To show and then play a video clip, click on the arrow or the video clip title/description. Repeat to hide it.
UFM L6 Video Clip 1: Group 2 discusses CQ 6-1
Group 2 discusses CQ 6-1. Different students think it is A (Jonathan), B or D (Brianna). [The class then votes. Although a majority choose D, there are many who choose A, B and C.]
UFM L6 Video Clip 2: Group 1 considers whether gravity is a force
[Group 1 first realizes that the answer to CQ 6-1 is D, and then they answer the questions under the graph at the bottom of page FM-38.] They wonder whether gravity is considered a force. Mikayla argues that because the speed-time graph is increasing, there must be a force acting on it.
UFM L6 Video Clip 3: Group 2 discusses force diagram on page FM-38
Group 2 is discussing where to draw the force arrow for the falling object (bottom of p. FM-38): on top of the ball (Earth pushing it down) or on the bottom of the ball (Earth pulling it down). Courtney says putting the arrow above pushing down on the ball is consistent with the force acting on the ball. Jonathan uses an analogy with a person either pulling or pushing on a wagon and he argues the arrow should be below, suggesting Earth is pulling the object down.
UFM L6 Video Clip 4: Group 2 discusses CQ 6-2
Group 2 discusses CQ 6-2 (dropping two spheres). Courtney thinks A. Brianna argues for D because she thinks 'gravity is one strength.' Brook refers to Newton's Second Law equation and concludes that the numerator (force strength) has to be greater if the mass is greater so they fall at the same time—supporting A. Brianna then agrees, referring to the previous situation (the race between two carts), remembering they had to add more force to the more massive cart. Jonathan is unsure, and Brianna asks 'how does gravity know to put more strength on one ball than the other ball?' She might recognize that A is the best answer, but D makes more sense to her.
UFM L6 Video Clip 5: Class discusses CQ 6-2
[The instructor shows the class results, and students support all the answers. He then calls on students to support the various answers.] The first student at first chose B but now supports E (some other result/reason). She said she did not support B because gravity is a constant force. She thought of dropping a rock and a feather and knows the rock will fall faster.
The second student at first chose A, but now thinks its E. She explains that she 'knows' they fall at the same time, but she also knows that gravity (force) is the same on each. Then if she uses the equation (N2), she doesn't understand how that would work out. So she is unsure.
The third student chose B. She thinks the gravitational pull is stronger on more massive sphere, but is confused about it. She believes that a heavier object will fall faster.
The fourth student chose A because when younger she remembered Galileo's experiment that the objects fall at the same time. She thinks that gravity would have to provide a bigger effort, stronger force, on the more massive object to match the speed of the less massive object.
UFM L6 Video Clip 6: Group 2 discusses CQ 6-6
Group 2 discusses CQ 6-6. Courtney gives a reason for choice B, and Brianna supports it. Jonathan is unsure, so both Brianna and Courtney remind him of what they had done/learned in the previous activity, and he agrees.
UFM L6 Video Clip 7: Class discusses CQ 6-6
The instructor asks students who chose B to explain their reasoning and why A and C are not good choices. A student gives a good response.
UFM L6 Video Clip 1: Group 2 discusses CQ 6-1