Download Unit 03 Newton`s Laws of Motion

Campus: Princeton High School
Author(s): Kyle Lamothe
Date Created / Revised: July 19, 2016
Six Weeks Period: Second
Grade Level & Course: 11th Physics (PHSPHU3L1)
Timeline: 15 Days
Unit Title: Unit 03 Newton’s Laws of Motion
Stated
Objectives:
TEK # and SE
Lesson #01
P.2 Scientific processes. The student uses a systematic approach to answer scientific laboratory and
field investigative questions. The students is expected to:
P.2F Demonstrate the use of course apparatus, equipment, techniques, and procedures including triple
beam balances, clamps, dynamics demonstrations equipment, data acquisition probes, slotted and
hooked lab masses, stopwatches, graph paper, protractors, friction blocks, 90-degree rod clamps, metric
rulers, spring scales, meter sticks, scientific calculators, computers.
P3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions within and outside the classroom. The student is expected to:
P.3F Express and interpret relationships symbolically in accordance with accepted theories to make
predictions and solve problems mathematically, including problems requiring proportional reasoning and
graphical vector addition.
P.4 Science concepts. The student knows and applies the laws governing motion in a variety of
situations. The student is expected to:
P.4D Calculate the effect of forces on objects, including the law of inertia, the relationship between force
and acceleration, and the nature of force pairs between objects. Readiness Standard.
P.4E Develop and interpret free-body force diagrams.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understanding
s
Weight is the force of gravity acting on an object’s mass.
Forces and mass determine acceleration.
Acceleration and forces are vector quantities.
Newton’s laws describe the effects of external forces on masses and their motion.
Misconceptions

Free-body diagrams are an essential step in the analysis of force-acceleration problems.


Students may think objects with more mass “push harder” than objects with less mass.
Students may think objects with more mass experience greater acceleration due to gravity than
objects with less mass.
Students may think a constant force must be applied to an object for it to remain in motion.
Students may think that even without friction, objects in motion would still eventually stop moving


Key Vocabulary
Force – a push or pull on an object
Inertia – the resistance of an object to a change in motion
Acceleration – rate of change in velocity of the motion of an object
Free body diagram – a diagram of all forces acting on an object drawn as vectors outward from the center
Weight – the gravitational force that an object exerts due to its mass
Mass – the amount of matter an object contains, a measurement of inertia
Net force – sum of all force vectors into a combined or total force
Normal force – force exerted perpendicular to the surface an object rests on (support force)
Friction – force opposing motion caused by the interaction of surfaces
Torque – the product of the force and the lever arm that may cause rotational motion
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
Thursday
September 29th
2016
Objective: We will demonstrate that an object at rest stays at
rest and an object in motion stays in motion with the same
speed and in the same direction unless acted upon by an
unbalanced force.
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Guidelines for infographic on P
Drive
Egg, Candle, plastic cups, toilet
paper rolls
Engage:
 Demonstrate for the students a set table, candle inertia,
egg inertia or show video of object inertia phenomenon.
Students complete quick write in Notebooks attempting
to explain inertia or tendency of an object to stay at rest
or in motion.
 Divide students into smaller groups and provide them
with an observational handout regarding the Inertia
Demonstrations set up around the classroom. Students
are to rotate every 3 minutes between demonstrations
recording their observations only.
 Provide students with a few minutes to explain their
observations once they return to their seats and reset
demos or remove as necessary.
 On reverse of Demo Observation paper is a set of
questions. Time permitting, review several of the
questions as a class and provide brief explanations.
Students complete their responses for homework.
 Students will be provided the six week project for
creating an infographic selecting one physicist and their
impact.. Guidelines on P drive.
https://www.youtube.com/watch?v
=T1ux9D7-O38
use various intertia
demonstrations from video
P.4D Calculate the effect of forces
on objects, including the law of
inertia, the relationship between
force and acceleration, and the
nature of force pairs between
objects. Readiness Standard.
Closing Task: I will explain how inertia effects the orbits of
planets.
Day 2 –Explain/
Explore

Newton’s Laws of Motion
Friday
September 30th
2016
PPT- There are tons
online. Select one or
create your own that you
feel comfortable with.
Show inertia and Law #1
 Or use
The Physics Classroom
http://www.physicsclassroom.
com/class/newtlaws/Lesson1/Newton-s-First-Law
Objective: Students will give real world examples of inertia and
will identify the unbalanced forces on objects.
Explain:
 Use Newton’s Laws PPT to explain inertia. Tie the
concept to motion, using vocabulary words velocity and
acceleration. Identify vocabulary inertia, mass, force,
motion, changes in motion either with speed or direction
(acceleration).
 Read Everyday applications of Newton’s First Law on
The Physics Classroom and ask students to explain
what is happening using the vocabulary just introduced.
 Introduce Galileo’s inertia and mass rolling ball, use
The Physics Classroom. Link Galileo, followed by
Newton, and hint at Einstein changing it all with Special
Relativity but only as it relates to six week project of
each scientist standing on the discoveries of
predecessors.
 Students read Chp. 4 pages 98 and 99 and add
vocabulary word equilibrium to explain inertia.
Check Your Understanding
worksheet if you don’t want to
use website only.
Closing Task: I will complete the questions on the Physics
Classroom Check Your Understanding Inertia and Mass.
Day 3 –Engage/
Explore
Objective: We will compare and contrast mass to weight in
terms of Newton’s 2nd law.
Tuesday
October 4th
2016
Engage:
 Bellringer: (about inertia)





Links in text to left
Textbook
Chapter 4 Note Guide


Chp 4 Transparency 2 front
http://dev.physicslab.org/Document.aspx?doctype=5&filenam
e=Compilations_NextTime_SpiralTube.xml
Follow with this Next-Time Question for Forces:
http://dev.physicslab.org/Document.aspx?doctype=5&filename=
Compilations_NextTime_FallingSpheres.xml

Question students about difference between mass and
weight. Some should remember difference. Introduce that
gravity is a force that we will be studying and that it is
related to your weight. Have students convert their lbs to
Newtons (2.2 lbs per Newton and then Newtons to
kilograms; 9.8 kg per Newton) Do students see the
relationship between kg & g & N? (phyz job worksheet)
 Teacher should have examples of lbs and Newtons, tension
force, compression force, frame of reference. Explain that
we are going to begin learning about the forces that affect
inertia and all objects.
Explore:
 Students read and take notes on Chapter 4 pages 90-97.
Complete Notes. May need to complete as HOMEWORK.
Closing Task: I will explain the difference between
mass and weight.
Day 4 –Explain
Objective: We will explore other variables in Newtons 2nd law,
such as frictional force.
Wednesday
October 5th
2016
Engage:
 Bellringer: (about friction)
http://dev.physicslab.org/Document.aspx?doctype=5&filena
me=Compilations_NextTime_Friction.xml


and back
PPT from earlier
Dean Baird’s Book website
phyzjpb weight of the worlds
Explain:
 Use selected Forces/Newton’s Laws PPT from earlier
to continue and present Newton’s Second Law.
 Review and highlight examples from Chapter 4 to
clarify and extend notes.
 Handout Chp. 4 Transparency 2 front and back for
HOMEWORK . or Use Dean Baird’s Weight of the
Worlds Handout for HOMEWORK.
http://phyz.org/phyz/BOP/2-NEWTON/JWeight_of_the_Worlds.pdf
Closing Task: I will explain why weight can vary without
changing any mass.
Day 5 –Extend
Thursday
October 6th
2016
Day 6 –Explain
(Evaluate)
Friday October
7th 2016
Objective: Students will work on Virtual Investigation Lab to
solidify concepts of inertia and force.


Handout of McGraw-Hill Virtual
Investigation
Computer access


McGraw Hill Conneted
Optional quiz
Engage: Bellringer: Transparency/Weight of the Worlds
Homework review and collection. (5 minutes)
Extend:
 Students complete Virtual Investigation from McGraw Hill.
Teacher may differentiate/divide class based on student
need or independent grouping to complete conceptual or
quantitative. Print lab and then work on computers
individually to complete.
 Students share findings with other student that completed
other Virtual Investigation last 10 minutes of class time
permitting.
Closing Task: I will share with the class what my group found.
Objective: We will use free-body diagrams to illustrate the
various forces on an object.
Explain:
 Free Body Diagrams; View McGraw-Hill Animation on Free
Body diagrams.
 Complete Practice Problems some together some
independently or in small groups from pages 93, 96 and 97.
Directions require students to specify the system, draw a
motion diagram, a free-body diagram, labeling forces with
their agents, and indicating the direction of the acceleration
and the net force. Draw vectors of appropriate length.
Ignore air resistance unless otherwise indicated. Complete
a couple together. Solutions are found under E-solutions or
printed copy from Fielding.
Evaluate:
 Quiz over Law 1 and 2 Teacher made Optional
P.4E Develop and interpret freebody force diagrams.
Closing Task: I will draw a free body diagram of a man in an
elevator with the forces labeled.
Day 7-Explore
Objective: We will discuss the following forces: Normal, tension,

Dean Baird’s Book of Phyz
and friction.
Monday
October 10th
2016
Explore:
 Forces are pushes and pulls. Forces are applied by objects.
Have Sources of Forces on overhead. Have students copy
table at bottom and discuss.
http://phyz.org/phyz/BOP/2-NEWTON/G-Real_Objects.pdf


website
The Physics Classroom
Make handout

Complete The Physics Classroom handout on identifying
forces individually and then share.
http://www.physicsclassroom.com/getattachment/curriculum/ne
wtlaws/newtl5.pdf
Closing Task: I can point to any object in the room and list what
forces are acting on it.
Day 8 –Explore
Tuesday
October 11th
2016
Objective: We will discuss when air resistance is relevant and
how it affects the net force.


Mini-Lab Mass and Weigh
McGraw-Hill
Chapter 4.2 Notes


The Physics Classroom
Dean Baird’s Book of Phyz
Explore
 Bell ringer: Air resistance
http://dev.physicslab.org/Document.aspx?doctype=5&filename=Compil
ations_NextTime_AirResistance1.xml
Use these T/F questions from the physics classroom to catch
misconceptions. Answers on The Physics Classroom website
http://www.physicsclassroom.com/mmedia/newtlaws/efff
TRUE or FALSE:
1. The elephant and the feather each have the same force
of gravity.
2. The elephant has more mass, yet both elephant and
feather experience the same force of gravity.
3. The elephant experiences a greater force of gravity, yet
both the elephant and the feather have the same mass.
4. On earth, all objects (whether an elephant or a feather)
have the same force of gravity.
5. The elephant weighs more than the feather, yet they
each have the same mass.
6. The elephant clearly has more mass than the feather, yet
they each weigh the same.
7. The elephant clearly has more mass than the feather, yet
the amount of gravity (force) is the same for each.
8. The elephant has the greatest acceleration, yet the
amount of gravity is the same for each


Mass and Weight Mini Lab from McGraw-Hill
Paper air plane competition if time permits‼
Handout Chp 4.2 Notes for Weight and Drag Force.
Students may work on it in remaining class time and
complete for HOMEWORK.
closing task: I will demonstrate the effects of air
resistance with a piece of paper vs. a wadded up ball of
paper.
Day 9-Explore
and Explain
Objective: We will practice calculating force, mass, and
acceleration.
Wednesday
October 12th
2016
Explore:
 Bell ringer: Use this Physics Classroom worksheet to
practice the mathematical relationships between Force and
mass and acceleration.
http://www.physicsclassroom.com/getattachment/curriculum/ne
wtlaws/newtl7.pdf

Handout Dean Baird’s Newton’s Second Law after a few
minutes with Bell ringer. Have it on overhead as well, share
then have students complete Bell ringer.
http://phyz.org/phyz/BOP/2-NEWTON/G-Newton_II.pdf

Discuss notes from 4.2 of real weight, apparent weight, drag
force and terminal velocity. Complete one example for each
using text, You Tube, Dean Baird’s site, other.
Chp 4.2 notes
P.3F Express and interpret
relationships symbolically in
accordance with accepted theories to
make predictions and solve problems
mathematically, including problems
requiring proportional reasoning and
graphical vector addition.

Closing task: I will explain what terminal velocity is and why
it exists on earth.
Day 10 –
Engage/
Explore
Objective: Students will work to understand that “For every
action, there is an equal and opposite reaction.”
Thursday
October 13th
2016
Engage:
 Tug of War competition set ups with different groups or
individuals, socks on, shoes off, rolling chair (be careful).
 Students can video tape and then review using their
knowledge of free-body diagrams and systems to recreate
diagrams of motion, identifying net force and resultant
direction and acceleration if there was any.

Tug of war rope, rolling chair,
cell phones
Chapter 4.3 Notes
Tension Forces The team that wins a tug-of-war must exert a greater
force on the opposing team than the opponents exert on them. Have
students evaluate this statement. It is not possible for one team to exert
a greater force on the opposing team than the opponents exert on them.
This would be a violation of Newton's third law. Instead, one team
must ensure that the net force on itself is away from the center, while
the net force on the opposing team is toward the center. OL
P.4D Calculate the effect of forces
on objects, including the law of
inertia, the relationship between
force and acceleration, and the
nature of force pairs between
objects. Readiness Standard.

Explore:
 Newton’s Third Law; write it on the board and have the
students describe how the Tug of War demonstrated. Were
there opposing forces in just the battle between the tug of
war teams or …
 Provide students with a copy of the 4.3 Notes. Allow the
remainder of the class period for individual note taking.
Complete for HOMEWORK.
Closing Task: I will identify the partner force of simple real world
situations.
Day 11 –
Explain
(Evaluate)
Objective: We will use spring scales to illustrate tension force.
Explain:
 Bell ringer: Chapter 4 Transparency 3 McGraw Hill


McGraw Hill Connected
Spring Scale Demo
Optional Teacher made quiz over
free body diagrams
Friday October
14th 2016
Demo of spring scales and hanging weights to demonstrate
tension force is equal. Tension Demo Set up a spring scale
horizontally between two pulleys. Attach two equal masses with ropes,
one to each end of the scale, and run the ropes over the pulleys, so the
masses are suspended in the air. Make sure the face of the scale faces
away from the class. Ask the students what they think the scale reads.
After a good debate, turn the apparatus so that they can see the scale
reading. Some students might expect the spring scale to read the sum
of the two weights. In fact, the scale reads the magnitude of tension;
the weights exert equal yet opposite forces on the spring scale. Thus
the tension in the scale equals the force with which each weight pulls.
OL
P.2F Demonstrate the use of course
apparatus, equipment, techniques,
and procedures including triple beam
balances, clamps, dynamics
demonstrations equipment, data
acquisition probes, slotted and
hooked lab masses, stopwatches,
graph paper, protractors, friction

Review Chp. 4.3 Notes with students. Identifying interaction
pairs, tension, more on the Normal Force. Review example
problem page 108 for questions. Complete/ help set up
practice problems 28, 29, 30 in class.
blocks, 90-degree rod clamps, metric
rulers, spring scales, meter sticks,
scientific calculators, computers.

Closing Task: Evaluate: quiz over free-body diagrams
Day 12- Extend
Monday
October 17th
2016.
Objective: We will use spring scales and roller blades to see
that acceleration occurs only when a force is applied.

Extend:
 Students complete getting pushy lab from Conceptual
Physics Lab Manual. Use in-line skates and spring scales to
calculate the relationship between Newtons of force and the
acceleration of an object.
 Graph and analyze the findings.
 Students complete Concept Development worksheet 5-2

Conceptual Physics Lab
Manual and Concept
Development worksheet pages
Hard copies only from Fielding
Closing Task: I will think of a way to explain to a 4th grader
why objects change velocity.
Day 13Elaborate
Objective: Students will work in groups for the lab to solidify
concepts of tension, friction, and unbalanced forces.
Tuesday
October 18th
2016.
Engage:
 Use Conceptual Physics Lab Manual with Balloon Rockets
lab modified to have students set up vertical, horizontal and
diagonal balloon tracks. Focus on establishing controls for
this lab with circumference measurement devices and air
pressure assurances.
 Students complete lab questions, motion diagrams with
vectors and create a position- time graph, velocity-time
graph, and acceleration-time graph and also free-body
diagrams to illustrate and communicate description and
explanation of balloon motion.
 There is also a pulley lab that may be used instead. Hard
copies only from Conceptual Physics Lab Manual.

Conceptual Physics Lab
Manual

McGraw Hill Textbook pages
114-118
Closing Task: I will turn in Lab Report.
Day14-Engage/
Elaborate
Objective: Students will work on assessment problems to solidy
concepts and expose misconceptions.
Wednesday
October 19th
2016
(Early Release)
Elaborate:
 Review Chapter 4 and Newton’s Laws with Chapter 4
Assessment. Teacher selects variety of problems to assess
ability to use text resource and Notebook to solve problems
as per TEK.
Select a Guizmo or Colorado Phet to complete
Closing Task: I will ask my teacher about any misconceptions.

Day 15Evaluate
Thursday
October 20th
2016
Evaluate:
 Newton’s Laws Exam
Use McGraw-Hill textbook series for questions and
variations.

Teacher made unit exam.
Performance
Indicators and
Concepts
(Optional)
Create and share a multimedia presentation depicting student
demonstrations of Newton's Laws of Motion as well as other key
force concepts. Include the following key force concepts:

Assessment



Friction
Ramps
Torque
For each scenario, list the law/concept, explain how the
picture/video matches the concept, and draw a free-body
diagram to describe the forces acting on the object. For the
scenario depicting Newton's 2nd Law, include calculations.
Change – Force and Motion
Constancy – Force and Motion
Properties – Change
Nature of Science – Critical Thinking; Communicating
Conclusions