Subject/Grade Level: Algebra/6th Grade



Grade Level: 8 Title: Force and Motion Time Frame: First Nine Weeks: 8 weeks

Enduring Understanding: Forces of gravity and friction affect the speed, direction and position of objects.

Essential Questions: Why do you use a time-distance graph to represent the motion of an object?

What is the formula for average speed? What are the effects of forces on objects?

How do balanced and unbalanced forces affect objects? What is inertia?

| | |Vocabulary Development |  Assessment Strategies |Instructional Activities/ |  |

|Concept/Topic |Indicators | |State Guidelines |Extension Activities |Resources |

|Standard 8-5: | 8-5.1 Use |See Attachment |Air Trolley Lab |Use of FOSS Force Kit | |

|The student will |measurement | |Computer Lab experiment from FOSS. |Air Trolley Lab | |

|demonstrate an |and time-distance graphs to |Motion |Time/Distance Graphs |  |Streamline Videos. |

|understanding of the |represent the motion of an object|Position |Word problems |Students record speed in the 40 yd |Fossweb |

|effects of forces on the|in terms of its position, | |Scientific Investigations: |dash-calculate average speed and graph |  |

|motion of an object. |direction, or speed. |Relative…..to a reference |NOTE- should be designed so time is the |their group’s speed (Jennifer Jaillette, |Workshop |

|(Physical Science) | |point |independent variable and distance is the |Rucker) |“Force & Motion” |

| |It is essential, that students | |dependent variable | | |

| |construct and interpret a |Displacement | | | |

| |distance-time graph to represent |Direction |Use measurements and time-distance graphs…. | | |

| |the motion of an object in terms | |Apply measurement and graphing skills to | | |

| |of speed |Line to scale |demonstrate the motion of objects in terms as | | |

| | | |listed in the indicator | | |

| | |Rate |Recognize the variable (position, direction, | | |

| | | |speed) of motion | | |

| | |Speed |Interpret the motion of an object from data on a | | |

| | | |graph | | |

| |Not Essential: |Distance-time graph |Match a data table with its appropriate motion | | |

| |how to interpret distance-time | |graph | | |

| |graphs in terms of the direction |Patterns are one of the big |Compare faster and slower speed using the slope | | |

| |or position of the object |ideas & interpret and make |of a graph | | |

| | |predictions |Represent the motion of an object (with respect | | |

| | | |to a reference point) with a scale drawing using | | |

| | | |appropriate terms for position and direction | | |

| | 8-5.2 Use the formula for |See Attachment |Who got there first.: FOSS Kit |Use of FOSS Kit: Who got there first |~ |

| |average speed, | |. | |~ |

| |v = d/t, to solve real-world |v = Average speed | |On the Move Speed Lab (Jennifer Jaillette,|~Streamline Videos. |

| |problems. |d = Total distance |Use the formula for average speed …. |Rucker) |~Fossweb |

| | |t = Total time |Solve problems using the formula | | |

| | |Units of distance (km/h) |v = d/t | | |

| |It is essential for students to |Formula v = d/t |Identify the variable involved in solving | | |

| |know that average speed can be | |problems related to speed | | |

| |calculated by dividing the total | |Recognize appropriate units for representing | | |

| |distance the object travels by |It is not essential for |average speed | | |

| |the total amount of time it takes|students to know that |Recall the formula for average speed | | |

| |to travel that distance. |velocity is the speed in a | | | |

| | |given direction or that | | | |

| |NOTE TO TEACHER: Students need to|acceleration is the rate of | | | |

| |recall the formula v=d/t and use |change in velocity. | | | |

| |the formula to calculate problems|Students do not need to solve| | | |

| |involving average speed. |problems for time or | | | |

| | |distance. | | | |

| | 8-5.3 Analyze the |See Attachment |Students use different objects and try to push |Use of FOSS kit: | |

| |effects of forces (including | |them across the table and need to explain the |Marble Roller Coaster Kit.(Personally | |

| |gravity and friction) on the |Forces |results. |purchased kit. Justin Thomas, South.) |Streamline Videos. |

| |speed and direction of an object.|Gravity | | |Fossweb |

| | |Gravitational attraction |Analyze the effects of gravity and friction … |Drag objects across various surfaces | |

| | |Mass |Determine how the forces of gravity and friction |(foil, sandpaper, waxpaper, etc.) with a | |

| | |Air resistance |relate to the overall concept of speed and |spring scale, and discuss relationship | |

| |It is essential for students to | |direction of objects |between force and friction. (Lollie | |

| |know that forces (including |Friction |Explain the effects of gravity or friction on the|Haseldon, ILMS) | |

| |gravity and friction) can affect |Resist |speed and direction of objects | | |

| |the speed and direction of an | |Infer whether gravity or friction could be | | |

| |object. |Relate |causing a given change in the speed or direction | | |

| | |Concept |of an object | | |

| | | |Exemplify effects of gravity or friction on the | | |

| | |It is not essential for |speed and direction of an object | | |

| | |students to know how to | | | |

| | |calculate acceleration due to| | | |

| | |gravity, calculate weight, or| | | |

| | |the effect of gravity on | | | |

| | |different masses. Students | | | |

| | |do not need to differentiate | | | |

| | |between static, sliding, or | | | |

| | |rolling friction. | | | |

| | 8-5.4 Predict how |See Attachment |~Students use different objects and try to push |Use of Foss kit | |

| |varying the amount of force or | |them across the table and need to explain the |Marble Roller Coaster Kit | |

| |mass will affect the motion of an| |results. | |Streamline Videos. |

| |object. |Predict | | |Foss Web |

| | | |Predict how varying the amount of force or mass | | |

| |It is essential for students to |It is not essential for |will … | | |

| |know that varying the amount of |students to know the specific|Infer from the presented material how the amount | | |

| |force or mass will affect the |quantitative relationships |of force or mass will affect the motion of an | | |

| |motion of an object. |among force, mass, and |object in terms of change in speed and/or | | |

| | |movement of objects (F = ma) |direction | | |

| | |or Newton’s Laws of Motion. |Exemplify ways that varying the amount of force | | |

| | | |exerted on a object affect the motion of the | | |

| | | |object | | |

| | | |Exemplify how changes in mass affect the motion | | |

| | | |of objects | | |

| | | |Explain how varying the amount of force or mass | | |

| | | |will affect the motion of an object | | |

| | 8-5. 5 Analyze the | |~Practice worksheet where students are shown |Use of Foss kit | |

| |resulting effect of balanced and |Magnitude |arrows and need to predict what will happen. – | | |

| |unbalanced forces on an object’s |Balanced force |Illustrations and force diagrams – See appendix |McDougal/Littell web activity that has |Streamline Videos. |

| |motion in terms of magnitude and |Unbalanced force | |students adjusting forces. (Justin Thomas,|Foss Web |

| |direction. | |Analyze the effects of balanced and unbalanced |South) |McDougal/Littel |

| | |Net force |forces … | | |

| |It is essential for students to | |Determine from the factors presented how the |Tug of war and arm wrestling analogy (not | |

| |know that forces have a magnitude|Symbols of arrows |balanced or unbalanced forces affect the |performed). | |

| |(strength) and a direction. |representing force |magnitude and direction of moving objects | | |

| |Forces can be represented as | |Recognize whether forces acting on an object are |Practice with calculating balanced and | |

| |arrows with the length of the | |balance of unbalanced |unbalanced forces- using vectors to | |

| |arrow representing the magnitude |It is not essential for |Illustrate forces as balanced or unbalanced |indicate strength and direction of forces | |

| |of the force and the head of the |students to know how to |depending on their magnitude and direction of | | |

| |arrow pointing in the direction |determine net force when the |moving objects |Illustrations and force diagrams- See | |

| |of the force. Using such arrows,|forces act at an angle. |Infer the resulting force of two balanced or |appendix). (Jennifer Jaillette) | |

| |the resulting force (net force) |Students do not need to |unbalanced forces acting in opposite directions | | |

| |and direction can be determined. |calculate problems with more |Use arrows to show balanced and unbalanced forces|Google Image (type in: “Unbalanced force”)| |

| | |than two forces acting on an |Use the correct procedure (add or subtract) to | | |

| | |object. |calculate the net force | | |

| | 8-5.6 Summarize | |Wordshoot (Smartboard) |Use of Fosskit | |

| |and illustrate the concept of |Inertia |SmartBoard Matching |Marble Roller Coaster | |

| |inertia. |Tendency | |Videos (Car crash demonstrating seat belt |Streamline Videos. |

| | | |Summarize the concept of inertia |use) |Foss Web |

| |It is essential for students to | |Generalize the major points concerning the | | |

| |know that inertia is the tendency|It is not essential for |concept of inertia |From Earth in Space Kit: |STC Kit-Earth In Space |

| |of objects to resist any change |students to know that the |Recall the meaning of inertia |Marble/can lid- use to show how inertia | |

| |in motion. Inertia is a property|concept of inertia as |Illustrate the concept of inertia |works when gravity is removed. Take Mason | |

| |of the object; it is not a force.|Newton’s first law of motion.|Use illustrations to show understanding of |jar ring lid, swirl marble around on a | |

| | |Students do not need to know |inertia using pictures, diagrams or word |table. Lift the ring, and see how the | |

| | |how momentum relates to |descriptions |marble flies out. | |

| | |inertia or to calculate |Exemplify inertia with moving objects or with | | |

| | |momentum. |objects at rest resisting motion | | |

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