ࡱ> lnk'` 1bjbj{P{P 7::(.......BJUJUJUJUUBW^WWWWXXX:<<<<<<$uh``-.aXXaa`..WWcccaR.W.W:ca:ccJҶ\..WW PfmcJUb.B0p2=b==.X[4c!^_XXX``cXXXaaaaBBB$0f5BBBf5BBB...... Subject: Physical Science Grade Level: 9-12 Unit Title: Force and MotionTimeframe Needed for Completion: 14 days Grading Period: 1st 9 weeksBig 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: What causes objects to accelerate? How does the motion of a rock thrown in outer space differ from the motion of a rock thrown on Earth? On other planets? How do multiple forces on an object affect the object's motion? How is the universe affected by forces? What can a football player do to increase his momentum? Essential Standards: PSc.1.1.1: Explain motion in terms of frame of reference, distance, and displacement. PSc.1.1.2: Compare speed, velocity, acceleration, and momentum using investigations, graphing, scalar quantities, 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 Newtons three laws of motion. Essential Skills/Vocabulary: (Essential vocabulary is in bold) PSc.1.1.1 Interpret all motion as relative to a selected reference point. Identify distance and displacement as a scalar- vector pair. Describe motion qualitatively and quantitatively in terms of an objects change of position, distance traveled, and displacement. PSc.1.1.2 Compare speed and velocity as a scalar-vector pair. Velocity is a relationship between displacement and time: V=  EMBED Equation.3  Apply concepts of average speed and average velocity to solve conceptual and quantitative problems. Explain acceleration as a relationship between velocity and time: a= EMBED Equation.3  Using graphical analysis, solve for displacement, time, and average velocity. Analyze conceptual trends in the displacement vs. time graphs such as constant velocity and acceleration. Using graphical analysis, solve for velocity, time, and average acceleration. Analyze conceptual trends in the velocity vs. time graphs such as constant velocity and acceleration. Infer how momentum is a relationship between mass and velocity of an object, p=mv . The focus should be on the conceptual understanding that the same momentum could be associated with a slow-moving massive object and an object moving at high velocity with a very small mass (e.g.- 100 kg object moving 1 m/s has the same momentum as a 1-kg object moving 100m/s) Explain change in momentum in terms of the magnitude of the applied force and the time interval that the force is applied to the object. Everyday examples of the impulse/momentum relationship include: the use 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. PSc.1.2.1 Recognize that the weight of an object is a measure of the force of gravity and is the product of its mass and the acceleration due to gravity: Fg = mg With negligible air resistance, explain acceleration due to gravity as an example of uniformly changing velocity: g = 9.8 m/s2 Relate the presence of air resistance to the concept of terminal velocity of an object in free fall. PSc.1.2.2 Identify friction as a force that opposes motion of an object. Classify the frictional forces present in a situation such as a book resting on a table (static friction), a box pushed across the floor (sliding friction), a ball rolling across the floor (rolling friction), a boat moving through a river (fluid friction), or an object in free-fall (fluid friction). PSc.1.2.3 Explain the property of inertia as related to mass - the motion of an object will remain the same (either at rest or moving at a constant speed in a straight line) in the absence of unbalanced forces; if a change in motion of an object is observed, there must have been a net force on the object. Explain balanced forces and unbalanced forces Mathematically and graphically with respect to acceleration to establish the relationship between net force, acceleration, and mass: a  EMBED Equation.3  f and a  EMBED Equation.3   EMBED Equation.3  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 same amount of force applied to an object with less mass results in a greater acceleration. While Newtons second law describes a single object, forces always come in equal and opposite pairs due to interaction between objects. Give examples of interaction between objects describing Newtons third law whenever one object exerts a force on another, an equal and opposite force is exerted by the second on the first. The third law can be written mathematically as: F A!B = -F B!A Students should explain why these forces do not  cancel each other out . Assessment Tasks: Cornell notetaking Distance vs. Displacement Activity Distance vs. Displacement Bulls Eye Comparison Quick Write: Races CCHS Speedway Lab Velocity practice problems Acceleration Practice Problems Marble Acceleration Lab Dear Aunt Heloise Writing Prompt: Acceleration Momentum calculations Momentum Lab Book Drop Activity KWL: Forces Scales lab Quick Write: Why are seatbelts important? Inertia Cart demonstration Motion mini-test Newtons laws Reading/Illustrating activity Newtons Second Law of Motion Practice Problems Cartoon: Illustrate Newtons Third Law of Motion Balloon Rocket Lab Forces concept map Force mini-test Forces and Motion Unit Test 21st Century Skills Activities Communication Skills Conveying thought or opinions effectively Dear Aunt Heloise Presenting results of investigations When presenting information, distinguishing between relevant and irrelevant information Distance vs. distance activity Acceleration lab 2nd law index card activity Laws of Motion activity Newtons Laws Reading/Illustrating Activity Rocket Balloon lab Inertia Cart Momentum lab CCHS Speedway Explaining a concept to others Book drop activity Dear Aunt Heloise Distance vs. distance activity Acceleration lab 2nd law index card activity Laws of Motion activity Newtons Laws Reading/Illustrating Activity Balloon Rocket Lab Inertia Cart Momentum lab CCHS Speedway Interviewing others or being interviewed Computer Knowledge Using word-processing and database programs Dear Aunt Heloise Developing visual aides for presentations Distance vs. displacement activity KWL activity Concept map activity Newtons Laws cartoons Using a computer for communication 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 Newtons 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 Newtons Laws Reading/Illustrating Activity text Locating and choosing appropriate reference materials Reading for personal learning Newtons 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 Laws of motion activity Newtons 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 Laws of motion activity Newtons Laws Reading/Illustrating Activity Rocket Balloon Lab Inertia Cart Momentum Lab CCHS Speedway Thinking/Problem-Solving Skills Identifying key problems or questions Newtons laws reading Distance vs. distance activity Acceleration lab 2nd law index card activity Laws of motion activity Newtons 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 Newtons 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  Materials Suggestions: Lab supplies Internet '),:JKklnstu  H J ` a оն򱶤}yqi\h`hOJQJ^Jh%zgh5hNh5/5hih%zgCJaJh%zgCJ\aJh%zgh%zgCJ\aJh%zgOJQJ^JhChOJQJ^J h`5hNhi5h9Eh9E5hh5H* h5h9E huz5 hI!5 h+5 h9E5 hg5 h5hNh9E5!-Ktu H {nn  & F$Ifgd%zg}kd$$Ifl00@&4  t06644 layt%zg$If 1H I J a = e tttttgWdd$If[$\$gdX $Ifgd & F $Ifgd` $Ifgd%zgjkd$$Ifl0&46 t06644 layt%zg$If < = d e     s t ˿~vr~g~~_~[OFh'5CJaJh%zghA3O5CJaJhihiCJaJh%zghiCJaJh%zgh%zgCJaJh%zgCJaJh%zgh%zgCJaJh%zgh%zg5CJaJhNhi5hhX OJQJ^Jh4hN!COJQJ^JhN!COJQJmH sH hN!Ch`OJQJ^Jh`OJQJmH sH h`hGJOJQJ^Jh`hGJOJQJmH sH    t u $Ifgd%zg$If / i z Hypppppppppp $Ifgd%zg$Ifkd$$$Ifl00&4{{ t06644 layt%zg . 2 B J O [ h l  %.GJֳv`*jhNdVhNdVB*CJEHUaJph&jZ`Q hNdVB*CJUVaJphhNdVB*CJaJph jhNdVB*CJUaJphhlqB*CJaJphh%zgh%zgB*CJaJphhlqh%zg5CJaJh%zgCJaJh%zgh%zgCJaJh%zgh%zg5CJaJh'hA3OCJaJh'CJaJ%H&`nWh(aI@K  & F $Ifgd%zg $Ifgd%zg0<_bmnpVY4<`cy~HKѱh%zgB*phh'h%zg5CJaJ!jhNdVhNdVCJEHUaJ&j`Q hNdVB*CJUVaJphjhNdVCJUaJhNdVCJaJhlqCJaJh%zgCJaJhlqh%zg5CJaJh%zgh%zgCJaJ48@KM`f),bghijmqr"%*-mꨙ}h'CJaJh%zgh%zgCJH*aJhNdVCJaJhNdVh%zg6CJH*]aJh%zgh%zg6CJ]aJhr?h%zg5CJaJh'h%zg5CJaJh%zgCJaJh%zgh%zg5CJaJh%zgCJaJh%zgh%zgCJaJhr?h%zgCJaJ1*cs#.n,mx.kTw$ $Ifgd4 $Ifgd%zgmp +/05>ajlmx-0SdjmSWYvͶ͉ͶͶh4h'CJaJh4h46CJ]aJh4CJaJh'h45CJaJh4h4CJaJh4h45CJaJh'CJaJh'h'5CJaJh'h%zg5CJaJh%zgh%zgCJaJh%zgCJaJ6vwܺܖ{j\K?hNdVht5CJaJ jhNdVht5CJUaJhNdVh45OJQJ^J hNdVh4CJOJQJ^JaJh4OJQJ^J hNdVh40JCJOJQJaJ hNdVhNdV0JCJOJQJaJ$j)htht5CJEHUaJ&j^Q htB*CJUVaJphjht5CJUaJht5CJaJhNdVhNdVCJaJhCJaJh4CJaJ#&be<?u÷÷Àumumumu_u_T_u_uLuLuhr?CJaJh6CJ]aJh4h46CJ]aJhCJaJh4h4CJaJh'h45CJaJ$j hNdVht5CJEHUaJ/j}_Q hNdVht5B*CJUVaJphhNdVht5CJaJ jhNdVht5CJUaJ$jhNdVht5CJEHUaJ/j^Q hNdVht5B*CJUVaJph$c=vXr   $Ifgd%zg h$If^hgd%zg $Ifgd%zg $Ifgdr? 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