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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 GISD June 2009 - IS1-Forces and Motion 2 Standards-Based Assessments PERFORMANCE STANDARD 1. 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 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. 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. 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 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 4. 5. 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. Complete force diagram of gravitational pulls between various objects (See Binder) 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) 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). 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). Students will investigate different career opportunities based on education requirements and prepare a folder/Notebook with different careers in the Force unit 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 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 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 Explore Activities Explain Activities Teacher and student develop Cornell notes on Newton’s Laws: Motion, Speed, Friction, Acceleration, Displacement, and Momentum Option: Video Resource: United Streaming: Basics of Physics Exploring the Laws of Motion Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: speed, friction, acceleration, forces, motion, momentum, displacement, inertia 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* 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 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/ Glencoe Physical Science with Earth Science TE Section focus transparency or Interactive Chalkboard What’s Your Hang Time Activity* Help I’m Falling* p112 Lab - Gravity and Air Resistance p 97 Mini Launch Lab - Forces of Gravity Applying Newton’s Third Law: Visualizing Rocket Motion p115 Video Resource: United Streaming: Weightlessness o Exploring Gravity: What is Gravity Teacher and students develop Cornell notes on Gravity Vocabulary Building to include 4-square type Vocabulary Cards and Word Wall*: Gravity; Mass; Weight; … 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. 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 Elaborate Activities Evaluate 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