Download IS 1 Motion Unit

Instructional Unit Plan
Teacher:
Grade Level: High School
Course: Integrated Science 1
Forces and Motion
Implementation Dates:
Approx 15 days
Unit Focus: Students will investigate the motion of objects and the forces that cause them
Real-World Connections: Careers: Amusement Park rides; Roller Coaster Physics; Sports; Racing; Vehicles
and crashes; Space travel and impact on humans;
Issues: Seat belt use and legislation; Motor Cycle Helmets; Car Safety; Amusement Ride Safety….
Cross-unit Connections: Weather; Orbital speeds of planets; Fault line forces; Gravity on other planets;
Einstein’s general Theory of Relativity; Tides; Tsunami
Scope
New Mexico Content Standards, Benchmarks and Performances Addressed:
Strand I: Scientific Thinking and Practice
Standard I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting,
predicting, and validating to think critically.
9-12 Benchmark I: Use accepted scientific methods to collect, analyze, and interpret data and observations and to design and
conduct scientific investigations and communicate results.
1. Describe the essential components of an investigation, including appropriate methodologies, proper equipment, and safety
precautions.
2. Design and conduct scientific investigations that include:
 testable hypotheses
 controls and variables
 methods to collect, analyze, and interpret data
 results that address hypotheses being investigated
 predictions based on results
 re-evaluation of hypotheses and additional experimentation as necessary
 error analysis.
3. Use appropriate technologies to collect, analyze, and communicate scientific data (e.g., computers, calculators, balances,
microscopes).
4. Convey results of investigations using scientific concepts, methodologies, and expressions, including:
 scientific language and symbols
 diagrams, charts, and other data displays
 mathematical expressions and processes (e.g., mean, median, slope, proportionality)
 clear, logical, and concise communication
 reasoned arguments.
9-12 Benchmark II: Understand that scientific processes produce scientific knowledge that is continually evaluated, validated,
revised, or rejected.
1. Understand how scientific processes produce valid, reliable results, including:
 consistency of explanations with data and observations
 openness to peer review
 full disclosure and examination of assumptions
 testability of hypotheses
 repeatability of experiments and reproducibility of results.
2. Use scientific reasoning and valid logic to recognize:
 faulty logic
GISD June 2009 - IS1-Forces and Motion 1
3.
 cause and effect
 the difference between observation and unsubstantiated inferences and conclusions
 potential bias.
Understand how new data and observations can result in new scientific knowledge.
9-12 Benchmark III: Use mathematical concepts, principles, and expressions to analyze data, develop models, understand
patterns and relationships, evaluate findings, and draw conclusions.
1. Create multiple displays of data to analyze and explain the relationships in scientific investigations.
2. Use mathematical models to describe, explain, and predict natural phenomena
3. Use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases,
graphing software, simulations, modeling).
Strand II: The Content of Science
Standard I: (Physical Science): Understand the structure and properties of matter, the characteristics of energy, and the interactions
between matter and energy.
9-12 Benchmark III: Understand the motion of objects and waves, and the forces that cause them.
Forces
1. Know that there are four fundamental forces in nature: gravitation, electromagnetism, weak nuclear force, and strong nuclear
force.
2. Know that every object exerts gravitational force on every other object, and how this force depends on the masses of the objects
and the distance between them.
3. Know that when one object exerts a force on a second object, the second object exerts a force of equal magnitude and in the
opposite direction on the first object (i.e., Newton’s Third Law).
Motion
4. Apply Newton’s Laws to describe and analyze the behavior of moving objects, including:

displacement, velocity, and acceleration of a moving object

Newton’s Second Law, F = ma (e.g., momentum and its conservation, the motion of an object falling under gravity, the
independence of a falling object’s motion on mass)
Strand III: Science and Society
Standard I: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by,
individuals and societies.
Science and Technology
1. Evaluate the influences of technology on society (e.g., communications, petroleum, transportation, nuclear energy, computers,
medicine, genetic engineering) including both desired and undesired effects, and including some historical examples (e.g., the
wheel, the plow, the printing press, the lightning rod).
2. Understand the scientific foundations of common technologies (e.g., kitchen appliances, radio, television, aircraft, rockets, computers,
medical X-rays, selective breeding, fertilizers and pesticides, agricultural equipment).
17. Know that science plays a role in many different kinds of careers and activities (e.g., public service, volunteers, public office
holders, researchers, teachers, doctors, nurses, technicians, farmers, ranchers).
Description of knowledge and skills required by the Standards
Vocabulary: gravitational force, electromagnetic force, displacement, velocity, acceleration, inertia, friction, weight, mass,
momentum, law of conservation of momentum, speed, force, balanced forces, unbalanced forces, air resistance,
Concepts: Scientific Laws—Newton’s Laws ; Forces; Ethics; Scientific Inquiry; Technology
Skills: Observe, measure, compare, use numbers, use space/time relationship, sequence, recognize, cause and effect infer,
compare, communicate, predict, identify variable, hypothesize, interpret, experiment, construct models
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Standards-Based Assessments
PERFORMANCE STANDARD
1.
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Design and conduct scientific investigations that include:
testable hypotheses
controls and variables
methods to collect, analyze, and interpret data
results that address hypotheses being investigated
predictions based on results
re-evaluation of hypotheses and additional experimentation as
necessary
error analysis.
ASSESSMENT
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Design and conduct scientific investigation related to motion
and speed – Marbles in Slow Motion: Making Sense of Motion
(NSTA)
testable hypotheses
controls and variables
methods to collect, analyze, and interpret data
results that address hypotheses being investigated
predictions based on results
re-evaluation of hypotheses and additional experimentation
as necessary
error analysis
Use calculators to calculate: Speed, Acceleration, Force,
etc……… for a given set of data
2.
Use appropriate technologies to collect, analyze, and
communicate scientific data (e.g., computers, calculators,
balances, microscopes).
3.
Convey results of investigations using scientific concepts,
methodologies, and expressions, including:
scientific language and symbols
diagrams, charts, and other data displays
mathematical expressions and processes (e.g., mean, median,
slope, proportionality)
clear, logical, and concise communication
reasoned arguments.



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Understand how scientific processes produce valid, reliable
results, including:
consistency of explanations with data and observations
openness to peer review
full disclosure and examination of assumptions
testability of hypotheses
repeatability of experiments and reproducibility of results.
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Students present their designed experiment for peer review
Options:
Free Response on how scientific laws are developed
Free Response on real world applications/ ethical questions
of scientific processes ex. Cold Fusion
Use scientific reasoning and valid logic to recognize:
faulty logic
cause and effect
the difference between observation and unsubstantiated
inferences and conclusions
potential bias.

Free Response on real world applications/ ethical questions
of scientific reasoning
Inferences are distinguished from observational statements
in lab reports
6.
Create multiple displays of data to analyze and explain the
relationships in scientific investigations.

Students present results of investigation in #1 using AT
LEAST two forms of data displays Ex: Tables & Graphs
7.
Use mathematical models to describe, explain, and predict
natural phenomena
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Students use common physics equations:
 f=ma,
 v=d/t
 F = G (m1*m2)/d2)
 a = vf – vi /t, etc… to solve mathematical problems
Calculate speed, acceleration, force during Force-Counter
Force activity (See Binder)
See #3 & 7 by using calculators
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4.
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5.
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8.
Use technologies to quantify relationships in scientific
hypotheses (e.g., calculators, computer spreadsheets and
databases, graphing software, simulations, modeling).

Report Results of investigation in #1 using
scientific language and symbols
diagrams, charts, and other data displays
mathematical expressions and processes (e.g., mean,
median, slope, proportionality)
clear, logical, and concise communication
reasoned arguments.
GISD June 2009 - IS1-Forces and Motion 3
9.
Know that there are four fundamental forces in nature:
gravitation, electromagnetism, weak nuclear force, and strong
nuclear force.

Create foldable on the Four Fundamental Forces
10. Know that every object exerts gravitational force on every
other object, and how this force depends on the masses of the
objects and the distance between them.
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Complete force diagram of gravitational pulls between
various objects (See Binder)
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Identify variables associated with Newton’s Laws in all
activities
Complete Chapter 4 Review problems 11,15,16,17,18
Free Response: Virtual Labs
 “Crash” p116
 “Motion, Acceleration, & Forces” p73
11. Apply Newton’s Laws to describe and analyze the behavior of
moving objects, including:

displacement, velocity, and acceleration of a moving
object
Newton’s Second Law, F = ma (e.g., momentum and its
conservation, the motion of an object falling under gravity, the
independence of a falling object’s motion on mass)

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12. Know that when one object exerts a force on a second object,
the second object exerts a force of equal magnitude and in the
opposite direction on the first object (i.e., Newton’s Third
Law).

13. Evaluate the influences of technology on society (e.g.,
communications, petroleum, transportation, nuclear energy,
computers, medicine, genetic engineering) including both desired
and undesired effects, and including some historical examples (e.g.,
the wheel, the plow, the printing press, the lightning rod).

Students will participate in a variety of discussions activities
that will help them understand the impact of technology on
society.
14. Understand the scientific foundations of common technologies
(e.g., kitchen appliances, radio, television, aircraft, rockets,
computers, medical X-rays, selective breeding, fertilizers and
pesticides, agricultural equipment).
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Students write a reflection in their Notebook after reading
articles and class discussions to examine scientific ethics
15. Know that science plays a role in many different kinds of
careers and activities (e.g., public service, volunteers, public office
holders, researchers, teachers, doctors, nurses, technicians, farmers,
ranchers).
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Students will investigate different career opportunities
based on education requirements and prepare a
folder/Notebook with different careers in the Force unit
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Free Response describing Newton’s Laws, Forces, KE & PE as
applied in Rocket Models
Identify Forces by completing Force Pair Activity (See
Binder)
GISD June 2009 - IS1-Forces and Motion 4
Instructional Sequence
Car safety
Engage
Activities
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Video Resource:
o United Streaming: Safety for People who won’t wear seat belts
 A Trip to the Junkyard
 Complete Law of Inertia lesson at:
http://www.onlineethics.org/CMS/edu/precol/scienceclass/lessonplans/lesson22.aspx
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Should everyone wear seat belts? Discuss.
o What are the pros and cons of using seat belts and/or child car safety seats? Why do
some people not use them? Should their use be required by law?
Newton’s 1st and 2nd Laws: MOTION, SPEED & ACCELERATION
Engage
Activities
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Explore
Activities
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Explain
Activities
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Teacher and student develop Cornell notes on Newton’s Laws: Motion, Speed, Friction,
Acceleration, Displacement, and Momentum
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Option: Video Resource: United Streaming: Basics of Physics Exploring the Laws of Motion
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Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: speed,
friction, acceleration, forces, motion, momentum, displacement, inertia
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Apply Newton’s Laws (see NSTA activities in Explore phase)
Use calculators to calculate Speed, Acceleration, Force etc. using teacher or student generated
data
Model test-taking strategies:
o Guided Standardized test practice, NMSAF p 25 # 4 &5 p 26 #1 & 5 and/or
appropriate final exam questions
Elaborate 
Activities
Evaluate
Pre-assessment: Discuss / translate with students. IS1 Energy and Motion Self Reflection* Provide
copy for each student.
Resource: Glencoe Physical Science with Earth Science TE
 Interactive Chalkboard p70
 Speed Limits p70
Reconnect with middle school: Motion
Glencoe Physical Science with Earth Science TE
 Launch Lab: Compare Speeds p69
Choose one or both
o Newton’s First Law: A learning cycle approach (NSTA)*
o Making Sense of Motion (NSTA)* 5-E cycle
Friction Lab*
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p122 Complete Chapter 4 Review problems: 11,15,16,17,18
NM Science Essentials p 226-229 – Graphic Organizer
Free response “Relate distance, average speed and time”
Free response “Why is momentum important in car crashes?”
GISD June 2009 - IS1-Forces and Motion 5
Gravitational Forces: May the Force Be With You!
Choose at least two activities from the following options:
Engage
Activities
Explore
Activities
Explain
Activities
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What force keeps everything on Earth from flying off into Space?
Students calculate weight on different planets and distinguish mass from weight
http://www.exploratorium.edu/ronh/weight/
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Glencoe Physical Science with Earth Science TE
Section focus transparency or Interactive Chalkboard
What’s Your Hang Time Activity*
Help I’m Falling*
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p112 Lab - Gravity and Air Resistance
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p 97 Mini Launch Lab - Forces of Gravity
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Applying Newton’s Third Law: Visualizing Rocket Motion p115
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Video Resource: United Streaming: Weightlessness
o Exploring Gravity: What is Gravity
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Teacher and students develop Cornell notes on Gravity
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Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: Gravity;
Mass; Weight; …
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Chapter 3 pages 81 – 84
o Create foldable, or other graphic organizer, on the Gravitational Force, Balanced
Forces, Unbalanced Forces, Frictional Forces, Electromagnetism, Weak nuclear force, and
Strong nuclear force.
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Teacher Choice: Rocket Model activities
o Students build and launch model rockets & identify all forces and energy conversions
Class Discussion
o Why does the moon orbit the earth? Why do the planets orbit the sun?
Model test-taking strategies: Guided Standardized test practice, NMSAF p 25 # 4 &5 p 26 #3
and/or appropriate final exam questions
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Elaborate 
Activities
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Evaluate
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Free response:
o “Gravity varies with changes in …”
Video Resource:
o United Streaming: A closer look at the moon
Students complete - Gravitational Force*
Free Response
o Identify energy conversions and forces in a rocket launch & flight
o “Rocket launch and flight is an application of Newton’s Laws because…”
Student post-assessment/ self-evaluation: IS1 Energy and Motion Self Reflection* Use copy from
beginning of unit
GISD June 2009 - IS1-Forces and Motion 6
Materials list for Newton’s 1st and 2nd laws
GISD June 2009 - IS1-Forces and Motion 7
Materials for foldable are at teachers choice of paper, size, composition
Penny Flick Activity*
Cup
(class set)
Penny
(class set)
Index card
(class set)
Interactive Chalkboard Use Physical Ed book pg 70
Speed Limits Pg 71
Tape
Play cars
(class set)
Meter stick
(class set)
Stopwatch
(class set)
Launch Lab: Compare speeds
Stop watch
(class set)
Newton’s First Law: A learning cycle approach *
Magician’s table cloth (TEACHER DEMO)
Woman’s headscarf with a very smooth texture
2 Heavy bowls
Stop and Go (Class Sets)
Plastic car
(About 15 cm in length, long enough to carry an object)
One small 5cm X 2cm block
(a domino or child’s wooden block)
Coin columns (Class Sets)
15 or more coins (pennies, nickels, or even small washers)
Mini Lab pg 99 (Class Sets)
Small-Medium carts with wheels and ability to hold small objects
Board or textbooks for a ramp
Small objects
(small weights, washers, etc.)
Virtual Labs Pg 73
Marble lab*
(Class Sets)
Building blocks (10-15)
Meter sticks (5-6)
Ruler
Tape
Marbles (class set/ x1 per group **use various sizes)
Stopwatch or timer
Modeling clay
Friction Lab*
(Class Sets)
GISD June 2009 - IS1-Forces and Motion 8
Newton scale
Tape
Sandpaper
500 gram mass
Stain cloth
Styrofoam pad
Padding
Paper clip
(Option) Force counterforce
30 inch length of string
Paper clip opened to serve as a hook
Stop watch
Small freely rolling toy car
Variety of weights
Virtual lab “crash” p 116
Help I’m falling*
Calculators
(Class Sets)
What’s your hang time?*
Calculators
Tape or sticky notes
Meter stick
(Class Sets)
Gravity and air resistance p112 (Class Sets)
4 sheets of paper equal size
Scissors
Meter stick
Stopwatch
Masking tape
Mini launch lab page 97 Forces of Gravity - (Class Sets)
Soft ball
Tennis ball
Flat sheet of paper
Stopwatch
Lab rocket models*
Teachers choose from manual
GISD June 2009 - IS1-Forces and Motion 9