UNIT 1

: DRIV

ING T

HE

ROADS

PH

YS

I CS

20

14

- 15

SCIENCE PRACTICES

1. Ask questions and define problems.

2. Develop and use models.

3. Plan and carry out investigations.

4. Analyze and interpret data (i.e., observations, graphs).

5. Use mathematics and computational thinking.

6. Construct explanations (claims, evidence, reasoning) and design solutions.

7. Engage in arguments (rebuttal) from evidence.

8. Obtain, evaluate, and communicate information.

DRIVING THE ROADS – KUDSTUDENTS WILL KNOW…

•Moving objects’ positions, velocity, and acceleration.

•How to calculate and convert SI units to common forms of measurement.

•Slope of a velocity vs. time graph at any point is object acceleration at that time.

•Slope of a position vs. time graph at any point is velocity at that point in time.

DRIVING THE ROADS – KUDSTUDENTS WILL KNOW…

1. Moving objects’ positions, velocity, and acceleration.

2. How to calculate and convert SI units to common forms of measurement.

3. Slope of a velocity vs. time graph at any point is object acceleration at that time.

4. Slope of a position vs. time graph at any point is velocity at that point in time.

5. Newton's laws are used in a variety of design processes such as vehicle safety, aerospace, bridge design and interplanetary probes.

6. An understanding of forces leads to safer building designs such as earthquake-safe buildings.

7. Forces present in the earth lead to plate tectonics.

DRIVING THE ROADS – KUDSTUDENTS WILL UNDERSTAND

1. Functions, words, tables, and graphs facilitate the modeling of relationships between forces and motion.

2. Why does velocity change but not acceleration? How can velocity decrease while maintaining uniform acceleration?

3. What consumer product designs are influenced by the relationship between velocity and acceleration?

4. How can object velocity equal zero yet have nonzero acceleration?

5. What consumer product designs are influenced by the relationship between velocity and acceleration?

DRIVING THE ROADS – KUDSTUDENTS WILL BE ABLE TO (DO)

•Explore the time it takes to react.

•Take and compare accurate measurements.

•Use sloped tracks to investigate speed, velocity, and acceleration.

•Draw graphs to study changes in motion.

•Model traffic intersections. *Anchor Activity

DRIVING THE ROADS – KUDSTUDENTS WILL BE ABLE TO (DO)

1. Gather, analyze and interpret data and create graphs regarding position, velocity and acceleration of moving objects (DOK 1-3)

2. Develop, communicate and justify an evidence-based analysis of the forces acting on an object and the resultant acceleration produced by a net force (DOK 1-3)

3. Develop, communicate and justify an evidence-based scientific prediction regarding the effects of the action-reaction force pairs on the motion of two interacting objects (DOK 1-3)

4. Examine the effect of changing masses and distance when applying Newton's law of universal gravitation to a system of two bodies (DOK 1-2)

5. Identify the limitations of Newton’s laws in extreme situations (DOK 1)

DRIVING THE ROADS – KUDSTUDENTS WILL BE ABLE TO (DO)

1. Use an inquiry approach to answer a testable question about an application of Newton’s laws of motion. (DOK 1-4)

2. Share experimental data, respectfully discuss conflicting results, and analyze ways to minimize error and uncertainty in measurement. (DOK 2-3)

3. Differentiate between the use of the terms “law” and “theory” as they are defined and used in science compared to how they are used in other disciplines or common use. (DOK 1-2)

4. Use technology to perform calculations and to organize, analyze and report data. (DOK 1-2)

DRIVING THE ROADS – INQUIRY QUESTIONS

• Why is reaction time critical to avoid accidents while driving?

• How does understanding the Laws of Motion create a safer and/or more dangerous world?

• How is automobile speed related to stopping or braking distance?

• Why is it important to slow down when going around curves?

• How can forces be acting on an object without changing the object’s motion?

• Why do equal but opposite action and reaction forces not cancel?

• Reaction time

• average speed

• force• speed • accuracy• precision

• velocity• Instantaneou

s speed• positive

acceleration• negative

acceleration• centripetal

force

DRIVING THE ROADS – CRITICAL LANGUAGE

DRIVING THE ROADS – MISCONCEPTIONS

1. If speed increases, acceleration also increases.

2. Zero velocity means zero acceleration.

3. Same position means same speed.

DRIVING THE ROADS – CONTENT STANDARDSNewton’s Laws of Motion and Gravitation describe relationships among

forces acting on and between objects, their masses, and changes in their motion — but have limitations. (SC09-GR.HS-S.1-GLE.1) a. Gather, analyze, and interpret data and create graphs regarding

moving objects’ positions, velocity, and acceleration. b. Develop, communicate, and justify evidence-based analyses of

forces acting on objects and resultant accelerations produced by net forces.

c. Develop, communicate, and justify evidence-based scientific predictions regarding effects of action-reaction force pairs on the motion of two interacting objects.

d. Examine effect of changing masses and distances when applying Newton’s Law of Universal Gravitation to a system of two bodies.

e. Identify limitations of Newton’s laws in extreme situations.

INTRODUCTION TO MOTION

Student Learning Objective:

SW conduct research projects to answer questions or solve problems

WHST.11–12.7

UNIT 1: DRIVING THE ROADS

Content Language Objective:

SW describe in writing or verbally the motion of moving objects through precise vocabulary, graphs and equations.

(SC09-GR.HS-S.1-GLE.1)

UNIT 1: DRIVING THE ROADS

How will we make this happen:

Make graphs, read graphs, create graphs, discuss graphs regarding moving objects’ positions, velocity, and acceleration.

REACTION TIME

Performance Criteria By the end of the period all

students will be able to verbally or in written language express the motion of an object using words, graphs, and equations representations.

[LO 3.A.1.1, SP 1.5, SP 2.1, SP 2.2]

Key vocabulary that should be used:

Reaction timeVelocityAccelerationDisplacement*time

• vertically• horizontally• constant speed• speeding up or

down• one dimension

or two

REACTION TIME

GROUP INTRO. ACTIVITY

In small groups, work together to describe the actions in words, graphs and equations.

Each group will then share and defend what their answer using science vocabulary.

ROLES FOR TYPES OF MOTION DEMO.

1. Vertically vs. Horizontally

2. Constant speed or Changing Speed

3. Speeding up or speeding down

4. One dimension or two dimensions

5. Displacement vs. Time Graph

6. Velocity vs. Time Graph

7. Acceleration vs. Time Graph

8. Force vs. Time Graph

9. What is the Equation?

MOTION GRAPHS: WHAT IS THE EQUATION FOR THE DEPENDENT VARIABLE (Y VALUE)

Ex: y = ??? y = m(x) + b, Y = ax2 + bx + c

YOU ALREADY KNOW PHYSICS…INSTRUCTIONAL ACTIVITY:

1.a marble rolling across a slick tabletop, 2.a box sliding to a stop on same table top, 3.an object dropped from ceiling height, 4.A toy dart gun that fires a dart downward5.a toy dart gun that fires a dart horizontally 6.a lab cart rolling down an inclined plane, 7.an inverted lab cart sliding slowly down

the same incline, 8.a ball tossed straight up, 9.a ball tossed with an arc,

GROUP INTRO. ACTIVITY

In small groups, work together to group the actions according to similar types of motion.

Each group will then share and defend what was seen using science vocabulary.

Objects involved types of motion & What is happening

SHARE OUT!

1.If you got help, then who helped you.

2.Why you think your answer is correct.

3.Group Count: How many vocabulary words did you use?

REACTION TIME: STOPWATCHES

How can you measure reaction time using a timer(s)?

Two Stop watchesStart both at the same time (experimenter)Hand one to a partner (lab rat)Experimenter says “stop” and stops timer at the same time

Lab rat hears “stop” and stops the 2nd timer(Lab rat reaction time) =(Lab rat time) – (experimenter time)

REACTION TIME: RULER

How can you measure reaction time using a ruler?• Experimenter holds a ruler from the 30 cm

end• Lab rat positions thumb and index finder at

0 cm end of ruler, NOT TOUCHING the ruler and ready to catch it when released

• Experimenter releases ruler without warning• Lab rat catches the ruler as quickly as

possible• You reaction time is actually a reaction

distance???

WHAT TYPE OF MOTION IS SEEN IN A FALLING OBJECT?

1.If you got help, then who helped you.

2.Why you think your answer is correct.

3.Group Count: How many vocabulary words did you use?

TECHNOLOGY : LAPTOPS - “TRACKER”

Cameras and ScienceVideo a partner dropping a brightly colored object

Tape a meter stick to an object close to the person and out of the way of the object falling.

MOTION GRAPHS

CHECK FOR UNDERSTANDING

Describe the the motion of a free-falling object using words, graphs, and equations.

LEAP FRAMEWORK – OBSERVATION TEMPLATE

I.1 – CLOI.2 – Rigorous tasks that require

critical thinkingI.4 – Academic languageI.6 – Differentiation

(content, process, product)

I.8 – Collaboration / Digital Resources

PHYSICS UNIT 1 PLANNING PROTOCOL (FOR USE WITH SCOPE AND SEQUENCE)

Step 1: Read the Grade-Level Expectations (GLEs) for Unit 1 and their aligned Standards CAS and CCSS.

Students should knowStudents should be able to doPossible misconceptions

PHYSICS UNIT 1 PLANNING PROTOCOL (FOR USE WITH SCOPE AND SEQUENCE)

Step 2: Review provided chapters/activities. Note how each supports students’ learning of the GLEs and Standards.

ChapterSupport for student learning of GLEs and StandardsSections 1, 2Sections 3, 4Sections 5, 6, & 7

PHYSICS UNIT 1 PLANNING PROTOCOL (FOR USE WITH SCOPE AND SEQUENCE)

Step 3: Identify rigorous tasks to monitor student learning on the GLEs and Standards.

Rigorous Tasks Connection to GLEs and Standards

Section 1 Section 2 Section 3 Section 4 Section 5 Section 7