Subject:



Subject:Physics

Grade Level: 11,12

Unit Title: Unit One-Two: Linear – One Dimensional Motion

New 2009 objectives are in red |Timeframe Needed for Completion: 3 weeks

Grading Period: 1st 9wks | |

|Big Idea/Theme: Motion in one Dimension |

|Understandings: Students will understand how to graph constant and accelerated motion in one dimensional motion. |

|Students will understand how to use the 6 basic equations of linear motion to solve word problems on linear motion. |

|Students will understand the differences between scalar vs. vector quantities. |

|Velocity |

|Identify a frame of reference for measurement of position and identify the initial position of the object. |

|Develop the definition of velocity as the rate of change of position conceptually, mathematically and graphically (see 2.04). |

|Apply the equation developed to several applications where objects are moving with constant velocity: |

|[pic] |

|[pic] |

|Velocity as a Vector |

|Define vector and scalar, incorporating magnitude and direction. |

|Apply concepts of speed and velocity to solve conceptual and quantitative problems. |

|Distinguish between distance and displacement conceptually and mathematically. |

|Clarify that a positive value for velocity indicates motion in one direction while a negative value indicates motion in the opposite direction. |

|Acceleration |

|Develop the definition for constant (uniform) acceleration as the rate of change of velocity conceptually, mathematically, and graphically (see 2.04). |

|Analyze visual representations of constant and changing velocity. (see 2.04) |

|Use kinematics equations for acceleration: |

|[pic] |

|[pic] |

|[pic] |

|Apply concepts of constant (uniform) acceleration to objects in free fall. |

|Application of Graphical and Mathematical Tools |

| |

|Constant velocity: |

|Measure position versus time of an object moving with constant velocity. |

|Plot a position versus time graph of the measurements. |

|Recognize that the relationship is linear and construct a best-fit line. |

|Identify the slope of the line as the change in position over time (velocity) and the y-intercept as the initial position for the given time interval. |

|Using the slope y-intercept equation (y = mx + b) from the graphs above, derive the mathematical relationships: |

|final position=average velocity*time + initial position |

|final position - initial position=average velocity*time |

|[pic] |

|Define change in position as displacement and show the average velocity equation ([pic]). |

|Constant acceleration: |

|Measure position and time of an object moving with constant acceleration. |

|Plot a position vs. time graph of the measurements. |

|Recognize that the relationship is not linear but fits the shape of a parabola indicating that position is proportional to time squared. |

|At various points on the curve, draw lines tangent to the curve and develop the concept of instantaneous velocity (represented by the slope of the tangent line at that time instant). |

|Give several examples of and compare position vs. time, velocity vs. time and acceleration vs. time graphs. |

|Recognize that the slope of the line on an instantaneous velocity vs. time graph is the acceleration. |

|Develop the equations for objects that are experiencing constant acceleration (rolling down an inclined plane or objects falling toward the earth): |

|[pic][pic] |

|[pic] |

|Essential Questions: |Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter) |

|If a baseball player hits a home run, how far has he traveled? |1.1.1 Analyze motion graphically and numerically using vectors, graphs, and calculations. |

|What variables of motion are needed to graph it? |• Identify a frame of reference for measurement of position. |

|How do you know an object has motion? |• Compare scalar-vector quantities (distance-displacement and speed-velocity). |

|If a skydiver falls dives out of a plane, what type of motion |• Use vector addition to determine resultant displacement and velocity. |

|does he undergo? |• Describe (conceptually, mathematically and graphically) the velocity of an object as the rate of change of position; distinguish |

|What types of motion do we experience on a daily basis? |between constant, average and instantaneous velocity. |

|What is Physics? |• Clarify that a positive value for velocity indicates motion in one direction while a negative value indicates motion in the |

|What information can be determined from analyzing the slopes of position vs.|opposite direction. |

|time and velocity vs. time graphs? |• Analyze position versus time graphs of an object moving with constant velocity: |

|How does constant velocity affect the position of an object traveling in a |♣ recognize a linear relationship provided by a best-fit line where velocity is the slope of the line , ; |

|straight line? |♣ apply the slope-intercept equation, , to derive the relationship for final position, |

|How does distance differ from displacement? |• Analyze position versus time graphs of an object moving with constant acceleration: |

|How does speed differ from velocity? |♣ compare to the graph of an object moving at constant velocity; |

|What is the relationship between position vs. time and velocity vs. time |♣ recognize the shape of the curve as parabolic indicating that position is proportional to the square of the time; |

|graphs? |♣ relate the concept of instantaneous velocity to the slope of the tangent line. |

|How does the rate of change of velocity reflect an object’s acceleration? | |

|How can the concept of constant acceleration apply to the study of gravity? |• Describe (conceptually, mathematically and graphically) the acceleration of an object as the rate of change of velocity. |

| |• Clarify that a negative value for acceleration indicates that an object is slowing down. |

| |• Analyze velocity versus time graphs of an object moving with constant acceleration: |

| |♣ recognize the slope of the line as the acceleration, |

| |♣ recognize that the displacement during any time period is equal to the area under the graph; |

| |♣ develop the relationships for objects moving at constant acceleration (such as rolling down an inclined plane or falling toward |

| |the Earth), |

| |• Analyze position vs. time, velocity vs. time, and acceleration vs. time graphs of objects in motion; identify the motion as |

| |constant velocity or accelerating based on the shape of the graph; interpret the graph in order to quantitatively describe the |

| |motion. |

| | |

| |1.1.2 Analyze situations of motion in one dimension (linear motion) in order to solve problems by applying mathematical |

| |relationships for the following: |

| |• constant velocity |

| | |

| |• constant acceleration |

| | |

|Essential Skills/Vocabulary: |Assessment Tasks: |

|Before I begin my unit of linear motion I usually spend one week reviewing |major test, quizzes, homework |

|the following skills to ensure each student |lab on linear motion (bulldozers) |

|has a good foundation for physics: |Lab on accelerated motion (falling object,timers) |

|significant digits |Lab on Vernier (graphing motion) |

|exponential notation |4wk project: mousetrap car race (with rubric) |

|graphing (hyperbola, linear, parabola) | |

|right triangles ( sine, cosine, tangent) | |

|metrics | |

|metric conversions | |

|Identify a frame of reference for measurement of position and identify the | |

|initial position of the object. | |

|Develop the definition of velocity as the rate of change of position | |

|conceptually, mathematically and graphically (see 2.04). | |

|Apply concepts of speed and velocity to solve conceptual and quantitative | |

|problems. | |

|Distinguish between distance and displacement conceptually and | |

|mathematically. | |

|Constant velocity: | |

|Measure position versus time of an object moving with constant velocity. | |

|Plot a position versus time graph of the measurements | |

|Identify the slope of the line as the change in position over time | |

|(velocity) and the y-intercept as the initial position for the given time | |

|interval. | |

| | |

|Constant acceleration: | |

|Measure position and time of an object moving with constant acceleration. | |

|Plot a position vs. time graph of the measurements | |

|At various points on the curve, draw lines tangent to the curve and develop | |

|the concept of instantaneous velocity (represented by the slope of the | |

|tangent line at that time instant). | |

|Give several examples of and compare position vs. time, velocity vs. time | |

|and acceleration vs. time graphs. | |

|Recognize that the slope of the line on an instantaneous velocity vs. time | |

|graph is the acceleration. | |

| | |

| | |

|Materials Suggestions: CHECK THIS FOR ADDITIONAL RESOURCES) |

|Air pucks () or Fisher item # S52178 |

|) |

|Washers, pennies or other small masses |

|Meter sticks or measuring tape |

|Timers (If you don’t have stopwatches there is a nice program that can be loaded on TI graphing calculators. Go to the following website and look up “stopwatch”: ) |

|Vernier LoggerPro software (). Powerful software package. Cost is only $159 from Vernier. The $159 gets you a site license for you AND your students and can be used in |

|activities throughout the year. |

|Motion sensors (Vernier or similar) with data collection interface (LabPro or similar). Cost is $78. |

|Digital video camera (perhaps your media center has one you can check out). If you do not have access to a digital video camera, is a free site that has sample videos as well as the |

|software used to analyze them. |

|Bulletin board paper or a roll of “butcher paper” |

|Magic markers |

|Access to computer lab with internet capabilities. |

|Objects to drop (bean-bag like balls, tennis balls, baseballs, etc.) |

|Misc. supplies such as masking tape and graph paper. Free graph paper can be downloaded at: graph_paper.htm . |

|Flip buggies (any vehicle that moves at constant velocity) |

|Measuring Tapes |

|Bulldozer cars |

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|21st Century Skills |Activity |

|Communication Skills | |

|Conveying thought or opinions effectively |“Explain” section in all activities |

|When presenting information, distinguishing between |All activities |

|relevant and irrelevant information | |

|Explaining a concept to others |Team Quiz |

|Interviewing others or being interviewed |Team Quiz |

|Computer Knowledge | |

|Using word-processing and database programs | |

|Developing visual aides for presentations | |

|Using a computer for communication |Rollin on the Ramp |

|Learning new software programs |Rollin on the Ramp |

|Employability Skills | |

|Assuming responsibility for own learning |All activities |

|Persisting until job is completed |All activities |

|Working independently | |

|Developing career interest/goals | |

|Responding to criticism or questions |Team Quiz |

|Information-retrieval Skills | |

|Searching for information via the computer |Rollin on the Ramp |

|Searching for print information | |

|Searching for information using community members |Rollin on the Ramp |

|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. |

|Identifying cause and effect relationships |All lab activities |

|Summarizing main points after reading | |

|Locating and choosing appropriate reference materials | |

|Reading for personal learning | |

|Language Skill - Writing | |

|Using language accurately | |

|Organizing and relating ideas when writing |All lab activities |

|Proofing and Editing | |

|Synthesizing information from several sources | |

|Documenting sources | |

|Developing an outline | |

|Writing to persuade or justify a position |Explain/Evaluate” sections in all lab activities |

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

|Teamwork | |

|Taking initiative |Team Quiz |

| |All lab activities |

|Working on a team |Most of the activities are designed to be done and |

| |discussed in teams. The following activities are well|

| |suited to developing team interdependence skills: |

| | |

| |Team Quiz |

| |All lab activities |

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| | |

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|Thinking/Problem-Solving Skills | |

|Identifying key problems or questions |Team Quiz |

| |All lab activities |

|Evaluating results |Team Quiz |

| |All lab activities |

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