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ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion SCOPE AND SEQUENCE OVERVIEW Lesson Topic PE’s and DCI’s Chapter Suggested Pacing (Blocks) 1 2 Using Vectors and Scalars to Describe Motion Understanding and Describing Motion 2 2 1 3 3 4 5 6 Newton’s First Law of Motion Newton’s Second Law of Motion Newton’s Third Law of Motion Applying Newton’s Laws of Motion 2 2 2 2 0.5 0.5 0.5 1 7 Free Body Diagrams HS-PS2-3 HS-PS2-1 HS-PS2-4 HS-PS2-2 HS-PS2-1 HS-PS2-2 HS-PS2-1 HS-PS3-2 HS-PS2-2 2 2 8 Solving Motion Problems HS-PS2-2 2 2 1 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion December 2016 M T W R F 5A Using Vectors and Scalars to Describe Motion 12B 6B 7A Understanding and Describing Motion 14B 8B 9A Understanding and Describing Motion 16B 19A Newton’s Third Law of Motion/ Applying Newton’s Laws of Motion 26B 20B 21A Applying Newton’s Laws of Motion/ Free Body Diagrams 27A Applying Newton’s Laws of Motion 28B 13A Understanding and Describing Motion 15A Newton’s First Law of Motion/ Newton’s Second Law of Motion 22B 29A 23A Free Body Diagrams/ Solving Motion Problems 30B How can one predict an object’s continued motion, changes in motion, or stability? (p.114, Framework) Newton’s second law accurately predicts changes in the motion of macroscopic objects, but it requires revision for subatomic scales or for speeds close to the speed of light. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved (p. 116, Framework). 2 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics # Blocks STUDENT LEARNING OBJECTIVES GRADE: H.S. CORRESPONDING PE’s and DCI’s 1 1. Describe the relationship between force and acceleration. 2. Identify the cause and effect of forces. UNIT NAME: Motion CURRICULAR & SUPPLEMENTAL RESOURCES Fan Cart Physics Gizmo https://www.explorelearning.com/i ndex.cfm?method=cResource.dspV iew&ResourceID=403 HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. UNIT #: 2 PS2.A: Forces and Motion Newton’s second law accurately predicts changes in the motion of macroscopic objects. Newton’s Three Laws of Motion http://www.bozemanscience.com/ newtons-three-laws-of-motion Free Body Diagram http://www.bozemanscience.com/ free-body-diagrams Parachute and Terminal Velocity https://concord.org/stemresources/parachute-and-terminalvelocity Marble Inertia Discovery Textbook https://app.discoveryeducation.co m/techbook2:unit/view/unitGuid/7 CD26517-E905-4D5C-936A8AEC49623E88 ASSESSMENT Draw free body diagrams of various situations. Force lab or Gizmos Create a representations for each of Newton; Laws. Calculate the acceleration based off the force. One paragraph persuasive essay: which comes first, force or acceleration? Egg Drop Design 3 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics # Blocks STUDENT LEARNING OBJECTIVES GRADE: H.S. UNIT #: 2 CORRESPONDING PE’s and DCI’s UNIT NAME: Motion CURRICULAR & SUPPLEMENTAL RESOURCES ASSESSMENT HS-PS2-2 PS2.A: Forces and Motion 3 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. 1. Describe elastic and inelastic collisions. 2. Predict the final velocity of an inelastic collision. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. 2 D Collision Gizmo https://www.explorelearning.c om/index.cfm?method=cResou rce.dspDetail&ResourceID=361 Air Track Gizmo https://www.explorelearning.c om/index.cfm?method=cResou rce.dspDetail&ResourceID=12 Discovery Techbook https://app.discoveryeducation .com/techbook2:unit/view/unit Guid/7CD26517-E905-4D5C936A-8AEC49623E88 Gizmos Calculation of elastic and inelastic collisions Use conservation of momentum to describe a rocket or any other phenomenon that relates. 3. Explain a phenomenon that uses conservation of momentum. 4 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics # Blocks STUDENT LEARNING OBJECTIVES HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* 1 1. Design, evaluate, and refine protection that will allow an egg to be dropped from 7 ft. 2. Design, build and test the structure. GRADE: H.S. UNIT #: 2 CORRESPONDING PE’s and DCI’s PS2.A: Forces and Motion If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. ETS1.A: Defining and Delimiting an Engineering Problem Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary) UNIT NAME: Motion CURRICULAR & SUPPLEMENTAL RESOURCES Egg Drop http://www.crscience.org/less onplans/Stanford_ASBEgg_Drop_Challenge-12-13.pdf ASSESSMENT Egg Drop Challenge Discovery Techbook https://app.discoveryeducation .com/techbook2:unit/view/unit Guid/7CD26517-E905-4D5C936A-8AEC49623E88 ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. 5 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics # Block s STUDENT LEARNING OBJECTIVES GRADE: H.S. UNIT #: 2 CORRESPONDING Pes and DCIs UNIT NAME: Motion CURRICULAR & SUPPLEMENTAL RESOURCES ASSESSMENT HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 1 1. Describe gravity in terms of distance between them. 2. Describe Coulomb’s law in terms of distance. 3. Demonstrate that the relationships are the same between the two forces. 4. Demonstrate that gravity is weaker because G is small and works over longer distances but electric force is stronger but one at small distances. PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS24) Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS24),(HS-PS2-5) Coulomb Force (static) https://www.explorelearning.c om/index.cfm?method=cResou rce.dspView&ResourceID=456 Gravitational Force https://www.explorelearning.c om/index.cfm?method=cResou rce.dspView&ResourceID=411 Lunar Lander https://phet.colorado.edu/en/s imulation/legacy/lunar-lander Universal Gravitation Reading (Inquiry Based Physics) Discovery Techbook https://app.discoveryeducation .com/techbook2:unit/view/unit Guid/7CD26517-E905-4D5C936A-8AEC49623E88 Model force fields for gravity and electrostatics and compare. Gravity gradient lab activity. Calculate forces and compare formulas. Crossword puzzle based off reading Gizmos Labs 6 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion Connections to other DCIs in this grade-band: HS.PS3.A (HS-PS2-4),(HS-PS2-5); HS.PS3.C (HS-PS2-1); HS.PS4.B (HS-PS2-5); HS.ESS1.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS1.B (HS-PS2-4); HS.ESS1.C(HSPS2-1),(HS-PS2-2),(HS-PS2-4); HS.ESS2.A (HS-PS2-5); HS.ESS2.C (HS-PS2-1),(HS-PS2-4); HS.ESS3.A (HS-PS2-4),(HS-PS2-5) Articulation of DCIs across grade-bands: MS.PS2.A (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.PS2.B (HS-PS2-4),(HS-PS2-5); MS.PS3.C (HS-PS2-1),(HS-PS2-2),(HS-PS2-3); MS.ESS1.B (HS-PS2-4),(HS-PS2-5) ELA/Literacy RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3),(HS-PS25) WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5) WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5) Mathematics MP.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) MP.4 7 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) HSN.Q.A.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. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4) HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-PS2-4) HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(HS-PS2-2) HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS21),(HS-PS2-2) HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2) HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.(HSPS2-1) HSS-IS.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1) 8 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion Common Core State Standards Connections: ELA/Literacy RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS2-1) WHST.1112.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3),(HS-PS2-5) WHST.1112.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5) WHST.1112.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5) Mathematics MP.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) MP.4 Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) HSN.Q.A.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. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4) HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HSPS2-1),(HS-PS2-4) 9 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(HS-PS2-2) HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2-1),(HS-PS2-2) HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2) HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases.(HS-PS2-1) HSS-IS.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1) 10 ORANGE PUBLIC SCHOOLS CONTENT AREA: Physics GRADE: H.S. UNIT #: 2 UNIT NAME: Motion Table: Component Ideas arranged into courses. The table uses the information in the NGSS foundation boxes to connect the high school NGSS performance expectations to the component ideas from the Framework. 11