Adding Narrative to Opposing Forces

Opposing Forces

Objective	Elements
Demonstrate Newton’s theories by dropping an apple and discuss gravity with the class.	Explanatory Feedback (Natural) Points for correct facts Story (of the apple falling on his head).
Draw an object on a table and show what forces are applied to that object.	Goal (to draw an accurate/correct diagram of forces) Cooperation (have small teams complete the task) Corrective/Diagnostic Feedback Completion Achievement Difficulty Levels (basic = on a table, intermediate = on other surfaces such as jelly, advanced = on a hill or ramp) Points (for each correct force arrow) Badges (for identifying additional information such as extra forces being applied to the object) Replayability (give groups a chance to have another go with a different difficulty level)
Show students how the ground is strong enough to counter gravity and how a weaker surface can break due to gravity.	Explanatory Feedback (Natural) Points for correct facts or answers to questions posed (what would happen if I stood in quick sand and why etc.)

To start with these are the 7 cubes I chose to keep for this first story. From these I have made a short paragraph setting the scene and characters along with the main problem to be solved. (The apple was pure coincidence)

Act 1

You are on a school trip with Mrs Pennington, your history teacher, to the natural history museum. The day is nearing its end and the class finally reaches the ancient Egyptian exhibition. Suddenly the doors slam closed around you and lock tight, sealing you and your class inside. Mrs Pennington suddenly turns to stone and a mysterious glowing text appears floating in front of her. It says “If you wish to save your teacher, you must tell me why an apples fall from trees”

Once this intro has been read to the learners, they should be asked to try and save the petrified teacher by answering the question. Points should then be awarded for any correct facts given about gravity etc. with the eventual telling (by learner or teacher) of the story of Sir Isaac Newton’s apple.

After which this a second paragraph is given.

Act 2 Part 1

The glowing text disappears and Mrs Pennington returns to her normal self once more. The doors however are still locked tight and you see the warm red of the afternoon’s sky through the overhead windows, the sun is setting. On the far wall rests stone statue, a second paragraph of glowing text appears above. It reads “Well done, but you are not safe yet. Now show how gravity is affecting this object in your world. If you do not before the sun sets, you will be sealed in here forever.” Mrs Pennington in a panic looks at her watch and tells you all that you only have 10 minutes until the sun sets.

The teacher then hands out worksheets with a simple picture of the stone statue resting on a shelf on the wall. Learners are then asked to show using pencils and rulers what forces are acting on the statue. Learners should not be given any advice on this for the first 5 minutes, after which the teacher will stop the class and ask learners to present their solutions. Points should be awarded to any students who have correctly drawn arrows showing both gravity and up thrust pointing the correct direction and (roughly) the same size. Diagnostic feedback should be given for any incorrect answers explaining how and why it should be drawn the correct way. Use other learners work as examples. Award a badge to any learners who correctly identify any other forces at work and depict them accurately. After this tell the learners that they have a further 5 minutes remaining to complete the task and escape. Upon completion of the work, continue to act 2 part 2.

Act 2 Part 2

Mrs Pennington traces the diagram into the soft sand in front of the statue, the glowing text fades and three doors beside the statue swing wide open. All of the students run to escape but the teacher quickly jumps in the way screaming “WAIT!” You peer through the door and see that the floor, while very much there, seems odd. Each door has a different floor behind it and on closer inspection you see that they are all made of different materials. The first to the left is made of soft sand. The second in the centre is made from rotted wood. Finally the floor to the right is made of metal. Which one do you choose to make your escape and why?

The teacher now opens a discussion about why some surfaces would not be ideal for walking on and why. Show using diagrams that water and glass will not have as much force to resist gravity and may give way under the weight of the students. Feel free to use other substances but avoid the three used in the stories question. Ask learners to wright down on the work sheets which route the students should take to escape and then have all of them reveal their answers at the same time. Have them explain their reasoning, offer a point to each student with the correct answer and then proceed to the final act.

Act 3

Mrs Pennington tells all the students to use the door on the far right and to follow her.

(If all students chose the correct path)

All of the students hurry to keep up with her and make it to the exit as the shutters were starting to close, the security guard sees you all and says “Oh, you’re just in time! You don’t want to get locked in here over night, strange things happen to those left behind.” The class exits quickly through the double doors and head back home.

(else if some of the students chose to use a different path, let them)

The students that did not follow Mrs Pennington head through their chosen doors. Students who went through the first door on the left, find themselves stuck in the sand and slowly sinking. Those who chose the middle door rush on through only to find the rotten planks gave way and they start to fall. Nobody knows what has happened to them.

Any students who successfully escaped the museum get an “ESCAPED!” stamp on their work sheets and an extra point each. The teacher then concludes the experience by summarising what has been learned in that session and congratulates all the escapees.