Unit 3: Constant Acceleration Particle Model Physics 15 Class Meetings (Revised Aug. 2015) Essential Questions

Transcription

1 Essential Questions How can we explain and predict motion with constant acceleration? Enduring Understandings with Unit Goals EU #1: Draw and interpret motion-maps and position vs. time graphs that represent the motion of an object moving with a changing velocity. o Identify when an object is moving with constant and changing velocity based on the shape of graphs. EU #2: Use velocity vs. time graphs to describe and analyze the motion of objects with changing velocity. o Analyze the movement of an object with velocity vs. time graphs. EU #3: Solve problems using kinematics concepts. o Use both graphical and algebraic methods to solve problems involving constantly accelerated objects. Standards Common Core State Standards/College and Career Readiness Anchor Standards : CCSS.ELA-Literacy.RST : Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Next Generation Science Standards: HS-PS2-1: Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. HS-PS2-2: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. Connecticut State Science Standards: HS - Motion & Forces: Newton's laws predict the motion of most objects. D. INQ 4 - Design and conduct appropriate types of scientific investigations to answer 1

2 different questions. D. INQ 9 - Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation. D. INQ 10 - Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. MSMHS 21 st Century Learning Expectations Competency 1: Read and write effectively for a variety of purposes. Competency 2: Speak effectively with a variety of audiences in an accountable manner. Competency 3: Employ mathematical problem-solving skills effectively. Competency 4: Apply scientific knowledge and concepts to a variety of investigative tasks. Competency 6: Use technology responsibly to create, research, synthesize, and communicate information fluently Competency 8: Take responsibility for his/her own learning and behavior. Unit Content Overview EU #1: Draw and interpret motion-maps and position vs. time graphs that represent the motion of an object moving with a changing velocity. o x t and x t 2 relationships o Instantaneous velocity is the slope of a line tangent to the curve on a x-t graph EU #2: Use velocity vs. time graphs to describe and analyze the motion of objects with changing velocity. o Acceleration defined as rate of change in velocity o Acceleration is the slope of a v-t graph o Uniform acceleration means the change in velocity is constant each second. o Area under a velocity-time graph is the displacement of the object. o Displacement can be defined as average velocity times time EU #3: Solve problems using kinematics concepts o v x 2 relationships o Graphical problem solving o Algebraic problem solving o Determine acceleration due to gravity, ignoring air resistance 2

3 Students will be able to Unit 3: Constant Acceleration Particle Model Learning Objectives Identify and qualitatively describe objects moving with non-constant velocity Use video analysis in LoggerPro to determine the velocity and acceleration of objects Linearize a position-time graph for an object constantly changing velocity Graphically determine the instantaneous velocity of an object using a x-t graph Create a velocity-time graph from a x-t graph for an object undergoing constant acceleration Use velocity-time graphs to determine the displacement and acceleration of an object Analyze and create acceleration-time graphs from velocity-time graphs Use stacks of kinematics graphs to analyze motion of a constantly acceleration object Experimentally determine the acceleration due to gravity on Earth Quantitatively solve acceleration problems using both graphical and algebraic methods Use the CAPM to calculate and predict the motion of an accelerating object. Assured Learning Experiences Instructional Strategies/Differentiation PowerPoint lecture with note taking Independent reading Reading and accountable talk discussion of text Individual response board Guided notes Graphic organizers/ outline Strategic grouping Peer tutoring/ student teaching Restating information Limited student choice Student use of headphones Alternative test setting Concrete or varied examples Multiple correct options to solve problems Lab: Fan Cart Lab: Acceleration due to gravity Unit Task: Lab Practicum- To catch a marble... 3

4 Interdisciplinary Connections Mathematics- Linear and parabolic relationships Mathematics- Integration under a curve Mathematics- Graphical derivatives FORMATIVE ASSESSMENTS: Assessments Warm Ups Whiteboarding Board Meetings Unit Task: Lab Practicum- To catch a marble o Rubric 3: Mathematics Lab: Fan Cart. Lab: Determining Acceleration due to Gravity Lab: Pipe Rolling SUMMATIVE ASSESSMENTS: Quiz: Stacks of x-t, v-t, and a-t graphs o EU #1: Draw and interpret motion-maps and position vs. time graphs that represent the motion of an object moving with a changing velocity. o EU #2: Use velocity vs. time graphs to describe and analyze the motion of objects with changing velocity Quiz: Properties of velocity-time graphs o EU #2: Use velocity vs. time graphs to describe and analyze the motion of objects with changing velocity Lab Report: Fan Cart Lab Report: Determining Acceleration due to Gravity Lab Report: Pipe Rolling Unit Task: Lab Practicum- To catch a marble 4

5 Unit Test: Constant Acceleration Particle Model o All EUs Unit Task Unit Task Name: Lab Practicium- To catch a marble. Description: Students will be working in groups of three to determine the acceleration of a marble rolling down a shallow ramp as well as the velocity of a tumble buggy. The tumble buggy will be outfitted with a cup and released moving perpendicularly toward the end of the ramp. The goal of the lab practicum is to predict when to release the marble so that it will land in the cup on the buggy as the buggy rolls by. Evaluation: MSMHS Mathematics (Rubric #3) Unit Resources MSMHS School-wide Rubrics AMTA Modeling Instruction Materials (Mechanics, Unit 3- Uniformly Accelerated Particle) Video clips: Direct Measurement Videos from SERC Carleton College LoggerPro Fan Carts & Kinematic Tracks Go!Motion Detectors Google Documents & Sheets 5