Assignment 1: Professional Task

Course: Science Stage/Year: Stage 5/Year 10 Module: Physical World Duration: 5 Weeks

Overview/ purpose of the unit

This unit looks at exploring Newton’s laws of motion and different movements and how they are quantified and described. Throughout this unit student
explore the difference between displacement and distance, speed and velocity and explore how they work together with acceleration to describe
movement of objects. Students also explore newton’s laws of motion and how they relate to movement in everyday life.

Outcomes
› applies models, theories and laws to explain situations involving energy, force and motion SC5-10PW
› explains how scientific understanding about energy conservation, transfers and transformations is applied in systems SC5-11PW

Related Life Skills outcomes:

› explores a range of forces in everyday situations SCLS-10PW

Learning Across the curriculum Areas

Information and communication technology capability
Numeracy
Literacy

Assessment
Research Task: on Newton’s laws of motion
Students are to complete a research task at the end of the unit on producing and explaining a demonstration on one of Newton’s laws.
Details
Students are to select one of the three laws of motion and conduct a research task on the law. They are to produce a digital media that:
 Describes the Law.
 Describe and conduce an experiment/demonstration that illustrates or measures the law.
 Students are to present a law of motion in the form of a digital media presentation (I-movie, web site, power point slide, etc.)
 This task is to be conducted in groups of two or three.
Teachers are to use a scaffold to assist students in the research task. (see resource below).

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Formative assessment is to be used throughout the unit to ensure students are on track and no knowledge gaps form.

Learning Intentions:
At the end of this sequence of activities students should be able to:
1. Use key terminology and apply to real world situations,
2. Solve problems relating to simple motion,
3. Define and apply Newtons laws in a variety of ways,
4. Conduct investigations into Newtons Laws,
5. Know the difference between distance and displacement, velocity and speed,
6. Find the link between displacement, velocity and acceleration,
7. Find the link between force, mass and acceleration,
8. Construct and analyse displacement-time and velocity-time graphs.

Questioning and Predicting Planning Investigations Conducting Investigations

OUTCOME
A student:
› develops questions or hypotheses to be
investigated scientifically SC5-4WS
Related Life Skills outcome: SCLS-4WS
CONTENT
WS4 Students question and predict by:
a. formulating questions or hypotheses that can
be investigated scientifically (ACSIS164,
ACSIS198)
b. predicting outcomes based on observations
and scientific knowledge
OUTCOME
A student:
› produces a plan to investigate identified questions,
hypotheses or problems, individually
and collaboratively SC5-5WS
Related Life Skills outcome: SCLS-5WS
CONTENT
WS5.1 Students identify data to be collected for an
investigation by:
a. describing the purpose of an investigation
b. explaining why certain types of information need to
be collected in a range of investigation
types
c. selecting possible sources of data, including
secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if
OUTCOME
A student:
› undertakes first-hand investigations to collect valid and
reliable data and information,
individually and collaboratively SC5-6WS
Related Life Skills outcome: SCLS-6WS
CONTENT
WS6 Students conduct investigations by:
a. individually and collaboratively using appropriate
investigation methods, including fieldwork and
laboratory experimentation, to collect reliable data
(ACSIS165, ACSIS199)
b. safely constructing, assembling and manipulating
identified equipment
c. selecting and using appropriate equipment,
including digital technologies, to systematically
and accurately collect and record data (ACSIS166,

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reliable first-hand data is to be collected in controlled
experiments
WS5.2 Students plan first-hand investigations by:
a. planning and selecting appropriate investigation
methods, including fieldwork and laboratory
experimentation, to collect reliable data (ACSIS165,
ACSIS199)
b. describing a logical procedure for undertaking a
range of investigation types
ACSIS200)
d. using appropriate units for measuring physical
quantities
e. reporting data and information, evidence and findings,
with accuracy and honesty
f. evaluating the effectiveness of the planned procedure,
considering risk factors and ethical issues, and
suggesting improvements as appropriate

c. designing controlled experiments to collect valid

first-hand data
d. specifying the dependent and independent
variables for controlled experiments

e. accounting for the use of an experimental control as

appropriate

WS5.3 Students choose equipment or resources

for an investigation by:
a. identifying appropriate equipment and materials
b. identifying the appropriate units to be used in
collecting data
c. selecting equipment to collect and record reliable
data or information, using digital
technologies as appropriate, eg data loggers

d. assessing risks and addressing ethical issues

associated with these methods (ACSIS165,
ACSIS199)

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Processing and Analysing Data and
Information
OUTCOME
A student:
› processes, analyses and evaluates data from first-
hand investigations and secondary
sources to develop evidence-based arguments and
conclusions SC5-7WS
Related Life Skills outcome: SCLS-7WS
CONTENT
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to
organise data and information including
diagrams, tables, models, spreadsheets and
databases
b. selecting and extracting information from tables,
flow diagrams, other texts, audiovisual
resources and graphs, including histograms and
column, sector or line graphs
c. accessing data and information by using a range
of appropriate digital technologies
d. applying numerical procedures and mathematical
concepts and using digital technologies, where
appropriate
e. identifying data which supports or discounts a
question or hypothesis being investigated or
a proposed solution to a problem
f. describing specific ways to improve the quality of
the data (ACSIS171, ACSIS205)
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including
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Problem Solving
OUTCOME
A student:
› applies scientific understanding and critical thinking
skills to suggest possible solutions to
identified problems SC5-8WS
Related Life Skills outcome: SCLS-8WS
CONTENT
WS8 Students solve problems by:
a. describing strategies to develop a range of possible
solutions to an identified problem
b. assessing strategies that have been identified as
possible solutions to an identified problem
c. applying the processes of Working Scientifically in
developing creative solutions to
problems
d. using cause-and-effect relationships to explain ideas
e. using models to explain phenomena and make
predictions
f. applying critical thinking in considering suggested
proposals, solutions and conclusions,
including a consideration of risk
g. evaluating different approaches used to solve
problems (ACSIS172, ACSIS206)
Communicating
OUTCOME
A student:
› presents science ideas and evidence for a particular
purpose and to a specific audience,
using appropriate scientific language, conventions and
representations SC5-9WS
Related Life Skills outcome: SCLS-9WS
CONTENT
WS9 Students communicate by:
a. selecting and using in presentations, for different
purposes and contexts, appropriate text
types including discussions, explanations, expositions,
procedures, recounts or reports
b. selecting and constructing an appropriate table, type
of diagram, table or graph (histogram
or sector, column or line graph) to present information
and show relationships clearly and
succinctly using digital technologies as appropriate
c. using appropriate units for physical quantities and
symbols to express relationships, including
mathematical ones
d. proposing ideas that demonstrate coherence and
logical progression
e. presenting scientific ideas and information for a
particular purpose, including constructing
evidence-based arguments and using appropriate
scientific language, conventions and representations
for specific audiences (ACSIS174, ACSIS208)
 Assignment 1: Professional Task
identifying inconsistencies in data and
information (ACSIS169, ACSIS203)

b. describing relationships between variables

(ACSIS169, ACSIS203)

c. assessing the validity and reliability of first-hand

data

d. using knowledge of scientific concepts to draw

conclusions that are consistent with
evidence (ACSIS170, ACSIS204)

e. synthesising data and information to develop

evidence-based arguments

f. evaluating conclusions and evidence, including

identifying sources of uncertainty and possible
alternative explanations (ACSIS171, ACSIS205)

g. critically analysing the validity of information from

secondary sources (ACSIS172, ACSIS206)

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Knowledge and Understanding
PW2 The motion of objects can be described and predicted using the laws of physics. (ACSSU229)
Syllabus Content
b. explain qualitatively the
relationship between
distance, speed and time
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Skill outcomes and content Outline of student learning - Teaching & Learning Strategies
› SC5-6WSa, b, c, d, e, f 1. Understand that objects fall at the same rate irrespective of their
› SC5-4WSa, b mass if air resistance is removed.
 Show a video showing this in a vacuum and recreate it in the
classroom to show the difference and explain why there is a
difference.
2. Describe motion as an object changing position
3. Distinguish between distance and displacement
 Use practical examples for students to relate to the concept.
 Use google maps to show the difference between the two.
 Practical – Distance/Displacement investigation,
On an oval or grassed area make a course with javelins
sticking up out of the ground. Ask a student to walk around
the javelins holding one end of rope. Then using a trundle
wheel ask the students to measure the path the student took.
This is distance (or distance travelled).
Remove the javelins and replace with witches hats. Have a
student follow the same path. However this time there is
some tension on the rope. Once the student has finished
measure the direct distance between the end and start point.
This is displacement.
4. Define speed as the distance travelled over a period of time
(speed = distance / time)
 practical – Change in Speed investigation
Have students take different paths through a course (each
path is the same length) and record their time. Students can
then work out their average speed through different courses.
Why were the average speeds different?
5. construct a distance / time graph from collected data

Students:
a. describe qualitatively the
relationship between force,
mass and acceleration
c. relate acceleration
qualitatively to a change in
speed and/or direction as a
result of a net
force
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Assignment 1: Professional Task
 Students can use the practical above to construct different
distance time graphs.
6. Extract information from distance / time graphs
 Students can use the above graphs and extract data from
them, eg average speed.
7. Extension: what is the difference between speed and velocity.
› SC5-6WSa, b, c, d, e, f 1. Define acceleration
› SC5-4WSa, b  As a change in speed over a period of time
 Use models to demonstrate this eg Graphical or remote
control cars etc.
 Link acceleration to everyday events.
 Define constant acceleration.
 Practical – Calculating Acceleration
Have students set up every 5 or 10 metres with a stopwatch.
Ask students to record the time of a runner or a remote
control car from the start line to their position. Do this from a
stationary start and from a running start. Record and graph
the results. What can be determined from the graphs?
(Practical hand out is below).
2. Recall and define what a force is. This is a push, pull or twist that
changes the motion of an object.
3. Develop simple equation for average acceleration a=Δv/t
4. Understand that a falling object has a constant acceleration
applied to it.
 This is known as gravity which is 9.81m/s2
 Practical:
Students are to drop a golf balls and time its decent over a
determined distance. This is to be done multiple times for
different distances. Students are to understand that this
experiment needs to be repeated to gain reliable results.

d. analyse qualitatively
everyday situations
involving motion in terms of
Newton's laws
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Assignment 1: Professional Task
Students are then to produce a velocity against time. Students
are then to take the line of best fit to determine the value of
gravity.
5. Show the link between force, mass and acceleration this equates
to Newtons second law (F=ma),
 State that a force is needed for acceleration to occur.
 Practical – How mass effects the 2nd Law
Using a shallow ramp and different sized marbles, students
are to first measure the weight of the marbles. Then each
marble is released from the same position on the slope.
Students are to measure how far they travelled from the edge
of the ramp. With a constant acceleration (gravity) students
are to realise that the change in mass results in a change in
force resulting in the change in distance travelled.
Extension: How do velocity vs time graphs relate to acceleration?
What do the different curves on a velocity vs time graph mean to
acceleration?
› SC5-6WSa, b, c, d, e, f  To assist in teaching the laws of motion, an online teaching
› SC5-4WSa, b resource such as Stileapp should be used.
1. State Newton’s 1st Law
 Explain, qualitatively, Newton’s first law
2. Explain that mass gives objects both inertia and weight
 Practical,
Suspended bulling ball. https://youtu.be/Wn-IXgxNSiE
Demonstration explains how inertia works when trying to
move an object.
3. Understand that an object’s mass gives it its inertia and that it is
measured in kilograms.
4. State Newton’s Second law.
 Assignment 1: Professional Task

 Explain, qualitatively, Newton’s second law

5. Explain that the equation F=ma represents the idea described in
the second law.
6. Explain how Newton’s second law accounts for the first law.
 That force is dependent on the mass of an object.
 Practical:
Using median balls (or weighted balls) students are to roll the
balls to each other. Students are to stop the balls. Students
are to notice the force required to push or stop the balls
changes as the ball get heavier. Students are to describe this
linking the first and second law.
7. Students are to design an experiment to investigate at least one
relationship in Newton’s second law.
8. Using Newton’s second law to solve problems.
9. State Newton’s third law,
 explain, qualitatively, Newton’s third law.
10. Identify action/reaction pairs.
 Use everyday examples of this taking place.
 Practical
Use balloon experiment to show these pairs taking place.
Feed a price of string through a straw. Attach each end of the
string to fixed positions 20m away keeping tension on the
string. Blow up balloons with different circumferences and
measure (do not tie the ends). Attach the balloons to the
straw using sticky tape and release. Measure the distance
travelled. Use experiment hand out for students to record
results (Attached Below).
11. Distinguish between balanced forces acting on an object and
action/reaction pairs.

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12. Explore how unbalanced forces are in an action/reaction pair

occur.
 Link this to the balloon experiment. Why did to move? How
does mass affect this?

› SC5-5WS Research Task: on Newton’s laws of motion

WS5.1a, b, c, d Students are to select one of the three laws of motion and conduct a
WS5.2a, b, c, d, e research task on the law. They are to produce a digital media that:
WS5.3a, b, c, d  Describes the Law.
› SC5-6WS  Describe and conduce an experiment/demonstration that
WS6a, b, c, d, e, f
illustrates or measures the law.
› SC5-9WS  Students are to present a law of motion in the form of a digital
WS9a, b, c, d, e
media presentation (I-movie, web site, power point slide, etc.)
 This task is to be conducted in groups of two or three.
 Teachers are to use a scaffold to assist students in the research
task. (see resource below)
Additional Content
apply Newton's laws of Discuss how Newton’s laws work in space. What affect does
motion to space travel weightless ness have on the laws and how we use them?
How are newton’s laws used in relation to rockets?
Connect newton’s law of gravitation to space travel and the laws of
motion.
How does a space ship stay in orbit?

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Program Evaluations:
Teacher Evaluation

Student Evaluation

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Newton’s Third Law – Balloon experiment

Aim:
To explore Newton's third law of motion and to determine the effect of the force applied on distance
travelled.

Materials:
 Balloons  tape
 String  tape measure
 Straws

Hypothesis:
What will happen when the balloon is released?

What do you think the effect of the balloon's circumference will have on the distance?

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Method:
1. Tie one end of a string to a chair, doorknob, or other support.
2. Put the other end of the string through a straw. Then pull the string tight and tie it to another
support or have a student told the string tight.
3. Blow up the balloon and pinch the end of the balloon to keep the air inside. Do not tie the balloon.

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4. Tape the balloon to the straw so that the opening of the balloon is horizontal with the ground.
You may need two students for this, one to keep the air pinched inside the balloon and the other to
tape the balloon to the straw.
5. Measure the circumference of the balloon and record in the results table.
6. While holding the balloon opening closed, one student should pull the balloon all the way back to
the end of the string (the starting line) so that the balloon opening is against one support.
7. Let go of the balloon and watch it move along the string.
8. Measure the distance travelled and record in the results table.
9. repeat steps 4-8 for different balloon circumferences (maximum 4 different circumferences)

Results:
Record your results in the table below.

Circumference Distance travelled

Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7

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Using the results table above draw a graph of the results. (Circumference Vs Distance Travelled)

Conclusion
What is the significance of your results?

How can this principle be applied to your dragster?

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Newton’s Laws – Research Task

Select Newton’s law to research:

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What interests you about this law?

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Research
Find two explanations of the law of motion you are researching. These can be, but are not limited to, web
sites, videos, text books etc.

Resource 1

Key points resource makes about the Law of motion you are researching:
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What you like about the resource:
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What did you not like about the resource:
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Resource location________________________________________________________________________

Resource 2

Key points resource makes about the Law of motion you are researching:
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What you like about the resource:
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What did you not like about the resource:
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Resource location________________________________________________________________________

Description of the law of motion in your own words:

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Research Experiment/Demonstration
Find two experiments relating to the law of motion you are researching. These can be web sites, videos,
text books etc.

Resource 1

Description of the experiment/demonstration:

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What you like about the experiment/demonstration:
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What did you not like about the experiment/demonstration:
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How could you improve the experiment/demonstration:

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Resource 2

Description of the experiment/demonstration:

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What you like about the experiment/demonstration:
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What did you not like about the experiment/demonstration:
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How could you improve the experiment/demonstration:

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Select an experiment/demonstration to present:

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Planning
What platform do you want to choose? (i-movie, Powtoons, Powerpoint, web site, etc)
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What will be in you presentation?

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What visuals will you use to help describe the Law of motion?
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Describe the experiment/demonstration you want to include in the presentation. (Think about aim,
method, equipment results).
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Sketch or write down the different scenes in your presentation.

Start producing your presentation.

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Acceleration Experiment

Experiment Description
Have students set up every 5 or 10 metres with a stopwatch. Ask students to record the time of a runner or a
remote-control car from the start line to their position. Do this from a stationary start and from a running start.
Record and graph the results. What can be determined from the graphs?

Aim:
To calculate the average acceleration of a runner and a remote controlled car. Using velocity vs time graphs and to
discover the nature of acceleration.

Equipment:
Trundle wheel, stopwatches, air horn, witches hats, remote controlled car.

Method:
Write a method for the experiment from the explanation from the teacher as well as the description above:

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Results:
Results table

Observer
1 2 3 4 5 6 7 8 9 10
Runner stationary start
Times
Runner Running start

Remote Controlled Car stationary start

Remote Controlled Car Running start

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Graphing Results

Conclusion:
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Rationale
This unit plan focuses on teaching students about the laws of motion in an engaging way. The unit plan aims to bring
effective pedagogies and teaching strategies into the classroom in order to engage students in the content. This is
done by using scaffolds for tasks that students are asked to complete. Scaffolding is a useful strategy for teaching all
students but is very affective at aiding EAL/D students and students with learning difficulties (Gibbons, 2009, 2002).
This strategy also naturally includes effective High Impact Teaching Strategies (HITS) such as explicit teaching,
structured lessons, differentiated teaching and worked examples. These four HITS strategies have been proven
to be effective teaching strategies and have had studies conducted on them showing that they increase the
structure of the class and student engagement. (Department of education and training [DET], 2017). Examples of
scaffolding are presented in the three resources where students are led through either an experiment or through a
research task.

This unit of work introduces many practical experiments and demonstrations aimed at motivating students and to
get the students engaged in the content and asking questions. This aligns with the practical experiences strand
presented in the syllabus (Board of Studies NSW, 2017). Examples of practicals include ‘Distance/Displacement
investigation’, ‘Calculating Acceleration’ and ‘How mass affects the 2nd Law’. These practicals allow students to
consolidate theory and allows them to produce a memorable way for students to remember the concept.

During the unit of work, students are asked to collaborate with each other in order to complete a short
research project based around the three laws of motion. This task allows teachers to bring collaborative
learning into the classroom. During this task, students build their teamwork skills, problem solving ability and to
acquire knowledge with the help of their peers. This collaborative learning strategy is another HITS strategy
with research providing evidence of the effectiveness of this strategy (DET, 2017). This task also allows students
to develop their ICT skills which is a key cross curriculum outcome incorporated into the syllabus (Board of
Studies NSW, 2017).

Differentiation is used throughout the unit plan to allow the teacher to tailor work to cater for students of
differing skill levels. An example of this is at the end of each outcome there is extension work for advanced
student deepen their knowledge of the subject area. On the other side of the student ability spectrum, there
are scaffolds in use to assist student with tasks and allows students to work at their own skill level. An example
of this is the scaffold for the research task into Newton’s laws of motion. Research has been conducted that
shows that when differentiation strategies are applied and students are supported or advanced, students can
benefit from positive and meaningful learning (DET,2017).

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References

Board of Studies NSW. (2017). NSW Syllabus for the Australian Curriculum: Science K-10 Syllabus

Department of education and training.(2017).High Impact Teaching Strategies: Excellence in

Teaching and Learning. Retrieved from https://www.education.vic.gov.au/

Documents/school/teachers/support/highimpactteachstrat.pdf

Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language

Learners in the Mainstream Classroom. Portsmouth, New Hampshire: Heinemann

Gibbons, P. (2009). English Learners Academic Literacy and Thinking: Learning in the Challenge

Zone. Portsmouth, New Hampshire: Heinemann

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