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. |
| | |
| |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 |
| | |
| |Learning new software programs |
| |Virtual Labs |
| | |
| |Employability Skills |
| | |
| | |
| |Assuming responsibility for own learning |
| |All activities |
| | |
| |Persisting until job is completed |
| |All activities |
| | |
| |Working independently |
| |Velocity problems # 1 |
| |Velocity problems # 2 |
| |2nd law problems |
| | |
| | |
| |Developing career interest/goals |
| | |
| | |
| |Responding to criticism or questions |
| |Presentations of experimental results |
| | |
| |Information-retrieval Skills |
| | |
| | |
| |Searching for information via the computer |
| |Various online extensions as related to the web sites given in suggested web sites |
| | |
| |Searching for print information |
| |Newton’s Laws Reading/Illustrating Activity |
| | |
| |Searching for information using community members |
| | |
| | |
| |Language Skills - Reading |
| | |
| | |
| |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 |
| | |
| | |
| |Identifying cause and effect relationships |
| |Book drop demonstration |
| |2nd law index card activity |
| |3rd law demonstration |
| | |
| |Summarizing main points after reading |
| |Newton’s Laws Reading/Illustrating Activity |
| |text |
| | |
| | |
| |Locating and choosing appropriate reference materials |
| | |
| | |
| |Reading for personal learning |
| |Newton’s Laws Reading/Illustrating Activity |
| |text |
| | |
| | |
| |Language Skill - Writing |
| | |
| | |
| |Using language accurately |
| |All the activities |
| | |
| |Organizing and relating ideas when writing |
| |All the activities |
| | |
| |Proofing and Editing |
| |Dear Aunt Heloise |
| | |
| |Synthesizing information from several sources |
| | |
| | |
| |Documenting sources |
| | |
| | |
| |Developing an outline |
| | |
| | |
| |Writing to persuade or justify a position |
| |Dear Aunt Heloise |
| |Quikwrites |
| |Exit tickets |
| | |
| |Creating memos, letters, other forms of correspondence |
| |Dear Aunt Heloise |
| |Quikwrites |
| |Exit tickets |
| | |
| |Teamwork |
| | |
| | |
| |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 |
| | |
| |Working on a team |
| | |
| |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 |
| | |
| |Thinking/Problem-Solving Skills |
| | |
| | |
| |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 |
| | |
| | |
| |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 |
| | |
| |Developing strategies to address problems |
| |Scales lab |
| |Acceleration lab |
| |Balloon Rocket lab |
| |Inertia Cart |
| |Momentum Lab |
| |CCHS Speedway |
| | |
| | |
| |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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