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# Digital Unit Plan Template

## Unit Title: Bumper-Car Designers Name: Shin Sul

Content Area: Physics Grade Level: 10-11th
CA Content Standard(s)/Common Core Standard(s):

 HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a
macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a
function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a
constant force.] [Assessment Boundary: Assessment is limited to one dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
 HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force
on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this
principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.]
 HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a
collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object
from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary:
Assessment is limited to qualitative evaluations and/or algebraic manipulations.]
 HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs
and wants.
 HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints,
including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

##  Big Ideas/Unit Goals

 The big idea is “how do we protect ourselves from collisions?” The students will be exploring the big idea through the anchoring activity of
creating a bumper car design to present to potential buyers from amusement parks.
 What are some of the factors involved in making a bumper car? (Materials, design, mass, velocity, cost, etc).
 Do the factors matter to us when we are riding our bikes and driving our cars?

Unit Summary:
In this unit, students will be learning about Newton Laws of Motion and be able to define each of the Laws and its history as well as the mathematical relationship
between net force, mass and acceleration. Then, the students will carry that knowledge and will be learning about Momentum and be able to define Momentum
and its significance in Physics, understand that there is conservation of Momentum when no net force is in the system and, the mathematical relationship
between momentum, mass and velocity.

The learning will be done through a unit activity of designing a presentation for a bumper car company to a theme park, explaining the physics behind bumper
cars and think like scientists and engineers to present different ideas on bumper car Physics and design.
Assessment Plan:
Entry-Level: Formative: Summative:
Group level modeling of a collision to assess any Labs, preliminary models, and discussion will be Exam/Quizzes will be given as well as the Final
prior knowledge involving collision, momentum assessed by teacher. Presentation of the model.
and forces.
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities: Teacher lecture along with complimentary guided notes on Newton’s Second Law will
Students will learn about (Assessments): Guided be given to students. Students will follow along the lecture with graphics, videos and definitions to fill out
history and concept of Notes complimented with the Guided notes.
Newton’s Second Law lecture will be turned in.
Student Learning Objective: Acceptable Evidence: Lesson Activities: The students are given a Webercise worksheet to go through two activities involving
Students will learn about Webercise Worksheet with computer simulations online and one video demonstrating real life application of Newton’s Laws. The
Newton’s second Law and Three different activities. students will explore the websites given in direction to get an insight on the variables involved in Forces
its applications. around us.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students are given Graphic Organizer worksheets to guide them through the resource
Students will be identifying Graphic Organizer given to them to identify the three laws of Motion. The students will identify their definition, formulas
three Laws of Motion worksheet with two and will re-write them in their own words or diagrams.
websites to compliment.
Unit Resources:
 Types of Forces
Explains the types of forces that exist with investigation questions and help
 Newton's Second Law
Goes further in depth with the principles of Newton's 2nd law, the F=ma
 Newton's Laws
Visits all 3 of Newton's Laws of motion with lectures and quizzes to test your knowledge
 Khan Academy - Newton's Second Law
Khan Academy lecture on Newton's Second Law (F=ma)
 the Physics Classroom - Newton's Laws
Explains the three laws of Newton's forces with interactives
 Khan Academy - Linear Momentum
Khan Academy learning set for Linear Momentum

Useful Websites:
 Youtube - Crash Course Physics - Newton's Laws
Crash Course Physics video lecture on Newton's laws with sample questions
 Bill Nye the Science Guy - Momentum
Bill Nye the Science guy episode on Momentum
 Phenomenon Around us
Provides multiple phenomena that further visits the ideas of motion.
 NASA Real-life examples
NASA site that provides topics on motion and applying them into real life demonstrations.