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Subject – Pre-AP Physics
Unit of Study: Newton’s Laws of Motion
CURRICULUM OVERVIEW
Second Grading Period – Weeks 1 & 2 (10 days)
Enduring Understandings (Big Idea)
Unit Rationale
Forces cause the motion of objects and this motion can be determined and described by
3 laws defined by Isaac Newton. These laws of motion apply to all objects on the Earth,
in space or on other planets.
For students to understand, predict and calculate the motion of an object acted on by a
force requires that they first understand the physical laws that govern that motion and
how to apply them.
Essential Questions
Guiding Questions
What is the relationship between the force applied to an object and the change in motion
of that object due to the applied force? Do all forces cause motion and how can we
calculate the effect of a force on the motion of an object.



How does the mass of an object affect its inertia?
How are force, mass and acceleration related and how can you make a car
accelerate more rapidly?
Why do action/reaction forces always exist in pairs?
Skills
Concepts
TEKS (Standards)
Physics TEKS 4 The student knows and applies the laws governing
motion in a variety of situations. The student is expected to D)
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, (E) develop and interpret free body
diagrams
IPC TEKS 4 The student knows concepts of force and motion
evident in everyday life. The student is expected to (C) investigate
how an object’s motion changes only when a net force is applied,
including activities and equipment such as toy cars, vehicle
restraints, sports activities, and classroom objects, and (D) assess
the relationship between force, mass, and acceleration, noting the
relationship is independent of the nature of the force, using
equipment such as dynamic carts, moving toys, vehicles, and falling
objects.
Physics TEKS 2 The student uses a systematic approach to
answer scientific laboratory and field investigative questions. The
student is expected to:
(E) design and implement investigative procedures, including
making observations, asking well-defined questions, formulating
testable hypotheses, identifying variables, selecting appropriate
equipment and technology, and evaluating numerical answers for
reasonableness;
(F) demonstrate the use of course apparatus, equipment,
techniques, and procedures,
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.
 draw an object and all the forces working on
that object when the object is still or moving.
From that drawing I can determine what is
happening to the object as a result of the
force (4E).
 describe how Newton’s laws apply to a
passenger in a car who uses a seat belt and
one who does not (IPC 4C).



design and conduct an investigation into
the effect of mass on an object’s
acceleration (2E).
determine the relationship between
mass, force and acceleration for various
objects and predict their motion (3F).
manipulate equations to solve for any
variable needed (3F).
 describe examples of inertia for objects that are
in motion or objects that are at rest (4D)
 calculate the acceleration of an object with a
certain mass if I know how much force is
applied to the object (4D)
 describe how Newton’s laws determine the
speed of a kick ball or a ball hit with a baseball
bat (4D)

apply technology (such as a force sensor)
to explore the forces acting on an object
and the effect of those forces on the motion
of the object (2E).
Physics TEKS 3 The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions within
and outside the classroom. The student is expected to:
(F) 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
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand
meaning in English
ELPS 2c – learn new language structures, expressions, and basic
and academic vocabulary heard during classroom instruction and
interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and contentbased grade-level vocabulary





College Readiness Student Expectations
Science Standards
o VIII – C2: Understand forces and Newton’s Laws
o II – B1: Carry out formula operations using standard algebraic
symbols and formulae
o II – D1: Use dimensional analysis in problem solving
Use prior experiences to expand upon and to learn academic and social vocabulary related to
the tendency of an object to stay at rest or move when a net force is applied (1A,,2C)
Expresses and shares opinions, ideas, feelings, and information with others individually or in
small groups using appropriate vocabulary (3C)
Journal experiences using complete sentences and newly acquired vocabulary (5B)
Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new
vocabulary (1A)
Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)
College Readiness - Intended Outcome
o
o
o
Identify how a net force changes the motion of an object
Calculate the force required to accelerate a given mass
Identify the relationship between the mass and inertia of an object
Evidence of Learning (Summative Assessment)
1.
2.
3.
Given an object and the forces acting on the object, students can draw and label a free body diagram and describe the resulting motion of the object at least 80% of the time
correctly.
Given 2 of the variables in the equation F = ma, students can manipulate the equation if necessary, substitute the correct given values, and solve for the remaining variable at
least 80% of the time correctly.
Given materials and equipment, students can design and conduct an experiment to gather data and graph the relationship between force and acceleration for objects of
different mass.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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Subject – Pre-AP Physics
Unit of Study: Newton’s Laws of Motion
Week 1 – Lesson 1 – 1st Law of Motion (Forces and Inertia) (4 days)
Guiding Questions
 Why does it take so much force to stop a fully loaded train or truck as
opposed to a small car?
 Why do satellites in circular orbit maintain the same speed at all times?
 How does a seat belt keep a passenger from being injured in a car crash?
 Why do objects on the front seat of a car continue moving when you stop
suddenly?
 How does the mass of an object affect its inertia?
CURRICULUM GUIDE
Essential Pre-requisite Skills
The student can:
 demonstrate how force affects motion (7.7C)
 describe how unbalanced forces cause changes in the speed or direction of an object
(8.6A)
 investigate and describe applications of Newton’s Laws (IPC 4C and 4D)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Review the concept of Force as a “push or pull” on an object and that forces are measured in Newton’s (N) named
after Sir Isaac Newton whose laws of motion you will be exploring. Does a magnet push or pull? Does the gravity of
the Earth push or pull? (4E).
 Show how several different forces can act on an object at the same time, for example an airplane has lift (up) and
weight (down) and thrust (forward) and drag (backward) and that all the forces determine the motion of the airplane.
What are all the forces acting on someone sitting in a chair? (4E).
 Model the concept of inertia (Newton’s 1st law of motion) by rapidly pulling a tablecloth from underneath plates and
bowls, or show the video clip Tablecloth Trick. Why did the objects stay on the table? What would have happened if
the tablecloth was pulled slowly? (4D).
2. Explore
 Have students explore the relationship between mass and inertia by using coins, index cards and a paper cup. How
does mass impact the inertia of an object? Does a nickel have more inertial than a penny? (2E, 4D).
 Or have students explore the relationship between force and mass using “Active Physics – Sports”, p. S61 Does the
amount of mass an object has affect its inertia? (2E, 4D).
 Show the video clip Demonstrations of Inertia;.. What are some other examples of inertia in real life? (4D)
 Have students draw a free body diagram of the coin (all the forces acting on it) when it is lying on the index card. How
many forces are acting on the coin? (4E)
 Discuss balanced and unbalanced forces and how to find the net force on an object by drawing all the forces and their
directions. Can the net force on an object be zero if only one force is acting on the object? (4D)
 Use the Promethean Interactive White Board Flip Chart - “Newton’s Laws of Motion”
3. Explain
 Have students explain Newton’s 1st law of motion and how inertia affects the motion of objects. Show the video clip
Inertia of Moving Objects. When do objects at rest stay at rest? What do we know about the forces acting on such
an object? (4D).

Emphasize the relationship between mass and inertia. For example, an object on the moon would have less
weight but would have the same mass and inertia. How would your mass and weight change or be the same on
the planet Jupiter? What would happen to your inertia? (4D).
So students can…
Have students list in their science journals
the forces they experience everyday (4E)
 How can more than one force act on an object at
the same time?
Have students describe in their own words
the concept of inertia and give examples from
real life in their science journals. (4D)
 Provide students with newspaper articles that
include examples of the 1st law of motion in real
world situations and have them identify how the
law is demonstrated. (4D)
Work in cooperative groups to explore the
concept of inertia (4D)
 Use Marzano’s 6 steps for vocabulary acquisition
for the vocabulary associated with Newton’s
Laws of Motion (4D)
 Have students compare and describe the
difference between mass and weight and the
units used for each measurement. (4D)
What do you do for students who need additional support?
Use the web site Newton’s 1st Law of Motion to readdress the concept and provide examples. Give students objects of
different mass and have them explore the inertia that each object has when they try to move it.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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What do you do for students who master the learning quickly?
Have students list various real world objects in their science journal, then place them in order form highest to lowest based
upon inertia and then explain why that order is appropriate. Would the order of the object be the same in space or on the
Moon?
Or have students view the Holt Science in the News, Physical science video “Crash Test Dummies” (in the teacher
resource kit) and respond to the critical thinking questions for segment 4.
√ Check for student understanding
3. Elaborate
 How does inertia apply to real world situations? For example, which is harder to start moving, a bus or a small car?
(4D)
 Which is harder to stop, a train or a baseball? If you accelerate a car quickly, what happens to the passenger’s head
in the front seat? What happens when you stop quickly? Use the web site Newton’s First Law and Seat Belts to
discuss the importance of wearing seat belts.(4D)
 Show the video clip Newton’s First law and Seat Belts; (4D)
4. Evaluate
 Have students describe and give examples of Newton’s 1 st law of motion in various real world situations in their
science journals. Have them read in “Active Physics – Sports” the article on “Inertia”, p. S58 and summarize this
article in their science journals.
 List objects with lots of mass and lots of inertia
(like a train, or bus). Is it hard to start and stop
these objects with lots of mass? (4D)
 Provide students with pictures of various objects
and require them to label all the forces acting on
the objects. Calculate the net force that results
from adding all the forces. (4D)
 Think-pair-share about all the ways inertia can
be demonstrated in a car that starts up, slows
down, goes around a curve, and comes to a
stop. (4D)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 force
 mass
 unbalanced forces net
force
 inertia
 equilibrium
Academic Vocabulary:
 Develop
 Interpret
 Plan
 Implement
 Investigate
 Describe
 Formulate
 Express
 demonstrate
Resources
Textbook: Holt Physics
Chapter 4 (pp. 123-135)
 Section 4.1 – 4.2
Key Formulas:
 Net Force = sum of all forces acting on an
object
Laboratories:
Holt Lab Manual
"Discovering Newton’s Laws”, p. T-41
Textbook
Quick Lab, p. 126
Quick Lab, p. 134
Active Physics
- Sports, p. S61
Holt Teaching Transparencies
T10 – Free Body Diagram of a car being Towed
T12 – Inertia and the Operation of a seatbelt
Textbook Practice Problems
Net External Force, p. 133
Holt Science in the News Videos
“Crash Test Dummies”
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about the concept of mass to describe how it is related to the inertia of an object.
Identify words and phrases heard in a discussion about the inertia of various objects.
Evidence of Learning
Formative Mini Assessment
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
You are sitting in the passenger seat of a car that is stopped.
The driver pushes hard on the gas pedal and the car
accelerates quickly, while your head snaps backward. The
driver then stops by pushing hard on the brake and your head
snaps forward. The movements of your head in both of these
instances are examples of Newton's –
Example Problem from College Board
2006 11th grade
While driving a car around a left hand turn in the road,
your items placed on the front seat slide toward the
passenger’s door (toward the outside of the curve). This
action results from
A. 1st Law of Motion (Inertia)
A.
B.
C.
D.
B. 2nd Law of Motion (F= ma)
C. 3rd Law of Motion (Action/Reaction)
D. Universal Law of Gravitation
Centrifugal force
Gravitational force
Inertia
Friction forces
Answer C
Answer A
Answer D
Additional TAKS Questions
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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Subject – Pre-AP Physics
Unit of Study: Newton’s Laws of Motion
CURRICULUM GUIDE
Week 1 – Lesson 2 – 2nd Law of Motion (F =ma) (3 days)
Guiding Questions
 How are force, mass and acceleration related and how can you make a race
car accelerate more rapidly?
 How does a seat belt keep a passenger from being injured in a car crash?
 Why does a bus need a larger, more powerful engine than a small car to
have the same acceleration?
 If I reduce the mass of my automobile, will it take more or less force from the
engine to accelerate the car?
Essential Pre-requisite Skills
The Student can:
 demonstrate how force affects motion (7.7C)
 describe how unbalanced forces cause changes in the speed or direction of an object
(8.6A)
 investigate and describe applications of Newton’s Laws (IPC 4C and 4D)
 Manipulate algebraic expressions to solve for a specific variable (Algebra 1)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Model Newton’s second law of motion by pushing on a bowling ball and pushing on a tennis ball with the same force. Which
object accelerated the most? Why were the accelerations different? How much force would be required to make the bowling ball
accelerate at the same rate as the tennis ball? Does this concept apply to other objects, like cars and buses? (4D)
2. Explore
 Have students explore the relationship between force, mass and acceleration using objects of different masses, for example,
using motion carts with different mass and measuring the applied force with spring scales. (4D
 Or explore using “Discovering Newton’s Laws”, P. T-41 (2E, 4D)
 Or using “Force and Acceleration”, Chapter 4 Lab Exercise (2E, 4D)
So students can…
 Have students describe in their own
words Newton’s 2nd law of motion and
give examples from real life. (4D)
 Provide students with newspaper
articles that include examples of the
2nd law of motion in real world
situations and have them identify how
the law is demonstrated. (4D)
 Use the Promethean Interactive White Board Flip Chart - “Newton’s Laws of Motion”
3. Explain
 Have students explain Newton’s 2nd law of motion and how force and mass affect the acceleration of objects. For example, why
does a bus need a more powerful motor than a small car? (4D)
 What is the “net force” and why is it important to use the “net force” when calculating the acceleration of an object? What
happens when the net force is zero? (4D)
 Have students read “Physics Talk” on page S64 and S65 of “Active Physics – Sports” and summarize in their journals using their
own words the meaning of Newton’s 2nd Law. How is weight related to Newton’s 2nd Law? (2E, 4D).
What do you do for students who need additional
Support?
Use the web site Newton’s 2nd Law of Motion to readdress the concept and provide examples.
Use the Reading Comprehension Process and Active Physics – Sports, “Inertia”, p. S58 to summarize the article and the concept of
inertia.
Describe in your science journal everyday examples of objects that are at rest or moving that demonstrate inertia.
Journal about the force needed
to move objects of different mass and
list real world objects that require a lot
of force to make them accelerate
(trains, large airplanes, super tankers)
Work in cooperative groups to
explore the relationship between net
force, mass and acceleration of an
object. (4D)
 Think-pair-share to compare the
similarities and differences between
the 1st and 2nd laws of motion. (4D)
Use the “Review of Newton’s 2nd Law” to reinforce the science concepts for this lesson.
What do you do for students who master the learning quickly?
Design an experiment to calculate the acceleration of a cart when a force is applied. Use a spring scale to measure the applied force
and a balance to determine the mass of the cart and objects placed in the cart. Reflect and journal about how the acceleration
changes when the same force is applied to carts with different masses.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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√ Check for student understanding
3. Elaborate
 Develop student’s ability to solve for force or acceleration through Guided Practice using real world problems, for example, a
1500 kg car accelerates at 5 m/s2, what is the force pushing the car forward? (3F)
 Improve student’s ability to manipulate equations to find a particular variable through Independent practice of real world
 problems, for example solving for the mass of a car that accelerates at 5 m/s 2 when 7500 N force is applied? (3F, 4D)
 Extend student understanding of Newton’s laws of motion by applying them to objects traveling in space, for example, a
spaceship firing its rocket motor to accelerate to a high speed, or an astronaut moving a satellite with great mass into the space
shuttle cargo bay. (4D)
4. Evaluate
 Have students describe and give examples of Newton’s 2 nd law of motion in various real world situations in their science journals.
For example, why does the space shuttle accelerate faster as it burns full during launch? (4D)
 Provide real world problems for students to solve for acceleration or force. (3F, 4D)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Cards
 Net force
 mass
 acceleration
Academic Vocabulary:
 Develop
 Interpret
 Plan
 Implement
 Investigate
 Describe
 Formulate
 Express
 demonstrate
Resources
Textbook: Holt Physics
Chapter 4 (pp. 136-138)
 Sections 4.3
 Use the reading comprehension
process to read and summarize the
article “Physics Talk” (p. S64 and S65
of “Active Physics – Sports”)
 Require students to manipulate the
formula F= ma to solve for mass or
acceleration.
Key Formulas:
 Net Force = Mass x Acceleration
 Weight = M x g
Laboratories:
Holt Lab Manual
"Discovering Newton’s Laws”, p. T-41
Textbook
Chapter 4 Lab Exercise - "Force and Acceleration”, p. 158
Textbook Practice Problems
Newton’s Second Law, p. 138
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 7 of 44
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions,
and basic and academic vocabulary heard during
classroom instruction and interactions
ELPS Stems
Use what you know about inertia to predict the amount of force required to move objects of differing mass.
Identify words and phrases heard in a discussion about the force required to move objects.
Evidence of Learning
Formative Mini Assessment
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
Answer - G
Additional TAKS Questions
Example Problem from College Board
Each of the four identical carts shown above is loaded
with a total mass of 4 kilograms. All of the carts are
initially at rest on the same level surface. Forces of the
same magnitude directed to the right act on each of the
carts for the same length of time. If friction and air
resistance are negligible, which cart will have the greatest
velocity when the forces cease to act?
A.
B.
C.
D.
E.
Answer – G
Cart 1
Cart 2
Cart 3
Cart 4
All four carts will have the same velocity.
Answer - E
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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Subject – Pre-AP Physics
Unit of Study: Newton’s Laws of Motion
Week 2 – Lesson 3 – 3rd Law of Motion (Action/Reaction) and Friction Forces (3 days)
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 If the action force is me pushing against the wall, what is the reaction force and how does this
compare with the action force?
 If the Earth pulls on me with a force equal to my weight, what force am I exerting on the Earth?
 Why do action/reaction forces always exist in pairs?
 What are friction forces and how do they affect the motion of objects?
Student can:
 demonstrate how force affects motion (7.7C)
 describe how unbalanced forces cause changes in the speed or
direction of an object (8.6A)
 investigate and describe applications of Newton’s Laws (IPC 4C and
4D)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Model Newton’s 3rd law of motion by having two students pull on opposite ends of a rope. Describe action and reaction forces (the
student pulls on the rope and the rope pulls back on the student). Show the video clip Tug of War . Why must the forces be the
same? (4D)
 Why must there always be two objects? What are other examples of action/reaction forces between two objects? (leaning against a
wall for example) (4D)
 Discuss the force of friction between two objects and why this force always seems to be opposite the direction of motion. (4A)
2. Explore
 Explore action/reaction forces using the lab activity - “Discovering Newton’s Laws”, P. T-41 (4D, 2E)
 Also explore the forces of friction using the lab activity - “Static and Kinetic Friction”, p. T-28 (4D)
 Or the lab activity – “Friction – Testing Materials”, p. T43 (4D, 2E)
 Or use blocks of wood pulled across different surface materials using a spring scale to measure the required force.
 Use the Promethean Interactive White Board Flip Chart - “Newton’s Laws of Motion”
3. Explain
 Have students explain Newton’s 3rd law of motion and how two objects provide action and reaction forces. For example, if I push on
the wall, what does the wall do? What are some other examples of action/reaction forces? (4D)
What do you do for students who need additional support?
Use the web site Newton’s 3rd Law of Motion to readdress the concept and provide examples. (4D)
What do you do for students who master the learning quickly?
Provide students with force sensor probes to explore the differences between static and dynamic friction forces using the Holt
Technology-Based Lab, “Static and Kinetic Friction", p. T-28. Reflect on how static and dynamic friction forces affect the motion of real
world objects. (4D)
√ Check for student understanding
3. Elaborate
 Develop student’s ability to identify action/reaction forces (like a hammer pushing on a nail, and the nail pushing on the hammer).
(4D)
 If the Earth pulls down on me with a force equal to my weight, what must I be doing to the Earth? (4D)
 Emphasize that action/reaction forces do not cause acceleration or changes in the motion of an object, net forces do that. (4D)
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
So students can…
 Have students describe in their own
words Newton’s 3rd law of motion and
give examples from real life. (4D)
 Provide students with newspaper
articles that include examples of the
3rd law of motion in real world
situations and have them identify how
the law is demonstrated. (4D)
Work in cooperative groups to
explore action and reaction forces.
 Think-pair-share about why
action/reaction forces must always
occur in pairs. (4D)
List real life examples of
action/reaction force in their science
journal (for example, hammer pushing
on a nail, and the nail pushing back
against the hammer). (4D)
 Have students describe the difference
between static and kinetic friction and
give real life examples of each. Do
friction forces need to be considered
when calculating the net force on a
moving object? (4D)
Page 9 of 44
 Read about driving and the force of friction, Consumer Focus, p. 148, then journal about how friction forces affect driving a car (4D,
3F)
4. Evaluate
 Have students describe and give examples of Newton’s 3 rd law of motion in various real world situations in their science journals.
For example, why does the space shuttle accelerate faster as it burns full during launch? What has changed, the force of the rocket
engines or the mass of the space shuttle? (4D)
 Show the video clip “The Rifle and the Bullet”. Why does the rifle move backwards when the bullet moves forward?
 Why must the forces be different on the rifle and the bullet with their different mass (4D)
 Draw a picture of a car traveling in a straight line at constant speed. Have students draw all the forces acting on the car and which
forces are balanced. (4D)
 Extend student understanding of Newton’s laws of motion by applying them to objects traveling in space, for example, a spaceship
firing its rocket motor to accelerate to a high speed, or an astronaut moving a satellite with great mass into the space shuttle cargo
bay.(4D)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 action forces
 reaction forces
 normal force
 static friction
 kinetic friction (dynamic
friction)
 coefficient of friction
 air resistance
Academic Vocabulary:
 Develop
 Interpret
 Plan
 Implement
 Investigate
 Describe
 Formulate
 Express
 demonstrate
Resources
Textbook: Holt Physics
Chapter 4 (pp. 138-148)
 Section 4.3
 Section 4.4
Journal about the effects of friction
on real life (walking, driving a car, moving
a heavy box, etc). (4D)
Use the reading comprehension
process to read about driving and the force
of friction, Consumer Focus, p. 148, then
journal about how friction forces affect
driving a car
 Unit Assessment for Newton’s
Laws of Motion
Key Formulas:

Weight = M x g

Ff = μ Fn
Laboratories:
Holt Lab Manual
"Discovering Newton’s Laws”, p. T-41
“Friction – Testing Materials”, p. T-43
Active Physics
- Sports, p. S61
- Sports, p. S86
Holt Technology-Based Lab
“Static and Kinetic Friction”, p. T-28
Holt Teaching Transparencies
T13 – Static and Kinetic Friction
T14 – Friction Depends on the surface and the applied Force
TM19 – Coefficient of Friction
Textbook Practice Problems
Coefficients of Friction, p. 145
Overcoming Friction, p. 147
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions,
and basic and academic vocabulary heard during
classroom instruction and interactions
ELPS Stems
Use what you know about the forces between two objects to predict the meaning of ”action – reaction forces” or
_______________
Identify words and phrases heard in a discussion about equal and opposite forces
Evidence of Learning
Formative Mini Assessment
1 A soccer player kicks a soccer ball. If the force of his
foot on the ball is considered the action force, what is
the reaction force?
F The force that his other foot exerts on the ground
G The force on the hand of the person who catches it.
H The force the ball exerts on his foot
J The force the ball applies on the air.
College-Readiness
TAKS Benchmarks
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
Example Problem from College Board
Consider the following four forces involving an object at
rest on a tabletop.
I.
II.
III.
IV.
Answer - H
Answer – G
Additional TAKS Questions
The gravitational force on the object due to the Earth
The gravitational force on the Earth due to the Object
The force on the tabletop due to the object
The force on the object due to the tabletop
Which, if any, of these forces are action-reaction pairs in
accordance with Newton’s third law?
A. Pair I and II only
B. Pair I and IV only
C. Pair I and II, and pair III and IV
D. Pair I and IV, and pair II and III
E. There are no action-reaction pairs among these
forces
Answer - C
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 11 of 44
Subject – Pre-AP Physics
Unit of Study: Circular Motion and Gravitational Force
CURRICULUM OVERVIEW
Second Grading Period – Week 3 (5 days)
Enduring Understandings (Big Idea)
Unit Rationale
Many objects move in circular (or rotational) motion due to an inward (or centripetal)
force. The speed of and object in circular motion is determined by the angular speed
and the tangential speed. Gravitational force causes the planets to continue in orbit
about the sun and causes satellites and the moon to orbit around the Earth.
For students to understand the motion of planets and satellites in space or the motion of a
car going around a curve in the road, they must first understand how forces affect
rotational or circular motion and how the gravitational force on an object is determined.
Essential Questions
Guiding Questions
What force causes an object to move in a circular path instead of a straight line and why
does the speed of an object change based upon its distance from the center of the
circle? How does gravitational force keep planets in motion around the sun?
 Why is a centripetal force required to keep an object moving in a circular path and
which way is the force directed?
 How does the linear speed of an object on a rotating platform (like a merry-go-round)
change when the object moves away from the center of rotation?
 How does the force of gravity change with the distance between the objects involved?
TEKS (Standards)
TEKS Specificity - Intended Outcome
Skills
Concepts
Physics TEKS 4 The student knows and applies the laws governing motion in a
variety of situations. The student is expected to (C) analyze and describe accelerated
motion in two dimensions using equations, including projectile and circular examples,
(A) generate and interpret graphs and charts describing different types of motion,
including the use of real-time technology such as motion detectors or photo gates
Physics TEKS 5 The student knows the nature of forces in the physical world. The
student is expected to (A) research and describe the historical development of the
concepts of gravitational, electromagnetic, weak nuclear, an strong nuclear, (B)
describe and calculate how the magnitude of the gravitational force between two
objects depends on their masses and the distance between their centers.
IPC TEKS 4 The student knows concepts of force and motion evident in everyday life.
The student is expected to (F) describe the gravitational attraction between objects of
different masses at different distances, including satellites
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem
solving to make informed decisions within and outside the classroom. The student is
expected to:
(F) 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.
SAISD © 2010-11 – Second Grading Period
” I CAN” statements highlighted in yellow should be displayed for students.
 describe examples of circular motion
in everyday life (4C)
 determine what will happen to a
rotating object when the force is
removed (4C).
 describe how changing the force on a
rotating object will change its motion
(4C).
 describe why the moon or a satellite
remains in orbit around the Earth (4C)
 calculate the tangential speed of an
object in rotational motion due to gravity
(4C)
 describe how the force of gravity
changes with the mass of the two
objects (5B)
 describe how the force of gravity
changes with the distance between the
two objects (5B)
 design and conduct an investigation
into the effect of force on an object in
rotational motion (2E).
 determine the relationship between
angular speed, tangential speed, and
the distance from the center of
rotation (3F).
 manipulate equations to solve for any
variable needed (3F).
 apply technology (such as a force
sensor) to explore the forces acting on
an object in and the effect of those
forces on the motion an object in circular
motion (2E).
Science Pre-AP Physics
Page 12 of 44
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary
 Use prior experiences to expand upon and to learn academic and social vocabulary
related to circular motion and gravitational forces (1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary (5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading activities to
gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – E1: Understand rotational kinematics
o VIII – E2: Understand the concept of torque
o II – B1: Carry out formula operations using standard algebraic symbols and
formulae
o II – D1: Use dimensional analysis in problem solving
o
o
Identify various forms of rotational motion and describe how the speed of an object is
affected by the distance from the center of rotation
Calculate the tangential speed of an object in circular motion
Evidence of Learning (Summative Assessment)
1. Given an object in circular motion, students can identify the forces acting on the object and resulting motion of the object if the centripetal force is removed at least 80% of the time
correctly.
2. Given 2 objects, students can describe how the gravitational force between the objects changes as the distance between the objects is increased and decreased at least 80% of
the time correctly.
3. Given an object in circular motion, students can calculate the tangential speed of the object as its distance from the center of rotation is increased and decreased at least 80% of
the time correctly.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 13 of 44
Subject – Pre-AP Physics
Unit of Study: Circular Motion and Gravitational Force
CURRICULUM GUIDE
Week 3– Lesson 1– Circular Motion (3 days)
Guiding Questions
Essential Pre-requisite Skills
 If a rock is twirled in a circle at the end of a string, what path will the rock follow if the string is cut or
broken and why?
 Why is a centripetal force required to keep an object moving in a circular path and which way is the
force directed?
 How does the linear speed of an object on a rotating platform (like a merry-go-round) change when the
object moves away from the center of rotation?
Student can:
 Identify and describe changes in the potion, direction of motion,
and speed of an object when acted on by a force (6th grade
science 6.8B)
 demonstrate how unbalanced forces cause changes in the
speed or direction of an object’s motion (8th grade science 8.6A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Model circular motion using an old record player, or a rock on the end of a string, or a person spinning in a rotating chair.
How is this motion different from linear (straight line motion)? Does it take a force to cause this type of motion? What
would happen if we let go of the string while the rock was spinning in a circle? (4C)
 Discuss other examples of circular or rotational motion (Children riding on a Carrousel or merry-go-round, the motion of the
moon in orbit around the Earth) Are forces involved in these rotational motion examples? ( 4C).
2. Explore
 Use the textbook lab, “Circular Motion”, p. 274 or the Active Physics Lab “Circular Motion” in Sports, p. 103 to explore
circular motion (4C)
 Or the lab activity, “Circular Motion”, p. T50 in the lab manual (4C)
 Or use the web site “Circular Motion” to explore changes in circular motion (4C)
 Or use an old record player to measure the angular speed (rotational speed) for a record at different settings. Then use
the same record player to measure the tangential speed of an object at different distanced from the center of rotation
(distance traveled per unit of time). How does the angular (rotational speed) affect the tangential speed? How does
distance from the center of rotation affect the tangential speed? (4C)
3. Explain
 How are angular and tangential speeds different? How does the tangential speed of a rotating object depend on the
angular speed? How does the tangential speed of a rotating object depend on the distance from the center of the circle?
Use the web site Linear and Angular Speed to reinforce the connection between the two. (4C)
 What force keeps a object placed on a rotating record from flying off in a straight line? (4C)
 Define torque as a force applied at a distance from the center of rotation. Why are both the amount of force and the
distance from the center of rotation that the force is applied both important? (4C)
 Show the video clip Torque and Weight to help students visualize the concepts of force (weight) and torque (4C)
 Use a “see saw” from a play ground to demonstrate how torque changes circular motion and how the require force can be
reduced by increasing the distance from the center of rotation. How can a small child balance a “see saw” with an adult
sitting on the other side? (4C)
To calculate torque, multiply force x perpendicular distance from the center of rotation to the force vector. (4C, 3F)
What do you do for students who need additional support?
Use the web site Circular Motion to readdress the concept and provide examples.
So students can…
 Have students describe in their own words
examples of objects that move in circular or
rotational motion (some amusement park
rides are a good example). (4C)
 Have students discuss the forces that must
be in place to keep an object moving in
circular motion and what happens when that
force is removed (like the force of the string
on the rock). (4C)
 Use Marzano’s 6 steps for vocabulary
acquisition for the vocabulary associated
with rotational motion and gravitational force
Journal about the ways that circular
motion can be increased or decreased by
changing the angular (rotational) speed or
the distance from the center of the circle
Explore circular motion while working
in cooperative groups. (4C)
 Would a very young child experience
more tangential speed near the center of
a carrousel or near the outside? (4C)
What do you do for students who master the learning quickly?
Old music records used to put the best songs near the outside of the circle. If the speed of the needle moving across the
record made a difference in the quality of the sound, why might the location of the song on the record be important? Respond
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 14 of 44
to this question in your science journal and plan an experiment to prove your hypothesis.
√ Check for student understanding
3. Elaborate
 When a car moves around a curve in the road, is that linear or circular motion? What keeps the car on the road as it goes
around the curve? What would happen if there was ice on the road as the car tried to follow the curve? (4C)
 What rides at the amusement park provide rotational or circular motion? What force keeps you from flying off the ride?
(4C)
 Demonstrate how to calculate angular speed, angular acceleration, and tangential speed. How do you know an object in
circular motion is experiencing acceleration? What part of the object’s velocity is changing as it follows a circular path?
Show the video clip a Rotating Bucket of Water to reinforce how objects can move in circular motion. (4C)
 Demonstrate how to calculate centripetal acceleration. (4C)
 Discuss how Torque changes circular motion while force changes linear motion (4C)
4. Evaluate
 Have students evaluate different examples of rotational motion to determine the forces involved, the angular and tangential
speeds. (4C)
 Have students calculate centripetal acceleration and centripetal force for rotating objects (4C)
 Calculate the torque on an object for a given
force at a given distance. (4C)
 Calculate Angular speed, angular
acceleration and tangential speed. (4C)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 circular motion
 angular speed\
 tangential speed
 centripetal force
 centripetal acceleration
Academic Vocabulary:
 demonstrate
 analyze
 identify
 implement
 express
 employ
Resources
Holt Physics
Chapter 7 (pp. 243-259)
 Section 7.1
 Section 7.2
Laboratories:
Textbook
"Circular Motion”, pp. 274
Holt Lab Manual:
“Circular Motion”, p. T50.
Active Physics
“Circular Motion”, in Sports, p. 103
Key Formulas:
 ωavg = Δ Ө
Δt
 Vt = r ω
 at = r α
 ac = r ω2 = Vt2
r
Holt Teaching Transparencies
T22 – Force that Maintains Circular Motion
T24 – Torque on a Cat Flap Door
T26 – Lever Arm of a Wrench
Textbook Practice Problems
Angular Displacement, p. 247
Tangential Speed, p. 255
Tangential Acceleration, p. 256
Centripetal Acceleration, p. 258
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 15 of 44
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about objects moving in a circle to predict the meaning of ”tangential velocity” or
_______________
Identify words and phrases heard in a discussion about the motion of objects moving in a circular path.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
TAKS Released Question
A student rides on a carrousel at the amusement park. She
is riding on a horse close to the center of the carrousel, but
decides to change her position to a horse on the outside of
the carrousel. What will happen to her angular (rotational)
speed and her tangential speed as she moves out from the
center of the carrousel?
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Example Problem from College Board
A satellite moving in a circular orbit with respect to the
Earth's center experiences a gravitational force. If the
satellite is put into a new circular orbit of smaller radius,
how will the gravitational force and the speed of the
satellite change, if at all?
A. Her angular speed will increase and her tangential speed
will remain the same.
B. Her angular speed will decrease and her tangential speed
will increase.
C. Both speeds will increase.
D. Her angular speed will stay the same and her tangential
speed will increase.
Answer – D
Gravitational
Force
Speed
(A)
Decrease
Decrease
(B)
Decrease
Increase
(C)
Remain the same
Remain the
same
(D)
Increase
Decrease
(E)
Increase
Increase
Answer - E
Answer - C
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 16 of 44
Subject – Pre-AP Physics
Unit of Study: Circular Motion and Gravitational Force
Week 3– Lesson 2 – Gravitational Force (2 days)
Guiding Questions
 What real world objects demonstrate a strong gravitational force of attraction to other objects?
 How does the force of gravity change with the mass of the objects involved?
 How does the force of gravity change with the distance between the objects involved?
CURRICULUM GUIDE
Essential Pre-requisite Skills
Student can:
 Understand that gravity is the force that
governs our solar system (6.1B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Drop a ball from a height above the floor. What force caused the ball to fall to the floor? Throw the same ball up and observe
its motion. What force caused the ball to slow down, then change direction, and finally speed up until it reached the ground?
(5B)
 What force keeps the moon in orbit around the Earth? What force keeps the Earth in orbit around the Sun? (5B)
 Discuss gravitational force as one of the 4 fundamental forces (along with electromagnetic, strong nuclear, and weak nuclear)
(5B)
2. Explore
 Drop several objects of the same size and shape from a 1 meter height. Observe and record which objects hit the ground first.
Why would they not all fall at the same rate? Is air resistance an factor in the rate at which objects fall on earth? Would this
also be true on the surface of the moon? (2E, 5B)
 Research Newton’s discovery of the law of gravitation at the web site Newton’s Law of Gravitation . What does the law of
gravitation say about the relationship between force, mass and distance between two objects? (3F, 5B)
 Discuss the “inverse square law” and how it affects the gravitational force when the distance between the two objects is
increased or decreased. How does this compare with a change in the mass of one of the objects? (3F, 5B)
 Demonstrate the calculation of gravitational force between two objects. Does changing mass or distance have the greatest
affect on the force of gravity between two objects? (5B, 3F)
 Explore Centripetal Acceleration using technology probe ware, “Centripetal Acceleration”, p. T48 (2E, 5B)
3. Explain
 Show the video clip Universal Gravitation; (5B)
 Have students explain the effect of mass and distance on the gravitational force between two objects? (5B, 3F)
 How does gravity affect the motion of the planets in our solar system and satellites orbiting the Earth? (5B)
 What would the force of gravity be like on the moon, or on Jupiter? Why would the force of gravity be different there? (5B)
 Using Newton’s 3rd law of motion, show students that they are pulling on the Earth with the same force (equal to their weight)
that the Earth is pulling on them. (5B)
 Discuss “Weightlessness” as compared to no gravitational force. Do the astronauts in the space station experience
weightlessness? Are they also experiencing the force of gravity? (5B)
 Show the Holt Science in the News, Physical science video “Zero-Gravity Plane” (in the teacher resource kit) and answer the
critical thinking questions for segment 7 (5B)
So students can…
Have students describe in their
journals how gravity affects them in
their daily lives. (5B)
 Think-pair-share about what life would
be like on Earth if the force of gravity
was much stronger (like on Jupiter).
 Use the web site showing The Mass of
the Planets in our Solar System to
journal about how your weight would be
different on all the planets in the solar
system due to the differences in planet
mass. (5B)
Work in cooperative groups to
explore the force of gravity and it’s
affect on objects. (5B)
 Compare and contrast the affect of
mass and distance on the force gravity
between two objects? Which has the
greatest impact on gravitational force?
 Think-pair-share about the question “if
the Earth pulls on me with a force of
150 pounds, what force am I pulling on
the Earth with?” (5B)
What do you do for students who need additional support?
Use the web site “Isaac Newton and the Law of Gravitation” to review and re-teach the concepts of the Universal Law of
Gravitation.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
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What do you do for students who master the learning quickly?
Have students use the reading comprehension process to read about “Orbiting Satellites and Black Holes” , p 266 and journal about
the effect of this strong gravitation force on objects in space. Access the web site “Black Holes” for more information. (5B)
 Compare “Weightlessness” as
experienced by people in orbit around
the earth versus no gravitational force
acting on an object. (5B)
Design and conduct an experiment to determine which force is stronger; gravitational or electromagnetic.
√ Check for student understanding
3. Elaborate
 Us Newton’s formula for gravitational force to identify the effect of mass and distance. For example, what happens to the force
when we double the mass of one body? What happens when we double the distance between the bodies? (5B)
 Based upon Newton’s equation for the force of gravity, while the force gets weaker with distance, it never really goes away.
Can I ever really escape the gravitational force of the Earth? At what point between the Earth and the Moon would the force of
gravity from both be the same? (5B, 5A)
4. Evaluate
 Have students identify the effect of changing mass or distance on the force of gravity. (5B)
 List planets in our solar system where your weight would be greater than on Earth. (5B)
 Calculate the change in gravitational
force when the mass of the objects is
doubled or the distance between the
objects is doubled. (5B)
 Unit Assessment on Circular Motion
and Gravitational Force
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Gravitational force
 Air Resistance
 Centripetal force
 Centripetal acceleration
Academic Vocabulary:
 demonstrate
 analyze
 identify
 implement
 express
 employ
Resources
Holt Physics
Chapter 7 (pp. 260-265)
 Section 7.3
Key Formulas:
ac = r ω2 = Vt2
r
Fc = m a c
Laboratories:
Holt Technology Based Lab
Centripetal Acceleration, p. T48
Fg = G m 1 m 2
r2
Textbook Practice Problems
Force that Maintains Circular Motion, p. 261
Gravitational Force, p. 265
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to understand
meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
SAISD © 2010-11 – Second Grading Period
ELPS Stems
Use what you know about the force of gravity to predict the meaning of ”inversely related to the distance
squared” or _______________
Identify words and phrases heard in a discussion about the gravitational attraction between two objects.
Science Pre-AP Physics
Page 18 of 44
Evidence of Learning
Formative Mini Assessment
Two objects attract each other due to gravitational forces. If
one object is moved twice as far away from the other object,
what will happen to the gravitational force between the two
objects?
TAKS Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
None
a. The force between them will double.
b. The force between them will remain constant.
c. The force between them will be ½ of what it was.
d. The force between them will be ¼ of what it was.
Example Problem from College Board
A person is standing on a scale that is located on a platform
at the surface of the Earth. The platform is supported by a
machine that can move the platform up and down at various
accelerations while keeping it level.
If the person’s weight has apparently doubled according to
the reading on the scale, what is the acceleration of the
platform?
Answer – D
E.
F.
G.
H.
I.
About 9.8 m/s2 up
About 9.8 m/s2 down
About 19.6 m/s2 up
About 19.6 m/s2 down
It cannot be determined without the mass
of the person
Answer - E
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 19 of 44
Subject – Pre-AP Physics
Unit of Study: Work, Energy, and Power
CURRICULUM OVERVIEW
Second Grading Period – Weeks 4 & 5 (10 days)
Enduring Understandings (Big Idea)
Unit Rationale
Work and Energy are closely related concepts. It takes energy to do work, and doing
work can create energy. Both work and energy are measured with the same units
(Joules).
Energy is used by humans for many purposes. One purpose is to do work or to make
work easier. Students need to understand the relationship between work and energy in
real world applications to appreciate the importance of our energy resources.
Essential Questions
Guiding Questions
How are work and energy related and how can I calculate the amount of work done
when moving an object a given distance?



What is the difference between potential energy and kinetic energy and how are they
calculated?
What are some of the forms that energy can take?
How can energy be transformed from one type to another?
Skills
Concepts
TEKS (Standards)
TEKS Specificity - Intended Outcome
Physics TEKS 6 The student knows that changes occur within a physical system
and applies the laws of conservation of energy and momentum. The student is
expected to (A) investigate and calculate quantities using the work-energy theorem
in various situations, (B) investigate examples of kinetic and potential energy and
their transformations, (C) calculate the mechanical energy of, power generated
within, impulse applied to, and momentum of a physical system, and (D)
demonstrate and apply the laws of conservation of energy and conservation of
momentum in one dimension.
IPC TEKS 5 The student recognizes multiple forms of energy and knows the impact
of energy transfer and energy conservation in everyday life. The student is expected
to (A) recognize and demonstrate that objects and substances in motion have kinetic
energy such as vibration of atoms, water flowing down a stream moving pebbles,
and bowling balls knocking down pins, (B) demonstrate common forms of potential
energy, including gravitations, elastic, and chemicals, such as a ball on an inclined
plane, springs and batteries, and (D) investigate the law of conservation of energy.
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying variables,
selecting appropriate equipment and technology, and evaluating numerical answers
for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
” I CAN” statements highlighted in yellow should be displayed for students.
 describe examples of work in real life
situations (6A)
 calculate the amount of work done for
a given force applied over a given
distance (6A)
 describe when work is not being done
and why (6A).
 calculate the potential or kinetic energy of
real world objects (6B)
 describe different forms that energy can
take (6B)
 define conservation of energy with
examples in the real world (6D)
 design and conduct an investigation
into the effect of force and distance
on the work done (2E).
 determine the relationship between
work and energy (3F).
 manipulate equations to solve for any
variable needed (3F).
 apply technology to explore the concepts
of work and energy (2E).
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) 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.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 20 of 44
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary
 Use prior experiences to expand upon and to learn academic and social vocabulary
related to the concepts of work, energy and power (1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary (5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading activities to
gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – D1: Understand potential and kinetic energy
o VIII – D2: Understand conservation of energy
o VIII – D3: Understand the relationship of work and mechanical energy
o II – B1: Carry out formula operations using standard algebraic symbols and
formulae
o II – D1: Use dimensional analysis in problem solving
o
o
o
Identify examples of potential and kinetic energy and the transformation of energy
between forms
Calculate the kinetic energy and potential energy of various real world objects
Calculate the work done on an object and the power expended in moving an object
Evidence of Learning (Summative Assessment)
1.
2.
3.
Given an object acted on by a force over a given distance, students can calculate the work done on the object at least 80% of the time correctly.
Given an object experiencing a transformation of energy (like a roller coaster), students can identify which forms of energy are involved and how energy is conserved at least
80% of the time correctly.
Given various objects, students can calculate potential or kinetic energy for the objects at least 80% of the time correctly.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 21 of 44
Subject – Pre-AP Physics
Unit of Study: Work, Energy and Power
Weeks 4 – Lesson 1 – Work and Energy (5 days)
Guiding Questions




How is work defined and how is work related to the applied force and the distance an object moves?
What is the difference between potential energy and kinetic energy and how are they calculated?
What are real life examples of potential and kinetic energy?
How are work and energy related by the work-energy theorem?
CURRICULUM GUIDE
Essential Pre-requisite Skills
Student can:
 Compare and contrast examples of potential
and kinetic energy (6.8A)
 demonstrate forms of potential and kinetic
energy (IPC 5A & B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Lift a book or other object off the floor. Was work done moving the book up from the floor? Does the book now have energy
(the ability to do work)? How did the book get the energy it has? Are work and energy related to each other in some way?
(6A)
 Hold up an advertising sign of some kind? In the real world is this work and do people get paid for holding up an advertising
sign? In physics, work is only done when a force is applied and an object moves in the direction of the force. (6A)
 Lean against the wall. Am I doing work? Why or why not? (6A)
2. Explore
 Use “Exploring Work and Energy”, in the Holt Lab manual, p. T-45 to explore the relationship between work and energy (6A,
2E)
 If you move one object twice as far as another identical object, did you do twice the work? (6A)
 Show the video clip “Work” and discuss how work is defined and calculated using force and distance. (6A)
 How do we calculate work and what units are used to measure work? (Work = force x distance) (measured in Joules (J) the
same unit for measuring energy. (3F, 6A)
3. Explain
 Use the web site “Work” to review the physics definition of work and how it relates to energy. (6A)
 Have students define work and energy in their science journals. How are they related and what units are used to measure
work and energy? (6A)
What do you do for students who need additional support?
Use the web site “Work, Energy and Power” to make connections between these concepts.
Have students lift different objects to different heights and calculate the work done and the change in potential energy.
So students can…
 Think-pair-share about things in the real
world that most people would call “work”.
Are they work in the world of physics? Why
or why not?
List in your journal real world examples
of force being applied to an object and the
object moving (work being done). (6A)
Work in cooperative groups to explore
the concepts or work and energy. (6A)
 Use Marzano’s 6 steps for vocabulary
acquisition for the vocabulary associated
with work and energy
 Calculate the work done when a force is
applied over a distance. (6A)
 Calculate the potential and kinetic energy of
real world objects. (6A)
What do you do for students who master the learning quickly?
Have students read about the relationship between “Mass and Energy”, p. 190 and journal about Einstein’s findings.
√ Check for student understanding
3. Elaborate
 Since the change in gravitational potential energy = the work done in lifting the object up, once I know PE I also know the
 work done. (6A, 6B)
 What other forms of potential energy are there beside that due to gravity? Does it take work to stretch a spring or a rubber
band? Is that work = to the potential energy stored in the spring or rubber band? (6A, 6B)
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 22 of 44
 What other unit can be used to measure energy? (3F)
4. Evaluate
 Calculate work for real world applications of force over a distance (3F)
 kinetic energy in real world situations
 Describe and give examples of how work and energy are related in terms of units, how work creates energy, and it takes energy to do work
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 work
 energy
 potential energy
 kinetic energy
 work-energy theorem
Academic Vocabulary:
 interpret
 observe
 describe
 calculate
 implement
 formulate
 express
 employ
Resources
Holt Physics
Chapter 5 (pp. 168-180)
 Section 5.1 and 5.2
Key Formulas:
 Work = Force x distance
 W = F d (cos Ө)
Laboratories:
Holt Lab Manual
“Exploring Work and Energy”, p. T-45
“Bungee Jumping: Energy”, p. T-47.
Holt Teaching Transparencies
T15 – Definition of Work
T17 – Defining Potential Energy with Respect to
Position
T18 – Elastic Potential Energy
TM20 – Classification of Energy
 Work Net = Δ KE
 KE = ½ m v2
 PEggg = m g h
 Elastic = ½ k x2
Textbook Practice Problems
Work, p. 170
Kinetic Energy, p. 174
Work and Energy, p. 176
Potential Energy, p. 180
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to understand
meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
SAISD © 2010-11 – Second Grading Period
ELPS Stems
Use what you know about work and energy to predict the meaning of the “work-energy theorem” or
_______________
Identify words and phrases heard in a discussion about the work done on an object.
Science Pre-AP Physics
Page 23 of 44
Evidence of Learning
Formative Mini Assessment
College-Readiness
TAKS Benchmarks
TAKS Released Question
Anticipated Skills for SAT/ACT/College Board
Example Problem from College Board
2006 10th Grade – Answer - B
A small sphere attached to the end of a string swings as a
simple pendulum. Consider the following properties of the
sphere:
A.
B.
C.
D.
E.
Acceleration
Kinetic Energy
Mass
Potential Energy
Velocity
1.
What property remains constant throughout the
motion of the sphere?
Which property goes to zero and changes direction at
each extreme point?
Which properties are transformed from one type to
another as the sphere swings back and forth?
2.
3.
Answer – H
Answer - B
Additional TAKS Questions
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Answer – 1. Mass
2. Velocity
3. Kinetic and Potential Energy
Page 24 of 44
Subject – Pre-AP Physics
Unit of Study: Work, Energy and Power
CURRICULUM GUIDE
Week 5 – Lesson 2 – Conservation of Energy (3 days)
Guiding Questions




What are some of the forms that energy can take?
How can energy be transformed from one type to another?
Why is energy never gained or lost in a real world transformation?
How can conservation of energy be used to solve real world energy
transformation problems?
Essential Pre-requisite Skills
Student can:
 Describe the law of conservation of energy (IPC 5D)
 Investigate thermal energy (6.9B)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Swing a large pendulum back and forth (use a basket ball) to show energy being transformed from potential to kinetic. Or
show the video clip Potential Energy in a Bowling Ball. When is the potential energy greatest? When is the kinetic energy
greatest? Will the pendulum swing forever? What causes it to slow down? What happened to the energy the pendulum
started with (it heated up the air in the room by friction)? (6D)
 Discus conservation of energy and the transformation of energy into other forms. What are some other examples of
energy changing forms while being conserved? (Roller Coaster, swing set, electric battery, gasoline in a car engine, water
behind a dam) (6D)
 Show the video clip “Potential and Kinetic Energy Conservation” to review these concepts (6D)
2. Explore
 Use the roller coaster web site to show how energy is transformed and how the most energy a roller coaster has is at the
start of the ride. Show the video clip PE and KE in Roller Coasters; to reinforce the concept of energy conversions. Can a
roller coaster ever reach the height it stated at on the first hill? Why not? Where should the loops be located on the ride to
ensure enough energy is available? (6B)
 Or use the lab “Energy in the Pole Vault” from Active Physics, Sports, p. 44 to explore conservation of energy (6B, 2E)
 What does “energy transformation” mean? Can energy be transformed into a type of energy we cannot see? Does that
mean the energy no longer exits? (6B)
3. Explain
 What energy transformations take place in a roller coaster? What energy transformations take place in a pole vault? (6B)
 Have students describe other situations where energy is transformed from one type to another (for example – in their
homes). (6B)
 Show the web site “The Law of Conservation of Energy” to reinforce the transformation of energy in a pendulum (6D)
What do you do for students who need additional support?
Reinforce the concept that the total energy of a system stays the same, but the energy can change from one form to another
within the system.
Drop a ball from 2 meters high and describe how the potential energy changes to kinetic energy as the ball falls to the ground
and then bounces back up.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
So students can…
 Have students describe in their own words
what energy is and how it helps us in daily
life.
 Think-pair-share about the types of energy
used throughout the world. Then list all the
types of energy that the students have
identified. (6D)
Define potential energy and kinetic
energy in their science journals and illustrate
how to calculate each type of energy.
Work in cooperative groups to explore
the conservation of energy (6D)
Compare the similarities and
differences of potential and kinetic energy in
the science journals (6B)
 Think-pair-share about amusement park
rides that transform energy from one form to
another.
Page 25 of 44
What do you do for students who master the learning quickly?
Have students use the web site to design a roller coaster and identify the energy transformations that occur at each point in the
path of the roller coaster.
√ Check for student understanding
3. Elaborate
 Build roller coasters out of clear plastic tubing and use a ball bearing for the car. Why is the height of the first hill (the lift
hill) so important? Why must the next hill be shorter? Where should the loops be located (near the beginning or the end of
the ride)? (6D, 2E)
 Some roller coasters have a second lift hill halfway through the ride. Why? (6D)
4. Evaluate
 List some of the forms of energy in the world. (6B)
 Calculate the transformation of potential energy to kinetic energy in a roller coaster as it travels along the track (3F, 5C)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Conservation of energy
 Energy transformations
 Kinetic Energy
 Potential Energy
Academic Vocabulary:
 interpret
 observe
 describe
 calculate
 implement
 formulate
 express
 employ
Resources
Holt Physics
Chapter 5 (pp. 181-186)
 Section 5.3
Work in cooperative groups to design
and construct roller coasters that display
transformation of energy
Journal about why a ball that bounces
off the floor can never bounce higher than
the height from which it was dropped.
 Unit Assessment on Work, Energy and
Conservation of Energy
Key Formulas:
 Conservation of Energy
MEi = MEf
Laboratories:
Quick Lab, p. 183
Active Physics
“Energy in the Pole Vault”, in Sports, p. 44
Holt Teaching Transparencies
TM21 – Forms of Energy for a Falling Egg
Textbook Practice Problems
Conservation of Mechanical Energy, p. 185
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 26 of 44
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about energy to predict the meaning of ”conservation of energy” or _______________
Identify words and phrases heard in a discussion about the various forms of energy.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
Example Problem from College Board
Used to calculate the speed of a pendulum bob at the
bottom of its swing given the height from which the bob is
released.
A. Conservation of energy alone
B. Conservation of momentum alone
C. Conservation of both energy and momentum
D. Conservation of charge
E. Mechanical equivalence of heat
Answer - A
18 The diagram shows an electric motor lifting a 6 N block a
distance of 3 m. The total amount of electrical energy
used by the motor is 30 J. How much energy does the
motor convert to heat?
A
9J
B
12J
C
18J
D
21J
Answer - B
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 27 of 44
Subject – Pre-AP Physics
Unit of Study: Work, Energy and Power
CURRICULUM GUIDE
Weeks 5 – Lesson 3 – Power (2 days)
Guiding Questions
Essential Pre-requisite Skills
 How is power defined and how is power related to work and the time it takes to do the work?
 How are work and energy related by the work-energy theorem?
 If one machine does more work per hour than a second machine, how much more power does
Student can:
 Critique the advantages and disadvantages of different energy sources
(IPC 5I)
the first machine have?
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Have one student lift a book from the floor to a height of one meter. Have another student do the same thing but
faster. How much work was done in each case? Was the amount of work the same? Was the work done in the
same amount of time? (6A)
 Define power as the rate at which work is done. The faster we do the work the more power we use. Do more
powerful machines accomplish work faster or slower than less powerful ones? (6C)
2. Explore
 Have students walk up a stairs, some fast and some slowly. Why did all the students do the same amount of
work? Which students had more power and why? When using more power, do we expend (use) more energy
in order to get the work done faster? (2E, 6C)
 Show the video clip “Power” and discuss how the work done can be the same while the amount of power used
can be different. (6C)
 Explore the units of power by dividing units for work (Joules) by units for time (seconds) to get Watts. What units
does the electric company use to measure the electrical power delivered to our homes? (6C, 2E)
3. Explain
 Two copy machines in the school are used to reproduce 50 papers. One machine does the work twice as fast
as the other. Did the do the same amount of work? How much more power did the second machine use? (6C)
 Why are we willing to pay more for a more powerful machine? (6C)
What do you do for students who need additional support?
Use the link “Work and Power Re-teach” to relate and review the science concepts of this lesson and the lesson on
work.
What do you do for students who master the learning quickly?
Use the link “Power” to further explore this concept.
Journal about how power is measured and what a power rating means to real world applications.
So students can demonstrate competency
 Think-pair-share about why doing work faster would
be beneficial.
 List some machines that do work faster than if the
same work is done by hand. (6C)
Work in cooperative groups to explore the
power used in walking up the stairs at different
speeds. Does it take more energy to do work faster?
 Calculate work and power for real life situations. (6C)
Journal about why it makes sense to pay more
for a copy machine that can do work faster (more
power) than another machine that is less expensive
 Discuss in groups the similarities and differences
between work, power, and rate of energy transfer.
(6C)
 Calculate work and power for different real world
situations (6C)
√ Check for student understanding
3. Elaborate
 Review how to calculate work (force x distance). (6C, 3F)
 How do we calculate power (work divided by time) (6C)
 Does it take more energy to do work faster? (6C)
 Can two machines that do the same amount of work in different amounts of times have the same power? (6C)
4. Evaluate
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 28 of 44
 Calculate work and power for various real world situations (3F, 6C)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Work
 Power
 Rate of work
 Rate of energy transfer
Academic Vocabulary:
 Interpret
 Calculate
 Analyze
 Investigate
 Demonstrate
 Implement
 Express
 Employ
Resources
Holt Physics
Chapter 5 (pp. 187-189)
 Section 5.4
Key Formulas:
 Power = work
time
Textbook Practice Problems
Power, p. 189
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS Stems
Use what you know about machines to predict the meaning of ”power” or work per unit time.
Identify words and phrases heard in a discussion about the power of a machine or system.
Evidence of Learning
Formative Mini Assessment
TAKS Benchmarks
Two students carry identical boxes (same size and weight) up
to a 2nd story apartment while helping a friend move to a new
residence. One student carried the box up the stairs in 30
seconds while the second student carried the box up the stairs
in 60 seconds. When comparing the work and power of the
two students, it would be correct to say that
A. Both students did the same amount of work with the
same power.
B. The first student did more work with less power.
C. The second student did more work with more power.
D. Both students did the same amount of work but the
first student had twice the power of the second
student.
TAKS Released Question
Answer - D
SAISD © 2010-11 – Second Grading Period
2006 11th Grade
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Example Problem from College Board
None
Answer - H
Science Pre-AP Physics
Page 29 of 44
Subject – Pre-AP Physics
Unit of Study: Benchmark Assessment Week
CURRICULUM GUIDE
Second Grading Period – Week 6
Guiding Questions
Essential Pre-requisite Skills
Evaluation of learning in an ongoing process.
A formal assessment is part of the overall learning process. All content covered to
date will be subject to evaluation.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…

Concepts
Review IPC content as needed
Review science content and demonstrate learning
Review biology concept - Genetic Variation
Bikini Bottoms Genetics and Genetics Assessment
TEKS 6 The student knows the Mechanism of genetics, including the role of nuclei acids
and the principles of Mendelian Genetics. The student is expected to:
F predict possible outcomes of various genetic combinations such as monohybrid
crosses, dihybrid crosses, and non-Mendelian inheritance.
Conduct a formal assessment (FMA)
Skills
Review science process skills as need and conduct a formal assessment (FMA)
Evidence of Learning
Given a written assessment document, students will obtain a score of at least 80% or higher
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 30 of 44
Subject – Pre-AP Physics
Unit of Study: Momentum, Impulse and Collisions
CURRICULUM OVERVIEW
Second Grading Period – Weeks 7 & 8 (8 days)
Enduring Understandings (Big Idea)
Unit Rationale
Momentum is a function of an object’s mass and velocity. To change the momentum of
an object requires a force applied over a period of time. The longer the period of time,
the less force that is required or experienced. The momentum of all objects involved in
a collision is conserved from start to finish.
The force that a person applies to an object or experiences during a collision is
dependent upon the time-of-impact. Many of the safety devices in a car are designed to
extend the time-of-impact in order to reduce the force on the occupant.
Essential Questions
Guiding Questions
How are the size of a force and the amount of time the force is applied related to the
change in linear momentum of an object?
Skills
Concepts
TEKS (Standards)
Physics TEKS 6 The student knows that changes occur
within a physical system and applies the laws of
conservation of energy and momentum. The student is
expected to:
(C) calculate the mechanical energy of, power generated
within, impulse applied to, and momentum of a physical
system;
(D) demonstrate and apply the laws of conservation of
energy and conservation of momentum in one dimension;

How do mass and velocity determine the linear momentum of an object?
How can momentum be transferred from one object to another?
TEKS Specificity - Intended Outcome
” I CAN” statements highlighted in yellow should be displayed for students.



IPC TEKS 4 The student knows concepts of force and
motion evident in everyday life. The student is expected to:
(E) apply the concept of conservation of momentum using
action and reaction forces such as students on
skateboards;
Physics TEKS 2 The student uses a systematic approach
to answer scientific laboratory and field investigative
questions. The student is expected to:
(E) design and implement investigative procedures,
including making observations, asking well-defined
questions, formulating testable hypotheses, identifying
variables, selecting appropriate equipment and technology,
and evaluating numerical answers for reasonableness;
(F) demonstrate the use of course apparatus, equipment,
techniques, and procedures,




describe and calculate linear
momentum for objects of various mass
and velocity (6C)
determine the effect of force on
changes in linear momentum (6C)
describe and determine the effect of
time-of-impact on changes in linear
momentum (6C).

design and conduct an investigation into
the effect of force and time on the
momentum of an object (2E).
determine the relationship between
force, mass and velocity (3F).
manipulate equations to solve for any
variable needed (3F).



calculate the momentum of an object given its
mass and velocity (6C))
calculate the force required to change the
momentum of an object over a period of time (6C)
analyze a collision between two objects and use
conservation of momentum to find the final
velocities of the objects (6D)
apply technology to explore the concepts of
impulse and momentum (2E).
Physics TEKS 3 The student uses critical thinking,
scientific reasoning, and problem solving to make informed
decisions within and outside the classroom. The student is
expected to:
(F) 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.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 31 of 44
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
ELPS 3c – share information in cooperative learning
interactions
ELPS 5b – write using newly acquired basic vocabulary and
content-based grade-level vocabulary





College Readiness Student Expectations
Science Standards
o VIII – C3: Understand the concept of momentum
o II – B1: Carry out formula operations using standard
algebraic symbols and formulae
o II – D1: Use dimensional analysis in problem solving
Use prior experiences to expand upon and to learn academic and social vocabulary related to the
concepts of impulse and momentum (1A,,2C)
Expresses and shares opinions, ideas, feelings, and information with others individually or in small
groups using appropriate vocabulary (3C)
Journal experiences using complete sentences and newly acquired vocabulary (5B)
Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new
vocabulary (1A)
Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)
College Readiness - Intended Outcome
o
o
o
Identify the affect of varying mass and velocity on the momentum of an object
Calculate the force required to change the momentum of an object when applied for a given amount of time
Identify situations in which momentum is conserved during the collision of various objects
Evidence of Learning (Summative Assessment)
1. Given the mass and velocity of an object, students can calculate the linear momentum of the object at least 80% of the time correctly.
2. Given a force applied over a period of time, students can calculate the change in momentum of the object at least 80% of the time correctly.
3. Given two objects that collide, students can analyze the collision and determine the final velocities of the two objects after the collision.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 32 of 44
Subject – Pre-AP Physics
Unit of Study: Momentum, Impulse and Collisions
Weeks 7 – Lesson 1 – Impulse and Momentum (4 days)
Guiding Questions




How do mass and velocity determine the linear momentum of an object?
What effect do force and the time-of-impact have on changing linear momentum?
Why should athletes (golfers, tennis and baseball players) always “follow through” on their swing?
How do the air bag, seat belt, and padded dashboard reduce the “force of impact” on a person involved in a car crash?
CURRICULUM GUIDE
Essential Pre-requisite Skills
Student can:
 Calculate momentum in systems (IPC 4A)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Roll a bowling ball or other heavy object against some pins or blocks of wood. Now roll a tennis ball at the same speed.
Which ball affects the pins the most? What was different about the balls, their mass, or their velocity? (6C)
 Drop an egg onto a solid surface so that it breaks. Now drop the egg onto a soft pillow so that it does not break. Why did
the egg break in the first trial, but not in the second? Was the force on the egg the same both times? Was the time it took
to stop the same both times? (6C)
2. Explore
 Have students push small rolling carts with different masses in them. Are the carts with more mass hard to start rolling?
Are they also harder to start rolling? Is a bus harder to push than a small car? (6C, 2E))
 Discuss the combination of mass and velocity when determining the linear momentum. (momentum = mass x velocity) Why
are they both important? Why is linear momentum sometimes referred to as “inertia in motion”? (6C, 3F)
 Use the web site “How long does it take to stop a moving train” to compare stopping distances for objects of varying mass.
(6C)
 What does it take to change the momentum of an object (get it moving or stop it)? If I use a large force, can I apply it for a
shorter period of time? (6C)
 Use the Promethean Interactive White Board Flip Chart - “Impulse and Momentum”
3. Explain
 Use the web site “The Impulse-Momentum Change Theory” to discuss the relationship between force, time and change in
velocity. (6C)
 Coaches often tell baseball or tennis players to “follow through” on their swing. If the ball stays on the bat or tennis
 racket longer when a player follows through, how would this impact the change in momentum of the ball for the same
applied force? (6C)
What do you do for students who need additional support?
Discuss the force needed to stop a fully loaded train versus the force needed to stop a small empty truck traveling at the same
speed. Why are the forces different? Would it also take more force to get the train moving than to get the truck moving?
Compare the linear momentum of the two objects and how the masses are different but the velocities the same?
So students can…
 Think-pair-share about what it means when a
sports team or political candidate says they
have momentum? What does momentum
mean in your own words?
 Describe other examples of when an object
breaks or how to keep something from
breaking. When tossing an egg back and
forth, how can you keep the egg from breaking
when you catch it?
 Can two objects of different mass have the
same momentum? Which object must have
the greater velocity? (6C)
List in your science journal objects that have
lots of momentum either because of their
mass, or velocity, or both. (6C)
 Calculate linear momentum for objects of
various mass and velocity.
 Calculate the force required to change the
linear momentum of an object when applied for
a given period of time. (6C)
What do you do for students who master the learning quickly?
Have students experiment with catching a basketball while standing on a rolling platform (like a skate board).
Does the momentum change when catching the ball and throwing the ball back? Does bouncing the ball off the student produce
the same affect as catching and throwing?
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 33 of 44
√ Check for student understanding
3. Elaborate
 Have students build a protective shell that will keep an egg from breaking when dropped from 2-3 meters high using paper,
straws, string, rubber bands, and tape. Then drop the devices with a real egg inside to see if the egg will break. (6C, 2E)
 Watch the Holt Science in the News, Physical science video “Egg Drop Contest” (in the teacher resource kit) and respond
to the critical thinking questions for segment 6. (6C)
 Why would a rifle fire a bullet farther than a pistol for the same amount of gun power (same force)? (6C)
 When crashing a car, would it be better to hit a pile of hay or a concrete wall? Why? (6C)
 Why should you bend your knees when jumping to the floor from a desk? Would locking your knees make the force larger
or smaller? (6C, 2E)
 Show the video clip “Impulse and Change in Momentum” and discuss how force, time of application, and change in velocity
are related. (6C)
4. Evaluate
 Calculate momentum for various objects and compare them. (3F)
 Calculate the force required to change the momentum of an object.
 Describe real world examples of changing momentum and how you can reduce the force required.
List in your science journal the things in a car
that are designed to protect the passenger from a
large force during an accident. How do these
devices reduce the force on the passenger?
 Why is it important for a pilot of a large
airplane to land at the lowest possible speed
when touching down on a runway? How does
this affect the momentum of the airplane and
the amount of force required to stop it? (6C)
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Momentum
 Impulse
 Change in momentum
Academic Vocabulary:
 Calculate
 Demonstrate
 Plan
 Implement
 Express
 Employ
Resources
Holt Physics
Chapter 6 (pp. 208-214)
 Section 6.1
Key Formulas:
 Momentum = Mass x velocity
 Force x Δ t = M (Vf + Vi)
Textbook Practice Problems
Momentum, p. 209
Force and Change in Momentum,
p. 211
Stopping Distance, p. 213
Holt Science in the News, Physical science video
“Egg Drop Contest”
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions, and
basic and academic vocabulary heard during classroom
instruction and interactions
SAISD © 2010-11 – Second Grading Period
ELPS Stems
Use what you know about the momentum of moving objects to predict the meaning of ”impulse” or _______________
Identify word and phrases heard in a discussion about the momentum of moving objects.
Science Pre-AP Physics
Page 34 of 44
Evidence of Learning
Formative Mini Assessment
Vehicles built today have airbags installed for the front seat
occupants. The purpose of these devices
is to reduce injuries to the people when the car stops
suddenly and they slam forward. In an accident, the
occupants are less likely to be injured because the A distance they move during an accident is smaller.
B impulse they experience during an accident is less.
C the total time of the impact is reduced.
D amount of force they experience is reduced.
TAKS Benchmarks
TAKS Released Question
2004 10th Grade
Answer - C
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Example Problem from College Board
In an auto accident, which of the following items
would reduce the force on the driver by increasing
the time during which the momentum of the
occupant was reduced to zero.
I. Padded dashboard
II. Collapsing steering wheel
III. Front bumper that crushes during
impact
IV. Tires that are larger in diameter
V. Air bag that deploys on contact
Answer - A
A.
B.
C.
D.
I and II
II and IV
I, II, III and V
III, !V and V
Answer - C
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 35 of 44
Subject – Pre-AP Physics
Unit of Study: Momentum, Impulse and Collisions
CURRICULUM GUIDE
Week 8 – Lesson 2 – Collisions and Conservation of Momentum (4 days)
Guiding Questions




Essential Pre-requisite Skills
How can momentum be transferred from one object to another?
What is conservation of momentum and how can it be used to solve collision problems between two objects?
How are elastic and in-elastic collisions different or the same?
What are some real life examples of objects that collide and how can conservation of momentum be used to determine the
objects velocity before or after the collision?
Student can:
 Apply the concept of conservation of
momentum (IPC 4E)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage
 Roll one motion cart into another so they hook together and continue rolling in the same direction. How was the
mass of the two objects together different from the one moving object at the start? How did the velocity change
after the collision? Was the momentum before the same as the momentum after? (6D)
 Review how to calculate the momentum of a moving object (m x v) (5C)
 Have a student stand on a skate board or sit in a rolling chair, then throw a basket ball away from him. Which way
did the student move in relation to the ball? Where the combined momentums of the student and the ball (positive
and negative) the same as the zero momentum of the system at the start? (6D)
 Discus conservation of momentum and the transfer of momentum from one object to anther. What are some other
examples of momentum being transferred? (billiard balls on a pool table, hitting a golf ball with a golf club, etc.)
(6D)
2. Explore
 Explore elastic and inelastic collisions using momentum carts. (6D, 2E)
 Or use billiard ball (pool balls) to explore the transfer of momentum from one object to another. If one object loses
momentum, what must happen to the momentum of other object? (6D, 2E)
 Or explore Elastic and Inelastic Collisions at this web site to see how the velocity of the moving objects changes
when momentum is conserved (6D)
 Discus collisions between cars on a road. What happens when a moving car strikes a car a rest? How was the
momentum transferred and conserved? How would this be different or the same if a bus strikes a car at rest? (6D)
3. Explain
 Discus elastic and inelastic collisions. How are they similar and different? What are some real world examples of
elastic collisions (two pool balls striking)? What are some real world examples of inelastic collisions (two train cars
 hooking together)? (6D)
 Discuss how to visualize what would happen in a collision, for example a bus striking a car from behind. What do
you think would happen to the car; what would happen to the speed of the bus? (6D)
What do you do for students who need additional support?
Use the web site “Impulse and Momentum” to review the concept of momentum and the change in momentum and how
they apply to conservation of momentum in a collision.
So students can…
 Think-pair-share about collisions that occur between
real world objects everyday
Work in cooperative groups to explore collisions
between objects
 Use the reading comprehension process to read about
“Surviving a Collision”, p. 217 in the textbook, then
journal about all the ways a car is designed to protect
the occupant during a collision (6D)
Journal about real world collisions where
momentum is conserved (6D)
 Is momentum conserved when a car strikes a small
bug traveling in the opposite direction? How does the
velocity of the car change when compared to the
change in velocity of the bug?
Journal about how a motorcycle rider
could (theoretically) have a head on collision with a
bus and both objects come to a complete stop. How
would
the speed of the bus and motorcycle compare for this
to occur? (6D)
What do you do for students who master the learning quickly?
Discuss and journal about how the momentum of a rolling wagon would change if you poured water into the wagon as it
rolled along a flat level surface. Is this an example of a collision problem and is momentum conserved?
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 36 of 44
√ Check for student understanding
3. Elaborate
 Apply conservation of momentum to real world situations. For example, how is momentum conserved when a rifle
fires a bullet? Is the momentum of the rifle backwards equal to the momentum of the bullet forwards? Are their
masses and velocities also the same? (6D)
4. Evaluate
 Describe real world collisions between objects and how momentum is conserved in every case. (6D)
 Unit Assessment for Momentum, Impulse,
Collisions, and Conservation of Momentum
Refer back to the Guiding Questions to assess students' knowledge of lesson/concept
Content Vocabulary:
Vocabulary Card
 Conservation of
momentum
 Energy transformations
 Elastic Collisions
 Inelastic Collisions
Academic Vocabulary:
 Calculate
 Demonstrate
 Plan
 Implement
 Express
 Employ
Resources
Holt Physics
Chapter 6 (pp. 215-230)
 Section 6.2 and 6.3
Key Formulas:
 Momentum before = Momentum after
 M1V1 + M2V2 = (M1 + M2) Vf
Laboratories:
Quick Lab, p. 227
 M1V1i + M2V2i = M1 V1f + M2V2f
Holt Teaching Transparencies
T20 – Type of Collisions
Textbook Practice Problems
Conservation of Momentum, p. 219
Inelastic Collisions, p. 224
Elastic Collisions, p. 229
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions,
and basic and academic vocabulary heard during
classroom instruction and interactions
ELPS Stems
Use what you know about collisions between objects to predict the meaning of ”elastic collisions” or _______________
Identify word and phrases heard in a discussion about the collisions between two moving objects.
Evidence of Learning
Formative Mini Assessment
A bus strikes a car from behind when the car was stopped
at a red light. After the collision, the front bumper on the
bus and the rear bumper on the car get hooked together.
What would you predict to be the motion of the two
vehicles after the collision?
SAISD © 2010-11 – Second Grading Period
Anticipated Skills for SAT/ACT/College Board
TAKS Released Question
2006 11th Grade
Example Problem from College Board
Used to calculate the velocity of two moving freight cars,
after they couple and move together, given the initial
masses and velocities of the freight cars.
A. The two vehicles stop completely.
B. The two vehicles continue forward at the same speed
as the bus before the accident.
C. The two vehicles move backwards at the same speed
of the bus before the accident.
D. The two vehicles mover forward at a speed less than
that of the bus before the accident.
Answer D
College-Readiness
TAKS Benchmarks
Answer
J
Science Pre-AP Physics
F.
G.
H.
I.
J.
Answer
Conservation of energy alone
Conservation of momentum alone
Conservation of both energy and momentum
Conservation of charge
Mechanical equivalence of heat
Page 37 of 44
Science - Pre-AP Physics
Unit of Study: Heat Transfer and Thermodynamics
CURRICULUM OVERVIEW
Second Grading Period – Weeks 8 & 9 (7 Days)
Enduring Understandings (Big Idea)
Unit Rationale
Much of the power we use today comes from heat that is converted to work.
Thermodynamics defines the efficiency of heat systems and the limits of converting heat
to increased internal energy or work in the real world. Entropy reflect the order or
disorder in a system.
Energy production is key to our current way of life, and fossil fuels remain the primary
source of energy production. The limitations of converting energy to work are critical to
our optimal use of limited energy resources.
Essential Questions
Guiding Questions
 Give an example of real life transfer of heat by conduction, convection and
radiation.
 Describe how specific heat capacity affects the temperature change of different
materials.
 Describe the 1st and 2nd laws of thermodynamics and their application.
What are some ways that heat is transferred when cooking food or heating/cooling a
house?
Why can’t any system be 100% efficient when transferring heat from one object to
another?
Why do some objects heat up and cool down faster than others?
Skills
Concepts
TEKS (Standards)
TEKS Specificity - Intended Outcome
Physics TEKS 6 The student knows that changes occur within a physical system
and applies the laws of conservation of energy and momentum. The student is
expected to
6E describe how the macroscopic properties of a thermodynamic system such as
temperature, specific heat, and pressure are related to the molecular level of
matter, including kinetic and potential energy of atoms
6F contrast and give examples of different processes of thermal energy transfer,
including conduction, convection, and radiation
6G analyze and explain everyday examples that illustrate the laws of
thermodynamics, including the law of conservation of energy and the law of entropy
Physics TEKS 2 The student uses a systematic approach to answer scientific
laboratory and field investigative questions. The student is expected to:
(E) design and implement investigative procedures, including making observations,
asking well-defined questions, formulating testable hypotheses, identifying
variables, selecting appropriate equipment and technology, and evaluating
numerical answers for reasonableness;
(F) demonstrate the use of course apparatus, equipment, techniques, and
procedures,
” I CAN” statements highlighted in yellow should be displayed for students.
I can:
 Describe how heat can be transferred from one material to another (6F)
 Understand the laws of thermodynamics and how they apply to real world situations
(6G)
 Define Entropy and describe situations where Entropy is increasing or decreasing
(6G)




apply technology to explore heat and work (2E)
plan and implement investigations into thermodynamics and heat engines (2E)
conduct investigations in a safe manner (2E)
manipulate equations to find a specific quantity (3F)
Physics TEKS 3 The student uses critical thinking, scientific reasoning, and
problem solving to make informed decisions within and outside the classroom. The
student is expected to:
(F) 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.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 38 of 44
ELPS Student Expectations
ELPS Specificity - Intended Outcome
ELPS 1a – use prior knowledge and experiences to understand meaning in English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
ELPS 3c – share information in cooperative learning interactions
ELPS 5b – write using newly acquired basic vocabulary and content-based gradelevel vocabulary
 Use prior experiences to expand upon and to learn academic and social vocabulary
related to the concept of heat transfer and thermodynamics (1A,,2C)
 Expresses and shares opinions, ideas, feelings, and information with others
individually or in small groups using appropriate vocabulary (3C)
 Journal experiences using complete sentences and newly acquired vocabulary (5B)
 Use a variety of strategies such as learning Logs to assist in pre-reading activities to
gain new vocabulary (1A)
 Create and use labeled illustration to enhance learning of key concepts and
vocabulary (5B)
College Readiness Student Expectations
College Readiness - Intended Outcome
Science Standards
o VIII – H1: Understand the gain and loss of heat energy in matter
o VIII – H2: Understand the basic laws of thermodynamics
o II – B1: Carry out formula operations using standard algebraic symbols and
formulae
o II – D1: Use dimensional analysis in problem solving
o
o
Identify various forms of heat transfer and classify them as conduction, convection or
radiation
Describe examples of the laws of thermodynamics
Evidence of Learning (Summative Assessment)
1.
2.
Given an example of heat transfer, the students can identify the process by which the heat is transferred and the direction of heat flow 80% of the time correctly.
Given a real world example, the students can identify when entropy is increasing or decreasing 80% of the time correctly.
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 39 of 44
Science – Pre-AP Physics
Unit of Study: Heat Transfer and Thermodynamics
CURRICULUM GUIDE
Week 8 – Lesson 1 – Temperature and Heat Transfer (3 days)
Guiding Questions





How is temperature different than heat?
Give an example of real life transfer of heat by conduction, convection and radiation.
What are some measurement units for heat? For temperature?
What happens to matter as heat is added or removed?
Essential Pre-requisite Skills
The student can:
 Investigate methods of thermal energy transfer (6.9A)
 Verify the movement of thermal energy from warmer to cooler
objects (6.9B)
Describe how specific heat capacity affects the temperature change of different materials ?
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Demonstrate the temperature of a substance using several different scales (Fahrenheit, Celsius, Kelvin). (6F)
 Is heat the same as temperature? Can we accurately measure temperature with our bodies? Is heat measured in the
same units as temperature? What direction does heat flow when moving from one object to another? (6F)
 Explore the temperatures we sense using the Quick Lab, “Sensing Temperature”, page 358 of the textbook. Can our
senses really tell us if something is hot or cold? Do all people feel hot or cold at the same time? (6F)
Explore
 Let students use the web site “Temperature Conversions” to explore the equivalent temperatures on various scales. What
is the temperature for water becoming ice on each of the different scales? What is room temperature (72°) on each of the
scales? (6F)
 Explore heat transfer using the “Light Bulb” activity to show all 3 types of transfer. (6F)
 Or explore the transfer of heat using the lab “Temperature and Internal Energy”, p. T-57 of the Holt Lab Manual. (6F, 6G)

Use the Promethean Interactive White Board Flip Chart - “Conduction, Convection and Radiation”
Explain
 Define temperature as a measure of the internal energy of a substance. (6F)
 Define absolute zero as the temperature where all molecular motion stops. (6F) Does it make sense that all kinetic
energy of a substance is gone when an object reaches absolute zero on the Kelvin temperature scale? (6E)
 Describe how heat and energy are related by the same units of measure. (6F)
What do you do for students who need additional support?
Use the web site “Heat Transfer” to explore examples of conduction, convection, and radiation. What are some examples of
heat transfer in your house? Which ones are by conduction? Convection? Radiation?
So students can…
 Discuss the different temperature scales
used throughout the world
 Describe how we sense heat and cold and
why that is not a good measure of the
temperature of an object (6F)
 describe everyday examples of heat and
temperature including the different
temperature scales (6F)

Work in cooperative groups to
evaluate different methods of heat
transfer and provide examples of each
type
 discuss the relationship between heat,
energy and work (6G)
 review the methods of heat transfer (6F)
 Describe how an increase in temperature
changes the internal energy of a
substance
 Define absolute temperature on the Kelvin
and Celsius scales and what happens to
matter at that temperature (6F)
What do you do for students who master the learning quickly?
Read the article on the web site “Temperature” and journal about how the different temperature scales were developed and
used.
√ Check for student understanding
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 40 of 44
Elaborate
 Discuss the article “Heating and Cooling from the Ground Up”, p. 375 in the textbook to connect the learning to real world
applications. (6F)
 Use the Quick Lab “Work and Heat”, p. 368 in the textbook to help students see the connection between these two
concepts. (6F)
Evaluate
 Describe the three methods of hear transfer and give real world examples of each. (6F)
 Identify freezing and boiling points for water on different temperature scales. (6F)
 Describe absolute zero and what happens to matter at that temperature on the Kelvin scale. (6E)
 Convert from Celsius to Fahrenheit and back. (6F)
Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts
Content Vocabulary:

Heat

Temperature

Heat transfer

Thermal equilibrium

Celsius

Fahrenheit

Kelvin

Calorimeter

Conduction

Convection
 Radiation
Academic Vocabulary:
 Analyze
 Explain
 Evaluate
 Disorder
 Implement
 Use the reading comprehension process
to summarize the article “Heating and
Cooling from the Ground Up”

Journal about the different ways heat
is transferred in your house (for example,
touching a hot stove, standing in front of a
fireplace, blowing warm air on your hands
to warm them).
 Convert from one temperature scale to
another (6F)
Teacher Resources:
Key Formulas
Holt Physics
Chapter 10 (pp. 358-370, 383-385)
 Section 10.1, 10.2, 10.4
TF = (9/5) TC + 32.0
Laboratories:
Holt Lab Manual
“Temperature and Internal Energy”, p. T57
TKelvin = TC + 273.15°
TC = 5/9(TF - 32.0)
Textbook
Quick Lab, “Sensing Temperature”, p. 358
Quick Lab, “Work and Heat”, p. 368
Vernier: Physics with
Computers/Calculators
“Newton’s Law of Cooling”, p. 33-31
Teaching Transparencies
Transfer of Particles’ Kinetic Energy by
Heat, T-35
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to understand meaning in
English
ELPS 2c – learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions
SAISD © 2010-11 – Second Grading Period
ELPS Stems
Use what you know about transfer of heat between two objects to predict the meaning of
”convection” or _______________
Identify word and phrases heard in a discussion about the transfer of heat between two objects.
Science Pre-AP Physics
Page 41 of 44
Evidence of Learning
Formative Mini-Assessment
TAKS Benchmarks
TAKS Released Question
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
If the addition of 2,000 joules of heat to 10
kilograms of a substance raises its temperature
2°C, the specific heat of the substance is
(A) 0.01 J/kg • °C
(B)
0.2 J/kg • °C
(C)
50 J/kg • °C
(D) 100 J/kg • °C
Answer - G
(E) 200 J/kg • °C
Answer - J
Additional TAKS Questions
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Answer - D
Page 42 of 44
Science – Pre-AP Physics
Unit of Study: Heat Transfer and Thermodynamics
CURRICULUM GUIDE
Week 9 – Lesson 2 – Thermodynamics and Entropy (4 days)
Guiding Questions
 Describe the 1st and 2nd laws of thermodynamics and their application.
 Give examples of entropy changes in real life.
 Define how the efficiency of a heat engine can be determined.
Essential Pre-requisite Skills
The student can:
 demonstrate the movement of thermal energy through solids, liquids and gases by
convection, conduction and radiation (IPC 5E)
The Teaching and Learning Plan
Instructional Model & Teacher Directions
The teacher will…
5E Model of Instruction
Engage
 Review the concept of work and the units used to measure work (Joules). What units did we measure heat in?
(also Joules). If we have heat energy, can we use it to do work? (6G)
 The steam engine is one of the best and earliest examples of heat being used to do work (power a steam
locomotive). What are some other examples of heat being used to do work? (Nuclear or coal power plant) (6G)
 Heat can be used to either do work or increase the internal energy of a closed system by increasing the
temperature. (6G)
Explore
 Discuss the 1st Law of Thermodynamics and how energy can be used to do work or to increase the internal
temperature of a system. (6G)
 Discuss the law of conservation of energy from previous lessons. Use a pendulum to demonstrate conservation
of energy. The 1st Law of Thermodynamics is a restatement of conservation of energy for heat. 6G)
 Since Energy must be conserved, the change in a systems internal energy = the energy transferred to or from
the system as heat minus the energy transferred to or from the system as work (Δ U = Q – W). (7A)
 Describe the transfer of energy in a refrigerator system. (6G)
 Explore the 1st and 2nd laws of thermodynamics using the web site. (6G)
 Discuss the 2nd Law of Thermodynamics and the limitations of a heat system to transfer all energy from heat to
work (no system is 100% efficient). (7A)
 Define entropy as the amount of disorder in a system. When an ice cube melts, does the entropy (disorder)
increase or decrease? How would entropy be affected if the water froze again? (6G)
 The entropy of the universe is constantly increasing as the universe expands and cools. What will happen when
the entire universe cools to the same temperature? (6G)
Explain
 Discuss entropy and the natural tendency for things (like a student’s room) to become disordered, thus
increasing entropy. (6G)
So students can…
 Discuss how heat and work are related.
 Describe how the addition of heat can result in work or
a rise in temperature (6G)
 Recognize everyday examples of the 1st Law of
Thermodynamics where energy is conserved (6G)
 describe increases in entropy in the world (6G)
 Describe why a heat engine (like an automobile
engine) cannot turn 100% of the energy stored in the
gasoline into motion. Where did the rest of the energy
go? (6G)
 Describe examples of increasing order (water
freezing) and decreasing order (ice melting) (6G)
What do you do for students who need additional support?
Use the web site “Heat Engines” to review how heat can be used to create energy using the laws of thermodynamics.
What do you do for students who master the learning quickly?
Read the article “Deep-Sea Air Conditioning”, p. 416 in the Textbook, Tomorrow’s Technology. How does this system
work and how does it benefit the environment?
√ Check for student understanding
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 43 of 44
Elaborate
 Read the article “Solar Thermal Power Systems”, p. 421in the textbook and discuss how this system uses heat
transfer to produce electricity. Why is it important to look for alternative energy sources today? (6G)
Evaluate
 Describe the 1st and 2nd laws of thermodynamics. (6G)
 Calculate the efficiency of a heat engine. (6G)
 Define entropy and give real world examples of how disorder is increased or decreased. (6G)
Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts
Content Vocabulary:
 Isothermal
 Isometric
 Adiabatic
 Entropy
 Disorder
Academic Vocabulary:
 Analyze
 Explain
 Evaluate
 Disorder
 Implement

Journal about alternative ways to create energy
from heat sources such as geothermal energy, radiant
energy, and wind energy.
 Define entropy and give examples (6G)

Journal about how the 1st Law of
Thermodynamics relate to the law of conservation of
energy (6G)
 Describe why a pendulum will not continue swinging
forever. Will a car run forever on one tank of gas?
Teacher Resources:
Key Formulas
Holt Physics
Chapter 11 (pp. 402-429)
 Section 11.1-11.4
ΔU=Q–W
Efficiency = Qh - Qc
Qh
Laboratories:
Net Work = Qh – Qc
Textbook
Quick lab, “Entropy and Probability”, p. 426
Teaching Transparencies
Low and High Entropy Systems, T-43
English Language Proficiency Standards (ELPS)
ELPS Language Objectives
ELPS 1a – use prior knowledge and experiences to
understand meaning in English
ELPS 2c – learn new language structures, expressions,
and basic and academic vocabulary heard during
classroom instruction and interactions
ELPS Stems
Use what you know about heat transfer to predict the meaning of ”entropy” or _______________
Identify word and phrases heard in a discussion about the limits of efficiency in any heat system.
Evidence of Learning
Formative Mini-Assessment
TAKS Benchmarks
None
TAKS Released Question
None
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
A heat engine operates between two reservoirs, one at a
temperature of 300 K and the other at a temperature of
200 K. In one cycle, the engine absorbs 600 joules of
heat and does 150 joules of work. The actual efficiency
of the heat engine is most nearly

75%

67%

50%

33%
Answer –33%
SAISD © 2010-11 – Second Grading Period
Science Pre-AP Physics
Page 44 of 44