A three part 1500+ PowerPoint slideshow from www.sciencepowerpoint.com becomes the roadmap for an interactive and amazing science experience that includes a bundled homework package, answer keys, unit notes, video links, review games, built-in quizzes and hands-on activities, worksheets, rubrics, games, and much more. Also included are instruction to create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals. Text for the unit PowerPoint is presented in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control the pace of the lesson. Also included is a 12 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and the end of the unit assessment, as well as a 8 page modified assessment. 9 pages of class notes with images are also included for students who require assistance, as well as answer keys to both of the assessments for support professionals, teachers, and homeschool parents. Many video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes and are included in organized folders. Two PowerPoint Review games are included. Answers to the PowerPoint Review Games are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 8 (Ten is most difficult). Areas of Focus: -Newton's First Law, Inertia, Friction, Four Types of Friction, Negatives and Positives of Friction, Newton's Third Law, Newton's Second Law, Potential Energy, Kinetic Energy, Mechanical Energy, Forms of Potential to Kinetic Energy, Speed, Velocity, Acceleration, Deceleration, Momentum, Work, Machines (Joules), Catapults, Trajectory, Force, Simple Machines, Pulley / (MA Mechanical Advantage), Lever /(MA),Wedge /(MA), Wheel and Axle (MA), Inclined Plane / (MA), Screw /(MA). This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com Teaching Duration = 4+ Weeks

1. • New Area of Focus –
Machines, Catapults, Newtons, and
Trajectory.
Copyright © 2010 Ryan P. Murphy

3. • RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy

4. -Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Make visuals clear and well drawn. Please label.
Effort Arm
Resistance Arm

5. • RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

7. • http://sciencepowerpoint.com/

8.  New Area of Focus –
Machines, Catapults, Newtons, and
Trajectory.
Copyright © 2010 Ryan P. Murphy

9.  Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy

10.  Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy

11.  Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy
Energy removed
from system (now
Unavailable)

12.  Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy
Energy removed
from system (now
Unavailable)

13.  Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy
Energy removed
from system (now
Unavailable)

14. • Catapult Simulator: (Optional)
– http://www.forgefx.com/casestudies/prenticeh
all/ph/catapult/design-test-simulation.htm

15. • Video! (Optional) Catapult tossing a car.
– http://www.youtube.com/watch?v=BYY1XXQo
ndw
Copyright © 2010 Ryan P. Murphy

16.  Trajectory: The path that a projectile
makes through space under the action of
given forces such as thrust, wind, and
gravity.
Copyright © 2010 Ryan P. Murphy

17. Copyright © 2010 Ryan P. Murphy
A
B
C
D

18. Copyright © 2010 Ryan P. Murphy
A
B
C
D
What
colors
should
the
letter
be?

19. Copyright © 2010 Ryan P. Murphy
A
B
C
D
What
colors
should
the
letter
be?

20. Copyright © 2010 Ryan P. Murphy
A
B
C
D
What
colors
should
the
letter
be?

21. Copyright © 2010 Ryan P. Murphy
A
B
C
D
What
colors
should
the
letter
be?

22. Copyright © 2010 Ryan P. Murphy
A
B
C
D
What
colors
should
the
letter
be?

23. Copyright © 2010 Ryan P. Murphy
A
B
C
D
What
colors
should
the
letter
be?

24. Copyright © 2010 Ryan P. Murphy
A
B
C
D

25. Copyright © 2010 Ryan P. Murphy
C
Which letter
represents the
apex?
A
B
D
E

26. Copyright © 2010 Ryan P. Murphy
C
Answer: D
Apex = UpperA
B
D
E

27. • Activity! Ragdoll Cannon Game. How is
trajectory used to complete the game?
– Type Ragdoll Cannon on a Google search or
– http://www.kongregate.com/games/Johnny_K/
ragdoll-cannon
Copyright © 2010 Ryan P. Murphy

28. • Please record a picture like this and then a rough
trajectory with the club type.
Copyright © 2010 Ryan P. Murphy
Please sketch the trajectory of the
Driver, 3 Iron, 7 Iron and Pitching Wedge.

30. – Please record the following angles for these
clubs.
• Driver: 80 , 3 Iron: 65 , 7 Iron: 55 , PW: 35

31. • Please record a picture like this and then a rough
trajectory with the club type.
Copyright © 2010 Ryan P. Murphy
Please sketch the trajectory of the
Dirver, 3 Iron, 7 Iron and Pitching Wedge.

40. PW
7Iron
3 Iron
Driver

41. PW
7Iron
3 Iron
Driver
What would the projected trajectory
be of the 9 iron?

42. 9 Iron

43. • Activity! Please record the following angles
for these clubs.
– Driver: 80
– 3 Iron: 65
– 7 Iron: 55
– PW: 35

44. • Activity! Please record the following angles
for these clubs.
– Driver: 80
– 3 Iron: 65
– 7 Iron: 55
– PW: 35

45. • Activity! Please record the following angles
for these clubs.
– Driver: 80
– 3 Iron: 65

46. • Activity! Please record the following angles
for these clubs.
– Driver: 80
– 3 Iron: 65
– 7 Iron: 55
– PW: 35

47. • Activity! Please record the following angles
for these clubs.
– Driver: 80
– 3 Iron: 65
– 7 Iron: 55
– PW: 35

48. • Activity! Please record the following angles
for these clubs.
– Driver: 80
– 3 Iron: 65
– 7 Iron: 55
– PW: 35
 Golf trajectory simulator. Try and hit the
200 yard marker.
 http://www.lcs.syr.
edu/centers/simflui
d/red/golf.html

50. What would the path
look like without
gravity?

51. What would the path
look like without
gravity?

52. What would the path
look like without
gravity?
It would keep going
until acted upon by
a force.

53. What would the path
look like on Earth?

54. What would the path
look like on Earth?

57. Objects usually
have a parabolic
trajectory on Earth
because of gravity

58. Objects usually
have a parabolic
trajectory on Earth
because of gravity
Trajectory: Learn more at…
http://www.physicsclassroom.com/class/vecto
rs/u3l2b.cfm

59. • Reading Sheet Available for the Catapult
Project.

60. • Activity! Constructing a spoon catapult that
fires marshmallows to attack a fort.
– Must make it over wall – Parabolic Trajectory
Copyright © 2010 Ryan P. Murphy

61. • Activity! Creating a spoon catapult.
– You must describe some of the physics
associated with your catapult before can fire it.
Copyright © 2010 Ryan P. Murphy

62. • Activity! Creating a spoon catapult.
– You must describe some of the physics
associated with your catapult before can fire it.
– Prepare a short presentation, don’t wing it.
Copyright © 2010 Ryan P. Murphy

63. • There will be a large wall in front of target.
Need parabolic trajectory to hit target
Copyright © 2010 Ryan P. Murphy

64.  Force: Is a PUSH or a PULL, that causes a
change in the motion or shape of an
object.
Copyright © 2010 Ryan P. Murphy

65.  Engine: A machine that converts energy
into mechanical force or motion.
Copyright © 2010 Ryan P. Murphy

66. • Law Conservation of energy: energy
cannot be created or destroyed.

67. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task, but they…

68.  Machines…
 -
 -
 -
 -
Copyright © 2010 Ryan P. Murphy

69.  Transfer force from one place to another.
Copyright © 2010 Ryan P. Murphy

70.  Change direction of a force.
Copyright © 2010 Ryan P. Murphy

71.  Increase the magnitude of a force.
Copyright © 2010 Ryan P. Murphy

72.  Increase the distance or speed of a force.
Copyright © 2010 Ryan P. Murphy

73.  Machine: Anything that helps you do
work.

74.  Machine: Anything that helps you do
work.
 Work = Force x Distance

75. • Which of the following is not something
machines do.
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

76. • Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

77. • Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

78. • Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

79. • Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

80. • Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

81. • Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)

82. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

83. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

84. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

85. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

86. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

87. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

88. • Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.

89. • Law Conservation of energy: energy
cannot be created or destroyed.

90. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

91. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

92. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

93. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

94. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

95. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

96. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

97. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

98. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

99. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

100. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

101. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

102. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

103. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

104. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

105. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

106. • Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

107.  Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.

108.  Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
 The efficiency of a machine will always be less
than 100%.

109. • Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
– The efficiency of a machine will always be less
than 100%.
– If there was no friction, the best you could hope for is an
efficiency of 100% meaning work in = work out.

110. • Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
– The efficiency of a machine will always be less
than 100%.
– If there was no friction, the best you could hope for is an
efficiency of 100% meaning work in = work out.

111. • Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
– The efficiency of a machine will always be less
than 100%.
– If there was no friction, the best you could hope for is an
efficiency of 100% meaning work in = work out.

117.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

118.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

119.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

120.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

121.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

122.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

123.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

124.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

125.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

126.  Force is measured in a unit called the Newton.
Copyright © 2010 Ryan P. Murphy

127.  One Newton is the amount of force required
to give a 1 kg mass an acceleration of 1
m/s/s.
Copyright © 2010 Ryan P. Murphy

128.  One Newton is the amount of force required
to give a 1 kg mass an acceleration of 1
m/s/s.
Copyright © 2010 Ryan P. Murphy

129.  One Newton is the amount of force required
to give a 1 kg mass an acceleration of 1
m/s/s.
Copyright © 2010 Ryan P. Murphy
Learn more: Force.
http://www.physicsclassroom.com/class/newt
laws/u2l2a.cfm

130. • One Newton is the amount of force required
to give a 1 kg mass an acceleration of 1
m/s/s.
Copyright © 2010 Ryan P. Murphy

131. • One Newton is the amount of force required
to give a 1 kg mass an acceleration of 1
m/s/s.
Copyright © 2010 Ryan P. Murphy

132.  Mass: Amount of matter in an object.
Copyright © 2010 Ryan P. Murphy

133. Copyright © 2010 Ryan P. Murphy

134. “I’m
weightless
but I still
have mass.”
Copyright © 2010 Ryan P. Murphy

135. • http://sciencepowerpoint.com/

137. Areas of Focus within The Motion and Machines Unit:
Newton’s First Law, Inertia, Friction, Four Types of Friction, Negatives
and Positives of Friction, Newton’s Third Law, Newton’s Second
Law, Potential Energy, Kinetic Energy, Mechanical Energy, Forms of
Potential to Kinetic
Energy, Speed, Velocity, Acceleration, Deceleration, Momentum, Work,
Machines (Joules), Catapults, Trajectory, Force, Simple Machines, Pulley
/ (MA Mechanical Advantage), Lever / (MA), Wedge / (MA), Wheel and
Axle (MA), Inclined Plane / (MA), Screw / (MA) - Mousetrap Cars
Full unit can be found at…
http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_
Unit.html

145. • This PowerPoint is one small part of my Laws of Motion
and Simple Machines Unit.
• This unit includes…
• A 3 Part 2,300+ Slide PowerPoint and student version.
• 15 Page bundled homework package and 11 pages of
units notes that chronologically follow the PowerPoint
• 3 PowerPoint review games (150+ slides easch), 20+
Videos / Links, rubrics, games, activity sheets, and much
more.
• http://sciencepowerpoint.com/Newtons_Laws_Motion_M
achines_Unit.html

146. http://www.teacherspayteach
ers.com/Product/Physical-
Science-Curriculum-596485
http://www.teacherspaytea
chers.com/Product/Life-
Science-Curriculum-601267
http://www.teacherspaytea
chers.com/Product/Earth-
Science-Curriculum-590950

148. • Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units Extended Tour Link and Curriculum Guide
Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier = More Difficult =
 5th – 7th grade 6th – 8th grade

149. Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

150. • The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com

151. • http://sciencepowerpoint.com/