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When an object changes position in comparison to a stationary reference point, the object is in motion Circular motion is acceleration because of the constant change in direction An unbalanced force must be present to cause any change in an objects state of motion or rest The workings of mechanics and kinematics can be applied to solve common, everyday problems. Equations and graphs can both be employed to explain how things work as a result of the connections between speed, velocity, acceleration, and the Laws of Motion. (More specifically, the motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.) A distance-time graph of an object moving at constant speed is a straight line, and the slope of this line is the speed. A velocity-time graph can be used to determine acceleration. The magnitude of acceleration of an object depends directly on the strength of the net force and inversely on the mass of the object.
Essential Questions
What arguable, recurring, and thoughtprovoking questions will guide inquiry and point toward the big ideas of the unit? The understandings above are typically the answers to these.
How does motion occur? Imagine that you could ride a baseball that is hit high enough and far enough for a home run. Using the baseball as a reference frame, what does the earth appear to do?
Explain the relationship between motion and a frame of reference Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time,
What conditions must be true for movement to happen? Describe a situation in which unbalanced forces are acting on an object. What is the net force on the object, and how does the net force change the motion of the object? How is acceleration defined? Joshua skates in a straight line at a constant speed for one minute, then begins going in circles at the same rate of speed, and then finally begins to increase speed. When is he accelerating? What is the relationship between force, mass and acceleration? How are position, speed, velocity, acceleration, and force related? How can we use graphs to determine these relationships? What is the role of friction? Explain why friction is necessary to drive a car on a road. How could you increase friction on an icy road? When you drive, you will sometimes have to decide in a brief moment whether to stop for a yellow light. Discuss the variables you must consider in making your decision. Use the concepts of force acceleration, and velocity in your argument.
Project Criteria:
Creativity/Organization Application of acquired material shown in completed product/evidence is referenced in work Demonstrates knowledge of performance tasks for unit/content knowledge in answers to questions and explanations of theory used
Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as the rate at which velocity changes Distinguish between speed and velocity Calculate acceleration as the rate at which velocity changes
Structure and Depth of Accompanying Lab Report (Includes Hypothesis, Materials, Procedure, Data, Data Analysis, Results, Conclusion, etc.)
Self-Assessments (optional)
Expectations: Beginning-1 Developing-2 Accomplish-3 Exemplary-4 Other Evidence, Summarized (i.e. quizzes, tests, homework, portfolios, exit tickets, etc.) Questioning in class Application questions and problems in homework assignments Quizzes on Measuring Motion, Acceleration, and Motion and Force Cumulative Unit Test
Lesson 1 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage
#tudents will work on a )#% worksheet activity to e"plore applications of kinematics in the everyday world. *iven the average speed and acceleration parameters for a bullet from a gun& students will determine which suspect committed a crime. This re'uires them to create both distance vs. time and velocity vs. time graphs& to find the average speed and acceleration& and to describe acceleration in different circumstances.
Lesson 2 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One)
Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as a change in velocity Calculate acceleration as the rate at which velocity changes Graph acceleration on a velocity-time graph Explain why circular motion is continuous acceleration even when the speed doesnt change
2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) The completion of a laboratory report presenting the students+ results and responses to key 'uestions will serve as an assessment for this lesson. (. What activities will the students participate in over the course of this lesson? #tudents will complete an e"tensive laboratory e"periment incorporating practice problems& 'uestions& and activities. #tudents will calculate velocity using a car& ramp& and a photogate detector. They will also be re'uired to design their own e"periment while manipulating the variables which affect speed& to find the velocity at different points on the track& to use a graph to predict velocity& and finally to find the acceleration.
Lesson 3
2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) #uccessful completion of the tutorial and related 'uestions& as well as the problem solving worksheet& will serve as the assessment for this session. (. What activities will the students participate in over the course of this lesson? #tudents will read an online tutorial on ,ewton+s #econd -aw and then complete an online simulation that re'uires them to calculate the .orce given different variables. They are also asked to answer related critical thinking 'uestions on the website. /fterwards& they will complete a worksheet with e"amples and problems for them to solve.
Lesson 4 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage
2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) The completed lab report and accompanying 'uestions will serve as the assessment for this session. Throughout the course of the e"periment& students will be asked 'uestions related to the topic to grasp their level of understanding. (. What activities will the students participate in over the course of this lesson? To get an idea of the concept of friction& students will run an online simulation which allows them to predict the effect of friction using different materials. ,e"t& they will complete a friction lab that involves measuring friction with a spring scale and testing the effects of surface te"ture& weight& and surface area. .inally& they will answer related comprehension 'uestions.
Lesson 5 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage
2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) The completed laboratory report and associated 'uestions will serve as the assessment for the 01 yard dash activity as well as the stop motion animation (in addition to the completed animation video). (. What activities will the students participate in over the course of this lesson? 2art 134ay 15 #tudents will participate in several real world application activities as a review of all the material learned in this unit. .irst& students will participate in an online simulation of a roller coaster& which allows them to test the effects of initial speed& friction& mass& gravity& height& etc. and to research related concepts. ,e"t& they will view videos about how kinematics and ,ewton+s #econd -aw are involved in football. 2art 23 4ay 256sing the information they+ve learned& they will participate in activities that allow them to e"perience physics in the real world first hand. The first half of this lab will re'uire students to run a 01 yard dash and to calculate their speed from collected information. 2art (34ay (5The second half re'uires students to create a stop motion animation using a movie maker and to supply information about velocity and acceleration.
Resources: 4obson& 7en& 8ohn 9olman& and :ichael ;oberts. Physical Science. ,ew <ork= 9olt& ;inehart and Winston& 2110. 2rint.