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Subject – Pre-AP Physics Unit of Study: Newton’s Laws of Motion CURRICULUM OVERVIEW Second Grading Period – Weeks 1 & 2 (10 days) Big Idea Unit Rationale Forces cause the motion of objects and this motion can be determined and described by 3 laws defined by Isaac Newton. These laws of motion apply to all objects on the Earth, in space or on other planets. For students to understand, predict and calculate the motion of an object acted on by a force requires that they first understand the physical laws that govern that motion and how to apply them. Skills Concepts TEKS 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” statements highlighted in yellow should be displayed for students. 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 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 Pre-AP Physics Page 1 of 37 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 – Pre-AP 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). 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 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). 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 SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… 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 Newtons’ Laws of Motion Have students compare and describe the difference between mass and weight and the units used for each measurement. Page 2 of 37 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. 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 belts.(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 Textbook: Holt Physics Chapter 4 (pp. 123-135) Section 4.1 – 4.2 Laboratories: Holt Lab Manual "Discovering Newton’s Laws”, p. T-41 Textbook Quick Lab, p. 126 Quick Lab, p. 134 Active Physics - Sports, p. S61 Holt Teaching Transparencies T10 – Free Body Diagram of a car being Towed T12 – Inertia and the Operation of a seatbelt Textbook Practice Problems Net External Force, p. 133 Holt Science in the News Videos “Crash Test Dummies” Key Formulas: Net Force = sum of all forces acting on an object SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 3 of 37 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 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. What do you do for students who master the learning quickly? Have students list various real world objects in their science journal, then place them in order form highest to lowest based upon inertia and then explain why that order is appropriate. Would the order of the object be the same in space or on the Moon? Or have students view the Holt Science in the News, Physical science video “Crash Test Dummies” (in the teacher resource kit) and respond to the critical thinking questions for segment 4. Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Interim Assessment Sample Question Example Problem from College Board 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 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 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 Pre-AP Physics Page 4 of 37 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 – Pre-AP 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 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? Essential Pre-requisite Skills 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 using “Discovering Newton’s Laws”, P. T-41 (2A, 4C) Or using “Force and Acceleration”, Chapter 4 Lab Exercise (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/s2 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 into the space shuttle cargo bay. (4B) SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… 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 Page 5 of 37 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 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 Use the reading comprehension process to read and summarize the article “Physics Talk” (p. S64 and S65 of “Active Physics – Sports”) Require students to manipulate the formula F= ma to solve for mass or acceleration. Resources Textbook: Holt Physics Chapter 4 (pp. 136-138) Sections 4.3 Laboratories: Holt Lab Manual "Discovering Newton’s Laws”, p. T-41 Textbook Chapter 4 Lab Exercise - "Force and Acceleration”, p. 158 Textbook Practice Problems Newton’s Second Law, p. 138 Key Formulas: Net Force = Mass x Acceleration Weight = M x g 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. 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? Describe in your science journal everyday examples of objects that are at rest or moving that demonstrate inertia. Use the “Review of Newton’s 2nd Law” to reinforce the science concepts for this lesson. SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 6 of 37 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? 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. Cart 1 Cart 2 Cart 3 Cart 4 All four carts will have the same velocity. Answer - E Answer – G TAKS Released Question Answer - G Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 7 of 37 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 – Pre-AP 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 - “Discovering Newton’s Laws”, P. T-41 (4B, 2A) Also explore the forces of friction using the lab activity - “Static and Kinetic Friction”, p. T-28 (4A) Or the lab activity – “Friction – Testing Materials”, p. T43 (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) Show the video clip “The Rifle and the Bulllet”. Why does the rifle move backwards when the bullet moves forward? Why SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… Have students describe in their own words Newton’s 3rd law of motion and give examples from real life. 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 Page 8 of 37 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. 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 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? 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 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 Textbook: Holt Physics Chapter 4 (pp. 138-148) Section 4.3 Section 4.4 Laboratories: Holt Lab Manual "Discovering Newton’s Laws”, p. T-41 “Friction – Testing Materials”, p. T-43 Active Physics - Sports, p. S61 - Sports, p. S86 Holt Technology-Based Lab “Static and Kinetic Friction”, p. T-28 Holt Teaching Transparencies T13 – Static and Kinetic Friction T14 – Friction Depends on the surface and the applied Force TM19 – Coefficient of Friction Textbook Practice Problems Coefficients of Friction, p. 145 Overcoming Friction, p. 147 Key Formulas: Weight = M x g Ff = μ Fn SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 9 of 37 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 using the Holt Technology-Based Lab “Static and Kinetic Friction, p. T-28. Reflect on how static and dynamic friction forces affect the motion of real world objects. Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Interim Assessment Sample Question Example Problem from College Board 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 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. Pair I and II only B. Pair I and IV only C. Pair I and II, and pair III and IV D. Pair I and IV, and pair II and III E. There are no action-reaction pairs among these forces Answer - C Answer - G Additional TAKS Questions SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 10 of 37 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 – Pre-AP 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. 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. 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 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 righttriangle geometry to solve physical problems TEKS Specificity - Intended Outcome ” 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 Pre-AP Physics Page 11 of 37 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 – Pre-AP 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 textbook lab, “Circular Motion”, p. 274 or the Active Physics Lab “Circular Motion” in Sports, p. 103 to explore circular motion (4B) Or the lab activity, “Circular Motion”, p. T50 in the lab manual (4B) 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) SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… Have students describe in their own words examples of objects that move in circular or rotational motion (some amusement park rides are a good example). 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 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? Page 12 of 37 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 When a car moves around a curve in the road, is that linear or circular motion? What keeps the car on the road as it goes around the curve? What would happen if there was ice on the road as the car tried to follow the curve? (4C) What rides at the amusement park provide rotational or circular motion? What force keeps you from flying off the ride? (4C) Demonstrate how to calculate angular speed, angular acceleration, and tangential speed. How do you know an object in circular motion is experiencing acceleration? What part of the object’s velocity is changing as it follows a circular path? Show the video clip a Rotating Bucket of Water to reinforce how objects can move in circular motion. (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 Calculate the torque on an object for a given force at a given distance. Calculate Angular speed, angular acceleration and tangential speed. Resources Holt Physics Chapter 7 (pp. 243-259) Section 7.1 Section 7.2 Laboratories: Textbook "Circular Motion”, pp. 274 Holt Lab Manual: “Circular Motion”, p. T50. Active Physics “Circular Motion”, in Sports, p. 103 Holt Teaching Transparencies T22 – Force that Maintains Circular Motion T24 – Torque on a Cat Flap Door T26 – Lever Arm of a Wrench Textbook Practice Problems Angular Displacement, p. 247 Tangential Speed, p. 255 Tangential Acceleration, p. 256 Centripetal Acceleration, p. 258 Key Formulas: ωavg = Δ Ө Δt Vt = r ω at = r α ac = r ω2 = Vt2 r SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 13 of 37 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 (C) Remain the same Remain the same (D) Increase Decrease (E) Increase Increase Answer – D TAKS Released Question Answer - E Answer - C SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 14 of 37 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 – Pre-AP 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 (6 th 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, 6A) 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) 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) Explore Centripetal Acceleration using technology probe ware, “Centripetal Acceleration”, p. T48 (2A, 4B) 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) 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) 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) SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… 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 37 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 Holt Science in the News, Physical science video “Zero-Gravity Plane” (in the teacher resource kit) and answer the critical thinking questions for segment 7 (4B, 4C) 3. Elaborate Us Newton’s formula for gravitational force to identify the effect of mass and distance. For example, what happens to the force when we double the mass of one body? What happens when we double the distance between the bodies? (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) Vocabulary: Gravitational force Air Resistance Centripetal force Centripetal acceleration 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 Resources Holt Physics Chapter 7 (pp. 260-265) Section 7.3 Laboratories: Holt Technology Based Lab Centripetal Acceleration, p. T48 Textbook Practice Problems Force that Maintains Circular Motion, p. 261 Gravitational Force, p. 265 Key Formulas: ac = r ω2 = Vt2 r Fc = m a c Fg = G m 1 m 2 r2 SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 16 of 37 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? Have students use the reading comprehension process to read about “Orbiting Satellites and Black Holes” , p 266 and journal about the effect of this strong gravitation force on objects in space. Access the web site “Black Holes” for more information. 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. The force between them will double. b. The force between them will remain constant. c. The force between them will be ½ of what it was. d. The force between them will be ¼ of what it was. 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 Pre-AP Physics Page 17 of 37 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 – Pre-AP 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” 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 with examples in the real world (5A) Skills 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 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 righttriangle geometry to solve physical problems 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 Pre-AP Physics Page 18 of 37 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 – Pre-AP 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 (7 th grade science 7.8A) Explain and illustrate the relationship between matter and energy (8th 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 “Exploring Work and Energy”, in the Holt Lab manual, p. T-45 to explore the relationship between work and energy (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 band? Is that work = to the potential energy stored in the spring or rubber band? (5A, 5B) SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… Think-pair-share about things in the real world that most people would call “work”. Are they work in the world of physics? Why or why not? List in your journal real world examples of force being applied to an object and the object moving (work being done). 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 Page 19 of 37 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 other unit can be used to measure energy? (3B) 4. Evaluate Calculate work for real world applications of force over a distance (3B) kinetic energy in real world situations Describe and give examples of how work and energy are related in terms of units, how work creates energy, and it takes energy to do work Vocabulary: work energy potential energy kinetic energy work-energy theorem Resources Holt Physics Chapter 5 (pp. 168-180) Section 5.1 and 5.2 Laboratories: Holt Lab Manual “Exploring Work and Energy”, p. T-45 “Bungee Jumping: Energy”, p. T-47. Holt Teaching Transparencies T15 – Definition of Work T17 – Defining Potential Energy with Respect to Position T18 – Elastic Potential Energy TM20 – Classification of Energy Textbook Practice Problems Work, p. 170 Kinetic Energy, p. 174 Work and Energy, p. 176 Potential Energy, p. 180 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 Pre-AP Physics Page 20 of 37 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 relationship between “Mass and Energy”, p. 190 and journal about Einstein’s findings. 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 Pre-AP Physics Page 21 of 37 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 – Pre-AP 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 (6th 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 Roller Coasters; to reinforce the concept of energy conversions. Can a roller coaster ever reach the height it stated at on the first hill? Why not? Where should the loops be located on the ride to ensure enough energy is available? (5B) 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) SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… Have students describe in their own words what energy is and how it helps us in daily life. Think-pair-share about the types of energy used throughout the world. Then list all the types of energy that the students have identified. 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 22 of 37 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 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) Vocabulary: Conservation of energy Energy transformations Kinetic Energy Potential Energy 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 Resources Holt Physics Chapter 5 (pp. 181-186) Section 5.3 Laboratories: Quick Lab, p. 183 Active Physics “Energy in the Pole Vault”, in Sports, p. 44 Holt Teaching Transparencies TM21 – Forms of Energy for a Falling Egg Textbook Practice Problems Conservation of Mechanical Energy, p. 185 Key Formulas: MEi = MEf 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 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. A. Conservation of energy alone B. Conservation of momentum alone C. Conservation of both energy and momentum D. Conservation of charge E. Mechanical equivalence of heat 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. 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. SAISD © 2008-09 – Second Grading Period College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Answer - A Science Pre-AP Physics Page 23 of 37 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. 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 Pre-AP Physics Page 24 of 37 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 – Pre-AP 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 Skills 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 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” 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 righttriangle geometry to solve physical problems 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 Pre-AP Physics Page 25 of 37 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 – Pre-AP 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) 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 Pre-AP 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 26 of 37 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 Holt Physics Chapter 5 (pp. 187-189) Section 5.4 Textbook Practice Problems Power, p. 189 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? 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. Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Interim Assessment Sample Question Example Problem from College Board Two students carry identical boxes (same size and weight) up to a 2nd story apartment while helping a friend move to a new residence. One student carried the box up the stairs in 30 seconds while the second student carried the box up the stairs in 60 seconds. When comparing the work and power of the two students, it would be correct to say that A. Both students did the same amount of work with the same power. B. The first student did more work with less power. C. The second student did more work with more power. D. Both students did the same amount of work but the first student had twice the power of the second student. None Answer - D TAKS Released Question 2006 11th Grade – Answer H SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 27 of 37 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 – Pre-AP 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 SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… 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? Page 28 of 37 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. (or both)? (IPC 4A, 5A) 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) Think-pair-share on why a simple machine can never have 100% 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 Unit Assessment on Power and Simple Machines Vocabulary: simple machines pulley lever wedge inclined plane wheel and axel screw mechanical advantage efficiency input force output force Resources Holt Physics Chapter 8 (pp. 298-301) Section 8.4 Laboratories: Textbook “Machines and Efficiency”, p. 313 Holt Teaching Transparencies T28 – Simple Machines T29 – Mechanical Advantage Textbook Practice Problems Section review, p. 301 Key Formulas: MA = Output Force Input Force MA = Fout = din Fin dout Efficiency = Work out Work in SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 29 of 37 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? Use the reading comprehension process to read “Human Extenders” on page 300. Summarize in the science journals how this new technology will reduce the amount of force and/or work that a person must do to accomplish a task. 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 Pre-AP Physics Page 30 of 37 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 – Pre-AP 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 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. TEKS Specificity - Intended Outcome ” 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 righttriangle 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 Pre-AP Physics Page 31 of 37 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 – Pre-AP Physics Unit of Study: Momentum, Impulse and Collisions CURRICULUM GUIDE Weeks 7 – Lesson 1 – Impulse and Momentum (6 days) Essential Questions How do mass and velocity determine the linear momentum of an object? What effect do force and the time-of-impact have on changing linear momentum? Why should athletes (golfers, tennis and baseball players) always “follow through” on their swing? How do the air bag, seat belt, and padded dashboard reduce the “force of impact” on a person involved in a car crash? 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 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) SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics So students can… Think-pair-share about what it means when a sports team or political candidate says they have momentum? What does momentum mean in your own words? Describe other examples of when an object breaks or how to keep something from breaking. When tossing an egg back and forth, how can you keep the egg from breaking when you catch it? Can two objects of different mass have the same momentum? Which object must have the greater velocity? 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. Page 32 of 37 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. 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) 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 List in your science journal the things in a car that are designed to protect the passenger from a large force during an accident. How do these devices reduce the force on the passenger? Why is it important for a pilot of a large airplane to land at the lowest possible speed when touching down on a runway? How does this affect the momentum of the airplane and the amount of force required to stop it? Resources Holt Physics Chapter 6 (pp. 208-214) Section 6.1 Textbook Practice Problems Momentum, p. 209 Force and Change in Momentum, p. 211 Stopping Distance, p. 213 Holt Science in the News, Physical science video “Egg Drop Contest” 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? SAISD © 2008-09 – Second Grading Period Interims/TAKS/Benchmarks College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Interim Assessment Sample Question Example Problem from College Board Vehicles built today have airbags installed for the front seat occupants. The purpose of these devices is to reduce injuries to the people when the car stops suddenly and they slam forward. In an accident, the occupants are less likely to be injured because the A distance they move during an accident is smaller. B impulse they experience during an accident is less. C the total time of the impact is reduced. D amount of force they experience is reduced. 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. Science Pre-AP Physics 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 Page 33 of 37 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. Answer - C 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 A. B. C. D. I and II II and IV I, II, III and V III, !V and V 2004 10th Grade – Answer - A Answer - C Science Pre-AP Physics Page 34 of 37 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 – Pre-AP 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 Pre-AP Physics So students can… Think-pair-share about collisions that occur between real world objects everyday Work in cooperative groups to explore collisions between objects Use the reading comprehension process to read about “Surviving a Collision”, p. 217 in the textbook, then journal about all the ways a car is designed to protect the occupant during a collision 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 would the speed of the bus and motorcycle compare for this to occur? Page 35 of 37 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 Unit Assessment for Momentum, Impulse, Collisions, and Conservation of Momentum Resources Holt Physics Chapter 6 (pp. 215-230) Section 6.2 and 6.3 Laboratories: Quick Lab, p. 227 Holt Teaching Transparencies T20 – Type of Collisions Textbook Practice Problems Conservation of Momentum, p. 219 Inelastic Collisions, p. 224 Elastic Collisions, p. 229 Key Formulas: Momentum before = Momentum after M1V1 + M2V2 = (M1 + M2) Vf M1V1i + M2V2i = M1 V1f + M2V2f Evidence of Learning Differentiation Interims/TAKS/Benchmarks 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. Interim Assessment Sample Question 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? 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? A. The two vehicles stop completely. B. The two vehicles continue forward at the same speed as the bus before the accident. C. The two vehicles move backwards at the same speed of the bus before the accident. D. The two vehicles mover forward at a speed less than that of the bus before the accident. Answer D College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Example Problem from College Board Used to calculate the velocity of two moving freight cars, after they couple and move together, given the initial masses and velocities of the freight cars. 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 TAKS Released Question 2006 11th Grade – Answer J SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 36 of 37 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. SAISD © 2008-09 – Second Grading Period Science Pre-AP Physics Page 37 of 37 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.