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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Lab Physics
Curriculum
Grades 11-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
September 25, 2013
Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Jason A. Jones, President
Chanta L. Jackson, Vice President
Dwayne Breeden
Scott Fields
Laura G. Granelli
Fred C. Capolongo
Kerry J. Gizzi
Michelle A. Moss
Donna Puryear
SCHOOL DISTRICT ADMINISTRATION
David A. Mooij
Superintendent of Schools
Bertha L. Williams-Pullen
Assistant Superintendent of Schools
Matthew Gristina
Assistant Superintendent for Curriculum, Instruction & Assessment
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Kathleen M. Skelton
Director of Special Services
Jennifer M. Clearwaters
Director of School Counseling Services
Lori B. Burns
Administrator for Co-Curricular Activities & Athletics
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINSTRATION
Principals
Sally A. Millaway, Gables
James M. Nulle, Green Grove
Arlene M. Rogo, Ed.D., Midtown Community
Donato Saponaro, Shark River Hills
Jerard L. Terrell, Summerfield
Benedict P. Yennella, Early Childhood Center
MIDDLE SCHOOL ADMINSTRATION
Mark K. Alfone, Ed.D., Principal
Marjory V. Wilkinson, Vice Principal
Michael V. Smurro, Assistant Principal
HIGH SCHOOL ADMINISTRATION
Richard W. Allen, Principal
Titania M. Hawkins, Vice Principal
James H. Whitson, Vice Principal
DEPARTMENT CHAIRPERSONS
Thomas Decker
Lakeda D. Demery
Charles M. Kolinofsky
Joshua Loveland
Dawn Reinhardt
Tara L. Stephenson
Candice Wells
Hillary L. Wilkins
Cheryl L. Young
NEPTUNE TOWNSHIP SCHOOL DISTRICT
LAB PHYSICS
CURRICULUM
Table of Contents
Acknowledgements..………………………………………………………………..i
District Mission Statement…………………………………..……………...............ii
District Educational Outcome Goals……………………………………………….iii
Course Description ………………………………………..……………………….iv
Curriculum
Unit Title
Page
One Dimensional Motion……………………………………………………….......1
Vectors in Two-Dimensional Motion……………………………………………. .14
Forces and the Laws of Motion…………….…………………………………….. 24
Work and Energy…………………………………………………………………. 37
Momentum……………………….………………………………………………...49
Circular Motion………………….…………………………………………………61
Heat……………….……………………………………………………….……….72
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Lab Physics
Grades 11-12
Acknowledgements
The Lab Physics Curriculum guide was developed for Neptune High School through the
efforts of Paul Heller, Neptune High School science teacher, in cooperation with Tara
Stephenson, Department Chairperson, and under the guidance of Matthew Gristina,
Assistant Superintendent for Curriculum, Instruction and Assessment.
The teacher is to be commended for his dedication in creating the curriculum document
and for his expertise in the area of physics. It is our hope that this guide will serve as a
valuable resource for the staff members who teach this course and that they will feel free
to make recommendations for its continued improvement.
The Lab Physics Curriculum guide was written with related pacing guide in alignment to
the 2009 NJCCCS for Science, 2009 NJCCCS for Technology, the NJCCCS for 21st
Century Skills & Themes, and the 2010 Common Core State Standards for English
Language Arts and Mathematics.
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare all students
for life in the twenty-first century by encouraging them to recognize that learning is a
continuing process. It is with high expectations that our schools foster:
• A strong foundation in academic areas, modern technologies, life skills and the arts.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its peoples.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with comprehension
and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to be
successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics and
geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for
their physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
iii
LAB PHYSICS
CURRICULUM
COURSE DESCRIPTION
(5 credits)
Lab Physics is a college prep class designed for students to study the fundamental laws
which govern the universe. Students will investigate the laws of motion, energy
conservation, and emphasis is placed on understanding these concepts through laboratory
investigation and generating solutions to problems that address the 21st Century.
Students will apply the ideas of physics to technology and develop an awareness of the
impact of physics on society.
Pre-requisites: Successful completion of Lab Chemistry, Algebra I, and Geometry
Included in this document are supplemental assignments and increased rigor that address
the Honors level of this course.
Honors Physics pre-requisites: Successful completion of Honors Chemistry, Honors
Algebra and Honors Geometry
iv
Unit Plan Title
Suggested Time Frame
One-Dimensional Motion
2 weeks
Overview / Rationale
The One-Dimensional Motion Unit focuses on one of the major purposes of physics in studying
the motion of objects. Everything in the world moves, even if it seems stationary due to the
Earth’s rotation. Kinematics will be introduced to the student with basic concepts of motion.
The basic physics of motion in which an object moves along a single axis (one-dimensional
motion) will be analyzed in depth and will be the foundation in studying vectors and motion in
two and three dimensions. This unit will introduce students to the concept motion and the forces
that cause it. The motion of an object can be described by its position and velocity as functions
of time and by its average speed and average acceleration during intervals of time. It will
investigate this motion using both graphical and mathematical methods and will look at scenarios
with and without acceleration. They will be able to distinguish between distance and
displacement as well as speed and velocity. Through demonstration, experimentation, and
calculations students will be able to explain different aspects of an object’s motion. Several
professional fields, including geology, medicine, and sports, utilize the topics that will be studied
within this unit.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an
object in motion, and account for differences that may exist between calculated and measured
values.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
1
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
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are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.1. Create equations and inequalities in one variable and use them to solve problems
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
Understand solving equations as a process of reasoning and explain the reasoning.
A-REI.1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Represent and solve equations and inequalities graphically.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line.
Experiment with transformations in the plane.
G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point, line, distance along a line, and distance
around a circular arc.
Understand congruence in terms of rigid motions.
G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the
effect of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Define trigonometric ratios and solve problems involving right triangles.
G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles
in the triangle, leading to definitions of trigonometric ratios for acute angles.
Use coordinates to prove simple geometric theorems algebraically.
G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve
geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that
passes through a given point).
G-GPE.6. Find the point on a directed line segment between two given points that partitions the
segment in a given ratio.
Represent and model with vector quantities.
N-VM.1. Recognize vector quantities as having both magnitude and direction.
N-VM.2. Find the components of a vector by subtracting the coordinates of an initial point from
the coordinates of a terminal point.
N-VM.3. Solve problems involving velocity and other quantities that can be represented by
vectors.
3
Perform operations on vectors.
N-VM.4. Add and subtract vectors.
N-VM.5. Multiply a vector by a scalar.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
Essential Questions
What is the difference between speed and velocity?
How can we calculate the motion of a falling object?
How does gravity affect objects of different masses?
Enduring Understandings
Speed is a scalar quantity and velocity is a vector quantity.
Falling objects accelerate and we can use our three equations of motion to model their
motion.
The acceleration due to gravity is constant and effect all objects the same, ignoring air
resistance.
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
st
21 Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Peer reviewed research and
collaboration increases the ability of
scientists to search for new knowledge
that may lead to new scientific
discoveries.
Students will be able to…
●Explain the importance of peer-review in
science.
● Define and list properties of physics.
4
Physics is the study of the physical
world, from motion and energy to light
and electricity.
Physics develops powerful models that
can be used to describe many things in
the physical world.
Physics equations describe
relationships.
Physicists make their work easier b y
summarizing data in tables and graphs
and by abbreviating quantities in
equations.
Order of magnitude estimations check
answers.
Force causes an object to move.
Displacement and velocity are distance
and speed with direction.
One-dimensional motion is the simplest
form of motion.
There is basic equation of one
dimensional motion with and without
acceleration.
Motion takes place over time and
depends upon the frame of reference.
Displacement is a change in position
and can be positive or negative.
Average velocity is the displacement
divided by the time interval.
Velocity can be interpreted graphically.
Acceleration is the rate of change of
velocity with respect to time and has
direction and magnitude.
The slope and shape of a graph describe
an object’s motion.
Gravity affects falling objects.
Freely falling bodies undergo constant
acceleration, which is constant during
upward and downward motion.
● Describe the field of kinematics and how it
relates to us.
● Explain what causes an object to move.
● Model various aspects of an object’s motion
●Locate an object on an x-axis and determine
its direction.
● Compute average velocity and average speed
of a moving object, using proper formulas and
units.
● Determine an object’s instantaneous
velocity.
●Calculate the average acceleration and the
instantaneous acceleration, using proper
formulas and units.
●Analyze the mechanism and calculate
constant acceleration, using proper formulas
and units.
● Describe and calculate free-fall acceleration
and its magnitude.
● Interpret and formulate graphs in motion
analysis.
Assessments
Pre-Assessments
Students should know…
How to manipulate and solve equations with one variable.
The basic units of the metric system.
The steps of the scientific method.
5
Formative Assessments
1-D Motion practice WS
Various problems and calculations
Type II: Scientific Method (RST.11-12.2)
Motion Graph, walk the line Group Assessment.
Motion Graph Activity (RST.11-12.3)
Velocity Lab
Free Fall Lab
Objects launched Upward Lab
Summative Assessments
1) Written Unit Test: One Dimensional Motion Test A (CP) 16 MC, 2 SA, 4 OEQ
One Dimensional Motion Test B (H) 12 MC, 4 SA, 5 OEQ
2) Performance Task:
Building and racing rules for the Mousetrap Car Project.
Directions:
In addition to building and “racing” a mousetrap car, you will be required to understand the
physics of your car by taking measurements and calculating your car’s efficiency.
Building and racing your mousetrap car:
Only one standard (5 x 10 cm) mousetrap may be used. To ensure that everyone has the same
power source, the mousetrap must be bought for the 55 cents provided by your teacher. The trap
must remain intact; the spring and the release mechanism cannot be modified or moved from the
wood base of the mousetrap. Screws and nails, for example, can be used to attach the
mousetrap to the car, but wood cannot be cut or removed from the base. No launching ramps are
allowed; all parts of the vehicle must move forward as a whole. The only energy source allowed
at the start of the race is that which is stored in the mousetrap spring. You may not hold the
vehicle during release or push the vehicle.
“Coasting velocity”: Using the equation velocity = distance / time, find the velocity of your
vehicle in m/s when the car is coasting after the force from the lever is expended.
Honors Performance Task:
The honors students will also complete a “to-scale diagram” of the car and a reflective essay.
Resources
Texts:
Holt Physics 2009, by Serway & Faughn: Chapter 1, for student review, Chapter 2, One
Dimensional Motion, for examples and homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 2 workbooks that accompany the above text
6
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
Worksheets: (located on the NHS H: drive)
Data studio directions
Data Studio Questions
1-D Motion practice WS
Acceleration Practice
Review Sheet Ch 2
Lab/Activities: (located on the NHS H: drive)
Motion graph worksheet
PowerPoint’s for each day’s lesson
Velocity Lab
Freefall Lab
Objects launched upward Lab
Supplemental Videos:
1) Mythbusters: Penny off the Empire State Building
2) http://www.youtube.com/watch?v=iCqm5uxc2dE (NASA: work, force, energy and motion)
3) http://www.youtube.com/watch?v=kJtnYtKRp2w (One-dimension motion)
Guiding
Questions
Day 1:
What will be
studied in
Physics this
year?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
1st Day Physics Power Point
Anticipatory Set: “Getting to Know
You” Activity. Get a partner and write
Safety Contracts
your partners names, birthdays and two
things you didn't know about them
Rules and procedures document
before class today on your note card.
Holt Physics textbooks
What are the
units of the
metric
system?
Teacher website (if applicable)
Holt Online access site
PowerPoint: contains the Do Now, class
procedures, grading policy, and safety
equipment, technology in the classroom,
metric units/conversions, and closure
activity.
7
http://my.hrw.com/
Day 2:
Safety Test PowerPoint
What safety
Safety Test and Answer sheet
procedures
and
Data studio directions & Questions
equipment
must students
be aware of
in the lab?
What are the
most accurate
and easy to
use displays
in data
studio?
Distribute text books
Closure: Have each student list as many
SI units as they can and then move about
the room and find examples of how they
can be used. Students will then share
lists.
Anticipatory Set: List the safety
equipment in this room.
Review list, noting the location of each
item.
Administer the Safety Test.
Data studio exploration: Have the
students follow the instructions and
discover how to use data studio with the
photogate probe.
Closure: Group discussion of the
displays in data studio and how we
could use the photogate in a lab.
ELA Connection: Scientific Argument –
“The Scientific Method’s Relevancy in
Today’s Research”
Day 3:
The Scientific Method PowerPoint
How can we
apply the
scientific
method to a
real life
problem?
Lab Report and Lab performance
rubrics
How can we
quantify the
motion of a
cart on a
track?
Velocity Lab: uses data studio, 1
photogate, 1 photogate bracket, one
dynamics cart, one flag for the cart
and one dynamics track.
Anticipatory Set: Collins Type II
Writing: Write down as many facts
from last night's reading as you can
recall.
Discuss the basic definition of physics
and its’ basic categories.
Review the Scientific Method (in
PowerPoint)
Review the lab rubrics, use examples
from past students to show what is
expected in the Lab reports. Emphasize
goggles and other safety items and the
penalty for not adhering to the rules (10
points off per incident)
8
Lab: measuring velocity of a cart on a
track (in PowerPoint)
Closure: Have the students discuss lab
results and error sources for the
measurements they took. Go over any
questions they may have about typing up
the lab report.
Day 4:
How can an
object have
multiple
velocities at
the same
time?
Linear Motion PowerPoint
Distance vs. Displacement video
http://www.youtube.com/watch?v=ed
m8uy7O9NY
Speed vs. Velocity
http://www.youtube.com/watch?v=6lrr6-ADY0
What is the
difference
between
speed and
velocity?
Homework: Holt 2009 Pg. 44; 1 - 6
Anticipatory Set: What is the speed of a
car which travels 300 km in 2.5 hours?
How far would that car go if it had
traveled that speed for 5 hours?
Review relative motion and frame of
reference and then discuss the difference
between distance and displacement (in
PowerPoint & video)
Discuss speed vs. velocity and
instantaneous speed using lab results and
the video.
How are
instantaneous
velocity and
average
velocity
related?
Closure: A runner runs 2 Km west,
then 3 Km east and then 5 Km west.
The whole run takes ½ an hour. What is
the runner’s average speed and velocity?
*You drive 55 mph for 2 hours, stop and
get lunch for an hour, then drive 60 mph
for an hour and a half. What is the
average speed of the whole trip?
Day 5:
Motion Graphs PowerPoint
What
information
can be
ascertained
by studying
the graph of
an objects
position vs.
Time?
Motion Graphs Handout
Motion Graphs Walk the Line
handout
Motion Graph activity: uses one
motion sensor and data studio.
Homework: Holt 2009 Pg. 47; 2, 4 & 5
Anticipatory Set: On a trip you drive
east for 3 hours at 60 mph. Then you go
west for an hour going 70 mph. You
stop for ½ an hour and then continue
east for 2 hours going 55 mph. What is
your average speed and velocity for the
trip?
Motion Graph activity (setup in
PowerPoint, use both handouts)
9
Discuss the different aspects of the
graphs during the closure
*Make connections between the
derivative of the graph and the
instantaneous velocity of the object.
Day 6:
Acceleration PowerPoint
What
happens to
our equations
when the
velocity of an
object
changes?
Lab Physics Formula Sheet
Motion Graph walk the line
Motion graph performance task
Rubric
Closure: Group discussion on the
properties of motion graphs and an
example.
Anticipatory Set: Calculate the average
velocity of a rock that falls 90 meters in
3 seconds.
If a car traveled 100 miles in 2 hours,
what does that tell you about it’s
instantaneous speed for at least one
second during the trip?
Motion Graph Assessment: Distribute
each group 1 of the 9 walk the line
graphs and let them discuss how to make
the graph. Have each group design and
make their graph using data studio and
the motion detector on the teacher
machine. Administer each group a quiz
grade based on how closely they
matched their graph (rubric)
Review acceleration and the 3 equations
of motion (in PowerPoint) and hand out
Formula sheets (can be used on all tests
and exams)
Closure: Examples 1, 2 & *3
Day 7:
Free Fall! PowerPoint
Do objects in
free fall
accelerate?
Free Fall Lab: uses data studio, 1
photogate, 1 table clamp, 1 photogate
rod, 1 picket fence and 1 time of
flight accessory.
How does
mass effect
the time of
Homework: Holt 2009 Pg. 55; 1 - 4
Anticipatory Set: An owl is flying with
an acceleration of 3 m/s2 to the east. His
initial velocity is 4 m/s east. After 50
meters what is his new velocity and how
long did his flight take?
Free Fall Lab: two part lab involving
using the picket fence to measure
acceleration due to gravity and
10
flight of an
object in free
fall?
measuring the time of flight for 4
different massed balls (in PowerPoint)
Day 8:
Air Resistance PowerPoint
Why do
some objects
fall slower
than others if
gravity
effects all
objects the
same?
Video: Mythbusters Penny off the
Empire State Building
Demonstration: Graph the position
of coffee filters as the fall above the
motion sensor for the class. Stack
more and more together to show how
the mass effects air resistance.
Crumple one up and drop it to show
the effect of cross sectional area.
Closure: go over the results of the lab by
having a class discussion. Make sure
error sources are addressed as well as
time of flight being independent of
mass. Air resistance will be discussed
tomorrow and ignored for now.
Anticipatory Set: If a car accelerates
from rest to a velocity of 40 m/s in 5
seconds, what is it’s acceleration? How
far did it go during those 5 seconds?
Review a free fall problem (in
PowerPoint)
Show video
Review air resistance, free fall and
terminal velocity using examples from
the video (in PowerPoint)
Closure: You are contemplating
jumping off the side of a cliff into a pool
of deep water below. You want to know
how high the drop is before you jump.
What could you do?
*You are on top of a tower playing
paintball. You see an opponent reach
the ladder directly below you so you
shoot at him. Your gun fires at 20 m/s
and it takes 1.5 seconds to hit him. How
tall is the tower and how fast is the paint
ball going at the bottom?
Day 9:
How can we
calculate the
launch
velocity of a
projectile
launcher?
Objects Launched upward lab
PowerPoint
Objects Launched Upward Lab: uses
1 projectile launcher, 1 metal ball, 1
meter stick, 5-6 old text books, 1 ring
stand, 1 photogate and rod, 1 angle
clamp, data studio, 1 time of flight
Anticipatory Set: You drop a
watermelon off the top of the Admin
building across the street. It drops 16
meters and hits the sidewalk below.
Ignoring air resistance, how fast was it
going when it hit the ground?
Objects launched upward lab: Make
11
accessory and 1 pair of goggles per
student
Day 10:
Objects launched upward PowerPoint
What is the
difference
between a
position
graph and a
velocity
graph?
Activity: Velocity Graphs, uses 1
motion sensor and data studio
Velocity Graphs handout
sure everyone wears goggles the entire
time; launchers must be set to click 2
each time. Set up is in PowerPoint.
Closure: Go over results as a class,
discuss error sources and show students
how to calculate both velocities.
Completed data table is their exit ticket.
Anticipatory Set: You want to throw a
ball onto a roof 25 meters high. How
fast do you have to throw it? How long
will it take to get to the roof?
Review ball example and the symmetric
properties of objects thrown straight up
that land at the same level (in
PowerPoint)
Velocity Graphs: Have students try and
match each graph and write down what
they did to create each one.
Discuss any difficulty in completing the
activity, go over velocity graphs and
*make connections between Position,
Velocity and Acceleration and the
derivative and integral of each graph.
Homework: Holt 2009 Pg 70; 26, 30, 31
& 36 (a, *b & *c)
Closure: If you throw a ball at 25 m/s,
will it make it to your friend on a roof
15 meters tall?
Day 11:
Review Chapter 2 PowerPoint
Review for
Unit 1 test.
Review Sheet Chapter 2
Review Chapter 2 Notebook file
If so, how much higher than the roof
will it go?
*If your friend catches it right before it
hits the roof, how fast will it be going?
Anticipatory Set: You throw a water
balloon in the air at 12 m/s. You then
run away from that spot at 5 m/s. How
far away can you get before the balloon
hits the ground?
Review and examine examples and have
12
students work in groups on the review
sheet. Have them enter their responses
in the Smart Responders if available.
Day 12:
Chapter 2 Test PowerPoint
Unit 1 test
Chapter 2 test A One Dimensional
Motion
Day 13:
Performance
Task
*Chapter 2 Test B One Dimensional
Motion
Mouse Trap Car Project
Building and racing rules for the
Mousetrap Car Project
Closure: Discuss the review sheet using
the responder results to spend more time
on the question most of the class had
trouble with.
Anticipatory Set: Acceleration example
(in PowerPoint)
Administer Unit 1 Test
Have students complete the performance
task in class and race their cars
according to the rules hand out.
Collins Type III Writing: Lab report on
the Mouse Trap Car Project
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY:
Average Velocity, Displacement, Free Fall, Acceleration, Air resistance, Terminal Velocity,
Instantaneous Velocity
13
Unit Plan Title
Suggested Time Frame
Vectors in Two-Dimensional Motion
2 weeks
Overview / Rationale
The focus of the Vectors and Motion in Two-Dimensions Unit is to introduce the student to
vectors, a mathematical language of physics to describe quantities. This special navigational
language is the common speech of many practices in our society. This unit takes a deeper look
into the concept of motion by studying motion in two dimensions. Students will investigate this
motion using both graphical and mathematical methods and will look at scenarios with and
without acceleration. They will also be able to look as velocity and displacement as vector
quantities and they will be able to combine vectors as well as split them into components. The
concepts in this unit are the premise of rotation.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an
object in motion, and account for differences that may exist between calculated and measured
values.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
14
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
15
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.1. Create equations and inequalities in one variable and use them to solve problems
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
Understand solving equations as a process of reasoning and explain the reasoning.
A-REI.1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Represent and solve equations and inequalities graphically.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line).
Experiment with transformations in the plane.
G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point, line, distance along a line, and distance
around a circular arc.
Understand congruence in terms of rigid motions.
G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the
effect of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Define trigonometric ratios and solve problems involving right triangles.
G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles
in the triangle, leading to definitions of trigonometric ratios for acute angles.
Use coordinates to prove simple geometric theorems algebraically.
G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems.
G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve
geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that
passes through a given point).
G-GPE.6. Find the point on a directed line segment between two given points that partitions the
segment in a given ratio.
16
Essential Questions
How are vectors and scalars used and why are they important?
How are the horizontal and vertical velocities of a projectile related?
How can two people get different measurements for the same objects velocity?
Enduring Understandings
A vector is a quantity having direction as well as magnitude, and is used to determine the
position of one point in space relative to another. Vectors and scalars are used in many
areas other than physics, including medicine, sports, and everyday life.
The horizontal and vertical velocities of a projectile are separate components and do not
directly affect one another.
Measuring the velocity of an object is relative and depends on the frame of reference of
the observer.
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Students will be able to…
A scalar is a quantity completely
Discuss how vectors and scalars are
specified by only a number with
used in today’s world.
appropriate units.
Illustrate and interpret vectors for
quantities with magnitude and
A vector is a quantity that has
magnitude and direction.
direction.
Vectors can be added graphically using
Add vectors geometrically using proper
the triangle method in addition.
formulas and units.
The Pythagorean Theorem and the
Demonstrate how to break a vector into
inverse tangent function can be used to
components.
find the magnitude and direction of a
Use coordinate systems to describe and
resultant vector.
calculate unit vectors, using proper
formulas and units.
Any vector can be resolved into its
component vectors by using the sine
Calculate the velocity, displacement,
and cosine functions.
acceleration and time of a object in
projectile motion in two dimensions.
A projectile has a constant horizontal
17
velocity and constant downward freefall acceleration.
In the absence of air resistance,
projectiles follow a parabolic path.
The reference point effects an
observer’s observation of a moving
object.
Calculate relative velocities. (D)
Discuss and relate examples of
projectile motion.
Analyze projectile motion horizontally
and vertically.
Describe situations in terms of frame of
reference.
Assessments
Pre-Assessments
Students should know…
How to add Vectors.
The basic trigonometry functions.
How to use the Pythagorean Theorem.
Formative Assessments
Various problems and calculations
Projectile Motion Practice WS
2-D Free Fall Lab
Projectile Lab
Summative Assessments
1) Written Unit Test: Two Dimensional Motion Test A (CP) 15 MC, 3 SA, 3 OEQ
Two Dimensional Motion Test B (H) 11 MC, 2 SA, 6 OEQ
2) Performance Task:
Create a device that will launch a ball as far away as possible.
Competition Rules:
Each team will be able to purchase materials that could be used to create a launching device.
Each team will receive only $40 to spend on materials. Teams may use all or part of the
materials and are not allowed to share materials with other teams. All unused materials should be
saved in case repairs are needed during competition. Teams will be allowed time to build and
test their device. Competitors are allowed to bring diagrams to help them build their device.
Device Requirements:
The device cannot be attached to the desk via tape. Your device must be in contact with the desk
when fired. Your device must be powered by the energy stored in the device and may not be
aided by a helping hand. (I.e. you many not propel any part of the devise forward in any way,
the forward motion must come from the device itself.)
Testing Procedure:
Your device will be fired by ONE of your teammates. The other members of your team can not
touch the devise in any way. Each team will be allowed 3 attempts to launch the ball as far as
possible. You will receive time in-between shots to adjust your device. The team with the
longest distance wins!
18
Grade:
You will hand in a lab report for your project (see lab report rubric)
You will hand in a scale drawing of your design
You will hand in calculations showing how fast your device fires
Honors Performance Task:
Same as above but include a detailed budget report and calculations showing the range and time
of flight for your device.
Resources
Texts:
Holt Physics. 2009, by Serway & Faughn: Chapter 3 for examples and homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 3 workbooks that accompany the above text
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
7) http://www.scientificamerican.com/article.cfm?id=football-vectors
Worksheets: (located on the NHS H: drive)
Data studio directions
Data Studio Questions
1-D Motion practice WS
Acceleration Practice
Review Sheet
Lab/Activities: (located on the NHS H: drive)
Motion graph worksheet
2-D Free Fall lab
Launch Angle Lab
Super Slingers Lab
PowerPoint’s for each day’s lesson.
Supplemental Videos:
1) Mythbusters: Bullet dropped vs. Bullet fired time of flight
2) http://www.youtube.com/watch?v=EUrMI0DIh40 (Scalars and vectors)
3) http://www.youtube.com/watch?v=xJBGfPfE4fQ (Vectors)
19
4) http://www.youtube.com/watch?v=rMVBc8cE5GU (Projectile motion)
5) http://www.youtube.com/watch?v=HRFbruIXVaY&feature=related (Projectile motion
example)
Guiding
Questions
Day 1:
How does
horizontal
velocity
effect time of
flight?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
2-D Free Fall PowerPoint
Anticipatory Set: Vertical 1-D problem
(in PowerPoint)
Lab: Data Studio, black optics track,
table clamp, photogate, ring stand
Lab: Illustrates the relationship between
rod, time of flight pad and angle rod
horizontal and vertical motion for a
clamp.
projectile (in PowerPoint)
Introduce the concept of vectors (in
PowerPoint)
Closure: Adding vectors at right angles
with Pythagorean theorem practice (in
PowerPoint)
Day 2:
Vectors PowerPoint
How do our
equations of
motion apply
to an object
moving in 2
dimensions?
Dropped vs. Fired Mythbusters Video
Shoot-n-drop billiard ball video
Close Reading Assignment: What are
vectors and how are they used?
http://www.scientificamerican.com/artic
le.cfm?id=football-vectors
Anticipatory Set: Adding vectors
problems (in PowerPoint)
Collins Type II writing: 5 facts about
last night's reading (in PowerPoint)
Notes on vectors and projectiles (in
PowerPoint)
Horizontal launch problem (in
PowerPoint)
Mythbusters Video: Re-enforces the
independence of horizontal and vertical
velocity for an object moving in 2
dimensions.
Shoot-n-drop: shorter alternative to
Mythbusters video, same concept on a
smaller scale
20
2nd tower problem and *plane problem
in (PowerPoint)
Closure: Using trig to find a missing
side given an angle (in PowerPoint)
Day 3:
Launch Angle PowerPoint
How will
launching a
ball up at an
angle effect
the time of
flight and
range?
Day 4:
2-D truck drop video
Where will
our variables
be used in
solving 2-D
projectiles
problems at
an angle?
Drop Shot apparatus: used in
conjunction with monkey problem
(set up and test ahead of time, usually
take a few tries to get the aiming
right). Use the large launcher on click
2 and the yellow plastic ball to
simulate the tranquilizer dart.
Lab: Projectile launcher, Data
Studio, photogate, ring stand, time of
flight pad, 6 old text books, angle
clamp and small metal ball.
After Launch Angle PowerPoint
Homework: 101, #3 at the bottom of the
page
Anticipatory Set: Ball dropper from
train problem (in PowerPoint)
Lab: illustrates the effect of launch angle
on a projectile's flight (in PowerPoint)
Closure: Review the results and
calculations of the Vx and launch
velocity
Anticipatory Set: Launch angle problem
(in PowerPoint)
Launch problem (in PowerPoint)
Monkey problem: have student think
about the scenario and take a class poll
of their guesses. Use the drop shot
apparatus to show that the banana gets
hit, not the monkey.
Hammy in China? Problem. Use to
further re-enforce horizontal and vertical
independence.
Closure: Eli manning practice problem
or *Stuntman problem.
Day 5:
What
changes
when the
launch and
landing
location are
not level?
Uneven projectile Launch
PowerPoint
Homework: Pg 101, 1 - 3 on the top of
the page
Anticipatory Set: Projectile launch
angle problem (in PowerPoint)
Cannon problem: Have student try and
solve and then go over it with them.
Projectile launcher from the desk
problem: Have the students try it and
then have someone solve it on the board.
21
Correct any mistakes (in PowerPoint)
Closure: Have the student work on the
tower problem together and then go over
it (in PowerPoint)
Day 6:
Relative Velocity PowerPoint
If the frame
of reference
is moving,
how will it
affect the
measurement
of velocity
for observers
in that
frame?
Review Sheet Ch. 2
2-D truck drop video: Use to reenforce the do now example.
Review one projectile example (in
PowerPoint)
Review relative velocity notes and
examples (in PowerPoint)
Review the chapter with notes on the
three basic types of projectile launch (in
PowerPoint)
Day 7:
Review Ch 3 PowerPoint
Review for
Test
Review Sheet Ch. 2
Review 2-D motion notebook file:
use with smart responders to go over
review sheet if available.
Day 8:
Test PowerPoint
Test 2-D
motion (Q1)
Q1 Lab Physics
Q1 *Honors Physics
Day 9:
Performanc
e task
Homework: Page 103; 1 & 2
Anticipatory Set: Launch angle problem
(in PowerPoint)
Projectile Launcher Performance
Task
“Super Slingers” Hand out for rules
and testing procedures
Closure: Have the students complete the
first 1/2 of the review sheet together in
small groups.
Anticipatory Set: Ski Jumper problem
(in PowerPoint)
Provide students time to complete
review sheet in groups.
Closure: Go over the sheet taking any
questions as they come up.
Anticipatory Set: Plane problem (in
PowerPoint)
Administer the Q1 to students; they
should need the rest of the block to
finish.
Have the students complete the
performance task as per the hand out and
test their devices.
Collins Type III Writing: Lab report on
the performance task.
*Indicates Honors level differentiation
22
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY:
Vector, resultant, component, projectile motion, relevant velocity and launch angle
23
Unit Plan Title
Suggested Time Frame
Forces and The Laws of Motion
3 weeks
Overview / Rationale
The focus of the Motion Unit is to introduce students to the concept of motion. The motion of
an object can be described by its position and velocity as functions of time and by its average
speed and average acceleration during intervals of time. The laws of Newtonian mechanics will
be studied, as well as its applications in everyday life. Students will learn about friction, the
force of gravity and the normal force. They will discover the concept of net force and how to
calculate it and they will apply this concept to a variety of situations and problems. Through
various calculations, students will be able to explain different aspects of an object’s motion.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
5.2.12.E.3 Create simple models to demonstrate the benefits of seatbelts using Newton's first law
of motion.
5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the
resulting acceleration.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
24
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.1. Create equations and inequalities in one variable and use them to solve problems
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
25
Understand solving equations as a process of reasoning and explain the reasoning.
A-REI.1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Represent and solve equations and inequalities graphically.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line.
Experiment with transformations in the plane.
G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point, line, distance along a line, and distance
around a circular arc.
Understand congruence in terms of rigid motions.
G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the
effect of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Define trigonometric ratios and solve problems involving right triangles.
G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles
in the triangle, leading to definitions of trigonometric ratios for acute angles.
Use coordinates to prove simple geometric theorems algebraically.
G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems.
G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve
geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that
passes through a given point).
G-GPE.6. Find the point on a directed line segment between two given points that partitions the
segment in a given ratio.
Represent and model with vector quantities.
N-VM.1. Recognize vector quantities as having both magnitude and direction.
N-VM.2. Find the components of a vector by subtracting the coordinates of an initial point from
the coordinates of a terminal point.
N-VM.3. Solve problems involving velocity and other quantities that can be represented by
vectors.
Perform operations on vectors.
N-VM.4. Add and subtract vectors.
N-VM.5. Multiply a vector by a scalar.
26
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
Essential Questions
What does the motion of objects depend upon?
How are the position, distance, speed, and acceleration of objects related?
What causes an object to move and how do magnitude and direction of the net force
determine the motion of an object?
Enduring Understandings
The motion of objects depends upon the different types of forces acting on it.
Through various calculations, position, speed, and acceleration of objects can be
determined.
The motion of objects depends on the different forces acting on it.
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
21st Century Themes
Global Awareness
Environmental Literacy
x
Health Literacy
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Forces can cause accelerations and can
act through contact or a distance.
Force is a vector.
The motion of an object can be
changed.
Inertia is the tendency of an object not
to accelerate.
Newton's first law states that an object
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
ETA Creativity and Innovation
ETA Critical Thinking and Problem
Solving
ETA Communication
ETA Collaboration
Students will be able to…
Describe how force affects the motion
of an object.
Illustrate the concept of inertia.
Draw a free body diagram.
Use F=ma to find mass, acceleration or
net force.
Determine the net external force on an
object.
27
at rest remains at rest, and an object in
motion continues in motion with
constant velocity unless the object
experiences a net external force.
The sum of forces acting on an object is
the net force.
Mass is a measure of inertia.
Newton’s second law states that the
acceleration of an object is directly
proportional to the net force acting on
the object and inversely proportional to
the object’s mass.
Friction affects motion.
Newton’s third law states that if two
objects interact, the magnitude of the
force exerted on object 1 by object 2 is
equal to the magnitude of the force
simultaneously exerted on object 2 by
object 1, and these two forces are
opposite in directions.
The weight of an object is the
magnitude of the gravitational force on
the object is equal to the object’s mass
times the acceleration due to the
gravity.
Calculate an object’s acceleration in
terms of its mass and the net force
acting on it.
Describe Newton’s three laws of
motion and give examples.
Predict the direction and magnitude of
the acceleration caused by a known net
force.
Identify and illustrate third law pairs.
Differentiate between weight and mass.
Find the direction and magnitude of
normal forces.
Explain friction with examples.
Calculate static and kinetic friction.
Assessments
Pre-Assessments
Students should know…
The equations of motion and how to use them.
How to add vectors and how to resolve them into components.
Formative Assessments
Various problems and calculations
Newton's First Law Lab
Friction Lab
Summative Assessments
1) Written Unit Test: Forces & Laws of Motion Test A (CP) 19 MC, 3 SA, 4 OE
Forces & Laws of Motion Test B (H) 13 MC, 6 SA, 5 OE
2) Performance Task:
Bridging the Gap
You are an engineer hired by a local nature adventure park Extreme Environment. The owners
are considering a new attraction involving a bungee jump from a rope bridge over a span across
the chasm. The bridge will be a suspension bridge. The bungee jump station will be located on
the suspension bridge.
28
A surveyor measured the chasm and found:
• The chasm is 100 m wide
• At the bottom of the chasm is a river
• The river is 60 m below the edge of both sides of the chasm
Local construction and safety codes state:
• The slope from the end of the bridge to a point on the bridge that is 5 m horizontally from the
end of the bridge must be between 0.1 and 0.25.
• The bungee jump chord stretches to 90% of the vertical distance from the lowest point on the
suspension bridge to the river.
• The bungee jump must be located at least 5 m away from the sides of the chasm.
• The minimum vertical distance a bungee jumper can come to the river is 10 m.
Create a mathematical model for the bridge that is represented :
numerically (table of values)
graphically
Analyze using your mathematical models:
Determine the minimum clearance from the bridge to the river below
Determine a range of horizontal distances where the bungee jump station could be
located so it meets the safety requirements
Honors Performance Task:
Bridging the Gap
You are an engineer hired by a local nature adventure park Extreme Environment. The owners
are considering a new attraction involving a bungee jump from a rope bridge over a span
across the chasm. The bridge will be a suspension bridge. The bungee jump station will be
located on the suspension bridge.
A surveyor measured the chasm and found:
• The chasm is 100 m wide
• At the bottom of the chasm is a river
• The river is 60 m below the edge of both sides of the chasm
Local construction and safety codes state:
• The slope from the end of the bridge to a point on the bridge that is 5 m horizontally from the
end of the bridge must be between 0.1 and 0.25.
• The bungee jump chord stretches to 90% of the vertical distance from the lowest point on the
suspension bridge to the river.
• The bungee jump must be located at least 5 m away from the sides of the chasm.
• The minimum vertical distance a bungee jumper can come to the river is 10 m.
Create a mathematical model for the bridge that is represented
numerically (table of values)
graphically
algebraically
Analyze using your mathematical models:
Determine the minimum clearance from the bridge to the river below
Determine whether your model for the bridge meets the slope building code requirement.
Determine a range of horizontal distances where the bungee jump station could be
located so it meets the safety requirements
29
Resources
Texts:
Holt Physics. 2009, by Serway & Faughn: Chapter 4, Forces and the Laws of Motion, for
examples and homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 4 workbooks that accompany the above text
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
7) http://www.scientificamerican.com/article.cfm?id=the-physics-of-disaster (Close Reading)
Worksheets: (located on the NHS H: drive)
Friction and First Law Practice
Friction Practice
Net Force Practice
Review Sheet Chapter 4
Bridge handouts and Rubric
Build materials list
Lab/Activities: (located on the NHS H: drive)
PowerPoint’s for each day’s lesson
Newton’s first law Lab
Force of friction Lab
Bridge Performance Task
Supplemental Videos:
1) Mythbusters: Phone book friction
2) http://science360.gov/obj/video/58e62534-e38d-430b-bfb1-c505e628a2d4 (Science 360 - The
Science of football)
3) http://science360.gov/obj/video/70fadaa8-c3d4-4132-ba1f-c98be5caeb14 (Science 360 - The
Science of football 2)
4) http://www.youtube.com/watch?v=UVdqxYyFRKY (Newton’s three laws of motion)
5) http://www.youtube.com/watch?v=xpUaf4KDvE0&feature=relmfu (Gravity)
30
Guiding
Questions
Day 1:
Why do
things start
and stop
moving?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Newton’s First Law PowerPoint
Anticipatory Set: A golf ball is hit at a
25 degree angle at 30 m/s. How far
st
1 Law activity: Uses the dynamic
away does it land if the ground is level?
track, dynamic cart, collision bumper,
pulley clamp and various masses.
Introduce the concepts of force and net
force and discus everyday forces with
the students.
What is
inertia and
how is it
related to
motion?
Explain Newton’s first law and then
have students complete the 1st law
activity.
Discus inertia and how it relates to
motion and Newton’s 1st Law.
Day 2:
Force and Friction PowerPoint
How are
mass,
acceleration
and net force
related?
Friction Lab: Uses the data studio,
force meter, wooden block, 200 and
500 gram masses and a piece of
sandpaper.
What factors
affect the
force of
friction?
Closure: Have students discus how
these relate to the 1st law of motion:
Headrests are placed in cars to prevent
whiplash injuries during rear-end
collisions.
While riding a skateboard (or wagon or
bicycle), you fly forward off the board
when hitting a curb or rock or other
object which abruptly halts the motion
of the skateboard.
Anticipatory Set: Write down two
examples of Newton’s 1st Law.
Discus Newton’s 2nd law and the
resulting formula with the class.
Introduce the concept of friction and
have the students complete the friction
lab to determine what factors affect the
force of friction.
Collins Type III Writing: Lab Report on
Friction
Homework: Pg 139; 1 – 3 (Holt 2009)
Closure: If the block weighs 0.25 Kg
and the coefficient of friction between
31
the block and the table is 0.56, how
much force would it take to move it?
*You are trying to push a large crate
across the floor (μ = 0.75). The crate
has a mass of 50 kg. How much force
would it take to move the crate?
Day 3:
Force and Friction Day 2 PowerPoint
What is the
difference
between
static and
kinetic
friction?
Mythbusters: Phonebook Friction
Anticipatory Set: You push a 10 kg box
with a force of 100 N and it moves with
a constant velocity across the floor.
What is the coefficient of friction
between the box and floor?
Introduce kinetic and static friction after
showing the Mythbusters video.
Have the class try some problems and
assist them as they go:
When a 20 kg box is pulled with a force
of 100 N, it just starts to move. What is
the value of the coefficient of static
friction, μs? A 75 N force keeps the box
moving. What is the value of μk?
If an object is moving at constant
velocity or at rest, what is the minimum
number of forces acting on it (other than
zero)?
If an object is accelerating, what is the
minimum number of forces acting on it?
Homework: Pg 141; 1 & 4 (Holt 2009)
Closure: A box, this time 5 kg in mass,
is being pulled with a force of 20 N and
is sliding with an acceleration of 2 m/s2.
Find the coefficient of friction, μk
*If I pull a 35 Kg box across a waxed
floor (μk = .27) with a force of 200 N at
a 30 degree angle, what is the boxes
acceleration?
32
Day 4:
What are
some real life
examples of
Newton’s 3rd
law?
How can we
find the Net
Force on an
object?
What’s the
difference
between
weight and
mass?
Force and Friction Day 3 PowerPoint
Projectile launcher mounted to
dynamics cart for an example of
Newton’s 3rd Law.
Anticipatory Set: A car, with mass
500kg, is traveling down the highway
going 20 m/s. A deer steps out in front
of the car and the driver slams on his
brakes. The car takes 2 seconds to stop,
just in front of the deer.
What is the coefficient of friction
between the tires and the road?
Discuss the difference between weight
and mass and go over the following
example:
An astronaut is 80 kg on earth. He then
travels to the moon where gravity is
equal to 1.63 m/s2. What is his weight
and mass on earth and the moon?
Introduce Newton’s 3rd Law and have
the class come up with some examples.
Use the projectile launcher mounted to
the cart on the frictionless track as a
demonstration.
Demonstrate how to draw a free body
diagram and find the net force on an
object, then go over this examples:
Close Reading Assignment:”The
Physics of Disaster: An Exploration of
Train Derailments”
http://www.scientificamerican.com/artic
le.cfm?id=the-physics-of-disaster
Closure:
You are pushing a 60 Kg lawn mower
whose handle makes a 45 degree angle
with the ground. You are pushing with a
force of 300 N and the coefficient of
kinetic friction between the mower and
the ground is 0.35. What is the
acceleration of the mower?
*A sled is pulled at a constant velocity
across a horizontal snow surface. If a
force of 80 N is being applied to the sled
33
rope at an angle of 53° to the ground,
what is the magnitude of the force of
friction of the snow acting on the sled?
Day 5:
Review Day 2 PowerPoint
What is the
difference
between a
field force
and a contact
force?
Review sheet chapter 4
Homework: Pg 124; 1 & Pg 134; 3 – 5
(Holt 2009)
Anticipatory Set: The mass of the little
block is 0.15 kg. What force is required
to keep it from falling?
If both blocks are accelerating to the
right with an acceleration a = 14.0 m/s2,
what is the normal force on the little
block provided by the big block?
What is the minimum as required to
keep the little block up?
Discuss the difference between a field
force and a contact force. Use a magnet
and a paper clip as an example.
Have the students try the following
examples and assist them as necessary:
Edward is pushing a lawn mower with a
mass of 38.0 kg with an applied force of
198 N at 58 degrees. The coefficient of
kinetic friction is 0.20. Find:
The force of friction the acceleration of
the lawn mower.
You find yourself in the middle of a
frozen lake. There is no friction between
your feet and the ice of the lake. You
need to get home for dinner. You are
wearing a coat. What do you do?
*A heavy box (mass 25 kg) is dragged
along the floor at a constant speed by a
kid at a 30° angle to the horizontal with
a force of 80 N. Find the coefficient of
kinetic friction.
Closure: Have the students start the
review sheet in groups and assist them if
they need help.
34
Day 6:
Test Ch 4 PowerPoint
Chapter test A
*Chapter test B
Anticipatory Set:
Ed is pushing a lawn mower with a mass
of 38.0 kg with a force of 220 N. If µk is
0.26, find the force of friction.
Administer Unit 3 test
Day 7:
Bridging the Gap Day 1 PowerPoint
What is the
most cost
effective way
to build a
bridge to
span ½ a
meter and
hold as much
mass as
possible?
Day 8:
Bridge hand out
Closure: MAC Question, I am a two
digit integer, I am an abundant number
(my factors add up to more than myself)
and I am surrounded by two prime
numbers; what number am I?
Anticipatory Set: If you are pulling a
box with a force of 200 N at a 45 degree
angle above the ground and it is moving
at a constant velocity, what is the force
of friction?
Review the Bridge hand out and then
have students build their bridges.
Bridging the Gap Day 2 PowerPoint
Assorted masses for testing.
Closure: Collins Type II writing: 5
things you’ll do tomorrow to
improve/complete your bridge
Anticipatory Set: If your bridge can
hold 1 kg before breaking, how much
weight can it hold?
Have students finish their bridges and
test them
Type III Writing: Lab Report for Bridge
project.
Closure: Have students start their lab
procedures together in their groups.
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
35
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY:
Force, kinetic friction, static friction, coefficient of friction, Newton’s 1st 2nd & 3rd Laws, Force
diagram, free body diagram, Field force, contact force, mass & weight.
36
Unit Plan Title
Suggested Time Frame
Work and Energy
2 weeks
Overview / Rationale
The focus of the Work and Energy Unit is to study the energy transformations and forces that
cause motion in the world we live in. Through the use of machines, work can be made easier
and its energy can be measured and calculated. During demonstration and experimentation,
students will understand the relationship between work, power and energy and it’s applications
in energy conservation. Students will investigate how energy transfers are similar to a system
that requires both inputs and outputs.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
5.2.12.D.1 The potential energy of an object on Earth’s surface is increased when the object’s
position is changed from one closer to Earth’s surface to one farther from Earth’s surface.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
37
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.1. Create equations and inequalities in one variable and use them to solve problems
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
Understand solving equations as a process of reasoning and explain the reasoning.
A-REI.1. Explain each step in solving a simple equation as following from the equality of
38
numbers asserted at the previous step, starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Represent and solve equations and inequalities graphically.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line.
Experiment with transformations in the plane.
G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point, line, distance along a line, and distance
around a circular arc.
Understand congruence in terms of rigid motions.
G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the
effect of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Define trigonometric ratios and solve problems involving right triangles.
G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles
in the triangle, leading to definitions of trigonometric ratios for acute angles.
Use coordinates to prove simple geometric theorems algebraically.
G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems.
G-GPE.5. Prove the slope criteria for parallel and perpendicular lines and use them to solve
geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that
passes through a given point).
G-GPE.6. Find the point on a directed line segment between two given points that partitions the
segment in a given ratio.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
Essential Questions
How can machines make work easier?
How is energy measured and calculated?
39
Where are energy conversions taking place around us and why are they important?
How are work, power and energy related?
Enduring Understandings
Machines make work easier by changing forces.
Energy is measured through manipulation of various calculations.
Energy is being converted all around us and its understanding is important in
understanding our physical world.
Work and power describe how energy moves through the environment.
x
x
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Students will be able to…
Work is being done on an object when
Define work by relating it to force and
a force causes a displacement of the
displacement.
object.
Calculate the work done in a given
situation.
Work is done only when components of
a force are parallel to a displacement.
Identify where work is being performed
in a variety of situations.
The sign of work is improvement.
Kinetic energy depends on speed and
Compute the net work done when many
mass.
forces are applied to an object.
The net work done on a body equals its
Identify several forms of energy.
change in kinetic energy.
Calculate kinetic energy for an object.
Potential energy is stored energy.
Distinguish between kinetic and
potential energy.
Gravitational potential energy depends
on height from a zero level.
Calculate potential energy associated
with an object’s position.
Elastic potential energy depends on
distance compressed or stressed.
Classify the different types of potential
energy.
Mechanical energy is often conserved.
Energy conservation occurs even when
Recognize the forms that energy can
acceleration varies.
take.
Mechanical energy is not conserved in
Solve problems involving the Law of
the presence of friction.
Conservation of energy.
40
Power is the rate at which work is done
or the rate of energy transfer.
Machines with different power ratings
do the same amount of work in
different time intervals.
Relate the concepts of energy, time, and
power.
Calculate power using both forms of
the power formula.
Analyze the effect of machines on work
and power.
Assessments
Pre-Assessments
Students should know…
How forces relate to motion in 2 dimensions.
The basics of potential and kinetic energy.
That energy is conserved.
Formative Assessments
Energy Conservation practice WS
Various problems and calculations
Energy Lab
Work
Spring Potential Lab
Summative Assessments
1) Written Unit Test: Work, Energy & Power Test A (CP) 19 MC, 3 SA, 4 OEQ
Work, Energy & Power Test B (H) 13 MC, 6 SA, 5 OEQ
2) Performance Task:
In this contest you will build a roller coaster which will keep a steel ball moving for as long as
possible.
Your coaster will be constructed out of only the materials you purchase. Your coaster must fit
inside a cubic meter (i.e., it cannot be larger than a meter in any dimension). The ball must exit
your coaster for it to count. You will be given two runs with time in between to adjust your
coaster. Only the best run will count.
Neither the coaster nor the marble can be aided by an outside force after the initial release. The
coaster may be attached to your blue lab table surface. The marble must be placed on the track
and not pushed or thrown. The coaster can apply force to the marble on its own.
Your score will be based on the total time for ball release until it exits the coaster. You will be
given 10 seconds bonus time for any point where the ball is deemed to be upside down (i.e.
complete a 360º circle in the vertical direction). You total time will be divided by the cost of
your coaster, best ratio wins.
In your lab report you should report the time of each run and whether it was successful or not.
You should also report whether your coaster qualified for any bonus points.
Your conclusion should include how successful you think your machine was and any
41
improvements you think you could have made. You should also mention what specific things
your coaster did to lengthen the ball’s “ride time” and reduce the cost.
Honors Performance Task:
Same as above but include a scale drawing of your coaster and the potential energy your ball
started with as well as the theoretical speed it should have left the coaster with (ignoring friction
and air resistance) in your lab report.
Resources
Texts:
Holt Physics. 2009, by Serway & Faughn: Chapter 5, Work, Energy, & Power, for examples
and homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 5 workbooks that accompany the above text
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
Worksheets: (located on the NHS H: drive)
Energy Conservation Practice (1 & 2)
Power Practice (1 & 2)
Work And Energy Practice
Review Sheet
Roller Coaster rules
Build Materials list
Lab/Activities: (located on the NHS H: drive)
PowerPoint’s for each day’s lesson.
Energy Lab
Work Lab
Spring Potential Lab
Roller coaster build competition
Supplemental Videos:
1) Mythbusters: Sky Diver See-Saw
2) http://science360.gov/obj/video/7fdabae3-a9f2-4ed0-8059-16da6ad2ea72 (Science 360 - The
42
Science of Speed)
3) http://www.youtube.com/watch?v=Ehx1P4adv6I (Kinetic and potential energy)
4) http://www.youtube.com/watch?v=j3eqpYgyVJw&feature=related (Conservation of energy of
a roller coaster)
Guiding
Questions
Day 1:
How does
energy relate
to a cart
rolling down
a ramp?
How are
height and
velocity
related?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Energy PowerPoint
Anticipatory Set: How much force does
it take to move a 1000 kg mass if it is on
Energy Lab: Uses data studio,
a sheet of ice with a coefficient of static
dynamic cart and track, photogate
friction of 0.1?
and bracket, meter stick, collision
bumper with light spring, and 2
Explain the lab set up and then have
different sized masses (between 100
students complete the energy lab.
and 500 grams)
Collins Type III Writing: Energy Lab
Report
Introduce Kinetic and potential energy
and the formulas for both. Discuss
energy conservation and use the lab data
as an example Then have students try
this example:
What are
potential and
kinetic
energy?
Closure:
A skate boarder is at the top of the
Russian Hill on Lombard St. in San
Francisco. The hill is 108 meters high.
How fast is he going at the bottom (if he
makes it).
Day 2:
How are
potential and
kinetic
energy
related?
How do we
solve an
objects final
velocity or
height if we
Kinetic & Potential Energy
PowerPoint
Mythbusters Video: See-Saw Saga
Homework: Pg. 166; 1 – 3 (Holt 2009)
Anticipatory Set: A sky diver is
jumping out of a plane. He is at a height
of 2,000 meters and his mass is 80 kg.
What is his potential energy?
Discuss other forms of energy with the
students and have them come up with
examples.
Introduce the concept of Mechanical
energy and when it is conserved.
Go over the following examples:
43
don’t know
it’s mass?
A 0.01 kg bullet is fired straight up at
200 m/s. How high does it go?
What other
types of
energy are
there?
*A child slides down a smooth slide that
has a height of 3 meters. How fast is she
going at the bottom?
A 500 Kg car is going 20 m/s when it
stops suddenly. The driver hits the
brakes and the car skids to a stop. How
much energy did the car loose? Where
did it go?
The girl has a mass of 27.27 Kg. The
sky diver has a mass of 81.81 KG and
hits the ground at 55 m/s. How high
could the girl go?
*2 identical metal balls collide and come
to a stop. They were each going 10 m/s
before the collision. How much
mechanical energy was lost in the
collision? (m=2.2 kg)
Homework: Pg 177; 1, 2, 4 & 5 (Holt
2009)
Day 3:
Work PowerPoint
How are
work and
energy
related?
Work Lab: Uses dynamic cart and
track, meter stick, force sensor, data
studio, and old physics books.
What does
negative
work
Closure: The largest watermelon ever
grown had a mass of 118 kg. Suppose
this watermelon were exhibited on a
platform 5.00 m above the ground. After
the exhibition, the watermelon is
allowed to slide along to the ground
along a smooth ramp. How high above
the ground is the watermelon at the
moment its kinetic energy is 4.61 KJ?
Anticipatory Set:
A sports car is on a platform 7 meters
above the ground. If the car has a mass
of 1000 Kg what is it’s PE? If it rolls
off the platform down a ramp, how fast
will it be going when it hits the ground?
Discuss the lab procedures and then
have students complete the lab in
groups.
44
represent?
Type III Writing: Work Lab Report
Introduce work and the work formula
using the lab as an example.
Go over these examples:
If I pull a 20 kg object up a 5 meter long
ramp to a height of 2 meters, how much
force did I apply?
*Which will fire a cannon ball farther if
the same amount of black powder is
used, a 1 meter long cannon or a 2 meter
long cannon? Why?
Homework: Pg 162; 1, 2 & 4 (Holt
2009)
Day 4:
How can we
measure the
energy stored
in a spring?
What factors
effect elastic
potential
energy?
Closure: At the 1996 Summer Olympics
in Atlanta, Georgia, a mass of 260 kg
was lifted by Russian weightlifter
Andrei Chemerkin. If Chemerkin did
6210 J of work in exerting a force of
2590 N, how high did he lift the mass?
Spring Potential Lab Day PowerPoint Anticipatory Set: How much work is
done in lifting a 20 kg box 1.5 meters in
Spring Potential Lab: Uses data
the air?
studio, photgate and bracket, collision What if I pushed the box up a 4 meter
bumper, force table spring, Dynamic ramp with a force of 170 N?
cart and track, and meter stick.
Which is easier?
Which takes more energy?
Review the lab procedures with the
students and then have them complete
the lab.
Type III Writing: Spring Lab Report
Introduce spring potential energy and
the formula using the lab results for
examples.
Have the students try these examples
and then go over them:
A spring with a spring constant of 500
45
N/m is compressed 2 meters. It is then
released sending a 70 kg person on a
skate board flying. How fast do they
go?
*A 0.25 Kg block is compressing a
spring with a spring constant of 5000
N/m. The spring compresses 2 meters.
If the spring is released, how fast will
the block leave the spring? How high
will it go?
Homework: Pg 172; 1 & 2 (Holt 2009)
Day 5:
What does
Power mean
in science?
How are
Power, work
and energy
related?
How can we
calculate how
much
electrical
power we are
using?
Power PowerPoint
Closure: A 50 caliber bullet (0.05 kg)
gets 16,810 J of energy from the gun
powder in the cartridge. When the
bullet leaves the gun, how fast is it
going?
Anticipatory Set: Brietta (40 kg) ran the
800 meter run in 2 minutes and 29
seconds and placed 3rd. What was her
average velocity? If she ran this speed
into a spring with a constant of 3500
N/m at the end of the race, how far
would she compress it?
Introduce Power and the different ways
to calculate it. Then go over these
examples:
The first practical car to use a gasoline
engine was built in London in 1826. The
power generated by the engine was just
2984 W. How long would this engine
have to run to produce 3.60 x 104 J of
work?
*A 1000 Kg elevator has a constant
4000 N of friction between the car and
the rails. What is the minimum amount
of power the elevators motor must put
out to raise the elevator at 3 m/s?
You need to install a motor that will lift
the 193 kg curtain in the PAC 7.5
46
meters. You want it to take as close to 5
seconds as possible. You have 3 motors
to choose from, a 1.0 kW, a 3.5 kW and
a 5.5 kW. Which one will be best for
this task?
Go over electrical power and how it is
charged and calculated.
Example: The power supply in an Xbox
360 is rated at 203 Watts. How much
money would it cost to leave it on for a
week?
Homework: (ELA Connection);
Persuasive essay on “Going Green”
Closure: The Warszawa Radio mast in
Warsaw, Poland, is 646 m tall. Suppose
a worker raises some tools to the top of
the tower by means of a small elevator.
Day 6:
Review Energy PowerPoint
How can we
apply energy
conservation
to real life
problems?
Energy Review Sheet
the tools, what is the force exerted on
them?
Anticipatory Set: You are pushing your
younger cousin on a 2 meter long swing.
After she has reached a height of 1
meter above the swings lowest height,
you stop pushing. If she weighs 35 kg,
what is the fastest speed she reaches?
Review Part I of the Energy Review
using smart responders to differentiate
which questions need more attention (if
available).
Day 7:
Work, Energy & Power Test
PowerPoint
Test Day
Energy Test Book A
Closure: Have students complete review
sheet and then go over any questions.
Anticipatory Set: A 10 Kg cart is
pushed with a 100 N net force for 15
meters. How much work is done? If the
trip takes 5 seconds, what is the power
output of the pusher?
*Energy Test Book B
47
Day 8-10:
Roller Coaster PowerPoint’s
Roller Coaster hand out
Anticipatory Set: Calculate the PEg &
KE for the 4 kg ball at the points
indicated (the loop has a radius of 3 m):
Go over the rules of the rules of the
competition and give the students 3 days
to complete the project in groups.
Administer test on the 3rd Day.
Closure: Collins Type II Writing,
Discuss three ways how could your
coaster be improved.
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY:
Energy (Mechanical, Kinetic, Gravitational Potential & Elastic Potential), Work, Power, and
Intrinsic.
48
Unit Plan Title
Suggested Time Frame
Momentum
1.5 weeks
Overview / Rationale
In this unit, students will analyze momentum and collisions between two or more objects. They
will consider mass and velocity of one or more objects and the conservation of momentum and
energy. Collisions and other transfers of momentum occur frequently in everyday life, such as
motions of human bodies against each other in contact sports. The different types of collisions
and how to tell them apart based on both observations and also mathematically will be studied.
The unit will culminate by looking at the force of impact, what affects it and how to calculate it.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by
keeping track of familiar forms of energy as they are transferred from one object to another.
5.2.12.D.4 Measure quantitatively the energy transferred between objects during a collision.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Writing:
Text Types and Purposes
49
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.1. Create equations and inequalities in one variable and use them to solve problems
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
Understand solving equations as a process of reasoning and explain the reasoning.
A-REI.1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation has
50
a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Represent and solve equations and inequalities graphically.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line.
Experiment with transformations in the plane.
G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point, line, distance along a line, and distance
around a circular arc.
Understand congruence in terms of rigid motions.
G-CO.6. Use geometric descriptions of rigid motions to transform figures and to predict the
effect of a given rigid motion on a given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are congruent.
Define trigonometric ratios and solve problems involving right triangles.
G-SRT.6. Understand that by similarity, side ratios in right triangles are properties of the angles
in the triangle, leading to definitions of trigonometric ratios for acute angles.
Use coordinates to prove simple geometric theorems algebraically.
G-SRT.8. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in
applied problems.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
Essential Questions
How can momentum be affected?
How can you describe the force of impact?
How can collisions be described?
Enduring Understandings
Momentum can be affected by several variables including mass and velocity.
The force of impact is dependent upon factors such as time, mass, and velocity.
Based on behavior, collisions can be described as elastic, inelastic, or perfect inelastic.
51
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA
Global Awareness
Creativity and Innovation
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Students will be able to…
Momentum is mass times velocity.
Compare the momentum of different
moving objects.
A change in momentum takes force and
time.
Compare the momentum of the same
object with different velocities.
Stopping times and distances depend on
the impulse-momentum theorem.
Identify examples of change in the
momentum of an object.
Force is reduced when the time interval
of an impact is increased.
Describe changes in momentum in
terms of force and time.
Momentum is conserved in collisions.
Describe the interaction between two
Momentum is conserved for objects
objects in terms of the change in
pushing away from each other.
momentum of each object.
Newton’s third law leads to
Compare the total momentum of two
conservation of momentum.
objects before and after they interact.
Forces in real collisions are not
Calculate the momentum of an object.
constant during collisions.
Calculate the impulse of a collision.
Perfectly inelastic collisions can be
analyzed in terms of momentum.
Solve problems involving the Law of
Conservation of Momentum.
Kinetic energy is not conserved in
inelastic collisions.
Predict the final velocities of objects
after collisions, given the initial
Most collisions are neither elastic nor
velocities.
perfectly inelastic.
Identify different types of collisions.
Kinetic energy is conserved in elastic
collisions.
Determine the changes in kinetic
energy during perfectly inelastic
collisions.
Compare conservation of momentum
and conservation of kinetic energy in
perfectly elastic and inelastic collisions.
Find the final velocity of an object in
perfectly inelastic and elastic collisions.
Calculate momentum and kinetic
52
energy of elastic collisions.
Assessments
Pre-Assessments
Students should know…
How to calculate kinetic energy.
How to use the equations of motion.
How to calculate net force and friction.
Formative Assessments
Various calculations involving momentum
Momentum Lab
Impulse Lab
Summative Assessments
1) Written Unit Test: Momentum Test A (CP) 14 MC, 4 SA, 4 OE
Momentum Test B (H) 11 MC, 5 SA, 5 OE
2) Performance Task:
EGG DROP CHALLENGE:
Designing a Parachute & Designing an Egg Casing
TASKS AND OBJECTIVES:
1. To design and construct:
a) a single-egg casing that will protect the egg from breaking when dropped from the third floor
of the HS Bldg in front of the Chemistry Laboratory;
b) a parachute that would deliver safely a loaded single-egg casing down a concrete pavement at
the longest time of fall;
2. To apply the principles of Newton’s Laws of Motion especially on Free Fall, Inertia, Impulse
and Momentum.
3. To develop camaraderie and teamwork among group members.
MATERIALS:
Hard-boiled egg
32 pcs. of drinking straws
1.5m scotch tape
1 pc broadsheet newspaper
1.5m string
pencil
pair of scissors
stopwatch
SOME PROCEDURAL SPECIFICATIONS:
1. This Task to be done at home. A complete PROJECT-DESIGN must be presented first
and then approved by your teacher before proceeding with the construction of the model
projects. The project design for both must include the following parts:
a. Group Number and Leader Members
b. Title of Project Design
b. Illustration or diagram of the proposed single-egg casing and parachute with
labels / specifications.
c. Step-by-step construction procedure (may be in diagram or flowchart form) as in
showing how improvised gadgets are assembled and/or constructed.
53
NOTE: The egg-casing should provide for a case-cover to allow easy
loading and retrieval of egg for inspection.
Honors Performance Task:
Same as above but include some physics principles involved or considered in egg-case &
parachute design.
Cite out salient features in the design of your egg-casing and parachute. Back this up with
physics principles you considered with some explanations on your intended purposes.
Resources
Texts:
Holt Physics. 2009, by Serway & Faughn: Chapter 6, Momentum and Collisions, for examples
and homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 2 workbooks that accompany the above text
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
7) http://www.scientificamerican.com/article.cfm?id=football-science-newtons-first
Worksheets: (located on the NHS H: drive)
Momentum Practice
Review Sheet Ch 4
Egg Drop handout
Build materials list
Lab/Activities: (located on the NHS H: drive)
PowerPoint’s for each day’s lesson
Momentum Lab
Impulse Lab
Egg drop Lab
Supplemental Videos:
1) Mythbusters: Compact pancake revisit
2) http://www.youtube.com/watch?v=XFhntPxow0U (Momentum lesson)
54
3) http://www.youtube.com/watch?v=9k48c9Z1VjY&feature=related (Physics of football –
Newton’s third law of motion)
4) http://science360.gov/obj/video/d0e16d27-05d4-4511-9394-2758aa066981 (Science 360Newton’s third law of motion)
Guiding
Questions
Day 1:
How can we
predict what
happens to
objects after
they collide?
What is
momentum
and how do
we measure
it?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Momentum Day 1 PowerPoint
Anticipatory Set:
If two cars, with a mass of 500 kg each
Lab: Uses data studio, 2 dynamic
and each going 30 m/s, hit each other
carts and the track, 2 photogates and
head on how much mechanical energy
brackets, two photgate flags and 1 bar would be lost? Where would it go?
mass.
Close Reading Assignment: “How much
momentum does it take to stop a running
back?”
http://www.scientificamerican.com/artic
le.cfm?id=football-science-newtons-first
Review Lab set up with students and
have them complete the lab
Type III Writing: Momentum Lab
report.
Introduce the concept of momentum and
momentum conservation using the lab
for examples.
Have students try some examples and
assist as necessary:
A car is moving at 30 m/s and weighs
500 kg. What is its momentum?
A 0.05 kg bullet hits a target with a
momentum of 5 kg*m/s. How fast was
the bullet going?
*A 700 kg car hits a stationary 1200 kg
truck from behind. The car was going
50 m/s before the crash and comes to a
stop after the crash. How fast is the
truck going?
55
Homework Pg. 199; 1 – 3:
Closure: A 55 kg boy running at 2.0 m/s
jumps onto a 2.0 kg skateboard.
Calculate the final velocity of the boy
and the skateboard.
Day 2:
What
happens to
momentum
when objects
collide head
on?
What
different
types of
collisions are
there?
Conservation of Momentum
PowerPoint
Mythbusters Video: Compact
Compact
Anticipatory Set:
A 1000 kg truck slams into a 500 kg
sports car at a red light. The truck was
going 50 mph right before it hit the car.
The truck stops after it hits the car and
the car goes flying into the intersection.
How fast is the car going after the
collision?
Discuss the vector properties of
momentum and the different types of
collisions. Use Mythbusrers video as
example.
Have students try these examples :
When they got the trucks to hit at the
same time they were going 50 mph and
each had a mass of 34000 lbs. What
was the total momentum before the
collision?
Two carts are on the same track headed
towards each other. One has a mass of
0.5 kg and is going 5 m/s. The other’s
mass is 1.0 kg and is going 3 m/s. After
the collision the larger one stops. How
fast is the lighter cart going?
*Two figure skaters are facing each
other on the ice. One has a mass of 80
kg and one has a mass of 55. They push
off each other and the larger one is
going 4 m/s. How fast is the smaller one
going?
Homework: Pg 209; 1 – 3 *4
Closure: A car is traveling on a
highway and it hits a bug flying in the
opposite direction. If the car and the
56
Day 3:
Impulse PowerPoint
What affects
the force of a
collision?
Lab: uses data studio, force sensor,
collision bumper and accessories,
dynamics cart, and track.
How can we
quantify a
change in
momentum?
bug were going at constant speeds and
the bug is now stuck to the car, is the car
still going the same speed? Why or why
not?
Anticipatory Set: If a 500 Kg car is
going 65 mph and hits a stationary 400
Kg car in an inelastic collision, how fast
are they going after the collision?
Review lab set up with students and
have them complete the impulse lab.
Type II writing: Impulse Lab report
Introduce the concept of impulse and go
over the formula, using the lab for
examples.
Examples for students to try:
A hockey player applies an average
force of 80.0 N to a 0.25 kg hockey puck
for a time of 0.10 seconds. Determine
the impulse experienced by the hockey
puck & how fast it is going now.
If a 5-kg object experiences a 10-N force
for a duration of 0.10-seconds, then
what is the momentum change of the
object & how fast it is going now?
*
a. In which case (A or B) is the change
in velocity the greatest? Explain.
b. In which case (A or B) is the change
in momentum the greatest? Explain.
c. In which case (A or B) is the impulse
the greatest? Explain.
d. In which case (A or B) is the force
which acts upon the car the greatest
(assume contact times are the same in
both cases)? Explain.
Homework: Pg 201; 1 – 4
Closure: Type II writing: 5 things
57
Day 4:
How are
momentum
and kinetic
energy
related?
Momentum Practice PowerPoint
you’ve learned about collisions so far in
this unit.
Anticipatory Set: While driving in your
pickup truck down Highway 280
between San Francisco and Palo Alto, an
asteroid lands in your truck bed! Despite
its 220 kg mass, the asteroid does not
destroy your 1200 kg truck. In fact, it
landed perfectly vertically. Before the
asteroid hit, you were going 25 m/s.
After it hit, how fast were you going?
Discuss the difference between inelastic
and perfectly inelastic and how kinetic
energy can be used to determine the type
of collision.
Examples to have the students try:
Two blocks collide on a frictionless
surface, as shown. Afterwards, they
have a combined mass of 10 kg and a
speed of 2.5 m/s. Before the collision,
one of the blocks was at rest. This block
had a mass of 4.0 kg. What was the mass
and initial speed of the second block?
A 55 kg boy running at 3.0 m/s jumps
onto a 1.0 kg skateboard. Calculate the
final velocity of the boy and the
skateboard. Is Kinetic Energy
Conserved?
*You have just picked up a spare. The
Bowling ball has a mass of 6 kg and hit
the pin which has a mass of 1 kg. The
pin went flying at 12 m/s. The bowling
ball was traveling 10 m/s before the
collision. What was the velocity of the
bowling ball after the collision? What
type of collision was it?
*You fire a 1 kg paintball gun
containing a 0.01 kg bullet at a speed of
300 m/s. What has to happen in order
for momentum to be conserved?
58
A 0.5 Kg soccer ball is rolling downfield
at 10 m/s. A player kicks it up field at
15 m/s. What is the change in
momentum? If the kick takes .05
seconds to occur, what is the force
applied?
Closure: Have student start the review
sheet in groups and assist as necessary
Anticipatory Set: A 5.00 kg firecracker
explodes into two parts: one part has a
mass of 3.00 kg and moves at a velocity
of 25.0 m/s towards the west. What is
the velocity of the second, 2 kg piece, as
a result of the explosion?
Day 5:
How can we
apply
momentum
conservation
and impulse
to everyday
life?
Day 6:
Have students complete the review sheet
in small groups, tracking their progress
using smar responders (if available)
Momentum Test PowerPoint
*HP Q3
LP Q3
Closure: Go over review sheet using the
smart responses to determine where
extra reinforcement is needed.
Anticipatory Set: Two cars on the same
road have a perfectly inelastic head on
collision. One car was going east at 50
km/h and weighs 500 kg. The other was
going west at 70 km/h and weighs 300
kg. What is the speed of the wrecked
cars right after impact?
Administer Momentum Unit Test (Q3)
Closure: MAC Problem: My broken
calculator is not showing vertical lines.
I typed in the following problem and hit
equal. What are the numbers in the
problem and answer?
Day 7:
Egg Drop Build Day PowerPoint
What forces
cause an egg
to break
Egg Drop hand out
Egg drop Mythbusters Video
Anticipatory Set: A baseball player
applies an average force of 75.0 N to a
0.15 kg baseball for a time of 0.05
seconds. Determine the impulse
experienced by the Baseball.
59
when it hits
the ground?
If a 5 kg object, initially at rest,
experiences a 10 N force for 0.10
seconds, then how fast is it going?
How can we
reduce these
forces?
Day 8:
Answer any question about the egg drop
project after students have read the egg
drop hand out and have them build their
devices.
Egg drop Day two Power Point
Closure: Type II Writing: 3 ways you
plan to improve your device in the
remaining build time tomorrow.
Anticipatory Set: The egg in the picture
took just 0.06 seconds to break. If it was
going 6 m/s, and has a mass of 0.06 Kg,
how much force did it experience?
Give students 20 – 30 minutes of
additional build time and then go out to
the bleachers next to the track to test
their devices.
Closure: Type II Writing: 3 things you
would change about your device to
improve your score.
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY: Momentum, impulse, perfectly inelastic, inelastic, elastic,
force of impact
60
Unit Plan Title
Suggested Time Frame
Circular Motion
2 weeks
Overview / Rationale
Students will study what happens when an objects motion makes a circular path. They will
investigate the effect of the radius of this path on the objects motion and from there develop an
understanding of centripetal acceleration and centripetal force. The difference between
centripetal and centrifugal force and also the effect of the objects inertia on its motion will be
examined. This unit will conclude with an introduction of torque and its application to simple
machines.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an
object in motion, and account for differences that may exist between calculated and measured
values.
5.2.12.E.2 Compare the translational and rotational motions of a thrown object and potential
applications of this understanding.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
61
Writing:
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.1. Create equations and inequalities in one variable and use them to solve problems
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
Understand solving equations as a process of reasoning and explain the reasoning.
62
A-REI.1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Experiment with transformations in the plane.
G.CO.1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line
segment, based on the undefined notions of point, line, distance along a line, and distance
around a circular arc.
Visualize relationships between two-dimensional and three-dimensional objects.
G-GMD.4. Identify the shape of two-dimensional cross-sections of three-dimensional objects,
and identify three-dimensional objects generated by rotations of two-dimensional objects.
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
Essential Questions
How do objects make a circular path?
How can the motion of objects with different masses affect each other?
How do we use torque in our everyday lives?
Enduring Understandings
Centripetal force and acceleration cause objects to travel in a circular path.
Newton's Law of Universal Gravitation and its applications describe how objects affect
each other.
Torque affects many engineering fields.
x
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA
Health Literacy
Communication
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
63
Student Learning Targets / Objectives
Students will know that…
Tangential speed depends on distance.
Centripetal acceleration is due to a
change in direction.
Tangential acceleration is due to a
change in speed.
Centripetal force is necessary for
circular motion.
Inertia is often misinterpreted as a
force.
Orbiting objects are in free fall.
Gravitational force depends on the
masses and the distance.
Gravitational force acts between all
masses.
Newton’s law of gravitation accounts
for ocean tides.
Gravity is a force field.
Gravitational field strength equals freefall acceleration.
Weight changes with location.
Gravitational mass equals inertial mass.
Kepler’s three laws describe the motion
of planets.
Kepler’s laws are consistent with
Newton’s law of gravitation.
Kepler’s third law describes orbital
period.
Rotational and translational motion can
be separated.
Torque depends on the force and the
lever arm.
The lever arm depends on the angle.
There are six different types of simple
machines.
Machines can alter the force and the
distance moved.
Efficiency is a measure of how well a
machine works.
Students will be able to…
Calculate the centripetal force and
acceleration of an object in circular
motion.
Elucidate how the apparent existence of
an outward force in circular motion can
be explained as inertia resisting the
centripetal force.
Explain how Newton’s law of universal
gravitation accounts for various
phenomena, including satellite and
planetary orbits, falling objects, and the
tides.
Apply Newton's law of universal
gravitation to solve problems.
Describe Kepler’s laws to planetary
motion.
Relate Newton’s mathematical analysis
of gravitational force to the elliptical
planetary orbits proposed by Kepler.
Solve problems involving orbital speed
and period.
Differentiate between torque and force.
Calculate the magnitude of a toque on
an object.
Identify the six different types of
simple machines.
Calculate the mechanical advantage of
a simple machine.
64
Assessments
Pre-Assessments
Students should know…
The basic equations of motion.
How to find net force.
Formative Assessments
Various problems and calculations
Circular Motion Lab
Torque Lab
Summative Assessments
1) Written Unit Test: Circular Motion Test A (CP) 10 MC, 4 SA, 4 OEQ
2) Performance Task:
Cantilever
In this contest you will build a cantilever which will be as long in length as possible. Your
cantilever will be constructed out of only the materials you purchase. No alternative materials
may be used. Your cantilever cannot be attached to the desk in any way (glue, tape or tying).
Your score will be based the unsupported length of your cantilever measured from the closest
part of the base out to the end of the cantilevered section. The end of your cantilever must be
above the level of the desk to count. That number will be divided by the price of your cantilever.
Best Length to Cost ratio wins.
In your lab report you should report the length, cost and score for your cantilever.
Your conclusion should include how successful you think your cantilever was and any
improvements you think you could have made. You should also mention what specific things
your cantilever did to be as long as possible.
Honors Performance Task:
Same as above, but you must also include the torque on the end of your cantilever in your lab
report.
Resources
Texts:
Holt Physics. 2009, by Serway & Faughn: Chapter 7, Circular Motion, for examples and
homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 7 workbooks that accompany the above text
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
65
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
Worksheets: (located on the NHS H: drive)
Centripetal Force Practice
Review Sheet Ch 7
Cantilever handout
Build materials list
Lab/Activities: (located on the NHS H: drive)
PowerPoint’s for each day’s lesson
Circular Motion Lab
Lever Lab
Cantilever competition
Supplemental Videos:
1) Mythbusters: 360 degree swing
2) http://science360.gov/obj/video/3dc91fe1-4442-4ae0-b9c8-59f441bb69a4 (Science 360 - The
Science of the Olympics)
3) http://www.khanacademy.org/science/physics/v/introduction-to-torque (Torque)
4) http://www.khanacademy.org/science/physics/v/centripetal-force-and-acceleration-intuition
(Centripetal force and acceleration)
Guiding
Questions
Day 1:
What
happens
when an
objects
direction is
uniformly
changing?
How can we
quantify this
change?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Circular Motion PowerPoint
Anticipatory Set: Traveling North on rt.
18 you take the exit for 33 east. You
Circular Motion lab: Use the rotary
slow down and then go around the curve
motion sensor, ring stand, rubber
at a constant 35 mph. Are you
stopper and string, and data studio.
accelerating? If so, which direction is
the force due to this acceleration acting?
Discuss the lab wit students, answer any
questions and then have them complete
the lab.
Introduce centripetal acceleration and
use the lab for examples.
Type III writing: Circular Motion Lab
Report
66
A race car is traveling a constant speed
around a turn with a radius of 50 meters.
If the car has a centripetal acceleration
of 12.5 m/s2, what is it’s tangential
velocity?
A waterwheel built in Hamah, Syria, has
a 150 meter circumference. If the
tangential velocity at the wheel’s edge is
7.85 m/s, what is the centripetal
acceleration of the wheel?
*introduce angular acceleration and
velocity and have the students try these
examples:
How many degrees per second is the
earth moving?
Around the Sun?
Homework: Pg 236; 1 – 4 (Holt 2009)
Day 2:
Centripetal Force Power Point
What keeps
an object in
circular
motion?
Mythbusters: 360 degree swing video
Why does it
feel like there
is an outward
force when
we move
along a
circular path?
Car rotating around a ring with string
stand demonstration.
Closure: Type II writing: List the new
variables you learned today and there
corresponding linear counterparts.
Anticipatory Set: A sock stuck to the
side of a clothes dryer’s barrel has a
centripetal acceleration of 28 m/s2. If
the radius of the barrel is 27 centimeters,
what is the tangential velocity of the
sock?
Show the car rotating around the ring
stand that it is tied to. Ask the students
why the car moves in a circle and then
cut the string to show what happens
when the centripetal force disappears.
Introduce Centripetal Force, making
connection between linear and circular
motion and using yesterday’s lab for
examples.
Have the students try these examples
and assist as necessary:
67
You are riding a spinning amusement
park ride with a radius of 11m. If the
rides tangential speed is 15 m/s and you
have a mass of 90 kg, what is the
centripetal force of the ride?
A pilot is flying an 1110 kg plane in a
circle with a radius of 118 meters at 75
m/s. How much force is needed to keep
the plane in its circular path?
Show the video and have ask students to
thing of the forces on the girl as she tries
to go 360 degrees around a swing set.
How fast does Susie need to go if the
chains are 2 meters long and she has a
mass of 27 kg?
When you are in a loop of a roller
coaster, what direction does the
centripetal force act? What causes this
force?
Homework: Pg 238; 1 – 4 (Holt 2009)
Day 3:
Simple Machines PowerPoint
How do
simple
machines
reduce the
amount of
force needed
to complete a
task?
Lever Lab: Uses a fulcrum, meter
stick, 500g mass, data studio and
force sensor.
What is
torque and
how do we
measure it?
Closure: What keeps a car in it’s
circular path when it makes a turn?
To make pizza dough, pizza makes
throw the spinning dough into the air.
Why does this make the dough bigger?
Anticipatory Set: A 950 Kg car is going
around a 3000 m long circular track. If
the centripetal force on the car is 2140
N, how fast is it going?
Explain the lab set up to the students and
then take any questions. Have the
students complete the lab.
Introduce the concepts of torque,
mechanical advantage and simple
machines, using the lab for examples.
Then have the students try these
problems:
68
If you pushed down on the end of your
lever with 20 N of force and it is 50 cm.
from the fulcrum, how much torque are
you applying?
If I push down on this lever with 100 N
of force, how much force will I get at
the other end?
What’s the MA of this ramp?
*You use 3 sets of pulleys (the rope
goes back and forth 3 times) to raise a
100 kg mass 10 meters. How hard do
you have to pull on the rope?
Homework: Pg. 258; 1 – 3
Day 4:
Gravitational Force PowerPoint
What
happens to
the force of
gravity in
outer space?
Review Sheet Circular Motion
How can we
measure the
effectiveness
of a simple
machine?
Closure: Draw a simple machine we
went over today, fill in the necessary
measurements and find its mechanical
advantage.
Anticipatory Set:
If 2200 N*m of torque is produced
opening a door by pushing 1.5 meters
from the hinge, how much force was
applied?
Go over some review problems on
Simple Machines:
If I push down on this lever with 220 N
of force, how much force will I get at
the other end?
How much force would it take to push a
50 kg box up this ramp ignoring
friction?
*You pull a 50 kg mass up to a distance
of 10 meters. The rope you pull passes
through a metal loop on the mass and up
to the top of the 10 meters 3 times. How
much force do you pull with?
Introduce Efficiency and go over some
examples:
69
If the gas in my car has a chemical
potential energy of 1000 J, but I only get
300 J of kinetic energy out of it, what
does this say about the efficiency of my
car?
A fern receives 1055 J of light energy
and, through photosynthesis, converts it
to 8.3 J of chemical potential energy.
What is the efficiency of this process?
Introduce the Law of Universal Gravity
and go over some examples:
The earth has a mass of 5.97 × 1024 kg
and the sun has a mass of 1.99 ×1030
kg. They are 1.49 x 1011 meters apart.
What is the force of gravity between
them?
Close Reading: Read Essay on gravity
from
http://www.policymic.com/articles/1975
5/the-speed-of-gravity-why-einsteinwas-wrong-and-newton-was-right
Day 5:
Review Circular Motion PowerPoint
Review Sheet Circular Motion
Closure: You and your friend are
standing 1 meter apart talking. You
each have a mass of 70 kg. What is the
force of gravity between you?
Anticipatory Set: The earth is traveling
around the sun at a constant 29,952 m/s.
On average it is 149,600,000,000 m
from the sun. What is it’s centripetal
acceleration?
Discus the Close Reading article and
debate the accuracy of the author’s
assertions.
Have students complete review sheets in
small groups using smart responders to
log answers (if available) and go over it
at the end of class, taking questions as
necessary.
70
Day 6:
Test Circular Motion PowerPoint
Test A
*Test B
Closure: Go over review sheet.
Anticipatory Set: A piano with a mass of
1500 kg is attached to a pulley system
and lifted straight up with a force of 150
N. What is the mechanical advantage of
the pulley system?
Administer the test.
Day 7-8:
Cantilever Day 1 and 2 PowerPoint’s
What
challenges
must be
overcome
while
designing a
cantilever?
Cantilever Competition Rules
Build materials price list.
Closure: MAC Example: There's a
certain 10-digit number where that the
first digit is equal to the number of zeros
in the entire number, the second number
is the number of 1's in the entire
number, and so on, to where the 10th
digit is the number of 9's in the entire
number. What is the number?
Anticipatory Set:
Discuss rules with students and have
them buy materials and build their
devices. Measure by the end of day 2.
Type III Writing: Cantilever Lab report.
Closure: Type II writing: What would
you have done differently to improve the
score of your cantilever?
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY:
Centripetal Force, Centripetal Acceleration, Constant of Universal Gravitation, efficiency,
mechanical advantage, lever, pulley, inclined plane, torque and angular velocity
71
Unit Plan Title
Suggested Time Frame
Heat
1 week
Overview / Rationale
In this unit, students will study temperature and heat, and the differences between them. How
different substances change temperature or phase when energy is added or removed from the
substances will be examined in depth. Concepts of heat transfer, specific heat capacity, latent
heat, and phase transformations will be studied as it applies to heat and temperature. Students
will explain how these transfers take place in their everyday lives.
Science Common Core Standards 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles,
including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth systems science.
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including
potential and kinetic energy, is useful in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
5.2.12.C.2 Account for any trends in the melting points and boiling points of various
compounds.
ELA Common Core Standards 2010
Reading:
Key Ideas and Details
RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex
concepts, processes, or information presented in a text by paraphrasing them in simpler but still
accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based on
explanations in the text.
Craft and Structure
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 11–12
texts and topics.
Integration of Knowledge and Ideas
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept, resolving
conflicting information when possible.
Writing:
72
Text Types and Purposes
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
Production and Distribution of Writing
WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
2010 Mathematics Common Core Standards
Reason quantitatively and use units to solve problems.
N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays
N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.
N-Q.3. Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
Summarize, represent, and interpret data on single count or measurement variable.
S-ID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
Understand and evaluate random processes underlying statistical experiments.
S-IC.1. Understand statistics as a process for making inferences about population parameters
based on a random sample from that population.
S-IC.2. Decide if a specified model is consistent with results from a given data-generating
process, e.g., using simulation.
Make inferences and justify conclusions from sample surveys, experiments, and
observational studies.
S-IC.3. Recognize the purposes of and differences among sample surveys, experiments, and
observational studies; explain how randomization relates to each.
S-IC.6. Evaluate reports based on data.
Interpret the structure of expressions.
A-SSE.1. Interpret expressions that represent a quantity in terms of its context.
Perform arithmetic operations on polynomials.
A-APR.1. Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Create equations that describe numbers or relationships.
A-CED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations.
Understand solving equations as a process of reasoning and explain the reasoning.
A-REI.1. Explain each step in solving a simple equation as following from the equality of
numbers asserted at the previous step, starting from the assumption that the original equation has
a solution. Construct a viable argument to justify a solution method.
73
Solve equations and inequalities in one variable.
A-REI.3. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Represent and solve equations and inequalities graphically.
A-REI.10. Understand that the graph of an equation in two variables is the set of all its solutions
plotted in the coordinate plane, often forming a curve (which could be a line).
2009 NJCCCS Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
Strand A. Technology Operations and Concepts: The use of technology and digital tools
requires knowledge and appropriate use of operations and related applications.
8.1.12.A.2: Produce and edit a multi-page document for a commercial or professional audience
using desktop publishing and/or graphics software.
Essential Questions
How are heat and temperature related?
How can heat be transferred from one object to another?
Enduring Understandings
Temperature change describes the amount of transferred heat.
Through molecular interactions and various transfer methods, heat can move from one
object to another.
x
x
In this unit plan, the following 21st Century themes and skills are addressed
Check ALL that apply –
Indicate whether these skills are:
E – encouraged
21st Century Themes
T – taught
A – assessed
ETA Creativity and Innovation
Global Awareness
ETA Critical Thinking and Problem
Environmental Literacy
Solving
ETA Communication
Health Literacy
ETA Collaboration
Civic Literacy
Financial, Economic, Business and
Entrepreneurial Literacy
Student Learning Targets / Objectives
Students will know that…
Adding or removing energy usually
changes temperature.
Temperature is proportional to the
kinetic energy of atoms and molecules.
Temperature is only meaningful when
Students will be able to…
Relate temperature to the kinetic energy
of atoms and molecules.
Describe the changes in the temperature
of two objects reaching thermal
equilibrium.
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it is stable.
Matter expands as its temperature
increases.
Calibrating thermometers requires fixed
temperatures.
Temperature units depend on the scale
used.
Energy is transferred between
substances as heat.
The transfer of energy as heat alters an
object’s temperature.
Heat has units of energy.
The rate of thermal conduction depends
on the substance.
Convection and radiation transfer
energy.
Specific heat capacity of a substance is
the energy required to change the
temperature of 1 kg of a substance by
1⁰C.
Calorimetry is used to determine
specific heat capacity.
Latent heat is energy transferred during
phase changes.
Identify the various temperature scales,
and convert from one scale to another.
Describe heat.
Relate heat and temperature change on
the macroscopic level to particle
motion on the microscopic level.
Apply the principle of energy
conservation to calculate changes in
potential, kinetic, and internal energy.
Solve energy conservation problems
involving heat.
Perform various calculations using
specific heat capacity.
Interpret and analyze a heating curve.
Calculate freezing or boiling energy
using latent heat and heat capacity (H).
Assessments
Pre-Assessments
Students will know…
how what the different temperature scales mean
how to calculate kinetic and potential energy.
Formative Assessments
Various calculation problems
Heat Capacity Lab
Phase Change Lab
Temperature Lab
Summative Assessments
1) Written Unit Test:
Circular Motion Test A (CP) 10 MC, 4 SA, 4 OE
2) Performance Task:
The purpose of this task is to determine if cubes of ice with the same volume, but different
shapes would have the same melting speed.
Students must come up with an experiment to test this question, take data and publish their
results in a lab report.
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This will be performed at home and the results will be presented to the class in a short
PowerPoint presentation.
Honors Performance Task:
Same as above, but they must calculate the latent heat of water and include the heat transfer
process used to melt the ice.
Resources
Texts:
Holt Physics. 2009, by Serway & Faughn: Chapter 9, Heat, for examples and homework.
Supplemental Workbooks:
Holt Physics 2009, Chapter 9 workbooks that accompany the above text
Websites:
1) http://aapt.org/resources/ (American Association of Physics Teachers)
2) http://www.physicsforums.com/showthread.php?t=254850 (Physics forums)
3) http://www.thephysicsfront.org/ (National Science Foundation – Physics Teaching
Resources)
4) http://learningcenter.nsta.org/products/science_objects.aspx (National Science Teaching
Association –Learning Center)
5) http://phet.colorado.edu/ (University of Colorado -Interactive Physics Simulations)
6) http://www.physics.gatech.edu/academics/classes/2211/main/demos/displacement/DDis.html
(Georgia Tech School of Physics teacher resources)
7) http://www.scientificamerican.com/article.cfm?id=heat-wave-health (Close Reading)
Worksheets: (located on the NHS H: drive)
Review Sheet Chapter 8
Lab/Activities: (located on the NHS H: drive)
PowerPoint’s for each day’s lesson
Equilibrium Lab
Specific Heat Capacity
Phase Change Lab
Supplemental Videos:
1) Mythbusters: Water heater Rocket
2) http://science360.gov/obj/video/f86ce95d-9577-4e7e-9d9b-59c2fb3361de (Science 360 Boiling in Zero Gravity)
3) http://www.khanacademy.org/science/chemistry/v/specific-heat--heat-of-fusion-andvaporization (Kahn Academy - Specific Heat)
4) http://www.khanacademy.org/science/chemistry/v/phase-diagrams (Kahn Academy Interpreting a phase diagram)
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Guiding
Questions
Day 1:
What is
temperature
and how do
we measure
it?
Teaching and Learning Strategies
Suggested Resources
Suggested Teaching Strategies/
(materials, websites, worksheets, etc.)
Assessment Strategies
Temperature PowerPoint
Anticipatory Set: Two cars collide head
on in an inelastic collision. One was
Temperature Lab: Uses data studio,
going 50 m/s and has a mass of 637 Kg.
two temperature probes, and two
The other was going 35 m/s and has a
beakers.
mass of 910 Kg. What is the speed of
the two joined cars after the collision?
How much energy was lost in the
collision?
Discus set up and then have students
complete lab.
Introduce temperature scales, using the
lab for examples
Have students try these examples:
The coldest temperature ever recorded is
just 0.01 Kelvin. What is this in
Celsius? What is it in Fahrenheit?
Close Reading Assignment: “How Does
a Heat Wave Affect the Human Body”
http://www.scientificamerican.com/artic
le.cfm?id=heat-wave-health
Homework: Pg 303; 1, 3 and 5 (Holt
2009)
Day 2:
What is Heat
and how does
it transfer
energy
between
objects?
Heat and Energy PowerPoint
Anticipatory Set: The coldest and
warmest temperatures recorded in the
US were -80 F and 136 F. What are
these temps in Celsius and Kelvin?
Introduce heat and go over some
examples related to energy conservation.
If 505 kg of water falls over Niagara
Falls (h = 57 m) and comes rest in the
river at the bottom, how much energy
goes into increasing the temperature of
the water and the sound of the crashing
water?
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*A 500 kg car is going 30 m/s before the
driver applies the brakes for 5 seconds.
The car’s speed after the brakes are
applied is 15 m/s. How much energy is
lost? Where did it go?
Mount Everest is the world’s highest
mountain. Its height is 8848 m. Suppose
a steel alpine hook were to slowly slide
off the summit of Everest and fall all the
way to the base of the mountain. If 20.0
percent of the hook’s mechanical energy
is absorbed by the hook as internal
energy, calculate the energy gained by
the hook (0.5 kg)
Homework: Pg 311; 1 – 4 (top of page)
(Holt 2009)
Day 3:
Specific Heat PowerPoint
Why do
some
substances
heat up and
cool down
faster than
others and
how can we
quantify this
effect?
Lab: uses temperature probe, metal
slugs, calorimeter and beaker.
Closure: An Ice cube at 0.0 oC is placed
in a refrigerator that is at 5 oC. You
place your hand (32 oC) in 37 oC water.
In which case is the transfer rate of heat
higher?
Anticipatory Set: To raise 0.25 Kg of
water by 0.2 C you need 209.3 J of
energy. How fast must a 0.25 Kg
baseball travel in order for it to hit the
water and cause this change?
Discus lab with students and then have
them complete it.
Go over Specific heat and the
calorimeter equation and then have
students try these example:
A 2 Kg Iron bar is heated to 86oC and
placed in .25 kg of water at 22 oC. What
is the final temperature of the system?
(Cp for Gold is 129 J/kgoC)
Day 4:
Review
Review Heat PowerPoint
Homework: Pg 316; 1 & 2 (Holt 2009)
Anticipatory Set:
The polar Ice caps have a mass of
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Review Sheet Heat
27,600,000 kg. The latent heat for
melting Ice is 333,000 J/kg. How much
energy would it take to melt them?
Hand out review sheet and have students
complete it in small groups. Use
responders (if available) to record
student answers.
Day 5: Test
Test Heat PowerPoint
Test A
Closure: Go over review sheet suing the
responder data to concentrate on
questions the students had the most
trouble with.
Anticipatory Set:
What is the temperature of 5 kg of water
if it starts at 20.0 oC and is heated for 5
minutes by a 6.0 W heater?
*Test B
Administer Ch. 9 Test
Day 6:
Ice melting speed Performance Task
Performanc
e Task
Ice Melting hand out.
Closure MAC: What is special about
the following sequence of numbers?
8 5 4 9 1 7 6 10 3 2 0
Give the students the task and have them
come up with a procedure for solving
the problem. Have them carry out said
procedure to compete the task.
Collins Type III Writing: Lab report on
performance task
*Indicates Honors level differentiation
Electronic copies of all notes, labs, handouts, assignments, etc. are located on the science
folder on the H: drive. All hard copies are located in the master binder in the science prep
room.
Suggestions on how to differentiate in this unit:
Provide hands-on labs with format skeletons to groups of students.
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide more opportunities for advanced students.
Draw and label diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
ESSENTIAL VOCABULARY:
Temperature, Heat, Convection, Conduction, Radiation, Latent Heat, Phase change,
Freezing/Melting Point, Boiling/Condensation Point, Specific Heat Capacity.
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