, stopwatch, and a calculator. p[~cedure:

1. Set up all 28 dominoes with equal spacing between them. Set the domInoes In a straight line to cause a chain reaction when the first domino is pushed, 2. Measure the length of the domino row from the first to the last domino in centimeters (em), Record this data in the tahle. 3, Use the stopwatch to measure the time it takes for the entire row of dominoes to fall after the fIrst domino is. pushed until the last is down in seconds (sec). Record the data in the table, 4, Calculate the -speed at which the dominoes felL Record the data in the table, 5. Set up another row of a different length, Repeat steps 3 - 4, 6. Repeat for a total of 5 trials. Data Analysis:

Make a line graph to show the relationship between the length of the domino row and the time it takes to fait Put the length of the row on the X-axis and the time to fall on the v-axis.

Title: --~~~~--~ -~~----- .. -~.. -~.. -~ ~..• ~....-­

_. .. I _,.

~ ~"".- .. .­

I -­ -­

Dota Analysis!

What relationship do we see between the variables? In other words, how does the independent variable affect the dependent variable?

---.. ---.. -~.. -~.- ~-

~-~----..------..-~..-----­ Conc/usions:

1. What effect does distance have on the speed of a moving object?

~..-.----~...... --.-----. 2. What effect does time have on the speed of a moving object? ---_...... __._.

--...... - ...---- ...... - .... ----~ 3. What was the independent variable in this experiment? Why?

4. What was the dependent variable In this experiment? Why?

--...... - ...... ­ 5. VJhat are the controlled variables (constants) in thIs experiment? _ .... ------­

--_...-"" 6. Why did we use a line graph todisplay the data?

7. How does this activity relate to Newton's 1st Law of Motion (Law onnertla)?

Marble Motion 12nd Law of Motion}

Background Information:

Isaac Newton's 2nd law of motion, also called the Law of Acc~.!§ration, states that the acceleration of an object is proportional (similar) to. the force that's applied to it, and inversely proportional (opposite) to the mass of the object. In other words, if the force remains constant {the samej as the mass of an object increases) its acceleration wi!! decrease and vice versa. Force is calculated by multiplying mass times acceleration or F = m x a

Mate,;alsl ping pong ball, small marble, golf ball, softball, straw, and tray with raised side to capture moving balls Procedure:

L Set ball over marked atea of the trav and apply force by blowing through a straw on the bail to reach the other side of the tray with the raised side. Record the acceleration rate on the table as slow, meuium, or fast by placing a check on which applles. 2. Apply the ~1!me force (blow with the same force/pn the next hall and record your observation. 3. Repeat the same procedure with the other balls and record your observations.

-_._------­ '-1----1---­ I Bali, and their Acceleration Rate of the Ball, c-- i I weights in gram, (g) Slow speed -- Medium sP•.;d·····p,t speed .~

i 1 ~i"gp,,~g .--~... +.-.::.-.::.--.--- ....----.-.-.::.-.::..-f.---- E. -.--­ ..-1 f ~:I;~: II -':'--1....-_-~_-~-_._--.::.=_._..-f+...._.--=_=~- .- . -~ .._-_-4.1 G;ftbali _-",g_-,- ...__.... ____ .. _ Data Analysis:

Make a bar graph to s.how the relationship between the weight of the bans and the acceleration rate. Put the weight of thepalls on tfle x-axis and the acceJeration rate on the y·ax!s (slow, medium, fast). Mark slow, medium, and fast rates at equal distances on the graph. T;tl.: ____ Conclusions:

L \I\fhat was the independent variable in this experlment? Why?

2. What was the dependent variable in this experiment? Why?

------~--- 3. What are the controlled variables (constants) in this experiment?

4_ Why d,d we use a bar graph to display the data?

.-~------5. How does this activity relate to Newton's 2S"t Law of Motion {law of Acceleration)?

---~----~ ------

Balloon Rockets (3,d Law of Motion)

Background Information:

A rocket's movement depends on Newton's third law of motion, also termed taw of Action/Reaction, which states that for every action there is an equal and opposite reactioFl. When a rocket blows out ga: in one direction (action forceL the rocket is pushed in the opposite direction !reaction force)_ In other words, when there is a force on one thing in one direction, another force is acting on something else in another direction. The gas pushes against the rocket and the rocket pushes back just as hard against th gas.

Materials: fishing string stretched across a room, straw) medium size balloon, and tape.

Procedure:

1, Blow up a balloon, but do not tie it. 2. Surround a long piece of scotch tape around one straw located on the fishing line and attach to one end of the inflated balloon. Add tape around the other straw and tape it to the other end ( the balloon in order to secure the inflated balloon to the hanging string. 3. Slide the balloon-straw system down at equal distances to your other classmates. 4. Release the balloon. Record your observations, 5. Obtain same balloon and blow it up half-wav and repeat steps 2-4.

------~- Draw your observation of the experiment.

Questions:

1. What is the action force in this experiment?

2. What is the reaction force in this experiment?

3. What happened when the amount of force (amount of air in the balloon) was changed?

4. How does this activity relate to Newton1s 3fit taw of Motion (Law of Action/Reaction)?

--~.. -----_.. __.. _------...----­ S. Explain how bumper cars at an amusement park apply the third law of motion.

... -~--.-- -_._-_ _---­

.~---.. ---...

Name______

Problem 7.1.1 Solving World Hunger

Purpose The population of the world continues to increase, but the amount of land on which food is produced is finite. In fact, many acres of prime agricultural land are converted into residential and industrial use every year. Additionally, there are areas with good soils, but no water with which to grow crops.

In addition to current population challenges, many view current agricultural practices as unsustainable. Some groups believe the practices used to produce plants and animals decrease the diversity and health of plants and animals. How can agriculturalists produce enough food for a growing world population?

Materials

Per pair of students: Per student:  Computer with internet access and  Pencil word processing software  Agriscience Notebook

Procedure The World Hunger and Nutrition Committee is conducting a hearing. The committee views starvation, malnourishment, and obesity as poor nutrition. They have asked you and your partner to present your opinions on the main cause of hunger and poor nutrition in the world. Use your knowledge of natural resources, plants, and animals to justify your stance. Additional research will likely be necessary.

Prepare a two-page brief discussing the number one cause of hunger and poor nutrition in your opinion. Your brief should give background information on the cause and offer what you believe to be the best solution or solutions available to overcome world hunger and poor nutrition.

Proper Brief Formatting  Statement of the issue – Introductory paragraph providing an overview of the issue.  Statement of the facts – Paragraph or paragraphs outlining the facts pertaining to the issue.  Argument for your position – Main portion and should be persuasive with supporting details and research for the facts presented. Arguments should be well-organized and convincing.  Conclusion – Summary of the facts and your argument for the issue at hand.

You have five minutes to present your brief to the committee. Submit the brief one day before the hearing. Be prepared for questions in response to your brief. You will be assessed on communication and presentation.

Conclusion 1. What are three factors that make solving hunger problems worldwide a challenge?

2. How do the production practices of plants influence the availability of food?

3. How do the production practices of animals influence the availability of food?

4. Is a plant-based diet more or less sustainable than an animal-based diet for all people? Explain your reasoning.

Curriculum for Agricultural Science Education © 2017 AFNR – Problem 7.1.1 Solving World Hunger – Page 1

Food & Agriculture Scavenger Hunt Name(s):

Each item on the list is worth points. To get the points when you complete the item, you must:

• Take a picture of the item(s) or pull pictures from the Internet or newspaper ads (safe social distancing) • You may need to take a close up photo of the item(s) as well • Do all parts of the task (take all pictures, make comparisons, answer questions, etc). There will be NO partial points given for any tasks.

You will only earn points for the completed tasks.

The Scavenger Hunt: The italicized items should get a photograph taken! Points Tasks Product from the farthest away possible (to your home). 5 extra points for the most distant product in the class. Determine how many miles away this product came from (look at the label!) 50

Product made from Tempeh 10 Determine what Tempeh is made of Product (not produce) that likely contains GMOs 20 Which products have the highest chance of containing a GMO? Example of produce that is a GMO 10 What are the benefits for this product to be a GMO? Name one example of another GMO that could end world hunger. According to the USDA, what are the major food groups? 50 How much of each should an boy or girl (18 years of age) be getting of each? Picture of each food group in the correct amount What are essential vitamins & minerals the body needs? 20 What happens when you have deficiencies in iron, vitamin A, or iodine? Two product labels with the essential vitamins and minerals highlighted Examples of products that are labeled: “natural”, “100% organic”, “organic”, “made with organic materials” 50 What is the difference between each of these labels? Meats labeled “farm raised”, “wild caught”, “grain fed”, “Organic”, “Hormone Free” What are the pros and cons of each of these? 50 Why are hormones fed to cattle? Why are antibiotics given to cattle?

An example of Beef produced by Tyson, Sanderson Farms, Butterball, Jennie-O, BoarsHead, Hillshire, or Oscar Meyer 50 Explain what industrial meat production is. How are animals raised for these companies? For this example, how much water, land, and energy was used to make this amount of meat? An example of Chicken produced by Tyson, Sanderson Farms, Butterball, Jennie-O, BoarsHead, Hillshire, or 50 Oscar Meyer For this example, how much water, land, and energy was used to make this amount of meat? An example of the most unusual meat you can find (Ostrich, Buffalo, etc). 5 extra points if you have the most 20 unusual meat in the class. What are some positives of using this kind of meat? Example of fish or shellfish that is “Wild Caught” or “farm raised” 10 What are some pros and cons of each type of product? An example of fish for each: “best choices”, “good alternatives”, and “avoid” (from SeaFood Watch) 70 Explain why each fish type is classified the way it is. What is the price of each example? Does their price reflect their status? Mention of bycatch or “dolphin free” 20 Define bycatch. Product made with High Fructose Corn Syrup 10 What is the debate about high fructose corn syrup? Give the pros and cons of using this substance in food. Eggs labeled “cage free” and “organic” 20 How do these eggs differ from regular eggs? Overly packaged food & similar food in less packaging 30 What are the pros and cons of packaging? Milk labeled: “soy”, “almond”, “organic”, and regular milk 40 How are the environmental impacts of each of these different? Is one of these healthier than others? Coffee labeled: “fair trade”, “organic”, “rainforest certified”. “shade grown” 40 What are some of the major environmental problems with coffee production? What are some of the major societal problems with coffee production? “Organic”, “Natural”, and “Regular” baby food. What are the differences in marketing between these products—are some supposed to be more Earth Friendly 40 than others. How far away did each of your products come from? How is each product packaged? What are the advantages and disadvantages of each type of packaging? Item found at Farmer’s Market & the same item found at Grocery Store 30 What are some obvious differences between these two products? What is the price difference between these two products? Example of a heirloom variety of produce 30 What does the heirloom label mean? Why are heirlooms important to food security? 50 Ask someone at a farmers market: how do you keep away pests? Do you use pesticides? If not, what? 50 Ask someone at a farmers market: how do you fertilize? Do you use chemicals? If not, what? Choose a type of produce; count how many varieties of that product you see at the farmer’s market and at the 40 grocery store The most local product you can find. 5 extra points for the most local product in the class (to KHS) Why is buying local good for the environment? 50 Determine how many miles away this product came from (look at the label or ask) Determine how many kilometers away this product came from Calculate how much oil was required to get that product to the shelf 10 Most unusual produce. 5 extra points for the most unusual in the class. A non-edible organic product (candles, fabric, etc) 10 Why would you care if its organic if you don’t eat it? What are the advantages and disadvantages of buying from the grocery store; the farmers market? 30 Create a T-chart of your answers A nitrogen-based fertilizer 20 How is nitrogen used by the plant? What environmental impacts can nitrogen-based fertilizers have? A phosphorus-based fertilizer How is phosphorus used by the plant? 20 What environmental impacts can phosphorus-based fertilizers have? An organic fertilizer and an in-organic fertilizer 30 What is the difference between each? What are the pros and cons of each type of fertilizer? A pesticide that is general and a pesticide that has a specific target 30 What are the advantages and disadvantages of each? Ask 25 people: “Do you think vegetarianism is good for the environment?” 60 Create an appropriate graph of your data—be sure create an appropriate graph, with all the necessary components (axis labeled, title, etc) Ask 25 people: “Do you think eating meat is bad for the environment?” 60 Create an appropriate graph of your data—be sure create an appropriate graph, with all the necessary components (axis labeled, title, etc) A plant that protects against pests 20 How could you use plants like this in an industrial-sized garden?

Total*

*In order to get points for your grade you must get 800 points. There are 1,200 points available.