Aligned to NC Essential Standard 5.P.1
Students will understand force, motion, and the relationship between them.
Student Knowledge:
Students know:
that gravity pulls any object on or near the earth toward it without touching it.
that friction is a force that is created anytime two surfaces move or try to move across each other.
that all matter has mass.
that it is possible to measure the motion of an object based on the distance it will travel in a
certain amount of time.
that a graph can be created using one axis to represent the distance that an object travels, and
the other axis to represent the period of time the object is traveling.
how to construct a graph that demonstrates a relation of distance to time.
that the greater a force is, the greater the change (in motion) it produces. The greater the mass
of the object being acted on, the less the effect of the (same) force.
Students understand:
that changing any or all of these factors will affect the motion of an object.
Clarifying Objectives:
Explain how factors such as gravity, friction, and change in mass affect the motion of objects.
Infer the motion of objects in terms of how far they travel in a certain amount of time and the direction in
which they travel.
Illustrate the motion of an object using a graph to show a change in position over a period of time.
Predict the effect of a given force or a change in mass on the motion of an object.
How does the manipulation of a variable affect the motion of an object?
What effect do balanced and unbalanced forces have on objects?
How is universal gravitation influenced by the mass of an object?
Bowling Ball Basics by Heather M. Kaiser is licensed under a
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Click here to access the feedback form for this unit. Thank you.
Essential Questions:
In what way would manipulation of the mass of an object change its’ motion?
How do forces and change in mass affect the motion of objects?
Why do objects of different masses react differently to changes in conditions?
How can you identify the motion of an object?
What can be inferred about the motion of objects in terms of how far they travel in a certain amount of
time?
What can be inferred about the motion of objects in terms of time and the direction in which they travel?
Why is a line graph the most effective method for communicating the motion of an object?
How could you illustrate the motion of an object through the use of a graph?
Why would you use a graph to show a change in position over a period of time?
Differentiation strategies to meet diverse learner needs:

Flexible grouping

Tiered assignments
Sample Materials: stopwatches or timers, balls of various masses, cardboard or wood planks for ramps,
wax paper, sand paper, cooking oil or spray, and cardboard tubes or plastic bottles for “bowling pins”.
Key Vocabulary:
inertia
push
acceleration
line graph
speed
balanced forces
mass
traction
constant velocity
motion
unbalanced forces
friction
net force
variable
gravity
pull
velocity
ENGAGEMENT
Begin with a discussion about recreational activities. What do you do for fun? Continue prompting and
recording ideas until someone mentions bowling. If this happens early in the discussion, continue to
record responses for another minute or two and then return the class focus to bowling. Ask students to
describe their experiences with bowling. What equipment do you use to bowl? Does everyone use the
same ball? Do they wear any special clothing? What happens to the ball after they roll it? Give each
student a sticky note. On your sticky note, write one thing you wonder about bowling and then take
your note to our Wonder Wall and post it there. (These will become guiding questions for the teacher
during exploration of the topic.)
Bowling Ball Basics by Heather M. Kaiser is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Click here to access the feedback form for this unit. Thank you.
EXPLORATION
Introduce the simulation. I (the teacher) am the owner of a local bowling alley (make up your own fun
name for added effect). Recently there have been some complaints from bowlers who are playing in
leagues, so I have decided to hire you (students) to survey the bowlers and make some recommendations
for improving my facility. We already know that each bowler uses a different ball and that the mass of
each ball might be different. Could this be affecting the outcome of their game? At this point each
group of students will be given a bowler scenario packet to guide the rest of their exploration.
Note: The teacher should stay in character as the owner of the bowling alley as much as possible to
encourage students to see this as a real world simulation.
EXPLANATION
As students complete the first task, ask them what variable caused the bowler to be frustrated with their
experience. Introduce the idea that mass of an object will affect the speed of the object. Students
should stop and make notes in their packet. Following each scenario, students must report their findings
to the owner (teacher). At this point, the teacher explains any important concepts and guides students
to record information in their packet. This continues throughout the unit until all scenarios have been
completed. (Circulate amongst the groups as they work. Offer words of encouragement but no actual
assistance.) .
ELABORATION
Once students have completed the scenarios, it is time for the groups to develop their recommendations
to the owner. Provide a variety of materials that students can use to build a model of a bowling alley.
Allow ample time for students to work together to build their models. Inform students that they will be
responsible for explaining their model to the owner. The owner is looking for a model that will improve the
experience of bowling at their facility. Successful models will consider each problem faced in the
scenarios and incorporate a method for correcting the problem to create an ideal bowling experience.
EVALUATION
Evaluation Tools:

Teacher observation and anecdotal records.

Performance Tasks Rubric (see attached)

Student Notebook

Writing Probe Final Evaluation – “Explain why some bowlers had difficulty knocking down the
pins and/or retrieving their ball while others did not. Include important science concepts and
vocabulary in your explanation.”
Bowling Ball Basics by Heather M. Kaiser is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Click here to access the feedback form for this unit. Thank you.
EXTENSIONS

Make a list of recreational activities that are influenced by gravity, friction, and mass.

Create a poster to advertise an invention that will make someone a better bowler.

Design and build a game that is influenced by gravity, friction, and mass.
Bowling Ball Basics by Heather M. Kaiser is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Click here to access the feedback form for this unit. Thank you.
Rubric: Bowling Ball Basics
This is a hands-on/minds-on inquiry based simulation in which students discover the relationship between
force and motion.
Bowling Ball Basics
Levels of Achievement are designed to match the level of education required to attain a career
in that field.
1 pt. – Requires at least a
high school diploma.
2 pts. – Typically requires a
minimum 4 year
apprenticeship.
Contains detailed drawings
and notes for 3-5
accomplished tasks.
3 pts. – Requires a minimum
of 2 years post-secondary
education.
Contains detailed drawings
and notes for every
accomplished task.
Training Manual
Assesses your ability to
maintain accurate records
in your notebook.
Contains detailed
drawings and notes for 12 accomplished tasks.
Problem-Solving
Assesses your ability to
be persistent, ask good
questions, and try many
different strategies to
accomplish your task.
Employs 1 or 2 strategies
to accomplish each task.
Requires frequent
encouragement and
arrives at a solution for
each task only after a
great deal of extra
support.
Shares responsibility and
takes turns throughout
some of the simulation.
Employs 2-3 strategies to
accomplish each task, is
easily encouraged and arrives
at a solution for each task
with minimal extra support.
Employs multiple strategies
to accomplish each task, is
persistent, asks questions and
requests additional materials
as needed.
Values the ideas of group
members. Shares
responsibility and takes turns
throughout most of the
simulation.
Makes very little use of
the new vocabulary as it
is introduced and during
subsequent tasks
throughout the
simulation.
Makes use of some of the
new vocabulary as it is
introduced and during
subsequent tasks throughout
the simulation.
Values the ideas of group
members. Cooperates well
and encourages other groups
to keep trying until they
succeed. Shares
responsibility and takes turns
throughout the entire
simulation.
Makes use of all new
vocabulary as it is introduced
and continues to use these
words appropriately in
subsequent tasks throughout
the simulation.
Team Work
Assesses your ability to
cooperate with your
partner, share materials,
encourage others, and be
responsible.
Technical Vocabulary
Assesses your ability to
implement new
vocabulary into your
discussions, problemsolving, and notebook.
Teacher comments:
Final Grade:
Bowling Ball Basics by Heather M. Kaiser is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Click here to access the feedback form for this unit. Thank you.
Credits:
Bowling Alley Equipment Maintenance
Images used in accordance with licensing terms - Jupiterimages Corporation © 2012