Unit Plan Inclined Plane

Unit Plan
Force and Motion on an Inclined Plane
Christia West
Table of Contents
Context ...................................................................................................................................................................... 1 Context Analysis ............................................................................................................................................... 1 Rationale .............................................................................................................................................................. 2 Content Analysis .................................................................................................................................................... 3 State of Michigan High School Content Expectations for Science: Physics ................................ 3 Generalizations ................................................................................................................................................. 3 Table 1: Concepts ............................................................................................................................................. 4 Facts....................................................................................................................................................................... 4 Outline .................................................................................................................................................................. 5 Objectives and Outcomes ................................................................................................................................... 7 Concept Map ....................................................................................................................................................... 8 Pre-Unit Analysis................................................................................................................................................... 9 Table 3: Pre-Assessment Results ............................................................................................................ 10 Table 4: Rubric for scoring pre-assessment ....................................................................................... 13 Figure 1 ............................................................................................................................................................. 13 Figure 2 ............................................................................................................................................................. 14 Figure 3 ............................................................................................................................................................. 14 Pre-Assessment Planning for Instruction ............................................................................................ 15 Table 5: Pre-Assessment Planning for Instruction .......................................................................... 16 Students of Special Concern ...................................................................................................................... 17 Student for Learning Analysis .................................................................................................................. 17 LESSON PLAN 1 .................................................................................................................................................. 18 Topic ................................................................................................................................................................... 18 Duration ............................................................................................................................................................ 18 Purpose ............................................................................................................................................................. 18 Materials ........................................................................................................................................................... 18 Michigan Standard/Benchmark .............................................................................................................. 18 Objectives ......................................................................................................................................................... 18
Unit Plan
Christia West
Assessment of Objectives ........................................................................................................................... 18 Input = What and How ................................................................................................................................ 18 Presentation Slides .................................................................................................................................. 19 Modeling ........................................................................................................................................................... 21 Checking for Understanding ..................................................................................................................... 21 Guided Practice .............................................................................................................................................. 21 Independent Practice/Assessment ........................................................................................................ 21 LESSON PLAN 2 .................................................................................................................................................. 23 Topic ................................................................................................................................................................... 23 Duration ............................................................................................................................................................ 23 Purpose ............................................................................................................................................................. 23 Materials ........................................................................................................................................................... 23 Michigan Standard/Benchmark .............................................................................................................. 23 Objectives ......................................................................................................................................................... 23 Assessment of Objectives ........................................................................................................................... 23 Input = What and How ................................................................................................................................ 23 Modeling ........................................................................................................................................................... 24 Checking for Understanding ..................................................................................................................... 24 Guided Practice .............................................................................................................................................. 24 Independent Practice/Assessment ........................................................................................................ 24 Worksheet ................................................................................................................................................... 25 LESSON PLAN 3 .................................................................................................................................................. 26 Topic ................................................................................................................................................................... 26 Duration ............................................................................................................................................................ 26 Purpose ............................................................................................................................................................. 26 Materials ........................................................................................................................................................... 26 Michigan Standard/Benchmark .............................................................................................................. 26 Objectives ......................................................................................................................................................... 26 Assessment of Objectives ........................................................................................................................... 26 Input = What and How ................................................................................................................................ 26
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Checking for Understanding ..................................................................................................................... 27 Inclined Planes Tutorial ......................................................................................................................... 28 Independent Practice/Assessment ........................................................................................................ 31 LESSON PLAN 4 .................................................................................................................................................. 33 Topic ................................................................................................................................................................... 33 Duration ............................................................................................................................................................ 33 Purpose ............................................................................................................................................................. 33 Materials ........................................................................................................................................................... 33 Michigan Standard/Benchmark .............................................................................................................. 33 Objectives ......................................................................................................................................................... 33 Anticipatory Set ............................................................................................................................................. 33 Assessment of Objectives ........................................................................................................................... 33 Input = What and How ................................................................................................................................ 34 Support Documents ...................................................................................................................................... 35 Group Project: Inclined Plane ................................................................................................................ 36 Group Project: Inclined Plane Developing Contract ..................................................................... 38 Modeling ........................................................................................................................................................... 39 Checking for Understanding ..................................................................................................................... 39 Independent Practice/Assessment ........................................................................................................ 39 LESSON PLAN 5 .................................................................................................................................................. 40 Topic ................................................................................................................................................................... 40 Duration ............................................................................................................................................................ 40 Purpose ............................................................................................................................................................. 40 Materials ........................................................................................................................................................... 40 Michigan Standard/Benchmark .............................................................................................................. 40 Objectives ......................................................................................................................................................... 40 Assessment of Objectives ........................................................................................................................... 41 Input = What and How ................................................................................................................................ 41 Support Documents ...................................................................................................................................... 42 Hypothesis Support Group Project Inclined Planes ................................................................... 43
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Experiment & Procedure Design Group Project Inclined Planes .............................................. 44 Criteria: .................................................................................................................................................................. 44 Modeling ........................................................................................................................................................... 45 Checking for Understanding ..................................................................................................................... 45 Summative assessment .............................................................................................................................. 45 Group Project Rubrics............................................................................................................................. 46 Individual Lab Report Rubric .............................................................................................................. 50 Closure ............................................................................................................................................................... 51 Post-Assessment ................................................................................................................................................ 52 Table 6: Post-Assessment Data ................................................................................................................ 53 Table 7: Group Analysis of Student Learning ..................................................................................... 54 Pre and Post Assessment Summary ....................................................................................................... 55 Figure 4: Question 1 Identifying Normal Force ............................................................................ 55 Figure 5: Question 2 Drawing Free Body Diagram ...................................................................... 55 Figure 6: Question 3 Calculate Magnitude of Normal Force .................................................... 55 Summary Statement of Student Learning............................................................................................ 56 Individual Analysis ....................................................................................................................................... 57 Reflection & Self Evaluation ........................................................................................................................... 58 Materials List ....................................................................................................................................................... 62 Resources .............................................................................................................................................................. 63
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Context
Context Analysis
School District Milan High School is located in Milan, Michigan According to the Milan Area Schools Standard and Assessment Report (2012): The city population is 5, 836 and lies in two counties, Washtenaw and Monroe. The median household income is $54,962.00 so it is a solid middle class community. The school has grades nine through twelve. The school is set in a rural area, and boasts the largest Future Farmers of America (FFA) program in the state. The ethnicities represented in the school are white (83%) and the only other ethnic subgroup represented is African American. There are about 33% of students who qualify for free and reduced lunch, and around 62 students are considered homeless. (p. 6). Classroom Factors The classroom has 36 student desks (a chair with an attached desktop). The desks are arranged in rows, but they can be easily rearranged to accommodate cooperative learning. The classroom is carpeted and had a laboratory room that is attached and dedicated to that class period. This allows for students to be working on lab and classroom work at the same time. There are whiteboards and a smart-board on the walls in the classroom and laboratory. One computer is in the room for use by the teacher, and there is a laboratory bench with sink at the front for demonstrations. The lab is equipped with laboratory tables and stools, and storage for student and teacher supplies. The lab has a teachers bench with gas jets and a sink. There is safety equipment in the lab that is adequate and in the appropriate place (See safety equipment checklist, Addendum 1). Student Characteristics The students in the section for this unit are taking Honors Physics. They are highly motivated. They are mostly junior level, and are part of the approximately 63% of students expected to be enrolled in college upon graduation. This expectation places some additional stress on the students, as they are concerned with their overall grade point average. There are not students with special needs in these sections. Many of these students also participate in more than one extra-curricular activity. Implications for Instruction Since these students are very grade motivated, it is important that the lessons be structured so that they can develop a deep understanding. There should be opportunities to make mistakes during learning that will not impact their overall grade. This is critical
Unit Plan
Christia West
because challenging material may be needed, but it may create discomfort and stress for a student who feels the need to quickly master content, and to maintain a high grade point. Clear expectations are also important, because these students are very accomplished at taking tests and creating products. They may need some more experience with learning and making mistakes, and will require a safe environment to do so.
Rationale
Students Mastering the basics of physics, especially the ideas of how force and motion work together, are the basis for how systems function in the real world. Knowing about how these forces work can save your life! For example, if you know how forces will effect a moving object, you can understand how driving on different surfaces will effect your stopping speed and keep you from crashing your car. Also, it can help you save money. Knowing about forces will help you not make a bad investment in that house that is built on a slope without reinforcement and will slide down the hill in a few years. Teachers This unit covers, forces , net forces, Newtons three Laws and forces and acceleration. In addition is has students involved in conduction and designing scientific experiments. It is aligned with the State of Michigan High School Content Expectations (HSCE). There are opportunities included for students to develop specific collaboration skills necessary to succeed in college and the workplace.
Unit Plan
Christia West
Content Analysis
State of Michigan High School Content Expectations for Science: Physics

P3.2C Calculate the net force acting on an object. P3.4C Solve problems involving force, mass, and acceleration in linear motion
(Newtons 2nd law). P3.2d Calculate all the forces on an object on an inclined plane and describe the objects motion based on the forces using free-body diagrams. P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantitylength, volume, weight, time interval, temperaturewith the appropriate level of precision). P1.1E Describe a reason for a given conclusion using evidence from an investigation. P1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
Generalizations
The National Research Council (NRC) outlined a new framework for K-12 science content. This content is expected to be adopted by many states in the future. The content generalizations that follow are from this new framework. Scientific and Engineering Practices Developing a question that can be answered by collecting and analyzing data. Planning and carrying out investigations Using models Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations Obtaining, evaluating and communicating information
Cross Cutting Concepts Cause and effect: Mechanism and explanation Systems and system models
Core Ideas - Physics Motion and Stability: Forces and Interactions Forces and Motion: Interactions between objects can be observed and explained with the concepts of forces. These forces can be used to predict the motion of one or
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both of the interacting bodies. Focus Question: How can one predict an objects continued motion, changes in motion, or stability? (NRC 2012, p. 114) Types of Interactions: All forces between objects are expressions of a few type of interacting phenomena; gravity, electromagnetism, and strong and weak nuclear interactions. Focus Question: What underlying forces explain the variety of interactions observed? (NRC 2012, p. 116)
Table 1: Concepts
force mass acceleration free-body diagram normal force vector Newtons Laws kinetic friction forces weight equilibrium velocity gravity static friction forces inclined plane
Facts
Forces have bought magnitude and direction and so are considered vectors. The unit of measure for force is the Newton. One Newton is the force required to accelerate a 1 kg. mass at 1m/s2 . The acceleration of an object is directly proportional to the force exerted on the object and inversely proportional to the mass of the object. This is expressed in Newtons 2nd Law:
Fnet m
(1)
The net force is the sum of all the forces acting on an object. Inertia is the tendency of an object to resist change. It is expressed in Newtons 1st Law, An object at rest remain at rest as long as no net force acts upon it. An object moving at a constant velocity continues to move with the same speed, and in the same direction, as long as no net force acts on it. (Walker, p. 113) Equilibrium is defined as when an object is at rest, or moving at a constant velocity. Therefore the net force is equal to zero. A free-body diagram is a model of all the forces acting on an object. It is used to visual all the forces to determine the net force. The mass of an object is a measurement of inertia, and it is constant for the object and is measured in kilograms. The weight of an object is a measurement of the gravitational force on the object, and is subject to change based on the location of the object and is measured in newtons.
Unit Plan
Christia West
The static friction force is equal and opposite to applied force when there is no relative motion between two objects. The kinetic friction force is the force between to objects in contact when there is relative motion of the object. An interaction pair are objects where the forces are in equal and opposite directions. This situation is illustrated by Newtons 3rd Law, for every force there is another force equal in magnitude and opposite in direction. On a horizontal surface, the normal force is perpendicular to the surface and the magnitude is equivalent to the weight. On an inclined plane, the normal force is defined as the force that is perpendicular to the surface of the incline and the magnitude is equal to the component of the weight in the y direction or Fn=Wy=Wcos. Inclined planes a. Real life is not horizontal b. Changes in orientation change magnitude of forces Free-body diagrams a. Important to construct so that forces can be visualized b. Align x-axis to be parallel with surface of incline c. Velocity and acceleration will be parallel to surface of incline d. Gravitational force (and weight) will always be oriented towards the center of the earth e. Normal force will be oriented perpendicular to the surface of the incline, therefore will be aligned with the y-axis Normal force a. Normal force is calculated as the component of the weight that is in the y direction. b. The normal force is a vector, solve for magnitude by using trigonometric functions. c. Fn=Wcos Net forces on an inclined plane a. Total forces acting on object are the sum of all forces in the x and y direction. b. Friction forces are calculated using the magnitude of the normal force times the coefficient of static or kinetic friction. Applying Newtons Second Law to objects on an inclined plane a. Objects on an inclined plane can be analyzed using Newtons second law. b. Acceleration is dependent on the angle of the incline, not on mass. i. Two objects of different masses will accelerate at the same rate on an inclined ramp of the same degree of tilt.
Outline
I.
II.
III.
IV.
V.
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VI.
ii. As the angle of incline increases, the magnitude of the acceleration will increase. Predicting motion on an inclined plane a. Friction forces will oppose motion. b. Heavier masses will not accelerate faster on an inclined plane. c. Objects moving at a constant velocity on an inclined plane are experiencing no net force. d. Objects accelerating on an inclined plane are experiencing a net force.
Unit Plan
Christia West
Objectives and Outcomes

MICHIGAN HIGH SCHOOL SCIENCE CONTENT EXPECTATIONS (HSSCE)
P3.2C Calculate the net force acting on an object. P3.4C Solve problems involving, force, mass and acceleration in linear motion (Newtons second law) P3.2d Calculate all the forces on an object on an inclined plane and describe the objects motion based on the forces using free-body diagrams.
UNIT OUTCOMES: STUDENTS WILL BE ABLE TO:

Identify all forces acting on an object. Calculate the net force acting on an object. Solve problems involving force, mass and acceleration in linear motion. Identify the direction of the normal force. Calculate the magnitude of the normal force. Construct free body diagrams showing net forces acting on an object on an inclined plane. Calculate forces acting on an object on an inclined plane. Predict the motion of objects based on information observed and constructed for objects on an inclined plane. Collect data on force and acceleration for objects on an inclined plane. Analyze data from investigations.
P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantitylength, volume, weight, time interval, temperaturewith the appropriate level of precision). P1.1E Describe a reason for a given conclusion using evidence from an investigation. P1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables. Additional Affective Expectations
Make and support claims from evidence collected during investigation Design and conduct an experiment regarding the relationship between mass and acceleration for objects on an inclined plane. Analyze tasks that group needs to perform. Appraise the strengths of group members when dividing tasks. Develop agreement that hold group members accountable for tasks. Schedule tasks for timely completion. Explain and agree upon method for communication about group work.
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Concept Map
Direction of gravity and the normal force
Application of Newton's Laws
Motion on an Inclined Plane
Angle of Incline
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Pre-Unit Analysis
Key objectives were selected to use during the pre-unit assessment. They are: Identify the direction of the normal force. Calculate the magnitude of the normal force. Construct free body diagrams showing net forces acting on an object on an inclined plane.
These items were chosen to assess student understanding because they are critical components of analyzing motion on an inclined plane. Without this basic understanding, students will not be able to solve problems and understand the components of the motion. A paper and pencil assessment was given during class time. Students were informed that this was not a quiz or test, and that they would not be graded on it. They were told that it was being used as a survey to see what their current understanding was, and that they should attempt an explanation, even if they were unsure. The two sections of physics that are being taught are Honors classes and the students are highly motivated. Every student completed a survey. The results, survey instrument and scoring rubric are presented below.
Unit Plan
Christia West
Table 3: Pre-Assessment Results

Question 5th hour Student # 3. Calculate magnitude of normal force 6th hour Student # 1. Identify direction of normal force 1. Identify direction of normal force Question 3. Calculate magnitude of normal force 1 1 1 1 1 1 1 2 1 1 1 1 1 2 1 1 2 1 1 2 2 2 2 2 2 2 2 2 1 2 2 1 2 1 1 2 2 2
2. Construct free-body diagram
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
2 2 1 1 1 1 1 3 1 3 2 2 2 1 1 2 1 1 1 1 2 2 1 2 2 1
1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 2 2 2 2 2 1 2 2 2 2 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2
27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
1 1 1 1 1 2 3 3 3 1 1 1 1 1 1 1 2 3 1
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2. Construct free-body diagram
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Name: _________________________________ Honors Physics
5 th
6th
Pre-Assessment Survey
A skier is going down a hill sloped at angle . 1. On the photo, label the normal force 2. Construct a free body diagram labeling the following forces: a. Downhill force b. Normal force c. Friction force d. Weight (mg)
3. Describe how you would calculate the magnitude of the normal force. Set up the calculations.
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Table 4: Rubric for scoring pre-assessment
Score Assigned
Level 0 Question 1
Not attempted or non responsive
Level 1
Labeled a normal force, was not perpendicular to surface and didn't oppose force of gravity Free body diagram attempted, not appropriate format, missing coordinate system.
Level 2
Labeled normal force to oppose gravity
Level 3
Normal force labeled correctly, perpendicular to surface.
Question Not attempted or non responsive 2
Free body diagram drawn with correct format, but one or more forces labeled incorrectly. Calculation of normal force given, but misconception that normal force equals weight on inclined plane
Question Not attempted or non Explanation given, but responsive inaccurate. No 3

evidence of how to relate normal force to weight.
Free body diagram constructed properly, coordinate system aligned with x direction in the down slope position. Correct calculation showing trigonometric functions for components of normal force.
None of the students scored a level zero on any responses. All students attempted to answer the questions, and were able to attempt label forces. Question 1 related to the position of the normal force. Twenty-four percent of students were able to correctly label the force as being perpendicular to the surface. The majority of the students were not able to label it correctly, and did not label it as directly opposing gravity. Figure 1 shows the percentage of proficiency for Question 1.
Figure 1
Question 1 Position & Direction of Normal Force

30 20 10 Level 1, 27 Level 2, 12 Level 3 , 12
0
Level 1 Level 2 Level 3
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No student was able to construct a free body diagram with all the forces labeled correctly and the appropriate coordinate system aligned with the x axis in the down-slope position. Only nine percent of the students included a coordinate system, the most common error resulting in a Level 2 rating. Figure 2 shows the percentage proficiency for Question 2.
Figure 2
Question 2: Construct a Free Body Diagram

50
Level 1, 41 40 30 20 10 0 Level 1 Level 2 Level 3 Level 2, 4
Level 3 , 0
None of the students were able to correctly set up the problem to calculate normal force. The common misconception was that the normal force on an inclined plane was equal to the weight. Figure 2 shows the percentage proficiency for Question 3.
Figure 3
Question 3 Calculation of Normal Force

40 35 Level 2, 37
30
25 20 15 10 5 0 Level 1 Level 2 Level 3 Level 1, 8 Level 3 , 0
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Unit Plan
Christia West
Pre-Assessment Planning for Instruction

Table 5 below details how each area of the pre-assessment was measured and analyzed. It also states how the results will be used for planning instruction for the unit. It became clear that even though the students had been taught that the normal force was perpendicular to the surface, when faced with a new situation, they did not apply that former knowledge. The other misconception that was uncovered is that the students believe that the normal force is always equal in magnitude to the weight of the object.
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Unit Plan
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Table 5: Pre-Assessment Planning for Instruction

Objective Outcomes Identify the direction of the normal force. Pre-Assessment Strategy Students were given a photograph of a skier going down a hill sloped at an angle and asked to label the normal force. Summary of Results 12 students (24%) were able to correctly label the normal force. 23% of the students labeled the normal force as one that opposed gravity. The remainder had the normal force label incorrectly. Implications for Instruction Since some of the students have this concept, need to clarify for the remainder. Will need to spend some time on practice of labeling normal force. Need to reteach definition.
Construct free body diagrams showing net forces acting on an object on an inclined plane.
Students were asked to construct a free body diagram labeling four specific forces.
None of the students were able to construct the correct free-body diagram for an inclined plane. Four students (9%) were able to construct a free body diagram that included a coordinate axis. The remainder were not able to construct a free body diagram.
This concept has not been mastered. Students will have to spend a significant amount of time practicing this. Will need to review what are the components of a free-body diagram.
Calculate the magnitude of the normal force.
Students were asked to describe how they would calculate the normal force and to set up the calculation.
None of the students were able to correctly identify the trigonometric function for calculating the normal force. A majority of the students (82%) held the misconception that the normal force on an inclined plane is equal in magnitude to the weight. Eight students (18%) did not even recognize that calculating the normal force used a component of the weight of the object.
This concept will be difficult for the students to understand. Many example and practice problems will have to be included so that they can become familiar with how to analyze this component of the motion.
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Students of Special Concern

There are a few students that may require some additional attention during this unit. Two of the students are very bright, but tend to disrupt class. Both of these students are male, and prefer to socialize instead of doing work. They tend to get their work done at the last minute. They will need extra direction to stay on task. The other student is one who needs extra time and attention in order to understand concepts. He often is ahead of the other students with understanding, although he doesnt think he is getting it. He will need some extra attention and encouragement.
Student for Learning Analysis

The student chosen for the learning analysis has been behind due to some absences. She is an honors student, but struggles with understanding. She doesnt perform as well on tests, but is very willing to work hard in order to meet her learning goals. She will need some extra support and help in order to achieve mastery of these concepts.
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Unit Plan
Christia West
LESSON PLAN 1
Topic
Normal Force on an Incline Plane
Duration
One 50 minute class periods.
Purpose Materials
PowerPoint Presentation Student practice worksheet
Michigan Standard/Benchmark
P3.2d Calculate all the forces on an object on an inclined plane and describe the
objects motion based on the forces using free-body diagrams.
Objectives
Identify the direction of the normal force.
Assessment of Objectives
Formal assessment will be in the form of a quiz. Formative assessment will be completed by checking classwork and homework assignment.
Input = What and How

1. Warm up/ Anticipatory Set a. Time: 5 minutes b. Student are shown picture of bowl of fruit sitting on table. Asked to describe in writing what they know about normal force. c. They then draw a free body diagram of the bowl, labeling the normal force. 2. Introduce topic a. Time: 5 minutes b. Talk about normal force, and definition that it is perpendicular to the surface the produces it. c. Let student know that it is not always vertical, and that we are going to be studying those situations. 3. Lecture: a. Time 10 minutes b. Show slide, point out that normal force is perpendicular (make sure to define perpendicular for students who may not be familiar with term.
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4.
5.
6.
7.
c. Show direction of weight vector, ask students why this vector remains in the same orientation. d. Show how to measure the angle of inclination. Model a. Time allowed 5 minutes b. Demonstrate how to draw a free body diagram for an object on an incline plane on projected slide, drawing in component parts. c. Ask questions to assess student understanding. Guided Practice a. Time allowed, 5 minutes b. Show students slide with incline plane situation. c. Have a few students draw a free body diagram on white board with assistance from instructor. d. Have students in seats draw a free body diagram of the same situation. e. Review that all components are represented. Independent Practice a. Time allowed, 18 minutes b. Students work independently to draw free body diagrams from sketches provided in worksheet. c. Instructor will answer questions and review work. Wrap up a. Time allowed 2 minutes b. Let students know that the next step will be to calculate the magnitude of the normal force.
Presentation Slides Slide 1
Warm up
Describe (in writing) what you know about the normal force Draw a free body diagram for the bowl , and label the normal force
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Unit Plan Slide 2
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Normal Force on an Inclined Plane
Slide 3
Normal force
The normal force is perpendicular to the surface that produces it. It may not always be vertical.
Slide 4
Normal force on an inclined plane

Fn
Normal force is perpendicular to surface Perpendicular is 90 The weight (mg) is still in the vertical direction Incline is measured from horizontal
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Unit Plan Slide 5
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Free body diagram

Fn
Slide 6
Try it!
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Modeling
Draw free body diagram on the board as students are watching.
Checking for Understanding

As students are working, walk around and check work. Answer questions.
Guided Practice
Students draw free body diagram on board as instructor assists.
Independent Practice/Assessment
The following worksheet will be used as individual practice and formative assessment.
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5.1 Inclined Planes: Normal force and free body diagrams Draw a free body diagram for each of the following situations. Label the normal force, weight, and the component forces of the weight.
1.
2.
3.
4.
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LESSON PLAN 2
Topic
Calculating normal force on an inclined plane.
Duration
Purpose
For students to understand how to calculate the normal force for objects on an inclined plane. To overcome the common misconception that normal force is always equal in magnitude to the weight.
Materials
Whiteboard and dry erase markers Student practice handout
Objectives
Identify the direction of the normal force. Calculate the magnitude of the normal force.

1. Warm up/ Anticipatory Set a. Time: 5 minutes b. Students show object on an incline plane and asked to draw a free body diagram. 2. Introduce topic a. Time: 5 minutes b. Remark on students ability to recognize the direction of the normal force. Ask them how they would calculate the magnitude. 3. Lecture and Modeling: a. Time 10 minutes b. On board, draw the free body diagram of the picture projected.
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c. Explain how to solve for the component of weight that is opposite the normal force using trig metric function Wcos. d. Explain how to find the downslope magnitude, and how to solve using Wsin. e. Explain geometry of how to determine angle, and resolve vectors. 4. Guided Practice a. Time allowed, 10 minutes b. Have a few students work a sample problem on the white boards in room while students work at their seats. c. Review process and have students ask questions. 5. Independent Practice a. Time allowed, 18 minutes b. Students work independently to draw free body diagrams and solve for magnitude of normal force. c. Instructor will answer questions and review work. 6. Wrap up a. Time allowed 2 minutes b. Let students know that these calculations will be what they need to do when working on the analysis portion of their group projects.
Modeling
Solve problem on the board with student participation.

As students are working, walk around and check work. Answer questions.
Guided Practice
Students work problems in pairs on whiteboard as instructors assists.
The following worksheet will be used as individual practice and formative assessment.
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Unit Plan Worksheet
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5.2 Calculating Normal Force on an Inclined Plane

Instructions: For the following problems: draw a free body diagram labeling the forces, and calculate the normal force. 1. A 75 kg. skier going down a slope of 20.
2. A 5 kg cart going down a ramp with an incline of 35. 3. A 35 kg child going down a slide with an incline of 17. 4. A 95 kg. crate sliding off a flatbed truck, with the bed tilted at 24.
5. Find the normal force for a 2.9 kg book resting on a surface inclined at 36 above the horizontal. If the angle of incline is reduced, do you expect the normal force to increase, decrease, or stay the same? Explain your answer.
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LESSON PLAN 3
Topic
Forces on an Inclined Plane - Tutorial
Duration
Purpose
Indirect lesson where students read a tutorial and work problems in small groups. After completing the tutorial the students work independently on problems.
Materials

Tutorial: The Physics Classroom, Inclined Planes Student worksheet
P3.2C Calculate the net force acting on an object. P3.4C Solve problems involving, force, mass and acceleration in linear motion (Newtons second law)
Objectives
Identify the direction of the normal force. Calculate the magnitude of the normal force. Construct free body diagrams showing net forces acting on an object on an inclined plane. Calculate forces acting on an object on an inclined plane. Predict the motion of objects based on information observed and constructed for objects on an inclined plane. Calculate the magnitude of the normal force.

1. Warm up/ Anticipatory Set a. Time: 5 minutes b. Students solve simple problem calculating the magnitude of the normal force from a free body diagram. 2. Introduce Tutorial a. Time: 5 minutes b. Tell students that they will use the tutorial tool to deepen their understanding of how forces work on an inclined plane.
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c. Let them know they are to read through the tutorial, working the example problems as they go. d. Tell them that it is o.k. to work with a partner, but to make sure they are reading and understanding material. e. Let them know that after they have completed the tutorial, you will check it for completeness and then give them the class assignment with sample problems. Tell them they should be able to complete the tutorial in 25 minutes. f. Let them know that the class assignment is due at the end of the class period. 3. Independent Practice a. Time allowed, 38minutes b. Students work independently, or in partners to complete tutorial. c. Instructor will answer questions, and work individually with students. d. Instructor checks tutorials when completed, and signs off on them. e. Instructor checks on class assignment problems. 4. Wrap up a. Time allowed 2 minutes b. Ask student for feedback. Did the tutorial practice help them. Provide a moment for student reflection on what they accomplished.

Review the completed tutorial to see if main concepts have been addressed. Ask student questions as a formative assessment such as, how did you calculate the down-slope component of the weight in this problem?
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Unit Plan Inclined Planes Tutorial
Christia West
An object placed on a tilted surface will often slide down the surface. The rate at which the object slides down the surface is dependent upon how tiltedthe surface is; the greater the tilt of the surface, the faster the rate at which the object will slide down it. In physics, a tilted surface is called an inclined plane. Objects are known to accelerate down inclined planes because of an unbalanced force. To understand this type of motion, it is important to analyze the forces acting upon an object on an inclined plane. The diagram at the right depicts the two forces acting upon a crate that is positioned on an inclined plane (assumed to be friction-free). As shown in the diagram, there are always at least two forces acting upon any object that is positioned on an inclined plane - the force of gravity and the normal force. Theforce of gravity (also known as weight) acts in a downward direction; yet the normal force acts in a direction perpendicular to the surface (in fact, normal means "perpendicular"). The first peculiarity of inclined plane problems is that the normal force is not directed in the direction that we are accustomed to. Up to this point in the course, we have always seen normal forces acting in an upward direction, opposite the direction of the force of gravity. But this is only because the objects were always on horizontal surfaces and never upon inclined planes. The truth about normal forces is not that they are always upwards, but rather that they are always directed perpendicular to the surface that the object is on.
The task of determining the net force acting upon an object on an inclined plane is a difficult manner since the two (or more) forces are not directed in opposite directions. Thus, one (or more) of the forces will have to be resolved into perpendicular components so that they can be easily added to the other forces acting upon the object. Usually, any force directed at an angle to the horizontal is resolved into horizontal and vertical components. However, this is not the process that we will pursue with inclined planes. Instead, the process of analyzing the forces acting upon objects on inclined planes will involve resolving the weight vector (Fgrav) into two perpendicular components. This is the second peculiarity of inclined plane problems. The force of gravity will be resolved into two components of force - one directed parallel to the inclined surface and the other directed perpendicular to the inclined surface. The diagram below shows how the force of gravity has been replaced by two components - a parallel and a perpendicular component of force.
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The perpendicular component of the force of gravity is directed opposite the normal force and as such balances the normal force. The parallel component of the force of gravity is not balanced by any other force. This object will subsequently accelerate down the inclined plane due to the presence of an unbalanced force. It is the parallel component of the force of gravity that causes this acceleration. The parallel component of the force of gravity is the net force.
The task of determining the magnitude of the two components of the force of gravity is a mere manner of using the equations. The equations for the parallel and perpendicular components are:
In the absence of friction and other forces (tension, applied, etc.), the acceleration of an object on an incline is the value of the parallel component (m*g*sine of angle) divided by the mass (m). This yields the equation
(in the absence of friction and other forces)
In the presence of friction or other forces (applied force, tensional forces, etc.), the situation is slightly more complicated. Consider the diagram shown at the right. The perpendicular component of force still balances the normal force since objects do not accelerate perpendicular to the incline. Yet the frictional force must also be considered when determining the net force. As in all net force problems, the net force is the vector sum of all the forces. That is,
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all the individual forces are added together as vectors. The perpendicular component and the normal force add to 0 N. The parallel component and the friction force add together to yield 5 N. The net force is 5 N, directed along the incline towards the floor. The above problem (and all inclined plane problems) can be simplified through a useful trick known as "tilting the head." An inclined plane problem is in every way like any other net force problem with the sole exception that the surface has been tilted. Thus, to transform the problem back into the form with which you are more comfortable, merely tilt your head in the same direction that the incline was tilted. Or better yet, merely tilt the page of paper (a sure remedy for TNS - "tilted neck syndrome" or "taco neck syndrome") so that the surface no longer appears level. This is illustrated below.
Once the force of gravity has been resolved into its two components and the inclined plane has been tilted, the problem should look very familiar. Merely ignore the force of gravity (since it has been replaced by its two components) and solve for the net force and acceleration. As an example consider the situation depicted in the diagram at the right. The free-body diagram shows the forces acting upon a 100-kg crate that is sliding down an inclined plane. The plane is inclined at an angle of 30 degrees. The coefficient of friction between the crate and the incline is 0.3. Determine the net force and acceleration of the crate. Begin the above problem by finding the force of gravity acting upon the crate and the components of this force parallel and perpendicular to the incline. The force of gravity is 980 N and the components of this force are Fparallel = 490 N (980 N sin 30 degrees) and Fperpendicular = 849 N (980 N cos30 degrees). Now the normal force can be determined to be 849 N (it must balance the perpendicular component of the weight vector). The force of friction can be determined from the value of the normal force and the coefficient of friction; Ffrict is 255 N (Ffrict = "mu"*Fnorm= 0.3 849 N). The net force is the vector sum of all the forces. The forces directed perpendicular to the incline balance; the forces directed parallel to the incline do not balance. The net force is 235 N (490 N - 255 N). The acceleration is 2.35 m/s/s (Fnet/m = 235 N/100 kg).
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5.1 Inclined Planes Tutorial Practice Problems

Instructions: Read the accompanying tutorial and work through the problems below. 1. Two boys are playing ice hockey on a neighborhood street. A stray puck travels across the friction-free ice and then up the friction-free incline of a driveway. Which one of the following ticker tapes (A, B, or C) accurately portrays the motion of the puck as it travels across the level street and then up the driveway?
Explain your answer. 2. Three lab partners - Olive N. Glenveau, Glen Brook, and Warren Peace - are discussing an incline problem (see diagram). They are debating the value of the normal force. Olive claims that the normal force is 250 N; Glen claims that the normal force is 433 N; and Warren claims that the normal force is 500 N. While all three answers seem reasonable, only one is correct. Indicate which two answers are wrong and explain why they are wrong.
3. Lon Scaper is doing some lawn work when a 2-kg tire escapes from his wheelbarrow and begins rolling down a steep hill (a 30 incline) in San Francisco. Sketch the parallel and perpendicular components of this weight vector. Determine the magnitude of the components using trigonometric functions. Then determine the acceleration of the tire. Ignore resistance force.
4. In each of the following diagrams, a 100-kg box is sliding down a frictional surface at a constant speed of 0.2 m/s. The incline angle is different in each situation. Analyze each diagram and fill in the blanks.
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Unit Plan Diagram A
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Diagram B
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LESSON PLAN 4
Topic
Creating Group Contracts: Introduction to Project and Cooperative Learning
Duration
One 50 minute class period.
Purpose
To have students develop a working relationship that will assist them in completing an inquiry project related to forces on inclined planes. For students to gain familiarity with the process of developing agreements and dividing tasks. To prepare students for the type of work that they will be doing as seniors in the Milan Center for Innovative Studies.
Materials
Group Packets o Project Introduction & Schedule o Rubric for group contract o Rubrics for project components o Support document for developing group contract o Sample contracts
P1.1h Design and conduct a systematic scientific investigation that tests a
hypothesis. Draw conclusions from data presented in charts or tables.
Objectives
1. 2. 3. 4. 5. Analyze tasks that group needs to perform. Appraise the strengths of group members when dividing tasks. Develop agreement that hold group members accountable for tasks. Schedule tasks for timely completion. Explain and agree upon method for communication about group work.
Anticipatory Set
Marshmallow Challenge
Rubric for completion of group contract.
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Group Contract (15 points) Proficiency Level 1 Proficiency Level 2
criteria partially met
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Proficiency Level 3
criteria fully developed
Criteria Task clearly defined. Divided task equitably, taking into account individual group member's strengths. Developed agreements that hold group members accountable for tasks. Detailed methods for collaboration and communication. Defined method for decision making and conflict resolution.
criteria not met

1. Warm up/ Anticipatory Set a. Time: 5 minutes b. As students enter the room, it is set up in group format. Each groups packet is on their table with their group members names on the front. c. Students are told to find their group and sit with them. 2. Introduce Project a. Time: 6 minutes b. Let students know that the first thing they will complete in their group project is the contract. c. Explain why the contract is important. i. Assist them in organizing work. ii. Gives them a way to hold each other accountable for the group work. iii. Helps them communicate, and gives them a framework to think about the project. d. Review contents of package with students. 3. Guided Practice a. Have students complete the tasks on the Group Contract Instruction sheet. b. As each group finishes, stamp your approval and let them move on with the next task.
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c. Answer questions and support students with staying on task. 4. Independent Practice a. Each group develops a contract that will serve as their agreement on how they will complete the group project. b. As groups are working , listen to discussions and provide guidance if required. Review drafts and give feedback.
Support Documents
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Group Project: Inclined Plane Your groups task is to design and conduct an investigation that answers the inquiry question. Each portion of the investigation will have its own rubric and instructions. There are target dates to complete each section of the project. Two grades will be assigned for this project. Group Grade: Each group will receive a grade for Group Contract, Hypothesis Statements, Experiment Design, Procedures, Individual Grade: Each member will turn in an individual lab report based on the experiment and data collected at the end of the project.
Inquiry Question: How does a difference in mass effect the motion of an object on an inclined plane?
Group Name ____________________________________________________ Group Members & Contact Information
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Expectations - Student will be able to:

Analyze tasks that group needs to perform. Appraise the strengths of group members when dividing tasks. Develop agreement that hold group members accountable for tasks. Schedule tasks for timely completion. Explain and agree upon method for communication about group work.
Calculate forces acting on an object on an inclined plane. Predict the motion of objects based on information observed and constructed for objects on an inclined plane. Collect data on force and acceleration for objects on an inclined plane. Analyze data from investigations. Make and support claims from evidence collected during investigation Design and conduct an experiment regarding the relationship between mass and motion for objects on an inclined plane.
Schedule and Deadlines Date 3/6/2013 3/7/2013 3/11/2013 3/13/2013 3/14/2013 3/18/2013 3/19/2013 3/22/2013 In Class Introduction Create Group Contracts Deliverable Signed, completed group contracts (Group) Development of Hypothesis & Hypothesis Statement Experiment & Procedure (Group) Design Experiment & Procedure Experiment Design Design Document (Group) Experiment set up & data Data tables & analysis collection (Group) Written Lab Report (Individual) Due Date 3/7/2013 3/7/2013 3/14/2013 3/20/2013
3/22/2013
Our Group Goal for this Project
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Group Project: Inclined Plane Developing Contract Part 1: Group Activity Start up Check off each activity that you complete. Have your instructor check and sign off when you have completed Part 1. Task Introduce yourselves to your team members with a handshake and good eye contact. As a team read over the introduction, schedule expectations. Set a team goal for this project that is measurable. Read over rubrics; each member should select a rubric to review and then share information with the team. Completed and reviewed by instructor: Part 2: Group Contract This document will define who is responsible for task within the project. When developing the document review the samples provided. Your group will create one document that each member will sign and turn in. Follow these tasks to get started on your group contract. Task Decide on individual roles for the project and define what these will be and who will fill them. Indicate how the group will communicate and collaborate. Think about tools that will be used that each group member has access to. Recognize that work will be required outside of class time, and have process for sharing this work. Define expectations for group members that may include; punctuality, absences, meeting deadlines, and problems solving. Discuss and define how conflict will be dealt with in the group. Part of the contract should specify how decision making will be conducted (majority, consensus, or group leader make decisions) Include any other agreements that your team feels is necessary for you to reach your target goal for the project. Completed (X) Completed (X)
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Modeling
Provide sample group project contracts. It is important to provide two or three diverse samples to show that there is more than one way to approach process.

Review drafts or portions of contract to see if students have developed understanding of process. Pose hypothetical questions to groups who need guidance as to what to include.
Completion of group contract will be required prior to moving ahead with inquiry project in Lesson Plan 5.
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LESSON PLAN 5
Topic
Inquiry Project: How does a difference in mass effect the motion of an object on an inclined plane? Students will work in groups to develop an experiment to answer the inquiry questions.
Duration
Six full 50 minute class periods and two 25 minutes class periods.
Purpose
For students to deepen their understanding of motion by developing an experiment to test their predictions of how motion will occur in a given circumstance.
Materials
Instructions and Supporting Documents Inspiration Board Central display in classroom with the following posted: o Schedule of project with deadlines o Inquiry Question o Group Teamwork Expectations o Content Expectations o Where to find supporting information o What is the current task Samples of work

P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantitylength, volume, weight, time interval, temperaturewith the appropriate level of precision). P1.1E Describe a reason for a given conclusion using evidence from an investigation. P1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
Objectives
Content Related Objectives:
Identify the direction of the normal force. Calculate the magnitude of the normal force. Calculate forces acting on an object on an inclined plane.
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Predict the motion of objects based on information observed and constructed for objects on an inclined plane. Collect data on force and acceleration for objects on an inclined plane. Analyze data from investigations. Make and support claims from evidence collected during investigation Design and conduct an experiment regarding the relationship between mass and acceleration for objects on an inclined plane.
Affective Expectations and Objectives: Analyze tasks that group needs to perform. Appraise the strengths of group members when dividing tasks. Develop agreement that hold group members accountable for tasks. Schedule tasks for timely completion. Explain and agree upon method for communication about group work.
This is a summative assessment project. Students group work will be assessed according the following set of rubrics. Each student will turn in an individual lab report that will be assessed with a separate rubric.

1. Warm up a. Time allowed: 5 min b. Students work on force problems. Two students are selected to work the problem on the board while other do it in their seat. c. Teacher reviews problem quickly. 2. On Task Today a. Time allowed: 2-5 minutes b. Explain what groups should be working on that day. c. Remind students where resources are located. d. Provide feedback on general progress of class. 3. Group work a. Students work in groups on the task outlined for that day. b. Instructor visits each group and supports and assists. 4. Wrap-up a. Comment on observations of group communication, staying on task, collaboration. b. Explain what the upcoming task will be. What teacher will do: Pose inquiry question. Explain process.
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Provide guidelines and deadlines. Ask leading questions to group to assist them in developing hypothesis, experimental design and procedures. Assist students in location of material and set-up of experiments in laboratory. Make observations regarding group process and give feedback for improvement.
What students will do: Review support documents. Discuss strategies with group. Work cooperatively to complete assignment. Develop hypothesis. Design experiment & procedures. Conduct experiment. Analyze data, perform calculations. Conclude if hypothesis was supported or refuted. Ask questions regarding process and content.
Support Documents
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Hypothesis Support Group Project Inclined Planes Criteria: Hypothesis statement relates to inquiry question. Statement is made that can be supported or refuted by experimental methods. Supporting Ideas A hypothesis includes three key elements: 1. An explanation of what is expected to happen. This needs to be based on prior knowledge. 2. A condition that tells HOW the researcher will conduct the experiment. 3. A prediction of WHAT the outcome of the experiment will be. Phrasing a hypothesis as an IF/THEN/THE statement will help you to get started. For example: IF (the explanation of what is expected to happen) THEN (conditions of experiment) THE (prediction will occur). Think of the hypothesis as a mini-summary of your experiment . Questions What is the main inquiry question to be answered? What do we expect to happen? What conditions need to exist for it to happen? What needs to be controlled for?
Next Step Once you have completed your hypothesis, have your instructor review it. Your instructor will then give you the support document for Experiment & Procedure Design.
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Experiment & Procedure Design Group Project Inclined Planes

Criteria: Experiment is designed to obtain data that will support or refute hypothesis statement. Experiment can be conducted in time allotted for project with readily available materials. Procedures include step by step instructions on how experiment is to be carried out. Procedures include detailed materials list. Procedures include method of data collection and formulas necessary for any calculations required. Procedures include instructions for setting up data tables
Supporting Ideas
Experiment Design: A well developed hypothesis is the start of the experimental design. Think about what you are testing, and what kind of data you want out of your experiments. Did you hypothesis predict an outcome on populations trends? If it did, you need to accumulate birth and death rates for the populations you are studying. Procedures: Procedures are the instructions on how to go about collecting the data. They should be clear and easy to follow. Any group member should be able to use the procedures to collect data, even if that was not going to be there role. You should be able to hand them to someone who doesnt know anything about the experiment, and they could collect that data that you expected.
Questions
Experiment Design: What is the main inquiry question to be answered? What types of data do I need to support my hypothesis? How am I going to collect the data? What data do I need to do the calculations required to support my hypothesis?
Procedures: Are the steps detailed? Is there a list of all equipment and materials included? Can someone who is unfamiliar with the experiment easily follow this procedure?
Next Step
Once you have completed your experiment and procedures design, have your instructor review it. Your instructor will then give you the support document for Data Collection & Analysis.
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Modeling
Instructor will provide template for inquiry process. Each step will be broken down so that student understand each portion.

For each step of the process will be reviewed prior to the group moving on to the next step. During development instructor will read portions of task and give feedback. Instructor may also ask questions to ensure that student or group understands task.
Summative assessment
Group Assessment: Each group will be assessed on product deliverable the group hands in according to the designated rubric. The following pages include the Group Assessment Rubrics.
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Group Project Rubrics
Group Contract (15 points) 1 Criteria Task clearly defined. Divided task equitably, taking into account individual group member's strengths. Developed agreements that hold group members accountable for tasks. Detailed methods for collaboration and communication. Defined method for decision making and conflict resolution. Comments:
criteria not met
Proficiency Level 2
criteria partially met
3
criteria fully developed
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1 Criteria Hypothesis statement relates to inquiry question. (x2) Statement is made that can be supported or refuted by experimental methods. (x3)
criteria not met
Development of Hypothesis (15 points) Proficiency Level 2 3

criteria partially met criteria fully developed
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1
criteria not met
Experiment and Procedure Design (24 points) Proficiency Level 2 3

Criteria Experiment is designed to obtain data that will support or refute hypothesis statement. (x2) Experiment can be conducted in time allotted for project with readily available materials. Procedures include step by step instructions on how experiment is to be carried out. (X2) Procedures include detailed materials list. Procedures include method of data collection and formulas necessary for any calculations required. Procedures include instructions for setting up data tables.
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1
criteria not met
Data Collection & Analysis (24 points) Proficiency Level 2 3

Criteria Data collection is thorough and precise. Data tables and graphs are constructed clearly and accurately. Calculations are error free. Conclusions are made from analysis and supported with experimental data. (x3) Statement is made regarding support or refutation of original hypothesis that is supported by experimental data. (x2)
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Individual Lab Report Rubric

Section Pts. 15 Section 0 Introduction Conveys full sense of experiment concisely & effectively. Could be used to understand key points of experiment and conclusions. Appropriate data is referenced. 0 5 Hypothesis Statement Hypothesis statement developed by group is included. 0 5 Experiment & Procedure Complete experiment and procedure design developed by group is included. 0 5 Results Includes data and analysis completed by group. Data is presented in clear, professional manner and is easy to follow. All calculations are shown with appropriate formulas. Visuals (data tables, graphs and figures) are presented clearly and accurately and have appropriate titles. 0 5 Conclusion Includes conclusion developed by group. Effectively summarizes the point of the experiment. Uses data to support the conclusion. 0 15 Reflection Shows evidence of thought and effort. Reflects on learning. Discusses hypothesis support or refute and further experimentation. 3 6 9 12 15 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Poor 3 Average 6 9 Excellent 12 15
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Closure
At the end of every lesson, a brief wrap up will be conducted. During this wrap-up, feedback will be given to class as to what was observed regarding the ability of groups to stay on task, cooperation and collaboration and communication. This will also be a time to remind students what they need for the next class period. When all the projects are completed, there will be an opportunity to reflect on what they have learned.
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Post-Assessment
Key objectives were selected to use during the pre-unit assessment. They are: Identify the direction of the normal force. Calculate the magnitude of the normal force. Construct free body diagrams showing net forces acting on an object on an inclined plane.
The same survey instrument used for the Pre-Assessment was used during PostAssessment. Scoring was kept constant so as to have the most effective comparison. Students who did not participate in both surveys were dropped from the analysis. (Lack of participation was due to absence on the day the instrument was given) The results of the pre and post assessment are in Table 5. Figures 4-6 show the growth from the preassessment to the post-assessment. In addition to the survey, a summary assessment was given. Of the 20 questions on the summary assessment, 13 questions related to force and motion on an Inclined Plane.
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5th hour Student # Pre 1. Identify direction of normal force Post 1. Identify direction of normal force Question Pre 2. Construct free-body diagram Post2. Construct free-body diagram Pre 3. Calculate magnitude of normal force Post3. Calculate magnitude of normal force
1 2 3 4 5 6 7 8 9 10 11 12 14 15 17 18 19 20 21 22 23 24 25 26
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Table 6: Post-Assessment Data
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6th hour Student # 1. Identify direction of normal force Post 1. Identify direction of normal force 27 28 29 30 31 32 33 34 35 36 37 38 39 41 42 43 44 45 1 1 1 1 1 2 3 3 3 1 1 1 1 1 1 2 3 1 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 2 1 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 1 2 2 1 1 1 2 2 2 3 3 3 3 3 2 2 3 3 3 2 3 3 3 3 3 3 3 2. Construct free-body diagram Post2. Construct free-body diagram 3. Calculate magnitude of normal force Post3. Calculate magnitude of normal force
2 2 1 1 1 1 1 3 1 3 2 2 1 1 1 1 1 1 2 2 1 2 2 1
3 1 3 3 3 3 3 3 3 3 3 3 0 3 3 3 3 3 3 3 3 2 2 3
1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1
3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3
1 2 2 2 2 2 1 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2
3 2 2 3 3 2 3 3 3 2 3 3 3 3 3 3 2 2 3 3 3 3 3 3
Question
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Table 7: Group Analysis of Student Learning

Objective Outcomes Identify the direction of the normal force. Assessment Strategy Students were given a photograph of a skier going down a hill sloped at an angle and asked to label the normal force. Summary of Results 36 students (86%) were able to correctly label the normal force. Four students (10%) had the direction correct, but the orientation wrong. Two students (4%) didnt answer the question.
Construct free body diagrams showing net forces acting on an object on an inclined plane.
Students were asked to construct a free body diagram labeling four specific forces.
41 students (98%) were able to construct a free body diagram that included a coordinate axis. One students (2%) diagram was illegible, and what could be deciphered had the normal force opposing the weight.
Calculate the magnitude of the normal force.
Students were asked to describe how they would calculate the normal force and to set up the calculation.
33 students (79%) correctly described how to calculate the normal force and provided the correct trigonometric functions. Nine students (21%) related the normal force to the weight, but made errors in trigonometry (most often using sin function instead of the correct cos function). A few multiplied the formula by the acceleration due to gravity.
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Pre and Post Assessment Summary

Figure 4: Question 1 Identifying Normal Force
Identifying Normal Force

40 Number at Proficiency Level 35 30 25 20 15 10 5 0 Pre Q1 Assessment Post Q1 Level 1 Level 2 Level 3
Figure 5: Question 2 Drawing Free Body Diagram
Constructing a Free Body Diagram

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Number at Proficiency Level
40 35 30 25 20 15 10 5 0
39
41
Level 1 Level 2 Level 3
3
Pre Q2
1 Post Q2
Assessment
Figure 6: Question 3 Calculate Magnitude of Normal Force
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Calculating Magnitude of Normal Force

Number at Proficiency Level 40 35 30 25 20 15 10 5 0 Pre Q3 Assessment Post Q3 7 0 0 9 Level 1 Level 2 Level 3 35 33
Summary Statement of Student Learning

Student learning was show to occur in all three objective areas that were assessed. The first objective, to identify the direction of the normal force was difficult for most students prior to teaching about inclined planes. Even though students had been given a definition of the normal force as perpendicular to a surface, they were used to having it opposite the force of gravity. This misconception was difficult to overcome. The majority of the student were able to change their understanding, with only four writing it incorrectly on the photo. The other two students didnt answer the question, one of them Im sure understands the concept as Ive seen him explain it to others. The second objective showed an increase in understanding. Students were familiar with free body diagrams, so they constructed something on the pre-assessment. Not knowing the components of all the forces though, they were not able to correctly label them, or to indicate the correct coordinate axis. At the post-assessment all but one student were able to construct the appropriate free body diagram for motion on an inclined plane. The one student did draw one, but it was very difficult to read, and the orientation of the normal force seemed to be opposing the weight rather than perpendicular to the surface. The final objective, showed the least amount of growth. This is understandable because the student needed to explain as well as come up with a mathematical formula. Most of the students (79%) had developed an understanding that the downslope force is a component of the weight, and were able to identify the correct trigonometric function. The two common errors were; (1) an incorrect trigonometric function, or (2) incorrect calculation of the weight component. A few students seemed to be mixing the weight formula with the
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downslope formula, effectively squaring the acceleration due to gravity in their calculations. The best feedback I received from teaching the unit was from the reflections I asked students to write following their inquiry project. They clearly articulated that they understood that mass doesnt effect the acceleration on an inclined plane. This was a huge step, because it is a commonly held misconception that larger masses will accelerate faster on an inclined plane.
Individual Analysis
The student I chose for analysis showed an increase in understanding on the second objective, going from 1 to 3. On the first objective her understanding was diminished. On the third, she stayed the same. Much of this poor performance is due to two main factors. The first is that she had influenza during much of this unit, and had missed a substantial amount of school due to her illness. Without a solid foundation in kinematics, it was difficult for her to catch up. The second factor is that she is very anxious when it comes to taking tests. For the first part, we met on a few occasions for her to go over subject matter she missed. Her busy schedule kept her from meeting too frequently. Her mother had e-mailed me with concern, and she is open to further communication. It seems she has good support at home. This student did very well on the group inquiry project, and that coupled with her completing other assignments kept her from earning a failing grade for the quarter. The biggest obstacle seems to be the test anxiety. The student and I discussed a few strategies to overcome this problem, but we havent had the opportunity to see if any of them work well for her. I also discussed this with one of the support staff in the counseling office, and identified a support group that may help her. From her inquiry project, and talking with this student, I seems she is understanding many of the concepts. However, physics is a subject that requires repeated problem solving in order for the information to become truly mastered. I believe that once this student has more exposure to the material, she will be able to succeed.
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Reflection & Self Evaluation

The classes showed great improvement in learning based on the three areas studied in the pre and post assessment of the unit. I selected the key concepts to test for objects on an inclined plane; the direction of the normal force, identifying forces and their direction combined with the ability to construct a free body diagram and finally to calculate the magnitude of the normal force. The students showed the most improvement with constructing the free body diagram, they showed the least improvement with the ability to calculate the magnitude of the normal force. Students were most successful at being able to construct an accurate free body diagram of the forces acting on an inclined plane. During the pre-assessment, none of the students were able to perform this task, (0%). At the time of the post-assessment, 41 were able to perform at a Level 3 (98%) . Level 3 was defined as being able to construct the diagram, labeling all forces correctly and to include the correct coordinate system. One of the reasons for this success rate is that the students were familiar with the concept of free body diagrams prior to starting this unit. The other reason was that for each problem solving situation, they were asked to draw a free body diagram prior to solving the problem. Repeated practice helped the students to consolidate this skill. Graph 1 shows the growth for this area. Graph 1:
Constructing a Free Body Diagram

45 Number at Proficiency Level 40 39 41
35
30 25 20 15 Level 1 Level 2 Level 3 3 Pre Q2 Assessment 0 0 1 Post Q2
10
5 0
The area that the students showed the least growth in learning was the calculation of the normal force. The students started out having some idea of how to set up this calculation,
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35 of them made the incorrect assumption that normal force was equal to the weight (83%). At the time of post-assessment, only nine made this mistake. The remaining 33, (79%) were able to correctly identify that the magnitude of the normal force was equal to the weight times the cosine of the angle of incline. The primary reason for this is that the students had a pre-conception that the normal force was equal to the weight based on their previous experience. The other is that many of the students had a difficult time evaluating the angles of the vectors in the force components of an incline plane. Graph 2 shows the growth in learning for this area. Graph 2
Calculating Magnitude of Normal Force

Number at Proficiency Level 40 35 30 25 20 15 10 5 0 Pre Q3 Assessment Post Q3 7 0 0 9 Level 1 Level 2 Level 3 35 33
The main reason the students were able to perform better on constructing a free body diagram is that it was building on their prior knowledge, and that they didnt have to change any of their previously held ideas regarding how this worked. They were just adding to what they knew. One thing I was able to do as a teacher was building on this prior knowledge. I had spent a great deal of time showing them what the components of a free body diagram were prior to starting the unit, and they had lots of practice constructing them. From this solid base, the students were able to apply that knowledge to the inclined plane scenario. Constructing a free body diagram is a very visual exercise. It can look like the real world scenario. This is much easier for students to understand than more abstract concepts. One of the reasons the students may have struggled with calculating the magnitude of normal force is that I short-cut the reasoning when teaching them how to calculate it in the horizontal dimension. Had I made them use the trigonometry, it may have been easier for them to understand that the normal force is a component of weight, and not always equal to weight. I remember saying that, the normal force is equal to weight when the object is
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Unit Plan
Christia West
on a horizontal surface. However, when the students are learning a new concept, just saying this a few times may not be enough for them to fully understand it. A better tool could have been a series of problems where they calculate the normal force using trigonometric functions to prove that it is equal to weight in a horizontal position, and why. Overall, my performance was effective at having the students meet the indicated standards. I used a variety of teaching techniques, making sure that students had many opportunities for practice. Also, I had students teaching other students and working together to solve problems. I feel that this collaborative learning environment assisted students in developing a deeper understanding. I often would ask a student to explain how they developed their answer, not just give the answer to the problem. This matches my teaching philosophy well. I feel that I am a guide to the students learning, that I am helping them to discover the concept, not just giving them the information. This experience has really helped me develop as a teacher. I was able to put into practice some of my teaching philosophies. It wasnt always comfortable, for me or the students. For example, the culminating activity of my unit was an inquiry project where the students needed to develop an experiment. Even though I had put together what I thought were clear instructions, some of the students were resistant to the process. This was a new experience for many of them because they are so used to getting the right answer. Here I was encouraging them to do what they thought, and not to worry if it was correct or not! They were able to get through it, and we both learned. I see from this experience that I need to anticipate some of this discomfort and plan for it. One idea is to start with a smaller mini-project to get them used to the idea of pure inquiry. At the same time, I think the discomfort is an important aspect to learning. Not knowing, and wanting to understand. Balancing these feelings in the student without having them become overwhelmed is an important task. This is definitely something that I could develop further. I also felt that I wasnt quite as prepared for the amount of time required to give appropriate feedback. My original idea is that each student would have extensive feedback on each step of the project. I quickly found that was difficult to achieve. In the future, I will develop a method that allows for me to give feedback in a more effective manner. One way to do this would be to have all documentation submitted in one form, electronic would be preferable. Then I could read and provide feedback at the same time. This would require planning and adding instructions to the project documentation. Im glad I took the plunge and had the students perform an inquiry project. I had the students write feedback about what they learned. I was happy to read that many of them liked doing the project, even though I had heard complaints at the beginning. For example, one students reflection includes the following:
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Unit Plan
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I thought this was a fun way of learning. And I learn better when having fun. It was great to work with friends too. This should be done more often. Originally it was thought that the bigger mass would fall down the incline faster. But it ended up differently than expected. Through experimenting and calculating results we found out that the mass doesnt really effect anything. The acceleration, time, and force were relatively the same for both masses. The smaller mass may have been timed a little wrong but its still around the same time as the other masses. Maybe we used to closely related masses? What if we used masses that were more spread out? Based on the results we have I ask the following questions....Why does mass not really matter? Is it because gravity is constant? Or does this data only happen on an incline? what about in free fall? What if I just doped the 2 objects into fee fall then what would happen?
What excites me about this reflection is that the student enjoyed it , but more importantly, it triggered the student to ask questions. I think when students are developing questions for themselves, then they will be more motivated to learn. Then they are ready for me to guide them on the journey.
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Materials List
Technology: o Computer o LCD/ VGA projector o ELMO document camera Laboratory Equipment o Air track (s) o Mass sets o Meter sticks o Protractors o Stopwatches o Assorted round, spherical objects o Electronic balance o Masking tape o String and/or monofilament o Paperclips o Hot Wheels tracks o Scrap lumber for building ramps
Classroom Equipment & Supplies o Paper o Pencils o Rulers o Handouts (included in lesson plans)
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Resources
Milan Area Schools (2012) Standards Assessment Report. Retrieved from http://www.livebinders.com/play/play/210499. State of Michigan Department of Education (2006) High school content expectations, Physics. State of Michigan. Retrieved from http://www.michigan.gov/documents/Physics_HSCE__168208_7.pdf National Research Council (2012) A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Walker, J. (2010) Physics, 4th Edition. Pearson Addision-Wesley. San Francisco, CA. Zitzewitz, P.W. (1999) Physics: Principles and Problems. Glencoe McGraw-Hill. New York: NY. Hewitt, P. (1997) Conceptual Physics. Addison-Wesley Publishing Company. Menlo Park, CA. Gonick, L. (1991) The Cartoon Gude to Physics. Harper Collins. New York , NY. 47-57. Henderson, T. (1996-2013) The Physics Classroom. Vectors: Motion and Forces in Two Dimensions, Lesson 3: Inclined Planes. Retrieved from http://www.physicsclassroom.com/Class/vectors/u3l3e.cfm Eisenkraft, A. (1998) Active Physics. Its About Time, Inc. Armonk, NY Education.com (2006-2013) Inclined Planes Extra Drill Problems for AP Physics. Retreived from http://www.education.com/study-help/article/inclined-planes1/
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Unit Plan Inclined Plane

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Unit Plan Inclined Plane

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Unit Plan

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Objectives and Outcomes

UNIT OUTCOMES: STUDENTS WILL BE ABLE TO:

Force and Motion on an Inclined Plane

Direction of gravity and the normal force

Application of Newton's Laws

Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Table 3: Pre-Assessment Results

2. Construct free-body diagram

2. Construct free-body diagram

Force and Motion on an Inclined Plane

Name: _________________________________ Honors Physics

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

Table 4: Rubric for scoring pre-assessment

Question Not attempted or non responsive 2

Question Not attempted or non Explanation given, but responsive inaccurate. No 3

Question 1 Position & Direction of Normal Force

Force and Motion on an Inclined Plane

Question 2: Construct a Free Body Diagram

Question 3 Calculation of Normal Force

Force and Motion on an Inclined Plane

Pre-Assessment Planning for Instruction

Force and Motion on an Inclined Plane

Table 5: Pre-Assessment Planning for Instruction

Calculate the magnitude of the normal force.

Force and Motion on an Inclined Plane

Students of Special Concern

Student for Learning Analysis

Force and Motion on an Inclined Plane

objects motion based on the forces using free-body diagrams.

Input = What and How

Force and Motion on an Inclined Plane

Presentation Slides Slide 1

Unit Plan Slide 2

Force and Motion on an Inclined Plane

Normal Force on an Inclined Plane

Normal force on an inclined plane

Unit Plan Slide 5

Force and Motion on an Inclined Plane

Free body diagram

Checking for Understanding

Force and Motion on an Inclined Plane

Force and Motion on an Inclined Plane

objects motion based on the forces using free-body diagrams.

Input = What and How

Force and Motion on an Inclined Plane

Checking for Understanding

Unit Plan Worksheet

Force and Motion on an Inclined Plane