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Georgia Performance Standards Framework for Science – Physics
Unit One Organizer: “Kinematics”
(Approximate Time 7 weeks)
OVERVIEW: This unit introduces students to the topic of motion in one and two dimensions. All motion must be compared to a frame of
reference. After learning the difference between vector and scalar quantities, the students will learn about how to describe the motion of an
object in terms of its position, velocity, and acceleration. Furthermore, they will understand how to use past or present information about the
motion of an object to predict future trends. The students will also learn to draw and interpret graphs of displacement vs. time, velocity vs.
time, and acceleration vs. time. The law of conservation of energy is reviewed in this unit, and the concept of momentum is introduced.
Gravitational acceleration is also introduced and demonstrated in this unit. The unit begins with the introduction of motion compared to a frame
of reference, and finishes with a phenomenological introduction to Einstein’s theory of relativity and Heisenburg’s uncertainty principle –
reinforcing the importance of the frame of reference for an observer to interpret motion.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standard:
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of objects.
a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame of reference.
b. Compare and contrast scalar and vector quantities.
c. Compare graphically and algebraically the relationships among position, velocity, acceleration, and time.
f. Measure and calculate two-dimensional motion (projectile and circular) by using component vectors.
Supporting Standards:
SP3.
Students will evaluate the forms and transformations of energy.
a. Analyze, evaluate, and apply the principle of conservation of energy.
b. Measure and calculate the vector nature of momentum.
c. Compare and contrast elastic and inelastic collisions.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 1 of 11
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Georgia Performance Standards Framework for Science – Physics
Supporting Standards (continuation)
SP6. The student will describe the corrections to Newtonian physics given by quantum mechanics and relativity when matter is very
small, moving fast compared to the speed of light, or very large.
b. Describe the Uncertainty Principle.
c. Explain the differences in time, space, and mass measurements by two observers when one is in a frame of reference moving at
constant velocity parallel to one of the coordinate axes of the other observer’s frame of reference if the constant velocity is greater
than one tenth the speed of light.
Characteristics of Science Standards
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.
c. Explain that further understanding of scientific problems relies on the design and execution of new experiments which may reinforce or
weaken opposing explanations
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 2 of 11
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Georgia Performance Standards Framework for Science – Physics
Supporting Standards (continuation)
SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
a. Develop and use systematic procedures for recording and organizing information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical models.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable
scientific explanations.
a. Trace the source on any large disparity between estimated and calculated answers to problems.
b. Consider possible effects of measurement errors on calculations.
c. Recognize the relationship between accuracy and precision.
d. Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate.
e. Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate.
SCSh6. Students will communicate scientific investigations and information clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data
c. Use data as evidence to support scientific arguments and claims in written or oral presentations.
d. Participate in group discussions of scientific investigation and current scientific issues.
Nature of Science Standards
SCSh7.
Students will analyze how scientific knowledge is developed.
b. Universal principles are discovered through observation and experimental verification.
e. Testing, revising, and occasionally rejecting new and old theories never ends.
SCSh8.
Students will understand important features of the process of scientific inquiry.
a. Scientific investigators control the conditions of their experiments in order to produce valuable data.
b. Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations’
hypotheses, observations, data analyses, and interpretations.
e. The ultimate goal of science is to develop an understanding of the natural universe which is free of biases.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 3 of 11
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Georgia Performance Standards Framework for Science – Physics
Reading Standard
SCSh9.
Students will enhance reading in all curriculum areas by:
a. Reading in all curriculum areas
• Read technical texts related to various subject areas.
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Determine strategies for finding content and contextual meaning for unknown words.
ENDURING UNDERSTANDINGS
1.
2.
3.
4.
5.
6.
7.
8.
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14.
Vector quantities have magnitude (how large the vector quantity is) and direction, while scalar quantities have magnitude only.
All motion must be compared to a frame of reference.
Many quantities in physics are rates of change of other quantities.
Vectors are specified by magnitude and direction while scalars are magnitude only.
Velocity is a change of position.
Acceleration is the rate at which velocity changes.
In the absence of air resistance, all bodies fall with the same acceleration.
In elastic collisions objects bounce off each other. In inelastic collisions objects ‘stick together’. The total energy before an elastic
collision is equal to the total energy after an elastic collision.
Simultaneous measurement of the momentum and position of a sub atomic particle is not possible.
As an object approaches the speed of light, the observation made by an observer at rest will be different (length appears to contract and
time appears to dilate) from the observation made by another observer moving with the object.
The slope of a distance vs. time graph is velocity.
The slope of a velocity vs. time graph is acceleration.
Projectile motion has vertical and horizontal components and is motion under the influence of gravity.
Momentum is a measure of motion that depends of the mass of the object and its velocity.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 4 of 11
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Georgia Performance Standards Framework for Science – Physics
ESSENTIAL QUESTIONS:
1.
2.
3.
Why is it important to use vector quantities and not just scalar quantities to describe the motion of an object?
How does the resultant of two vectors change as the angle between the two changes?
How does the shape of graphs representing the relationship between displacement, velocity, or acceleration vs. time offer information
about the motion of an object?
4. How is the motion of an object affected by the acceleration of gravity?
5. How can velocity be negative? How can acceleration be negative?
6. Why is the initial acceleration of a sprint runner important in determining who will win the race?
7. How does the direction of the acceleration affect the direction of motion?
8. How is the distance a baseball travels before hitting the ground affected by the throwing conditions?
9. How does the description of motion of an object change depending of the reference frame used to describe it?
10. How can you prove that all objects fall at the same rate?
11. Why does a projectile make a parabolic path?
12. How do the characteristics (mass and velocity) of two objects affect the results of their collision?
CONCEPTS:
Free fall, gravity, force, mechanics, kinematics, dynamics, translational motion, frames of reference, position, distance, displacement, speed,
velocity, acceleration, gravitational acceleration, rest, trajectory, parabolic motion, position, dependent variable, independent variable, scalar,
vector, momentum, elastic collision, inelastic collision, conservation of energy, relativity (time/space), slope, mass.
LANGUAGE:
Final velocity, initial velocity, average velocity, instantaneous velocity, coordinate axes, x-axis, y-axis, significant figures, calculate,
experiment, precision measure, accuracy, SI units, describe, scientific notation, conclusion, hypothesis, data, contrast, compare, variable, infer,
analyze, predict, interpret, rate of change.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 5 of 11
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Georgia Performance Standards Framework for Science – Physics
EVIDENCE OF LEARNING:
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Culminating Activity:
Space Race
The idea for this activity is taken from an Article Note written by Michael Vinson in The Physics Teacher Newsletter.
Culminating Performance Assessment
Traveling in Outer Space
Based on Michael Vinson’s Space Race: A Game of Physics Adventure
Name:
Date:
Instructions:
Is the year 2345 and you are the pilot of the news space rescue ship stationed on Earth. Your base has received a distress
signal from a group of miners on the asteroid 2004 XP14. There has been an accident and you must go there and bring back the
injured miner. You must pilot your ship to their location, but need to be extremely careful as there are a number of asteroids
between you and the miners. (See Interstellar Map).
To pilot your ship, you must follow the laws of physics. The rules are:
1. You begin with zero velocity.
2. Each time that you move represents 1 minute and each square in your graph represent 10 km.
3. Your ship is capable of an acceleration of 10 km/min2 every time that you accelerate or decelerate using your
engines.
4. You can accelerate along the X direction only, the Y direction only, or both (the diagonal).
5. Your starting location is the space station orbiting Earth.
To keep track of your movements you need to fill out your flying log (see Flying Log). Your teacher would further
demonstrate for you how you can fly your space ship. Pay attention because if you collide with an asteroid on your way to rescue
the miners, you will die, and so will the injured miner.
Completion Instructions:
After successfully completing your mission write a short report describing how you managed to accomplish your mission.
You can talk about things that you have learned in this unit, and those lessons allowed you to rescue the injure miner. Attach your
interstellar map and flying log to your reflection piece and turn them to your teacher.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 6 of 11
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Georgia Performance Standards Framework for Science – Physics
Flying Log
Name:
Turn
Date
Initial
Position
Initial
Velocity
X acceleration
Y acceleration
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
27
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 7 of 11
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Final Position
Final Velocity
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Georgia Performance Standards Framework for Science – Physics
Interstellar Map
You
Miners location
(0, 0)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 8 of 11
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Georgia Performance Standards Framework for Science – Physics
MISCONCEPTIONS AND PROPER CONCEPTIONS
MISCONCEPTIONS
PROPER CONCEPTIONS
Two objects traveling side-by-side must have the same speed.
The objects traveling side-by-side do note always have the same
speed. An example of this is two objects traveling in a circle can be
side-by-side yet traveling at different speeds.
Velocity is always positive.
Velocity is a vector quantity, the negative or positive sign of the
velocity is related to the direction of motion.
Acceleration and velocity travel in the same direction.
Acceleration and velocity not always point in the same direction. The
vectors themselves do not travel; they describe a rate of change in a
direction. An example of acceleration and velocity in different
directions is when an object is decelerating. An object that is
decelerating (negative acceleration) has acceleration in the opposite
direction of the velocity.
Velocity is classified as a force.
Velocity is not a force. Force is measured in Newtons (N), and
velocity is measured in m/s (distance/ time)
If velocity is zero, then the acceleration must be zero also.
When an object changes direction by 180º will reach an instant
velocity of zero but will also experience acceleration in the opposite
direction of its original motion. An example of this is when an object
is thrown upward and reaches its maximum high, its velocity is zero.
However, it is being accelerated downwards with an acceleration of
9.8m /s2.
A positive slope for a negative velocity indicates that the object is
speeding up.
In a graph of velocity vs. time, the positive slope of a negative
velocity implies that the object is slowing down.
The position vs. time graph and velocity vs. time graph plot the path
of an object.
The position vs. time graph indicates the velocity of an object and its
distance from the origin, not its path.
The velocity vs. time graph indicates the acceleration of an object.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 9 of 11
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Georgia Performance Standards Framework for Science – Physics
MISCONCEPTIONS AND PROPER CONCEPTIONS (continuation)
MISCONCEPTIONS
PROPER CONCEPTIONS
Heavier objects fall faster than lighter objects.
All objects fall at the same rate neglecting air resistance.
The acceleration of an object falling downward depends upon its
mass.
The acceleration of a falling object is independent of mass. The
acceleration of a falling object depends of the magnitude of the
gravitational acceleration acting upon it.
Acceleration and velocity are the same.
Acceleration is the rate of change of velocity.
Freely falling bodies only move downward. (ex. satellites)
Freely falling bodies such as a satellite fall toward the earth, creating
a circular orbit rather than falling ‘downward’.
Gravitational force is caused by mass. Planets, stars and even you
produce gravitational fields.
Gravity does not exist in a vacuum.
Gravity is only present when objects are falling.
Gravity is always present. The acceleration of gravity is the result of
the gravitational force exerted by the presence of mass.
When an object is traveling with a horizontal velocity, and is thrown
upward, the path the object follows is along a line.
When an object is traveling with a horizontal velocity, and is thrown
upward, the object actually makes a parabolic path.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 10 of 11
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Georgia Performance Standards Framework for Science – Physics
TASKS
The collection of the following tasks represents the level of depth, rigor and complexity expected of all students to demonstrate
evidence of learning.
Task:
Description:
Discussion, Suggestions for use:
Possible Solution :
SAMPLE OF STUDENT WORK
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physics – Traditional – Kinematics
October 2006 y Page 11 of 11
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