##### Denise Harris

###### Have you updated your profile?

Become part of the NSTA professional learning community, sharing digital resources, ideas, and classroom strategies, and connect and learn about those with whom you are collaborating!

#### Recent Reviews by Denise

Thu Apr 29, 2010 5:42 PM
Newton's Third Law-Force & Motion
I found the frozen pond demonstration amazing! In a frictionless environment, I would have thought walking forward would be the solution to moving to the other side. I was shocked that throwing the snowball forward would propel a person backwards. Having read about this 3rd law, that object A (throwing the ball forward) exerted that same amount of force on the person pushing him backwards I now understand the concept. This coupled with the simulation of the 18-wheeler hitting the compact car I think will need more examples to convince my students that the force exerted is equal with both objects. And I will also have to be able to "drive the notion home" that the forces are exerted simultaneously rather than one being a reaction of the other. Regardless, I feel these activities will enhance my students knowledge on the idea of "action and reaction" or "force and motion" as described in Newton’s 3rd Law. The videos are short, but to the point, and I plan using them as a learning tool with my classroom prior to NJ ASK.

Wed Apr 28, 2010 6:32 PM
Newton's Second Law
After reviewing this article, I have a much clearer understanding of the relation between inertia and mass. Prior, they seemed synonymous. Now knowing that massis simply the "numerical version" of inertia it sems quite simple. I will definitely be using the spacecraft demo and the balloon demo in my classroom. The students should understand how adding members in the spacecraft decreases its acceleration. The activity/competition should be fun when the students try to have all 3 crafts crossing the finish line together. Manipulating the mass should "click" with them in seeing the increase/decrease before their eyes. Same is true with the balloon demonstration. They'll be able to see the more balloons added the greater the thrust/acceleration. Likewise, an increase in washers creates more friction which in turn decreases the acceleration. I believe with using smaller numbers and applying the fomula F=MA will increase their understanding as well; knowing 2 components, they'll be able to back into the 3rd/missing number.