Download Interim Assessment Sample Question

Subject – Conceptual Physics
Unit of Study: Newton’s Laws of Motion
CURRICULUM OVERVIEW
Second Grading Period – Weeks 1 & 2 (10 days)
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.
TEKS
Skills
Concepts
Physics TEKS 4 The student knows the laws governing
motion. The student is expected to (A) develop and interpret
a free body diagram for force analysis and (C) demonstrate
the effects of forces on the motion of objects
IPC TEKS 4 The student knows concepts of force and
motion evident in everyday life. The student is expected to
(B) investigate and describe applications of Newton’s laws
such as in vehicle restraints, sports activities, geological
processes, and satellite orbits
TEKS 2 The student uses scientific methods during field
and laboratory investigations. (A) The student is expected to
plan and implement experimental procedures including
asking questions, formulating testable hypotheses, and
selecting equipment and technology
TEKS Specificity - Intended Outcome
I can:





TEKS 3 The student uses critical thinking and problem
solving skills to make informed decisions. (B) The student is
expected to express laws symbolically and employ
mathematical procedures including vector addition and righttriangle geometry to solve physical problems
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.
” 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 (4A).
describe how Newton’s laws apply to a
passenger in a car who uses a seat belt
and one who does not (IPC 4B).

design and conduct an investigation into
the effect of mass on an object’s
acceleration (2A).
determine the relationship between
mass, force and acceleration for various
objects and predict their motion (3B).
manipulate equations to solve for any
variable needed (3B).



describe why the moon or a satellite remains in
orbit around the Earth (4B)
calculate the acceleration of an object with a
certain mass if I know how much force is applied to
the object (4C)
describe how Newton’s laws determine the speed
of a kick ball or a ball hit with a baseball bat (4C)
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
(2A).
Evidence of Learning
1. 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.
2. 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.
3. 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 © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 1 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Newton’s Laws of Motion
Week 1 – Lesson 1 – 1st Law of Motion (Forces and Inertia) (4 days)
Essential 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 than an object will remain at rest or in straight line motion if not subject to
an unbalanced force (7th grade science 7.6A)

describe how unbalanced forces cause changes in the speed or direction of an object
(8th grade science 8.7A)

investigate and describe applications of Newton’s Laws (IPC 4B)
The Teaching 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 Newtons (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? (4A).

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? (4A).

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? (4B).
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? (2A, 4B).

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? (2A, 4B).

Or explore inertia using the lab activity “Going Nuts” in the lab manual (2A, 4B).

Show the video clip Demonstrations of Inertia;.. What are some other examples of inertia in real life? (4B)

Have students draw a free body diagram of the coin (all the forces acting
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate competency

Have students list in their science journals
the forces they experience everyday (4A)

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.

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.

Work in cooperative groups to explore the
concept of inertia

Use Marzano’s 6 steps for vocabulary
acquisition for the vocabulary associated
with Newton’s Laws of Motion

Have students compare and describe the
difference between mass and weight and
the units used for each measurement.
Page 2 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.


on it) when it is lying on the index card. How many forces are acting on the coin? (4A)
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? (4A)
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? (4B).

Demonstrate inertia and seat belts using the lab activity “Buckle Up” in the lab manual (2A, 4B).

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? (4B).
3. Elaborate

How does inertia apply to real world situations? For example, which is harder to start moving, a bus or a small
car? (4B)

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 blets.(4B)

Show the video clip Newton’s First law and Seat Belts; (4B)
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.
Vocabulary:

force

mass

unbalanced forces

net force

inertia

equilibrium

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?

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.

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.
Resources
Conceptual Physics
Chapter 4 (pp. 43-52)
 Sections 4.1-4.7
Laboratories:
Active Physics
- Sports, p. S61
Lab Manual
#8, “Going Nuts”, p. 29
#9, “Buckle Up”, p. 31
Textbook Questions
p. 24, 50, 51
Key Formulas:

Net Force = sum of all forces acting on an object
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 3 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
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.
Interim Assessment Sample 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
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 objects be
the same in space or on the Moon?
A. 1st Law of Motion (Inertia)
B. 2nd Law of Motion (F= ma)
C. 3rd Law of Motion (Action/Reaction)
D. Universal Law of Gravitation
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Example Problem from College Board
While driving a car around a left had turn in the road, your
items placed on the front seat slide toward the
passengers door (toward the outside of the curve). This
action results from
A.
B.
C.
D.
Centrifigual force
Graviational force
Inertia
Fricition forces
Answer C
Answer A
TAKS Released Question
2006 11th grade – Answer D
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 4 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Newton’s Laws of Motion
CURRICULUM GUIDE
Week 1 – Lesson 2 – 2nd Law of Motion (F =ma) (2 days)
Essential Questions




Essential Pre-requisite Skills
How force, mass and acceleration related and how can you make a
racecar 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?
Student can:

demonstrate than an object will remain at rest or in straight line motion if not subject to
an unbalanced force (7th grade science 7.6A)

describe how unbalanced forces cause changes in the speed or direction of an object
(8th grade science 8.7A)

investigate and describe applications of Newton’s Laws (IPC 4B)

Manipulate algebraic expressions to solve for a specific variable (Algebra 1)
The Teaching 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? (4B)
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. (4C)

Or explore the relationship between force and mass using the lab activity “Getting Pushy” in the lab manual (2A, 4C)

Or using “Constant Force and Changing Mass” (2A, 4C)
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? (4B, 4C)

What is the “net force” and why is it important to use the “net force” when calculating the acieration of an object?
What happens when the net force is zero? (4C)

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 2 nd Law. How is weight related to Newton’s 2nd Law? (2A, 4B).
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? (3B)

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?
(3B, 4C)

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
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

Have students describe in their own
words Newton’s 2nd law of motion and
give examples from real life.

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.

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
Think-pair-share to compare the
similarities and differences between the
1st and 2nd laws of motion


Use the reading comprehension
process
Page 5 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

into the space shuttle cargo bay. (4B)
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? (4C, 4B)

Provide real world problems for students to solve for acceleration or force. (3B, 4C)
Vocabulary:

Net force

mass

acceleration

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.
Resources
Conceptual Physics
Chapter 5 (pp. 59-63)
 Sections 5.1-5.3
Lab Manual
#11 “Getting Pushy, p. 35
#12 “Constant Force and Changing Mass”, p. 39
#13 “Constant Mass and Changing Force”, p.43
Probeware Manual
#4 “Newton’s Second Law”, p. 19
Textbook Questions
p. 63
Problem solving Exercises in Physics
3-1
Key Formulas:


SAISD © 2008-09 – Second Grading Period
Net Force = Mass x Acceleration
Weight = M x g
Science - Conceptual Physics
Page 6 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
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.
Interims/TAKS/Benchmarks
Interim Assessment Sample Question
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Example Problem from College Board
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.
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?
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.
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
TAKS Released Question
Answer - G
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 7 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Newton’s Laws of Motion
Week 2 – Lesson 3 – 3rd Law of Motion (Action/Reaction) and Friction Forces (4 days)
CURRICULUM GUIDE
Essential 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 force always exist in pairs?
What are friction forces and how do they affect the motion of objects?
Student can:

describe how unbalanced forces cause changes in the speed or direction of an object
(8th grade science 8.7A)

investigate and describe applications of Newton’s Laws (IPC 4B)
The Teaching 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? (4B)

Why must there always be two objects? What are other examples of action/reaction forces between two objects?
(leaning against a wall for example) (4B)

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 “Balloon Rockets” in the lab manual (4B, 2A)

Or explore action/reaction using the lab activity “Tug of War” (4B, 2A)

Also explore the forces of friction using the lab activity “Slip-Stick” in the lab manual (4A, 2A)

Or use blocks of wood pulled across different surface materials using a spring scale to measure the required force.
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?
(4B)
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). (4B)

If the Earth pulls down on me with a force equal to my weight, what must I be doing to the Earth? (4B)

Emphasize that action/reaction forces do not cause acceleration or changes in the motion of an object, net forces do
that. (4B)

Read about driving and the force of friction, Consumer Focus, p. 148, then journal about how friction forces affect
driving a car (4A, 3B)
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? (4B)
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate competency

Have students describe in their own words
Newton’s 3rd law of motion and give
examples from real life.

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.

Work in cooperative groups to explore
action and reaction forces.

Think-pair-share about why
action/reaction forces must always occur
in pairs

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).
 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?
Page 8 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.



Show the video clip “The Rifle and the Bulllet”. 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 (4B)
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. (4A)
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.(4B, 4C)
Vocabulary:

action forces

reaction forces

normal force

static friction

kinetic friction (dynamic friction)

coefficient of friction

air resistance

Journal about the effects of friction on real
life (walking, driving a car, moving a heavy
box, etc)

Use the Reading Comprehension Process
to read about “Action-Reaction in Action”,
textbook p. 78 and journal about the
application of Newton’s 3rd law of motion
to geese

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
Resources
Conceptual Physics
Chapter 5 (pp. 63-64)
 Sections 5.4
Chapter 6 (pp. 74-82)
 Sections 6.1-6.7
Lab Manual
#16 “Balloon Rockets”, p. 55
#18 “Tug of War”, p. 61
#29 “Slip-Stick”, p. 97
Textbook Questions
p. 75, 76, 78, 79, 80, 64
Problem Solving Exercises in Physics
3-2
Key Formulas:

Weight = M x g

Ff = μ Fn
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 9 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
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.
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.
Reflect on how static and dynamic friction forces affect
the motion of real world objects.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
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.
Answer - H
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.
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.
B.
C.
D.
E.
Pair I and II only
Pair I and IV only
Pair I and II, and pair III and IV
Pair I and IV, and pair II and III
There are no action-reaction pairs among these
forces
Answer - C
Answer - G
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 10 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Rotational Motion and Gravitational Force
CURRICULUM OVERVIEW
Second Grading Period – Week 3 (5 days)
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.
Skills
Concepts
TEKS
Physics TEKS 4 The student knows the laws
governing motion. The student is expected to (B)
analyze examples of uniform and accelerated motion
including linear, projectile, and circular, and (C)
demonstrate the effects of forces on the motion of
objects
Physics TEKS 6 The student knows forces in nature. The
student is expected to (A) identify the influence of mass and
distance on gravitational forces
Physics TEKS 2 The student uses scientific methods
during field and laboratory investigations. (A) The
student is expected to plan and implement experimental
procedures including asking questions, formulating
testable hypotheses, and selecting equipment and
technology
TEKS Specificity - Intended Outcome
I can:






Physics TEKS 3 The student uses critical thinking
and problem solving skills to make informed decisions.
(B) The student is expected to express laws symbolically
and employ mathematical procedures including vector
addition and right-triangle geometry to solve physical
problems
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.
” I CAN” statements highlighted in yellow should be displayed for students.
describe examples of circular motion in
everyday life (4B)
determine what will happen to a rotating
object when the force is removed (4B).
describe how changing the force on a
rotating object will change its motion
(4B).

design and conduct an investigation into
the effect of force on an object in
rotational motion (2A).
determine the relationship between
angular speed, tangential speed, and
the distance from the center of rotation
(3B).
manipulate equations to solve for any
variable needed (3B).




describe why the moon or a satellite remains in
orbit around the Earth (4B)
calculate the tangential speed of an object in
rotational motion due to gravity (4B)
describe how the force of gravity changes with the
mass of the two objects (6A)
describe how the force of gravity changes with the
distance between the two objects (6A)
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 (2A).
Evidence of Learning
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 © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 11 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Rotational Motion and Gravitational Force
CURRICULUM GUIDE
Week 3– Lesson 1– Rotational Motion (3 days)
Essential 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 6.6A)

demonstrate how unbalanced forces cause changes in the speed or direction of an
object’s motion (8th grade science 8.7A)
The Teaching 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? (4B)

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? (4B, 4C).
2. Explore

Use the Active Physics Lab “Circular Motion” in Sports, p. 103 to explore circular motion (4B, 2A)

Or the lab activity “Going in Circles” in the lab manual (4B, 2A)

Or use the web site “Circular Motion” to explore changes in circular motion (4B)

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? (4B)
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. (4B)

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, 3B)
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)
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

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).

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).

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

Use the Read Comprehension
Process to read about railroad
wheels, p. 126 of the textbook and
journal about how the concept of
circular motion is used to help training
Page 12 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

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. (4B)

Demonstrate how to calculate centripetal acceleration. (4B)

Discuss how Torque changes circular motion while force changes linear motion (4B)
4. Evaluate

Have students evaluate different examples of rotational motion to determine the forces involved, the angular and
tangential speeds. (4B)

Have students calculate centripetal acceleration and centripetal force for rotating objects (4B)
Vocabulary:

circular motion

angular speed

tangential speed

centripetal force

centripetal acceleration
follow curved track

Explore circular motion while working
in cooperative groups

Would a very young child experience
more tangential speed near the
center of a carrousel or near the
outside?

Calculate the torque on an object for
a given force at a given distance.

Calculate Angular speed, angular
acceleration and tangential speed.
Resources
Conceptual Physics
Chapter 9 (pp. 122-130)
 Sections 9.1-9.5
Chapter 11 (pp. 150-152
Quick Lab
Water Bucket Swing, p. 129
Lab Manual
#30 “Going in Circles”, p. 103
Textbook Questions
p. 125,
Problem-Solving Exercises in Physics
6-1
Key Formulas:




SAISD © 2008-09 – Second Grading Period
ωavg = Δ Ө
Δt
Vt = r ω
at = r α
ac = r ω2 = Vt2
Science - Conceptual Physics
Page 13 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Use the web site Circular Motion to readdress the
concept and provide examples.
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 to this question in your science
journal and plan an experiment to prove your hypothesis.
Interims/TAKS/Benchmarks
Interim Assessment Sample 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?
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.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
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?
Gravitational
Force
Speed
(A)
Decrease
Decrease
(B)
Decrease
Increase
Answer – D
(C)
Remain the same
Remain the
same
TAKS Released Question
(D)
Increase
Decrease
(E)
Increase
Increase
Answer - E
Answer - C
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 14 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Rotational Motion and Gravitational Force
CURRICULUM GUIDE
Week 3– Lesson 2 – Gravitational Force (2 days)
Essential Questions



Essential Pre-requisite Skills
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?
Student can:

Identify forces that shape features of the Earth (6th grade science 6.6C)
The Teaching 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? (4B)

What force keeps the moon in orbit around the Earth? What force keeps the Earth in orbit around the Sun? (4B)

Discuss gravitational force as one of the 4 fundamental forces (along with electromagnetic, strong nuclear, and weak
nuclear) (4C)
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? (2A, 4B)

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? (4A, 3B)

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? (3B, 4B, 6A)

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? (4B, 3B, 6A)
3. Explain

Show the video clip Universal Gravitation; (4B)

Have students explain the effect of mass and distance on the gravitational force between two objects? (4B, 3B, 6A)

How does gravity affect the motion of the planets in our solar system and satellites orbiting the Earth? (4C, 6A)

What would the force of gravity be like on the moon, or on Jupiter? Why would the force of gravity be different there? (4B,
4C, 6A)

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. (4B, 6A)

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? (4B, 4C, 6A)
3. Elaborate
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

Have students describe in their
journals how gravity affects them
in their daily lives.

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

Work in cooperative groups to
explore the force of gravity and
it’s affect on objects

Compare and contrast the affect
of mass and distance on the
force gravity between two
objects? Which has the greatest
impact on gravitational force?

Page 15 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

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? (6A)

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? (6A)
4. Evaluate

Have students identify the effect of changing mass or distance on the force of gravity. (6A)

List planets in our solar system where your weight would be greater than on Earth. (6A)

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?”

Compare “Weightlessness” as
experienced by people in orbit
around the earth versus no
gravitational force acting on an
object.
Calculate the change in
gravitational force when the
mass of the objects is doubled or
the distance between the objects
is doubled
Unit Assessment on Circular
Motion and Gravitational Force


Vocabulary:

Gravitational force

Air Resistance

Centripetal force

Centripetal acceleration
Resources
Conceptual Physics
Chapter 12
 Section 12.1- 12.3 (pp. 168-171)
 Section 12.4 (pp. 172-176)
 Section 12.5 (pp. 175-177)
Textbook Questions
p. 171, 174, 176
Problem Solving Exercises in Physics
7-1
7-2
Key Formulas:

ac = r ω2 = Vt2
r

Fc = m a c

SAISD © 2008-09 – Second Grading Period
Fg = G m 1 m 2
r2
Science - Conceptual Physics
Page 16 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
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.
What do you do for students who master the learning
quickly?
Design and conduct an experiment to determine which
force is stronger; gravitational or electromagnetic.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
Example Problem from College Board
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?
a.
b.
c.
d.
The force between them will double.
The force between them will remain constant.
The force between them will be ½ of what it was.
The force between them will be ¼ of what it was.
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.
TAKS Released Question
None
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 © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 17 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Work and Energy
CURRICULUM OVERVIEW
Second Grading Period – Weeks 4 & 5 (10 days)
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).
Concepts
TEKS
Physics TEKS 5 The student knows that changes
occur within a physical system and recognizes that
energy and momentum are conserved. The student is
expected to (A) interpret evidence of the work-energy
theorem, (B) observe and describe examples of kinetic
and potential energy and their transformations, (C)
calculate the mechanical energy and momentum in a
physical system such as billiards, cars, and trains, and
(D) demonstrate the conservation of energy and
momentum
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.
TEKS Specificity - Intended Outcome
I can:



” I CAN” statements highlighted in yellow should be displayed for students.
describe examples of work in real life
situations (5A)
calculate the amount of work done for a
given force applied over a given
distance (4A)
describe when work is not being done
and why (5A).

design and conduct an investigation into
the effect of force and distance on the
work done (2A).
determine the relationship between
work and energy (3B).
manipulate equations to solve for any
variable needed (3B).



calculate the potential or kinetic energy of real
world objects (4A)
describe different forms that energy can take (5A)
define conservation of energy in the real world (5A)
IPC TEKS 4 The student knows the concepts of force
and motion in everyday life. The student is expected to
(A) calculate speed, momentum, acceleration, work, and
power in systems such as the human body, moving
toys, and machines.
Skills
Physics TEKS 2 The student uses scientific methods
during field and laboratory investigations. (A) The
student is expected to plan and implement experimental
procedures including asking questions, formulating
testable hypotheses, and selecting equipment and
technology



apply technology to explore the concepts of work
and energy (2A).
Physics TEKS 3 The student uses critical thinking
and problem solving skills to make informed decisions.
(B) The student is expected to express laws symbolically
and employ mathematical procedures including vector
addition and right-triangle geometry to solve physical
problems
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 18 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
1. 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.
2. 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.
3. Given various objects, students can calculate potential or kinetic energy for the objects at least 80% of the time correctly.
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 19 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Work and Energy
CURRICULUM GUIDE
Weeks 4 – Lesson 1 – Work and Energy (7 days)
Essential Questions




Essential Pre-requisite Skills
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?
Student can:

Illustrate examples of potential and kinetic energy in everyday life (7th grade science
7.8A)

Explain and illustrate the relationship between matter and energy (8 th grade science
8.10A)

Evaluate the efficiency of energy conversions (IPC 6C)
The Teaching 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? (5A)

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.
(5A)

Lean against the wall. Am I doing work? Why or why not? (5A)
2. Explore

Use the lab activity “Making the Grade” in the lab manual to explore the relationship between work and energy (5A, 2A)

Or use the activity “Wrap Your Energy in a Bow” (5A, 2A)

If you move one object twice as far as another identical object, did you do twice the work? (5A)

Show the video clip “Work” and discuss how work is defined and calculated using force and distance. (5A)

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. (3B, 5A)

3. Explain

Use the web site “Work” to review the physics definition of work and how it relates to energy. (5A)

Have students define work and energy in their science journals. How are they related and what units are used to measure
work and energy? (5A)
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. (5A, 5B)

What other forms of potential energy are there beside that due to gravity? Does it take work to stretch a spring or a rubber
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

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).

Work in cooperative groups to
explore the concepts or work and
energy.

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.

Calculate the potential and kinetic
Page 20 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

band? Is that work = to the potential energy stored in the spring or rubber band? (5A, 5B)

What other unit can be used to measure energy? (3B)
4. Evaluate

Calculate work for real world applications of force over a distance (3B)
Vocabulary:

work

energy

potential energy

kinetic energy

work-energy theorem

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
Resources
Conceptual Physics
Chapter 8 (pp. 103-109)
 Sections 8.1, 8.3, 8.4, 8.5
Laboratories:
Active Physics
- Sports, p. S97
Laboratory Manual
#21 “Making the Grade”, p. 73
#26, “Wrap Your Energy in a Bow”
, p. 85
Probeware Lab Manual
#7 “Energy of a Tossed Ball”, p. 32
Textbook Questions
p. 107, 109
Problem Solving Exercises in Physics
5-1
Key Formulas:

Work = Force x distance

W = F d (cos Ө)

Work Net = Δ KE

KE = ½ m v2

PEggg = m g h

PEelastic = ½ k x2
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 21 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Use the web site “Work, Energy and Power” to make
connections between these concepts.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
Example Problem from College Board
A small sphere attached to the end of a string swings as a
simple pendulum. Consider the following properties of
the sphere:
Have students lift different objects to different heights
and calculate the work done and the change in potential
energy.
What do you do for students who master the learning
quickly?
Have students read about the “Sweet Spot” in a tennis
racquet 9p. 109) and journal about the transfer of energy
from the racquet to the ball.
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
TAKS Released Question
2006 10th Grade – Answer - B
Answer – 1. Mass
2. Velocity
3. Kinetic and Potential Energy
Additional TAKS Questions
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 22 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Work and Energy
CURRICULUM GUIDE
Week 5 – Lesson 2 – Conservation of Energy (3 days)
Essential 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 6A)

Compare methods used for transforming energy (6 th grade science 6.9B)

Identify and measure energy transformations and exchanges involved in chemical
reactions (Chemistry 5B)
The Teaching 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)? (5B)

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) (5B)

Show the video clip “Potential and Kinetic Energy Conservation” to review these concepts (5B)
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 Rollercoasters; 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? (5B)

Or use the activity “Cut Short” in the lab manual to explore conservation of energy in a pendulum (5B, 2A)

Or use the lab “Energy in the Pole Vault” from Active Physics, Sports, p. 44 to explore conservation of energy (5B, 2A)

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? (5B)
3. Explain

What energy transformations take place in a roller coaster? What energy transformations take place in a pole vault? (5B)

Have students describe other situations where energy is transformed from one type to another (for example – in their
homes). (5B)

Show the web site “The Law of Conservation of Energy” to reinforce the transformation of energy in a pendulum (5B)
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)? (5B, 2A)

Some roller coasters have a second lift hill halfway through the ride. Why? (5B)

Read “Energy Conservation”, p. 118 and discuss the situation for energy consumption in the world today. What can each
of
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

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.

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

Compare the similarities and
differences of potential and
kinetic energy in the science
journals


Think-pair-share about
amusement park rides that
transform energy from one form
to another.

Work in cooperative groups to
Page 23 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

us do to reduce our consumption of fossil fuels? (5B)
4. Evaluate

List some of the forms of energy in the world. (5B)

Calculate the transformation of potential energy to kinetic energy in a roller coaster as it travels along the track (3B, 5B)

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

Vocabulary:

Conservation of energy

Energy transformations

Kinetic Energy

Potential Energy
Resources
Conceptual Physics
Chapter 8 (pp. 109-111)
 Sections 8.6
Laboratories:
Active Physics
- Sports, p. S97
Textbook Questions
p. 111
Laboratory Manual
#23 “Cut Short”, p. 77
#24 “Conserving Your Energy”, p. 79
Problem Solving Exercises in Physics
5-2.
Key Formulas:

MEi = MEf
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 24 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
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.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample 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.
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.
A.
B.
C.
D.
E.
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.
Conservation of energy alone
Conservation of momentum alone
Conservation of both energy and momentum
Conservation of charge
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
TAKS Released Question
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 25 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Power and Simple Machines
CURRICULUM OVERVIEW
Second Grading Period – Weeks 6 (5 days)
Big Idea
Unit Rationale
Power is a measure of how fast the work is done. Machines with more power get the
same amount of work done but faster. The six simple machines (Wedge, Pulley, Wheel
and Axle, Screw, Lever, and Inclined Plane) all make work easier by reducing the force
required to move something, but increasing the distance over which the force is applied.
TEKS
Concepts
Physics TEKS 5 The student knows that changes
occur within a physical system and recognizes that
energy and momentum are conserved. The student is
expected to (A) interpret evidence of the work-energy
theorem
IPC TEKS 4 The student knows the concepts of force
and motion in everyday life. The student is expected to
(A) calculate speed, momentum, acceleration, work, and
power in systems such as the human body, moving
toys, and machines, and (C) analyze the effects caused
by changing force or distance in simple machines as
demonstrated in household devices, the human body,
and vehicles, and (D) investigate and demonstrate
mechanical advantage, and efficiency of various
machines such as levers, motors, wheel and axles,
pulleys, and ramps
Skills
Physics TEKS 2 The student uses scientific methods
during field and laboratory investigations. (A) The
student is expected to plan and implement experimental
procedures including asking questions, formulating
testable hypotheses, and selecting equipment and
technology
Students need to know that all mechanical devices are made up of simple machines or
combinations of simple machines. They also need to understand how simple machines
make work easier without reducing the amount of work done. More power means doing
the same amount of work in less time.
TEKS Specificity - Intended Outcome
I can:







” I CAN” statements highlighted in yellow should be displayed for students.
describe examples of power in real life
situations (5A)
calculate the amount of power a device
supplies (IPC 4A)
list the 6 simple machines and describe
how they are used (4D).
explain how simple machines reduce
the amount of input force by increasing
the distance that the force must be
applied (4D)

design and conduct an investigation into
the effect of force and distance in
simple machines (2A).
determine the relationship work and
power (3B).
manipulate equations to solve for any
variable needed (3B).



calculate the mechanical advantage for each of the
simple machines (4A)
calculate the efficiency of a simple machine (IPC
4A, 3B)
compare the work input and output of a simple
machine (IPC 4A)
apply technology to explore the concepts of power
in simple machines (2A).
Physics TEKS 3 The student uses critical thinking
and problem solving skills to make informed decisions.
(B) The student is expected to express laws symbolically
and employ mathematical procedures including vector
addition and right-triangle geometry to solve physical
problems
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 26 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
1. Given the amount of work done in a given amount of time, students can calculate the power of the machine at least 80% of the time correctly.
2. Given a simple machine, students can identify how that machine reduces the amount of force required to accomplish a given task.
3. Given a simple machine, students can calculate the mechanical advantage or efficiency of the machine at least 80% of the time correctly.
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 27 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Power and Simple Machines
CURRICULUM GUIDE
Weeks 6 – Lesson 1 – Power (1 day)
Essential 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 the first machine have?
Student can:

Calculate power in systems (IPC 4A)
The Teaching 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? (IPC 4A, 5A)

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? (IPC 4A, 5A)
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? (IPC 4A, 5A, 2A)

Or use the activity “Muscle Up” from the lab manual to explore the concept of power (IPC 4A, 5A, 2A)

Show the video clip “Power” and discuss how the work done can be the same while the amount of power used can be
different. (IPC 4A, 5A)

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? (IPC 4A, 5A, 2A)
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? (IPC 4A, 5A)

Why are we willing to pay more for a more powerful machine? (IPC 4A, 5A)
3. Elaborate

Review how to calculate work (force x distance). (5A)

How do we calculate power (work devided by time) (5A)

Does it take more energy to do work faster? (5A)

Can two machines that do the same amount of work in different amounts of times have the same power? (5A)
4. Evaluate

Calculate work and power for various real world situations (5A)
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
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.

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.

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.


Calculate work and power for
different real world situations
Page 28 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary:

Work

Power

Rate of work

Rate of energy transfer
Resources
Conceptual Physics
Chapter 8 (pp. 104-105)
 Sections 8.2
Textbook Questions
p. 105
Laboratory Manual
#22 “Muscle Up”, p. 75
Problem Solving Exercises in Physics
5-1
Key Formulas:

Power = work
time
Evidence of Learning
Differentiation
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?
Interims/TAKS/Benchmarks
Interim Assessment Sample Question
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.
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.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
B.
C.
D.
Example Problem from College Board
None
Both students did the same amount of work with
the same power.
The first student did more work with less power.
The second student did more work with more
power.
Both students did the same amount of work but
the first student had twice the power of the
second student.
Answer - D
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 29 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
TAKS Released Question
2006 11th Grade – Answer H
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 30 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Power and Simple Machines
CURRICULUM GUIDE
Week 7 – Lesson 2 – Simple Machines (4 days)
Essential Questions




Essential Pre-requisite Skills
What are the six simple machines and how does each machine make
work easier?
What does mechanical advantage tell us about a particular machine and
how can we increase the mechanical advantage?
How does the efficiency of a simple machine help determine its
effectiveness?
How do we calculate the mechanical advantage and the efficiency of
simple machines?
Student can:

Investigate and demonstrate mechanical advantage and efficiency of machines (IPC
4D)

Analyze the effects caused by changing force or distance in simple machines (IPC
4C)

Demonstrate relationships between force and motion in simple machines (7 th grade
science 7.6A)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
5 E Model of Instruction
1. Engage

Show how a large pair of lopping shears can be used to cut thick tree branches easily. Then show how a small pair of
hand shears requires much more force to cut the same branch. Both are simple machines, so why does one take much
more force than the other? Was the amount of work done by both machines the same? (IPC 4A, 5A)

Or use a lever to lift a heavy object off the floor. Ask a student to lift the same object by hand. Why does the lever make
it easier to lift the object? (IPC 4A, 5A)

Or demonstrate a pulley system that can raise a heavy object with very little force. How did both the lever and the pulley
system reduce the amount of force needed to do the same amount of work by hand? Was the distance the force was
applied with the lever or pulley larger so that the force is smaller and yet the same amount of work is done (work = force
x distance)? (IPC 4A, 5A)

Show the video clip “Simple Machines” and discuss how simple machines make life easier while not changing how much
work is done. (IPC 4A, 5A)
2. Explore

Use the web site “Simple Machines” to explore what they are used for and how they reduce the amount of force needed
to do work (IPC 4A, 5A)

Have students explore the 6 simple machines at different stations to see how they reduce the force applied while
increasing the distance over which the force acts. (IPC 4A, 5A, 2A)

Define Mechanical Advantage (MA) for simple machines as output force divided by input force. The bigger the MA the
less input force it takes to create a big output force. Would a machine with a MA =1 help reduce the input force? Would
you ever want to use a machine with a MA of less than 1? (IPC 4A, 5A)
3. Explain

Describe how simple machines either change the direction of the applied force or change the amount of the applied
force (IPC 4A, 5A)

Show various real world applications of simple machines and how they are used. Is a bottle opener a simple machine?
Which kind? Does it change the direction of the force needed to lift the top from the bottle or the amount of force needed
(or both)? (IPC 4A, 5A)
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

Have students review in pairs the
concept of work (how do force and
distance determine the amount of
work done)

How does a simple machine reduce
the amount of force required to do the
same amount of work?

Is there a tradeoff for the reduction in
force? Does the distance the force is
applied become greater?

Describe in their journals the types of
simple machines and list real life
applications for each of the 6 simple
machines (items in the typical kitchen
are good to use).

Work in cooperative groups to
explore simple machines. Why are
MA greater than 1 desired in simple
machines?

Think-pair-share on why a simple
machine can never have 100%
Page 31 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
3. Elaborate

Discuss the many ways simple machines make our lives easier by reducing the force required to complete simple tasks.
(a bottle opener, a can opener, a door knob, a steering wheel on a car, a screw driver, a ramp, etc.) (IPC 4A, 5A)
4. Evaluate

Describe how simple machines either change the direction of a force or reduce the amount of force required. (IPC 4A,
5A)

Describe why larger MA is better than smaller MA. (IPC 4A, 5A)

Calculate MA and efficiency for various simple machines. (IPC 4A, 5A)

efficiency.

List in the science journal one simple
machine used in the home or school
everyday, and how that makes life
easier by reducing the amount of
force required to do a job. Share that
with another student.
Calculate mechanical advantage for
several different simple machines


Vocabulary:

simple machines

pulley

lever

wedge

inclined plane

wheel and axel

screw

mechanical advantage

efficiency

input force

output force
Unit Assessment on Power and
Simple Machines
Resources
Conceptual Physics
Chapter 8 (pp. 111-117)
 Sections 8.7-8.8
Laboratory Manual
#25 “How Hot are Your Wheels”, p. 83
Probeware Lab Manual
#8 “An Inclined Plane”, p. 103
Textbook Questions
p. 116
Problem Solving Exercises in Physics
5-3
Key Formulas:

MA = Output Force
Input Force
SAISD © 2008-09 – Second Grading Period

MA = Fout = din
Fin
dout

Efficiency = Work out
Work in
Science - Conceptual Physics
Page 32 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?
Use the web site “Simple Machines Learning Site ” to
review the types of simple machines and their uses in
everyday life.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
Example Problem from College Board
None
Or use the web site “Simple Machines” to see how each
one functions to do work.
What do you do for students who master the learning
quickly?
Or have students work in groups to design a compound
machine (two or more simple machines that work
together). Describe what the compound machine does
and how the two simple machines work together.
(1)
(2)
13 The pictures show two levers being used to lift the
same rock to the same height. Why should a person
select to use the lever set-up shown in drawing (2)?
A Less work is required to lift the rock.
B Less time is required to lift the rock.
C It provides greater mechanical
advantage
D It transferred more energy to the rock.
Answer - C
TAKS Released Question
2006 11th Grade – Answer H
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 33 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Momentum, Impulse and Collisions
CURRICULUM OVERVIEW
Second Grading Period – Weeks 7 & 8 (10 days)
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.
Skills
Concepts
TEKS
Physics TEKS 5 The student knows that changes
occur within a physical system and recognizes that
energy and momentum are conserved. The student is
expected to (C) calculate the mechanical energy and
momentum in a physical system such as in billiard balls,
cars, and trains, and (D) demonstrate the conservation
of energy and momentum
TEKS Specificity - Intended Outcome
I can:



IPC TEKS 4 The student knows the concepts of force
and motion in everyday life. The student is expected to
(A) calculate speed, momentum, acceleration, work, and
power in systems such as the human body, moving
toys, and machines.
Physics TEKS 2 The student uses scientific methods
during field and laboratory investigations. (A) The
student is expected to plan and implement experimental
procedures including asking questions, formulating
testable hypotheses, and selecting equipment and
technology
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.



” I CAN” statements highlighted in yellow should be displayed for students.
describe and calculate linear
momentum for objects of various mass
and velocity (5C)
determine the effect of force on
changes in linear momentum (5C)
describe and determine the effect of
time-of-impact on changes in linear
momentum (5C).

design and conduct an investigation into
the effect of force and time on the
momentum of an object (2A).
determine the relationship between
force, mass and velocity (3B).
manipulate equations to solve for any
variable needed (3B).



calculate the momentum of an object given its
mass and velocity (5C, IPC 4A))
calculate the force required to change the
momentum of an object over a period of time (5C,
IPC 4A)
analyze a collision between two objects and use
conservation of momentum to find the final
velocities of the objects (5D)
apply technology to explore the concepts of
impulse and momentum (2A).
Physics TEKS 3 The student uses critical thinking
and problem solving skills to make informed decisions.
(B) The student is expected to express laws symbolically
and employ mathematical procedures including vector
addition and right-triangle geometry to solve physical
problems
Evidence of Learning
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 © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 34 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Momentum, Impulse and Collisions
CURRICULUM GUIDE
Weeks 7 – Lesson 1 – Impulse and Momentum (6 days)
Essential Questions




Essential Pre-requisite Skills
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?
Student can:

Calculate momentum in systems (IPC 4A)
The Teaching 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? (5C)

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? (5C)
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? (5C, 2A))

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”? (5C,
3B)

Use the web site “How long does it take to stop a moving train” to compare stopping distances for objects of varying
mass. (5C)

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? (5C)
3. Explain

Use the web site “The Impulse-Momentum Change Theory” to discuss the relationship between force, time and
change in velocity. (5C)

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? (5C)
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. (5C, 2A)

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. (5C)

Why would a rifle fire a bullet farther than a pistol for the same amount of gun power (same force)? (5C)
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

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?
List in your science journal objects that
have lots of momentum either because
of their mass, or velocity, or both.
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.

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?
Page 35 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.


When crashing a car, would it be better to hit a pile of hay or a concrete wall? Why? (5C)
Why should you bend your knees when jumping to the floor from a desk? Would locking your knees make the force
larger or smaller? (5C, 2A)

Show the video clip “Impulse and Change in Momentum” and discuss how force, time of application, and change in
velocity are related. (5C)
4. Evaluate

Calculate momentum for various objects and compare them. (3B)

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.
Vocabulary:

Momentum

Impulse

Change in momentum

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?
Resources
Conceptual Physics
Chapter 7 (pp. 86-90)
 Sections 7.1-7.3
Laboratories:
Active Physics
- Transportation, p. T79
Textbook Questions
p. 90,
Problem Solving Exercises in Physics
4-1
Key Formulas:

Momentum = Mass x velocity

Force x Δ t = M (Vf + Vi)
Evidence of Learning
Differentiation
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?
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
Example Problem from College Board
9 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.
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
D amount of force they experience is reduced.
Answer - C
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 36 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
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 © 2008-09 – Second Grading Period
TAKS Released Question
2004 10th Grade – Answer - A
A.
B.
C.
D.
I and II
II and IV
I, II, III and V
III, !V and V
Answer - C
Science - Conceptual Physics
Page 37 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Subject – Conceptual Physics
Unit of Study: Momentum, Impulse and Collisions
Week 8 – Lesson 2 – Collisions and Conservation of Momentum (4 days)
Essential Questions




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?
CURRICULUM GUIDE
Essential Pre-requisite Skills
Student can:

Calculate momentum in systems (IPC 4A)
The Teaching 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? (5D)

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? (5D)

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.) (5D)
2. Explore

Explore elastic and inelastic collisions using momentum carts. (5D, 2A)

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? (5D, 2A)

Or explore Elastic and Inelastic Collisions at this web site to see how the velocity of the moving objects changes when
momentum is conserved (5D)

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? (5D)
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)? (5D)

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? (5D)
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? (5D)
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
So students can demonstrate
competency

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

Journal about real world collisions
where momentum is conserved

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

Page 38 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
4. Evaluate

Describe real world collisions between objects and how momentum is conserved in every case. (5D)
Vocabulary:

Conservation of momentum

Energy transformations

Elastic Collisions

Inelastic Collisions

would the speed of the bus and
motorcycle compare for this to occur?

Unit Assessment for Momentum,
Impulse, Collisions, and
Conservation of Momentum
Resources
Conceptual Physics
Chapter 7 (pp. 92-98)
 Sections 7.4-7.5
Laboratory Manual
#19 “Go Cart”, p. 65
#20 “Tailgated by a Dart”, p. 69
Probeware Lab Manual
#6 “Momentum, Energy and Collisions”, p. 28
Textbook Questions
p. 93, 96
Problem Solving Exercises in Physics
4-2
Key Formulas:

Momentum before = Momentum after

M1V1 + M2V2 = (M1 + M2) Vf

M1V1i + M2V2i = M1 V1f + M2V2f
Evidence of Learning
Differentiation
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.
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?
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Interim Assessment Sample Question
Example Problem from College Board
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?
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.
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.
F.
G.
H.
I.
J.
Conservation of energy alone
Conservation of momentum alone
Conservation of both energy and momentum
Conservation of charge
Mechanical equivalence of heat
Answer G
Answer D
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 39 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
TAKS Released Question
2006 11th Grade – Answer J
SAISD © 2008-09 – Second Grading Period
Science - Conceptual Physics
Page 40 of 40
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.