Subject: - currituck.k12.nc.us



Subject: Physical Science

Grade Level: 9-12

Unit Title: Force and Motion |Timeframe Needed for Completion: 14 days

Grading Period: 1st 9 weeks | |

|Big Idea/Theme: Force and Motion |

| |

|Understandings: |

|Understand motion in terms of speed, velocity, acceleration, and momentum. |

|Understand the relationship between forces and motion. |

|Essential Questions: |Essential Standards: |

|What causes objects to accelerate? |PSc.1.1.1: |

|How does the motion of a rock thrown in outer space differ from the motion of a rock thrown on Earth?  |Explain motion in terms of frame of reference, distance, and displacement. |

|On other planets? | |

|How do multiple forces on an object affect the object's motion? |PSc.1.1.2: |

|How is the universe affected by forces? |Compare speed, velocity, acceleration, and momentum using investigations, graphing, scalar quantities, |

|What can a football player do to increase his momentum? |and vector quantities. |

| | |

| |PSc.1.2.1: |

| |Explain how gravitational force affects the weight of an object and the velocity of an object in |

| |freefall. |

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| |PSc.1.2.2: |

| |Classify frictional forces into one of the four types: static, sliding, rolling, and fluid. |

| | |

| |PSc.1.2.3: |

| |Explain Newton’s three laws of motion. |

|Essential Skills/Vocabulary: (Essential vocabulary is in bold) |Assessment Tasks: |

|PSc.1.1.1 |Cornell notetaking |

|• Interpret all motion as relative to a selected reference |Distance vs. Displacement Activity |

|point. Identify distance and displacement as a scalar- |Distance vs. Displacement Bull’s Eye Comparison |

|vector pair. |Quick Write: Races |

|• Describe motion qualitatively and quantitatively in terms |CCHS Speedway Lab |

|of an object’s change of position, distance traveled, and |Velocity practice problems |

|displacement. |Acceleration Practice Problems |

| |Marble Acceleration Lab |

|PSc.1.1.2 |Dear Aunt Heloise Writing Prompt: Acceleration |

|• Compare speed and velocity as a scalar-vector pair. |Momentum calculations |

|Velocity is a relationship between displacement and time: |Momentum Lab |

|V= [pic] |Book Drop Activity |

|• Apply concepts of average speed and average velocity to |KWL: Forces |

|solve conceptual and quantitative problems. |Scales lab |

|• Explain acceleration as a relationship between velocity |Quick Write: Why are seatbelts important? |

|and time: |Inertia Cart demonstration |

|a=[pic] |Motion mini-test |

|• Using graphical analysis, solve for displacement, time, and |Newton’s laws Reading/Illustrating activity |

|average velocity. Analyze conceptual trends in the |Newton’s Second Law of Motion Practice Problems |

|displacement vs. time graphs such as constant velocity and |Cartoon: Illustrate Newton’s Third Law of Motion |

|acceleration. |Balloon Rocket Lab |

|• Using graphical analysis, solve for velocity, time, and |Forces concept map |

|average acceleration. Analyze conceptual trends in the |Force mini-test |

|velocity vs. time graphs such as constant velocity and |Forces and Motion Unit Test |

|acceleration. | |

|• Infer how momentum is a relationship between mass and | |

|velocity of an object, p=mv . The focus should be on the |21st Century Skills |

|conceptual understanding that the same momentum could |Activities |

|be associated with a slow-moving massive object and an | |

|object moving at high velocity with a very small mass |Communication Skills |

|(e.g.- 100 kg object moving 1 m/s has the same momentum | |

|as a 1-kg object moving 100m/s) | |

| |Conveying thought or opinions effectively |

|Explain change in momentum in terms of the magnitude of the applied force and the time interval that the|Dear Aunt Heloise |

|force is applied to the object. Everyday examples of the impulse/momentum relationship include: the use |Presenting results of investigations |

|of airbags in cars; time of contact and “follow-through” in throwing, catching, kicking, and hitting | |

|objects in sports; bending your knees when you jump from a height to the ground to prevent injury. |When presenting information, distinguishing between relevant and irrelevant information |

|PSc.1.2.1 |Distance vs. distance activity |

|• Recognize that the weight of an object is a measure of the |Acceleration lab |

|force of gravity and is the product of its mass and the |2nd law index card activity |

|acceleration due to gravity: Fg = mg |Law’s of Motion activity |

|• With negligible air resistance, explain acceleration due to |Newton’s Laws Reading/Illustrating Activity |

|gravity as an example of uniformly changing velocity: |Rocket Balloon lab |

|g = 9.8 m/s2 |Inertia Cart |

|• Relate the presence of air resistance to the concept of |Momentum lab |

|terminal velocity of an object in free fall. |CCHS Speedway |

|PSc.1.2.2 | |

|• Identify friction as a force that opposes motion of an | |

|object. |Explaining a concept to others |

|• Classify the frictional forces present in a situation such as |Book drop activity |

|a book resting on a table (static friction), a box pushed |Dear Aunt Heloise |

|across the floor (sliding friction), a ball rolling across the |Distance vs. distance activity |

|floor (rolling friction), a boat moving through a river |Acceleration lab |

|(fluid friction), or an object in free-fall (fluid friction). |2nd law index card activity |

|PSc.1.2.3 |Law’s of Motion activity |

|• Explain the property of inertia as related to mass - the |Newton’s Laws Reading/Illustrating Activity |

|motion of an object will remain the same (either at rest or |Balloon Rocket Lab |

|moving at a constant speed in a straight line) in the |Inertia Cart |

|absence of unbalanced forces; if a change in motion of an |Momentum lab |

|object is observed, there must have been a net force on the |CCHS Speedway |

|object. | |

|• Explain balanced forces and unbalanced forces | |

|Mathematically and graphically with respect to |Interviewing others or being interviewed |

|acceleration to establish the relationship between net | |

|force, acceleration, and mass: | |

|a [pic] f and a [pic] [pic] |Computer Knowledge |

|• Explain qualitatively and quantitatively the relationship | |

|between force, mass and acceleration– the greater the force | |

|on an object, the greater its change in motion; however, the |Using word-processing and database programs |

|same amount of force applied to an object with less mass |Dear Aunt Heloise |

|results in a greater acceleration. | |

|• While Newton’s second law describes a single object, |Developing visual aides for presentations |

|forces always come in equal and opposite pairs due to |Distance vs. displacement activity |

|interaction between objects. Give examples of interaction |KWL activity |

|between objects describing Newton’s third law – whenever |Concept map activity |

|one object exerts a force on another, an equal and opposite |Newton’s Laws cartoons |

|force is exerted by the second on the first. The third law | |

|can be written mathematically as: | |

|F A→B = -F B→A |Using a computer for communication |

|Students should explain why these forces do not “cancel each other out”. |Dear Aunt Heloise |

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| |Learning new software programs |

| |Virtual Labs |

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| |Employability Skills |

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| |Assuming responsibility for own learning |

| |All activities |

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| |Persisting until job is completed |

| |All activities |

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| |Working independently |

| |Velocity problems # 1 |

| |Velocity problems # 2 |

| |2nd law problems |

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| |Developing career interest/goals |

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| |Responding to criticism or questions |

| |Presentations of experimental results |

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| |Information-retrieval Skills |

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| |Searching for information via the computer |

| |Various online extensions as related to the web sites given in suggested web sites |

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| |Searching for print information |

| |Newton’s Laws Reading/Illustrating Activity |

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| |Searching for information using community members |

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| |Language Skills - Reading |

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| |Following written directions |

| |Most of the activities can be presented as opportunities for students to follow written directions. The|

| |teacher will have to work with most students to develop this skill over time. The following activities |

| |are well suited to developing skills in following directions: |

| |CCHS Speedway |

| |Acceleration Lab Activity |

| |Virtual Labs |

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| | |

| |Identifying cause and effect relationships |

| |Book drop demonstration |

| |2nd law index card activity |

| |3rd law demonstration |

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| |Summarizing main points after reading |

| |Newton’s Laws Reading/Illustrating Activity |

| |text |

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| |Locating and choosing appropriate reference materials |

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| |Reading for personal learning |

| |Newton’s Laws Reading/Illustrating Activity |

| |text |

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| |Language Skill - Writing |

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| |Using language accurately |

| |All the activities |

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| |Organizing and relating ideas when writing |

| |All the activities |

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| |Proofing and Editing |

| |Dear Aunt Heloise |

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| |Synthesizing information from several sources |

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| |Documenting sources |

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| |Developing an outline |

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| |Writing to persuade or justify a position |

| |Dear Aunt Heloise |

| |Quikwrites |

| |Exit tickets |

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| |Creating memos, letters, other forms of correspondence |

| |Dear Aunt Heloise |

| |Quikwrites |

| |Exit tickets |

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| |Teamwork |

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| |Taking initiative |

| |Distance vs. distance activity |

| |Acceleration lab |

| |2nd law index card activity |

| |Law’s of motion activity |

| |Newton’s Laws Reading/Illustrating Activity |

| |Rocket Balloon lab |

| |Inertia Cart |

| |Momentum lab |

| |CCHS Speedway |

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| |Working on a team |

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| |Distance vs. distance activity |

| |Acceleration lab |

| |2nd law index card activity |

| |Law’s of motion activity |

| |Newton’s Laws Reading/Illustrating Activity |

| |Rocket Balloon Lab |

| |Inertia Cart |

| |Momentum Lab |

| |CCHS Speedway |

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| |Thinking/Problem-Solving Skills |

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| |Identifying key problems or questions |

| |Newton’s laws reading |

| |Distance vs. distance activity |

| |Acceleration lab |

| |2nd law index card activity |

| |Law’s of motion activity |

| |Newton’s Laws Reading/Illustrating Activity |

| |Rocket Balloon Lab |

| |Inertia Cart |

| |Momentum Lab |

| |CCHS Speedway |

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| |Evaluating results |

| |Distance vs. distance activity |

| |Acceleration lab |

| |2nd law index card activity |

| |Scales lab |

| |Book drop activity |

| |Newton’s Laws Reading/Illustrating Activity |

| |Balloon Rocket Lab |

| |Inertia Cart |

| |Momentum lab |

| |CCHS Speedway |

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| |Developing strategies to address problems |

| |Scales lab |

| |Acceleration lab |

| |Balloon Rocket lab |

| |Inertia Cart |

| |Momentum Lab |

| |CCHS Speedway |

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| |Developing an action plan or timeline |

| |Scales lab |

| |Acceleration lab |

| |Balloon Rocket lab |

| |Inertia Cart |

| |Momentum Lab |

| |CCHS Speedway |

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|Materials Suggestions: |

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|Lab supplies |

|Internet |

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