8.1 Forces and Motion Unit Overview

Transcription

1 8.1 Forces and Motion Unit Overview Enduring Understanding: Manipulating forces allows us to maximize athletic performance. Measuring motion accurately is essential in elite sports. Essential Question: How can we use physics to improve our athletic performance? How can I maximize my speed and/or performance? How can we accurately measure motion? Connecticut Content Standard 8.1: An object s inertia causes it to continue to move the way it is moving unless it is acted upon by a force. GLE Descriptor Lesson in which addressed 1 Demonstrate how forces, including friction, act upon an object to change its position over time in relation to a fixed point of reference. Calculate the average speed of an object and distinguish between instantaneous speed and average speed of an object. Create and interpret distance-time graphs for objects moving at constant and non constant speeds. Predict the motion of an object given the magnitude and direction of forces acting upon it (net force). 5 Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or direction of an object s motion)., 5, 8, 5, 8, 5, 8, 5, 8,,, 5, 8 6 Assess in writing the relationship between an object s mass and its inertia when at rest and in motion. 7 Express mathematically how the mass of an object and the force acting on it affect its acceleration. 8 Design and conduct an experiment to determine how gravity and friction (air resistance) affect a falling object. 9 Illustrate how the circular motion of an object is caused by a center seeking force (centripetal force) resulting in the object s constant acceleration.,,, 5, 8, 5, 8, 5, 8 6, 8 Connecticut Inquiry Standards Page 1 of 6

2 C INQ 1 C INQ C INQ C INQ C INQ 5 Descriptor Identify questions that can be answered through scientific investigation. Read, interpret and examine the credibility of scientific claims in different sources of information. Design and conduct appropriate types of scientific investigations to answer different questions. Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. Use appropriate tools and techniques to make observations and gather data. Lesson in which addressed 1,,5,6,8 7,8, 5, 6, 8,, 5, 6, 8,, 5, 6, 8 C INQ 6 Use mathematical operations to analyze and interpret data.,,, 5, 6, 8 C INQ 7 Identify and present relationships between variables in appropriate graphs.,, 5, 6, 7, 8 C INQ 8 Draw conclusions and identify sources of error.,,, 5, 6, 8 C INQ 9 Provide explanations to investigated problems or questions.,, 5, 6, 8 C INQ 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. 1,,,, 5, 6, 7, 8 Science Underlying Concepts Concept Descriptor Text/resource in which it is found GLC 1 Grade Level Concept 8.1a: An object is said to be in motion when its position changes in relation to a point of reference. An object s motion can be described and represented graphically according to its position, direction of motion, and speed. Speed describes the change in an object s position over a period of time, and is measured in units such as meters per second or miles per hour. Velocity takes into account an object s speed and the direction of its motion. 1, Page of 6

3 1 5 1 Average speed takes into account the different speeds at which an object moves over a period of time. Average speed is calculated by dividing the total distance traveled by the change in time, regardless of any changes in motion or direction during its travel. Motion of objects can be represented on a distance vs. time line graph, with distance traveled as the vertical ( y ) axis and time as the horizontal ( x ) axis. The slope (steepness) at any point of this line depends on the instantaneous speed of the moving object. A straight horizontal line indicates an object at rest. Grade Level Concept 8.1b: For an object s motion to change, a force must be applied over a distance. The change in motion due to this force is acceleration. Acceleration describes the change in an object s velocity over time. Forces can act between objects that are in direct contact, or they can act over a distance. There are forces of attraction and forces of repulsion. Forces are measured in newtons or pounds using scales or other instruments. Forces act simultaneously on an object from all directions with different strengths (magnitudes). The net force is the single resultant force when all the forces acting on an object are added together. If the net force is zero (forces are balanced), then the object will not accelerate. Objects accelerate due to an unbalanced net force. Balanced forces keep an object moving with the same velocity, including remaining at rest. There is a proportional relationship between the mass of an object and the magnitude of the force needed to change its velocity. If a net force is applied to objects of different masses, then the object with the larger mass will have a smaller change in velocity. The net force acting on an object can be determined by measuring its mass and change in velocity. Grade Level Concept 8.1c Circular motion results when a net unbalanced force is constant in magnitude and always points toward the center of a circle.,, 5, 5 6 Page of 6

4 Without a net center-pulling (centripetal) force, objects will continue to move in a straight line in a constant direction. Objects in orbit around a larger body maintain their orbits due to the center-pulling gravitational pull of the larger body. 6 in Astronomy Common Core State Standards (CCSS) Standard Descriptor Lesson in which Addressed Reading R R 7 R 9 Writing W 6 W 7 W 9 Standards for Literacy in Science Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Standards for Literacy in Science Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Draw evidence from literary or informational texts to support analysis, reflection, and research. 5, 8, 9,,, 5, 8, 9 7 5, 8, 9 7, 9 Standard Math Standards for Literacy in Science Lesson EE 5 F CSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the nit rate as the slope of the graph. Compare two different proportional elationships represented in different ways. CSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the nit rate as the slope of the graph. Compare two different proportional, Page of 6

5 elationships represented in different ways. F F 5 CSS.Math.Content.8.F.B. Construct a function to model a linear relationship etween two quantities. Determine the rate of change and initial value of the unction from a description of a relationship CSS.Math.Content.8.F.B.5 Describe qualitatively the functional relationship etween two quantities by analyzing a graph,, 7 SP 1 CSS.Math.Content.8.SP.A.1 Construct and interpret scatter plots SP SP CCSS.Math.Content.8.SP.A. Use the equation of a linear model to solve roblems in the context of bivariate measurement data, interpreting the slope nd intercept. CSS.Math.Content.8.SP.A. Understand that patterns of association can also e seen in bivariate categorical data by displaying frequencies and relative equencies in a two-way table. Construct and interpret a two-way table ummarizing data on two categorical variables collected from the same subjects. se relative frequencies calculated for rows or columns to describe possible ssociation between the two variables. 5 8 Next Generation Science Standards (NGSS) Cross Cutting Concepts: Cross Cutting Concepts Description Check if in unit Patterns Cause & Effect Scale, Proportion, & Quantity Observed patterns in nature guide organization and classification; they prompt questions about relationships and causes underlying them. Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change. X Systems & Models A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. X Page 5 of 6

6 Energy/Matter: Cycles & Conservation Structure & Function Stability & Change Tracking energy and matter flows, into, out of, and within systems helps one understand their system s behavior. The way an object is shaped or structured determines many of its properties and functions. For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. X Vision of the Graduate: Critically interpret, evaluate, and synthesize information Explore, define, and solve complex problems Pose and pursue substantive questions Collaborate with others to produce a unified work and/or heightened understanding Communicate effectively for a given purpose Instructional Support Materials: Your Media Specialist Assured Experiences: Shipping and Sliding Embedded Task and create a book chapter. Supports and Extension Activities: listed on each daily lessons Academic Vocabulary: motion, point of reference, speed, constant speed, average speed, position-time graph, slope, force, friction, gravity, inertia, mass, acceleration, balanced/unbalanced forces, net force, circular motion Page 6 of 6