Section 1 – IB Lesson

Teacher(s) Michael Zitt, Alaknanda Shanker, Joann Valencia Subject group and discipline 8th grade Physical Science
Unit title Physics forces and motion MYP year 3 Unit duration (hrs) 22

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Movement Scientific and technical innovations
Consequences
Energy

Statement of inquiry

Scientific innovations allow engineers to change energy in the movement of objects to reduce the impact forces and consequences regardless of what they may be.

Inquiry questions

Factual—
Line of inquiry: Students will investigate objects in motion and calculate an object's momentum.
What is the relationship between mass and velocity?
Line of inquiry: Students will investigate roller coasters and objects affected by elastic and gravitational energy.
what is potential energy and how does it affect kinetic energy?
Line of inquiry: Students will explore an object’s inertia, the relationship between force and acceleration, and action/reaction.
What are Newton’s 3 laws of motion?

Conceptual—
Line of inquiry: students will explore objects in motion in a position/time graph and will explain how they are related and how can they can change.
How can variables be manipulated to change the forces of impact on a moving object?

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Line of inquiry: students will explore automotive crashes in its relation to motion and forces.
How are Newton's three laws of motion related to a car crash?

Debatable
To what extent do car manufactures consider safety when designing cars?
In designing a car, what are consequences that need to be considered when safety is not a priority?
Under what conditions do consumers consider when buying a vehicle?

Objectives Summative assessment

Objective A: Knowing and Understanding
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to
solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make
scientifically supported judgments.
Objective B: Inquiring and Designing
i. explain a problem or question to be tested by a
scientific investigation
ii. formulate a testable hypothesis and explain it
using scientific reasoning
iii. explain how to manipulate the variables, and
explain how data will be collected
iv. design scientific investigations.
Objective C: Processing and Evaluating
i. present collected and transformed data
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Outline of summative assessment task(s) including
assessment criteria:
Egg car crash project
Scientific innovations allow engineers to change
energy in the movement of objects to reduce the
impact forces and consequences regardless of what
they may be.
As a CEO of a fortune 500 company, I have given the
opportunity to students to design a car that may
revolutionize the automotive industry with new safety
features. Students will design a car that will protect its
passengers (an egg from breaking). They will
manipulate variables and the forces involved. students
will reflect on what designs were effective and which
were not. In addition they will write a report about their
design and create graphs to represent the velocity of
their design as it crashes into an immovable object.
Student will write an additional report while looking
through the lense of either a engineer of nascar, the
president of Mother’s Against Drunk Drivers, or the
CEO of General Motors and what they believe they
look for when coming out with a new car. Students will
present their information to the class as a group.
Relationship between summative assessment task(s)
and statement of inquiry:
The students will be designing a car that will have a
mass and will design a cage for a raw egg. The
teacher will release the egg from a specific distance
which will affect the potential energy and kinetic
energy involved in the crash. The students goal is to
be able to reduce the force of impact by increasing
the stopping time of their car on impact. This allows
student to understand changes in energy and inertia.
In the assessment student will get an understanding
of Newton's laws of motion. Students will develop
background knowledge on safety innovations in the
automotive industry and will be able to make general
applications to other areas of safety and the
applications of movement and forces. Students will
be exposed to looking through automotive safety
through different lenses and will see what are the
possible consequences that happens in the decision
process of designing cars.
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ii. interpret data and explain results using scientific Students will be graded using Rubric.
reasoning
Assessment Criteria:
iii. evaluate the validity of a hypothesis based on
1) presentation
the outcome of the scientific investigation
2) packet of whole design process, reports, and
iv. evaluate the validity of the method reflection
3) model car
v. explain improvements or extensions to the
method.
G = statement of inquiry
R = you are an engineering intern for a fortune 500
Objective D: Reflecting on impacts of Science
company.
i. explain the ways in which science is applied and
A = Ceo of a automotive business that specializes in
used to address a specific problem or issue
vehicle safety.
ii. discuss and evaluate the various implications of
S = design a safety system and crush zone for a
the use of science and its application in solving a
vehicle that will save lives of it’s passengers. Present
specific problem or issue
finding and provide packet.
iii. apply scientific language effectively
P = you will design a car body, roll cage, crush zone,
iv. document the work of others and sources of seating restraint system.
information used.
S= Objectives A all, B all, C all.

Approaches to learning (ATL)

Example: In order for students to (objective strand) students must (choose an ATL skill that will allow students to master the objective strand). Category... (where
did you find it?) Cluster... (where did you find it?)
● In order for students to (Objective A) analyse and evaluate information to make scientifically supported judgments, students must collect and analyse data to
identify solutions and make informed decisions. Category: Research. Cluster: Information literacy skill.
● In order for students to (Objective C) present collected and transformed data, students must negotiate ideas and knowledge with peers and teachers.
Category: Communication. Cluster: Communication Skills.

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Action: Teaching and learning through inquiry
Content Learning process
NGSS Performance Learning experiences and teaching strategies
Expectations
MS-PS3-2
Phenomena video and demonstration
MS-PS3-1
discussion on phenomena
MS-PS2-2
Lecture and notes on Newton’s laws of motion,
MS-PS2-1 potential and kinetic energy.
Guided questions on the application of Newton’s
laws of motion in the automotive industry.
give real life problem question in regards to safety
designs in the automotive industry.
students conduct research on safety innovations
in the automotive industry. Teacher helps to guide
by creating a timeline of innovations that the
majority students find during their research.
discussion on the purpose and science behind
said innovations.
background research paper on the history and
science behind automotive safety features and it’s
relation to forces and motion (Newton’s laws of
motion).
students create a hypothesis to problem based on
background research.
students work on design of prototype design of car
cage and body that will keep raw egg from
cracking.
students work in groups on their design
consensus to build their design.
students test their designs and gather quantitative
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Formative Assessment
class discussion on key terms and
research of automotive safety
innovations.
worksheets on Forces and motion and
Newton’s Laws of Motion, potential and
kinetic energy.
Class discussion on the application of
Newton’s law in the automotive
industry.
Class timeline on safety innovations in
the automotive industry.
Relationship chart on safety
innovations and Forces and motion
(Newton’s laws of Motion)
background research paper on safety
innovations in the automotive industry
and the relationship to Forces and
motion.
Hypothesis to : What factors do
automotive engineers consider when
designing safety features to minimize
injuries and fatalities?
prototype design to car body/cage.
actual design of car body and cage.
testing of car design. Test 1: 30
degrees
test 2: 45 degrees, test 3: 60 degrees
graph of distance/time and angle/egg
Differentiation
students will delegate tasks to
individual strengths within group.
use of Chromebooks to allow students
to find background information that is
easy for them to understand.
Students can use a variety of digital
platforms to present their summative
project.
modalities of learning will include,
visual, auditory, collaborative,
kinesthetic.
students get to choose what lenses
they would like to represent during their
report.
students can choose what slide they
would like to present during
presentation.
recommended resources will be
provided that are not mandatory for
students to use but will act as a guide.
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 and qualitative data of their results.
lecture and notes on how to graph results using
Google Charts and interpret graphical information.
reflection on what worked and what did not
work/failed in their design.
Presentation of entire process/design and
reflection using various digital media platforms.
included in presentation:( academic and content
vocabulary, background research, design of car,
graph of results, and reflection)
report of safety design through different lenses
discussion on report.
break
reflection of design success, failures,
what could be improved, the real life
consequences of your results and
design.
presentation (design of model,
reasoning behind features on their
model, interpret graphs, reflection)
report from different lenses: NASCAR
engineer, President of MADD, CEO of
GM, Consumer (themselves)
Class discussion on reports from
looking at car safety through different
lenses.
packet of everything put together.

Resources

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwic1YGCkfrSAhVmjVQKHbKWAuoQFggZMAA&url=https%3A%2F
%2Fdocs.google.com%2Fpresentation%2Fd%2F1Eih3TCU6FzpIKS-9yF8A_v4A-nMSgo-
zrvIta7gRnFo%2F&usg=AFQjCNHWjYLXcYZw5C4HFdDZnC9HWHvi0A&sig2=brCPQeh-DdyBn4rsiO1CjA

https://www.youtube.com/watch?v=IqV5L66EP2E

https://www.youtube.com/watch?v=kKKM8Y-u7ds

https://www.youtube.com/watch?v=EtlUBAWHjKM physics meets bio

https://www.youtube.com/watch?v=yUpiV2I_IRI&t=721s physics of car crashes

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 https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&cad=rja&uact=8&sqi=2&ved=0ahUKEwiTjqeWk_rSAhXnqVQKHfHuAukQFghUMA0&url=http%3
A%2F%2Fwww.didiwny.com%2Fuploads%2F2%2F4%2F9%2F2%2F24927268%2Fm5._egg_crash_cart.pdf&usg=AFQjCNEMpHThGx7_bd4swMAtapaa0ssE3g&sig2=E
QUdn_lmFCWOSI2SAQj0_Q&bvm=bv.151325232,d.cGw

https://www.budgetdirect.com.au/blog/the-evolution-of-car-safety-top-10-features.html car safety timeline

https://www.youtube.com/watch?v=r8E5dUnLmh4 Mythbusters 5.5min
https://www.youtube.com/watch?v=9iKGfo1wmOM crumple zone crashworthiness 5.7 min

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit
Why do we think that the unit or the selection of
topics will be interesting?
Students experience physics and forces every day.
One demonstration of forces and motion that all
students find interesting are car crashes. Car
crashes are dynamic, destructive which tend to peek
interest in both children and adults. Many students
know of family members that have been in car
accidents, may have lost someone in a car accident,
witnessed a car accident, or have been in a car
accident; so this unit touches on real life experiences
that the students have had and soon student will be
driving and this will be something they will want to
understand when they are behind the wheel.
What do students already know, and what can
they do?
Student have either witnessed or know of someone,
or have been in a car crash. students will be able to
understand the dynamics of car crashes by coming
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During teaching
What difficulties did we encounter while completing
the unit or the summative assessment task(s)?
What resources are proving useful, and what other
resources do we need?
What student inquiries are emerging?
What can we adjust or change?
What skills need more practice?
What is the level of student engagement?
How can we scaffold learning for students who need
more guidance?
What is happening in the world right now with which
we could connect teaching and learning in this unit?
How well are the learning experiences aligned with
the unit’s objectives?
What opportunities am I hearing to help students
explore the interpretative nature of knowledge,
including personal biases that might be retained,
After teaching the unit
What were the learning outcomes of this unit?
How well did the summative assessment task serve
to distinguish levels of achievement?
Was the task sufficiently complex to allow students to
reach the highest levels?
What evidence of learning can we identify?
What artefacts of learning should we document?
Which teaching strategies were effective? Why?
What was surprising?
What student-initiated action did we notice?
What will we do differently next time?
How will we build on our experience to plan the next
unit?
How effectively did we differentiate learning in this
unit?
What can students carry forward from this unit to the
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up with a testable model to simulate a car crash and revised or rejected? (DP Theory of knowledge skills next year/ level of study?
the safety innovation in protecting the passengers in development)
Which subject groups could we work with next time?
side.
What did we learn from standardizing the
What does experience tell us about what to
assessment?
expect in this unit?
Students will do well as long as I assign group based
on strengths, weaknesses, and behavior issues.
Students will excel in the hands on building of the
model, some may struggle during discussions and
will resist doing the background information. This is
why it will be discussed in class and their will be a
class chart and timeline of the information.
What attributes of the learner profile does this unit
offer students opportunities to develop?
What potential interdisciplinary connections can we
identify?
What do we know about my students’ preferences
and patterns of interaction?
Are there any possible opportunities for meaningful
service learning?
What in the unit might be inspiring for community or
personal projects?
Could we develop authentic opportunities for service
learning?
How can we use my students’ multilingualism as a
resource for learning?

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