LESSON

CONCEPT
REVIEW

The POE Demonstration

The purpose of this activity is to examine differing types and structures of activities within
the context of the inquiry cycle and see how these might be used to support inquiry
process skills and content learning in an inquiry-based curriculum unit.

The following example lesson is representative of other lessons of this type. Please review
this lesson to address the following questions, which you will then post in this discussion
thread:

1. Briefly describe what you think the primary focus of this TYPE of lesson is (in the
context of the inquiry cycle). Don’t focus on the content of this lesson specifically, but
the type of thinking and learning that this type of lesson encourages.
2. What are the critical components of this type of lesson? What seems to need to be
included in the lesson to make it work?
3. When would this type of lesson seem to work best in the learning cycle?
4. What aspects of instruction with this type of lesson might a teach need to consider
regarding pacing, media, grouping, assessment, materials, or other aspects of
teaching?
5. What three things might you suggest to a teacher who is considering using this type of
lesson?
 Learning Set 2
Session 1

Lesson 3 Objectives

1st law: Objects continue in their state of motion, Force is needed to change motion
Using Newton's 1st law as defined by the class, students explain a real life example of continued
state of motion (rest or motion) and an example of changed motion.

Assessment criteria
Explanation will identify objects' state of motion and whether the object continues or changes
motion. Appropriate force will be identified for objects that change motion. Absence of
appropriate force will be identified for objects that continue their state of motion.

Observations (evidence) with ideas are used to develop explanations of phenomena

Using observations of ballistic cart demonstrations and ideas develop during previous
demonstrations (prior idea for the first demonstration), student explain their observations.

Assessment criteria
Explanations will integrate both observations of the phenomena and ideas developed up to that
point. (Note: the student sheet "Ballistic Cart Demonstrations" supports this.)

Lesson 3 Moving Objects

The ballistic cart

Display
The question “Why did I
keep going when my bike
stopped?” and the public
posting of the question
provides students with a
focus and a reflection point.
Student Sheets:
Moving Objects
Post the question “Why did I keep going when my bike stopped?”
on the chalkboard or bulletin board. Have each student write an
initial response to the question based on his or her personal
experiences. Restate the question “Why did I keep going when
my bike stopped?” and have a few students share their initial
responses with the class.
After students have shared their responses, set-up the day’s task.
“In order to help us understand the question “Why did I
keep going when my bike stopped?” we are going to
make predictions and observations of a number of
demonstrations using a cart and ball. The cart
represents your bike and the ball represents you. As
each demonstration is done you will first make a
prediction of what you think will happen, then you will
observe what actually happens and try to give an
explanation of what you observed. As you make your
predictions, observations, and explanations you will
write these on your sheet.”
Direct the students’ attention to the student sheets where
they will be following along.

Summer 2001 73

POE
The prediction, observation,
and explanation cycle aids
students in understanding
the concepts that are being
introduced. The prediction
should include what they
think will happen and why.
The observation should be a
paragraph or a diagram of
the event. The explanation is
why the event happened the
way it did.
Summer 2001
Learning Set 2
Session 1
Ballistic Cart Demonstrations
This session consists of a series of teacher lead
demonstrations. Each demonstration illustrates an important
aspect of Newton’s 1st law. The demonstrations performed
in this order leads students to gradually develop their
understanding of the concept. Completing one
demonstration, including making explanations for what is
observed, gives students knowledge necessary to make
meaningful predictions for the next demonstration. Each
demonstration follows that same Prediction, Observation,
Explanation, (POE) cycle outlined below.
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 Learning Set 2
Session 1

The Prediction, Observation, Explanation Cycle

Predictions

Tell the students what you are going to do in the demonstration. Ask the students to make a
prediction about what will happen to both the cart and the ball. Have them write down their
predictions and why.

Discussion: After all have written their predictions choose a student to share their prediction.
Ask them the reason for their prediction. Ask for any different predictions and explanations. It is
not necessary that the predictions agree, but students have to offer an explanation for their
predictions

Observations

Perform the demonstration as described in each section and allow students to observe. Repeat the
demonstration if necessary. Have the students record their observations by writing a description
or drawing a diagram of what they see.

Explanations

Have students write an explanation that expresses their ideas about what they observed.
Explanations should address why each the cart and the ball moved as they did. Have a few
students then share their explanations with the class. Have the students also share if their
prediction matched their observation and why?

Concept Identification: Work with the students and their explanations to develop a more
general and scientifically appropriate understanding. Have students talk about their explanations.
Ask students to compare the various explanations.
Did the cart move? Why not?
Did the ball move? Why not?

Relationship to Question: Relate this back to the driving question by asking What if I used
a bicycle instead of a cart or any other object what would happen?

Summer 2001 75

Demonstrations
This first demonstration
illustrates an important part
of Newton's 1st law even
though it may seem
simplistic. Because this
demonstration is simple, this
is a good time to help
students learn the POE
process, which may be new
to them.
Multiple ideas
Use the multiple occasions
of student sharing in class
as an opportunity to allow
many students to publicly
express their ideas by
inviting different students to
speak each time.
Scaffolding
After a concept is
introduced, place the
conclusion on the board for
each demonstration. This
will help students visualize
the development of the law
as each demonstration is
performed.
Practice
These demonstrations are an
opportunity for students to
practice drawing forces.
Student can draw arrows
indicating the forces on the
ball or on the cart as part of
their predictions. They can
use these drawings as they
Summer 2001
Learning Set 2
Session 1
The Demonstrations
Hand out the “Moving Objects” Sheets.
Demonstration 1
Cart and Ball at Rest
Prediction
Do this first demonstration with the students as an example of a
POE. Also, try to tie in with what they learned about force in the
last class period. This and the next demonstration are simple and
should only take a few minutes. They should not be skipped
however as they connect the concept of force to motion and
illustrate an important part of Newton's first law.
Tell the students that you are going to place the cart with the ball
inside on the demonstration table. Ask the students to make a
prediction about what will happen to the cart and the ball if it is
left as is. What will happen to the cart? The ball?
Have them write down their predictions and why. Students
should draw arrows on the diagrams to represent the forces
acting on the ball and on the cart.
Discuss student predictions. For this first demonstration, tell
them your prediction as an example. Remember to use
experience to give a reason for your prediction. (I predict it will
not move because I have seen toy cars sitting on the table and
they did not move.)
Observation
Place the cart on the table with the ball inside and observe for a
short time. Have the students record their observations by writing
a description or drawing a diagram of what they see.
ball
ballistic cart table
Explanation
Explanations should address why cart did not move and why the
ball did not move.
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try to explain their
observations.
Real world
connections
Press students to base their
predictions on their
everyday experiences. For
example a student may
predict that the cart will not
move because they have
seen many objects such as
books etc. not move when
they are sitting on a table.
The Ball
Students may have difficulty
thinking about the ball
inside the chimney because Relationship to the Question: Relate this back to the question
they cannot see it. Use this “Why did I keep going when my bike stopped?” by asking
observation time to let
students look inside the
chimney as the cart sits on
the table.
Terminology
While we use the terms
“object,” “act upon” or “at
rest,” students will most
likely not use these terms,
rather they will use terms
like “thing,” “touch or hits”
or “won’t move.”
Clarification
Expect students to use the
term “push” or “pull” and
not “force.” If they do use
h “f ” k h
Summer 2001
Learning Set 2
Session 1
“The cart and ball do not move because there is no
unbalanced force acting on either.”
Discuss with students all the forces acting on the cart. Use the
force diagrams to help students identify these forces. See if each
force can be matched with an equal opposite force and therefore
cancelled out. Gravitational force is pulling downward and the
table is pushing upward.
Concept Identification: An object at rest stays at rest if no
unbalanced force acts on it.
Here students can generalize their explanations for why this cart
does not move to why objects in general do not move. Have
students give examples of other cases in life when things do not
move. Remind them to say in reference to what the object is not
moving.
Questions to guide concept identification:
Have students talk about their explanations. Ask students to
compare the various explanations. Did the cart move? Why not?
Did the ball move? Why not?
• What if I used a bicycle instead of a cart or any other
object initially at rest? What would happen?
• Why didn't the egg and cart move when I was holding
them?
Demonstration 2
Cart and Ball In Motion Together
Now that the class can agree that the cart and ball did not move
ask them why and what would be needed for it to move. Someone
should bring up the fact that the cart needs to be pushed or
pulled. Use this as an opportunity to relate this to pushing and
pulling activities yesterday. Again this is simple and quick but
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the term “force,” ask them
to explain what they mean.
Frame of Reference
Students will need to see
inside the cart to see the
ball staying with the cart.
Remind them that you are
using the classroom as the
frame of reference. In the
next demonstration students
will not be able to watch
inside the cart because the
spring will be release
popping the ball upward.
Gravitational force
Gravitational force is a
special case but objects
move under the influence of
this force in the same
fashion as they move due to
any other force.
Gravitational force is
special because this force is
always downward.
Balanced Forces
Students may say the cart is
“parked,” meaning that
since gravity is all around
us, it must be pointing in
from all directions and
keeping the cart in place.
Make sure they understand
what the forces are that are
acting on the cart and in
Summer 2001
Learning Set 2
Session 1
important demonstration. This is also related to the egg and cart
beginning to move down the ramp.
Prediction
Pick up the cart and ball and place it back down on the
demonstration table. Tell the students that you are now going to
push or apply a force to the cart with the ball inside. Ask the
students to write down their predictions of what will happen to
the cart and the ball and why. Have students draw arrows on the
diagrams to represent the forces acting on the cart and on the ball.
Discuss student predictions and force diagrams.
Observation
Place the cart with the ball inside on the table and give it a push.
You will probably need to catch the cart before it rolls off the
table. Remind the students to observe the cart and ball through
out its motion and to record their observations by writing a
description or drawing a diagram of what they see.
apply force
initial final
position position
Explanation
Explanations should address why both the cart and the ball
moved and why they moved together. Have a few students then
share their explanations with the class and if their prediction
matched their observation and why?
Concept Identification: An object at rest stays at rest until an
outside force acts on it.
Questions and points to guide the concept identification:
• Did the cart move? Did the ball move?
• Did they move together or separately?
• When did the cart begin to move?
• When was a force applied?
Relationship to the Question When you and your bike are at rest,
h d t th bik t ? (Y l f ht
78

which directions those
forces are working.
Motion and
Friction
Students often have a hard
time understanding that an
object in motion will stay in
motion because their daily
lives lead them to believe
otherwise. This
demonstration is important
in pointing out that the
reason why the object did
not stay in motion was
because a force (frictional
force) acted on it. Had
there been no force to act on
it, it would have indeed
stayed in motion.
Summer 2001
Learning Set 2
Session 1
how do you get the bike to move? (You apply a force or a push to
the pedals, which puts you in motion). When the egg and cart
where placed on ramp why did they begin to move? (You
removed your hand, thereby removing the force that balanced the
force of gravity on the egg and cart. The egg and cart were now
subjected to an unbalanced force and therefore began to move.)
Reading at Home
Why do I keep moving when my bike stops? - Why is it not
moving?
Demonstration 3
Friction
You may choose to do this demonstration here if a student
mentions that things do not keep moving in the real world or wait
until later to do this one.
Prediction
Pose the question “What would happen if the cart were placed on
the floor and given an initial force (push)?” Have the students
write down their predictions again. Have students draw arrows on
the diagrams to represent the forces acting on the cart and on the
ball.
Discuss student predictions and force diagrams.
Observation
Place the cart on the floor and push it. Remind the students to
observe the cart and ball throughout its motion and to record their
observations. The cart with ball inside should stop eventually due
to friction between the wheels and the floor and between the
axles and the cart. You may want to practice the amount of force
you give to the cart before hand so that the cart will travel as far
as possible but not hit the wall.
If there are different surfaces available such as carpet versus tile
floor, this demonstration can be repeated on each surface. There
will be more friction on a plush surface and the cart will slow
down and stop more quickly.
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Prepare
Practicing this
demonstration in advance in
order to get the timing
correct is highly
recommended. Tips:
• Use a level surface
• Push the cart firmly
• Snap the string
quickly and straight
back.
Demonstration
Students will probably ask
you to repeat this
demonstration. It is
engaging and the result is
unexpected.
Summer 2001
Learning Set 2
Session 1
Explanation
Students’ explanations should address why the ball and cart
stopped and where was the force.
Concept identification: An object in motion stays in motion
unless acted on by an outside force.
Questions and points to guide the concept identification: Why
did the cart stop? Where is the force? Can you imagine what
would happen if there was no friction? (Continued motion) Does
this ever happen? (In space) Reflect back on demonstration #2.
During this demonstration, a force or push put the cart and ball in
motion. What stopped the cart and ball from falling off the table?
What force was applied to the cart and ball?
Relationship to the Question If you are riding your bike, what
force or push keeps you in motion (peddling)? If you stopped
peddling, what would happen and why? You would stay in
motion until you slowed down due to friction between the
moving parts of the bike. When you are peddling, the peddling
force is equal to the friction force so you stay in motion.
Demonstration 4
Cart and Ball in Motion Separately.
Up until now the demonstration were simple and quick. This
demonstration is much more interesting and unexpected. Plan to
spend more time on each step of this one.
Prediction
Tell the students that this cart has a spring in it and that when you
pull the pin out the ball pops up. Show them how this works with
the cart standing still. The ball will land back in the cart. Tell
them that you are going to push the cart and while it is moving,
you will pull the pin. Ask them to write down their predictions of
what will happen. What will happen to the cart and the ball
before, during, and after the ball is in the air? Have students draw
arrows on the diagrams to represent the forces acting on the cart
and on the ball.
Discuss student predictions and force diagrams.
Observation
Place the cart with the ball in it at one end of the table. Push the
cart and while the cart is moving pull the pin out with a quick
straight snap of the string. The ball should pop up and land back
80
 Learning Set 2
Session 1

in the cart and both the cart and ball will continue to move
forward together at the same speed. Remind the students to
Unexpected observe the cart and ball through out its motion and to record
Results their observations.
These observations will
surprise students. Many
might initially think that the
ball will fall behind the cart.
They might also think the apply
ball can land in the cart if it force
is going slowly enough but
if it were going faster, the
ball would fall behind it.
release
ball initial position final position

Clarification This demonstration can be repeated at various speeds.

Students will have a difficult
time developing an
appropriate explanation for
these observations. Allow
time for students to express
their ideas. Help them to
clarify their ideas by asking
them to explain in greater
detail. You might want to
paraphrase their comments.
Ask other students to add on
to what was said. See if
students can express their
ideas in a number of
different ways.
Explanation
Explanations should address what happened to both the ball and
cart and why.
Concept Identification An object in motion stays in motion
unless acted on by an outside force.
Questions and points to guide concept identification: Were they
surprised by their observations? WHY? Why did the ball land in
the cart if the cart keeps moving after the ball is released? Did the
ball keep moving also? Did the cart or the ball move faster? Did
they move at the same speed? Was there a force on the cart or the
ball? Try to identify each force and direction of the force on the
ball and on the cart.

Mini-Take Home Assignment If students have trouble visualizing

Further the ball staying with the cart and still think the ball should fall
Development behind the cart or that the ball might land behind the cart if the
An additional demonstration cart were going faster, the can try a little experiment on their
that may help students to own: Drop a ball in their lap or toss one up gently and while
think about the ball moving riding in a car. Will it land behind them or in their lap or hand?
with the cart would be to
place the ball on the cart Relationship to the Question If a bike and you are moving along
outside of the chimney. and you were to jump up off your bike straight up where would
When you push the cart, you land relative to the bike?
students will be able to see
the ball stay in position
relative to the table or move
backward relative to the

Summer 2001 81

cart. Also, stop the cart and
see the ball roll forward.
This is like the egg and the
cart hitting the barrier.
Horizontal Forces
This demonstration is used
to illustrate the affect of
horizontal forces. There is a
vertical force on the ball.
This force is due to gravity
and pulls the ball downward
(but not horizontally) with
the cart.
Practice
Practicing this
demonstration in advance in
order to get the timing
correct is highly
recommended.
Explanation
The ball was moving when it
was released and continued
to move forward. The cart
was moving until a force
was applied causing it to
stop.
Summer 2001
Learning Set 2
Session 1
Reading at Home
Why do I keep moving when my bike stops? - Why is it moving?
Demonstration 5
Cart Stopped While Ball is in the Air
Prediction
Tell the students you are again going to release the ball while the
cart is moving but the cart will be slowed down while the ball is
in the air. Have students draw arrows on the diagrams to
represent the forces acting on the cart and on the ball.
Discuss student predictions and force diagrams.
Observation
Use a block or other obstacle in the path of the cart to slow or
stop the cart soon after the ball is released. Push the cart. Release
the ball while the cart is moving just before it reaches the
obstacle. Alternatively, you can use a high friction surface such
as carpeting to slow the cart quickly but not the ball. The ball will
land in front of the cart. The ball was moving when it was
released and continued to move forward, no force was applied to
the ball. The cart was moving until a force was applied.
apply release
force ball
initial position final position barrier
Explanation
Explanations should address why the cart and ball moved, why
the cart stopped, and why the ball landed ahead of the cart.
Concept Identification An object in motion stays in motion
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Time Saver
This demonstration is
optional. It can be included
if time allows. It is a nice
extension to students’
understanding of Newton's
Summer 2001
Learning Set 2
Session 1
unless acted on by an outside force.
Questions and points to guide concept identification: What did
they observe? Was there a force on the cart? (Yes--from the hand
when pushed and the obstacle) What did the force from the
obstacle do to the motion of the cart? (Slow it down). Was there a
force on the ball? Did the motion of the ball change? Does this
match with our law we have written on the board? Objects in
motion stay in motion. For the ball yes, what about the cart? It
was moving then stopped? Why? Should we add the affect of
forces to our rule?
Relating back to the driving question “Why did I keep going
when my bike stopped?” What happens if there is an obstacle in
the road that stops your bike? Explain what would happen to you
and the bike.
Final Concept Integration
Work with the class to construct a final general scientifically
appropriate understanding that integrates all of the conclusions to
the demonstration thus far.
An object in motion stays in motion or an object at rest stays
at rest unless acted on by an outside force.
Tell the students that this Newton’s 1st Law of Motion
Reading at Home
Why do I keep moving when my bike stops? - Changing motion
with force.
Demonstration 6
Cart Speeds Up While Ball in Air
This demonstration is more difficult to do. You might choose to
talk through this one rather than do it.
Prediction
Tell the students that you are now going to increase the speed of
the cart when the ball is released. Remind students to keep in
mind the rule they have just established. Have students draw
arrows on the diagrams to represent the forces acting on the cart
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1st Law.
POE’s
Students have written many
predictions, observations,
and explanations. It is
important that students
know that their work is
valued. It is also an
opportunity for students to
receive comments that will
improve their work in the
future.
Correcting
One way to manage the
large job of many student
sheets to read is to focus on
one or two concepts. For
example you could look at
students’ work to see if they
are using the previous
demonstration to make a
prediction for the next
demonstration. Next time
students complete POE’s
you could assess their
ability to use observations
to make explanations.
Summer 2001
Learning Set 2
Session 1
and on the ball.
Discuss student predictions and force diagrams.
Observation
Start the cart moving. Release the ball. After the ball is released,
increase the speed of the cart. This can be done by using a string
attached to the front of the cart looped over the edge of the table
on a pulley with a weight attached on the end of the string. The
string with the weight attached will continue to pull the cart
(applying a force) causing the cart to move faster and faster. The
ball will land behind the cart.
Another way to increase the speed of the cart after the ball is
released is to pull the string while the cart is still at rest. Then
immediately give the cart a push. In this case the speed of the cart
increases from zero to some speed. The ball was released before
the push and therefore is not moving horizontally.
Explanation
Explanations should address why the cart and ball moved, why
the cart moved faster, and why the ball landed behind the cart.
Concept Identification: An object in motion stays in motion or
an object at rest stays at rest unless acted on by an outside
force.
Questions to help guide the concept identification: Was there a
force on the ball? Did it move faster or slower? Did the cart move
faster or slower? Was there a force on the cart? Why did the ball
land behind the cart? Does this agree with our rule (on the
board)? Ask the students to describe a similar situation with them
and their bike.
Extension. What would happen if the cart began moving in a
different direction (turned) after the ball was released?
Apply Newton's 1st Law to Real World Situations
You can further reinforce Newton’s First Law by applying it to
everyday situations such as.
• Jumping out of a train like in movies
• Dropping things out of the car while it is moving
• Objects sliding forward when the car stops
• Things landing in your lap when dropped while the car is
moving
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Student Sheet: Newton's 1st
Law in Everyday Situations
Summer 2001
Learning Set 2
Session 1
Home session
Assign students the “Newton's 1st Law in Everyday Situations”
sheet. This sheet identifies everyday situations students will be
familiar with. Students are asked to make predictions for,
observations of, and explain each situation based on their
understanding of Newton's 1st Law. This is a home session that
parents can work on with their child.
Reading at Home
Why do I keep moving when my bike stops? - What did you
learn?
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