Georgia Performance Standards Framework for Science

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1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit Organizer: Sports (Approximated Time: Seven Weeks) OVERVIEW: This unit will focus on students developing of conceptual understanding of the nature of matter, the relationship between force, mass and the motion of objects, and energy transformations through sports activities common to middle school students. Students will develop an understanding that all objects and substances (i.e., sports equipment, uniforms, etc.,) in the natural world are composed of matter which is influenced by forces. They will explore the relationship between velocity and acceleration through the creation and analysis of graphical representations that describe the motion of objects. This unit will further facilitate a qualitative understanding of Universal Laws of Motion using a number of activities in which forces act through direct physical contact between objects (arm wrestling),as well as examples in which forces act on objects at a distance (gravitational force). Finally, students will apply their understanding of Universal laws of Motion to predict and explain how simple machines can make work easier. STANDARDS ADDRESSED IN THIS UNIT: Focus Standard: S8P1 Students will examine the scientific view of the nature of matter. b. Describe the difference between pure substances (elements and compounds) and mixtures S8P2 S8P3 Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. b. Explain the relationship between potential and kinetic energy. Students will investigate the relationship between force, mass, and the motion of objects. a. Determine the relationship between velocity and acceleration. b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia and friction. c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw and wheel and axle) on work. Supporting Standards: S8P1 Students will examine the scientific view of the nature of matter. a. Distinguish between atoms and molecules. S8P5 Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature. a. Recognize that every object exerts gravitational force on every other object and the force exerted depends on how much mass the objects have and how far apart they are. May 10, 2007 Page 1 of 8 Copyright 2007 All Rights Reserved

2 SUPPORT STANDARDS ADDRESSED IN THIS UNIT: Characteristic of Science: S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of and keep honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. b. Find the mean, median, and mode and use them to analyze a set of scientific data. c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters). d. Decide what degree of precision is adequate, and round off appropriately. e. Address the relationship between accuracy and precision. Use ratios and proportions, including constant rates, in appropriate problems. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Use appropriate tools and units for measuring objects and/or substances. c. Learn and use standard safety practices when conducting scientific investigations. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. May 10, 2007 Page 2 of 8

3 b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. ENDURING UNDERSTANDINGS: Students will understand that: 1. Materials (pure substances and mixtures) selected for making sports equipment are based on their properties like elasticity, strength, consistency, etc. 2. Energy can exist in two forms: stored, called potential energy, or when it is associated with motion, called kinetic energy. 3. Energy is neither created nor destroyed, but it can be transformed from one form to another. 4. Objects change their motion only when a net force is applied. 5. Balanced forces result in an object remaining at rest or moving at constant velocity. 6. Acceleration occurs when there is a change in velocity. 7. Every object exerts a gravitational force on every other object. 8. The force of gravity between two objects depends on their mass and the distance between them. 9. When an unbalanced force acts on an object, the greater the mass of the object, the smaller its acceleration. 10. Friction is the force that opposes motion when one object comes in contact with another. 11. Simple machines are all around us and can make work easier to perform. ESSENTIAL QUESTIONS: 1. How do you know if you are moving? 2. Why do NBA basketball players wear rubber bottom shoes? 3. What is the relationship between velocity and acceleration? 4. How do simple machines contribute to the operation of a bicycle, car engine or a washing machine? 5. Why does an astronaut s weight on the moon differ from their weight on Earth? 6. Why don t we make jewelry out of oxygen? 7. What is the role of energy in our in our daily life? CONCEPTS: Elements, atoms, molecules, compounds, mixtures, Law of Conservation of Energy, energy transformations, potential energy, kinetic energy, velocity, acceleration, balance force, unbalance force, gravitational force, gravitational acceleration, inertia, friction, simple machines, mass, weight, work, distance May 10, 2007 Page 3 of 8

4 LANGUAGE: Acceleration Atoms Axle Balanced forces Compounds Direction Distance Elements Energy transformations Friction Force MISCONCEPTIONS The terms "energy" and "force" are interchangeable. The term "work" is synonymous with "labor". An object at rest has no energy. One Stop Shop For Teachers Gravitational force Gravity Inclined plane Inertia Kinetic energy Law of Conservation of Energy Lever Mass Mixtures Motion Potential energy Energy can be changed completely from one form to another (no energy losses). Energy is truly lost in many energy transformations. If an object is at rest, no forces are acting on the object. Pulley Rest Screw Simple machines Stationary Unbalanced forces Velocity Wedge Weight Wheel Work PROPER CONCEPTIONS Force is an action that causes an object to change its state of motion. Mechanical energy is the ability of an object to do work. Energy in general is something that is inherent in all matter and that is present in many different forms. The term work in science is used to express the result of a force that is applied through a distance. Objects at rest have some form of potential energy and rest mass energy. Typically in energy transformations, heat or light is produced. Heat and light are unrecoverable energy forms. Energy can not be recovered, but can be transformed into usable and non-usable forms. Energy is never lost. Rather, it changes to a form that is either useful (usable) or unusable (energy losses). An object is at rest only when all forces acting on it are balanced. May 10, 2007 Page 4 of 8

5 Force is a property of an object. An object has force and when it Force is an action (external to the object) that acts on an object. runs out of force it stops moving. Friction always hinders motion. Thus, you always want to Frictional forces are sometime useful as they may help objects eliminate friction. move. Consider trying to walk if friction were not present. Acceleration always means that an object is speeding up. Objects can have a negative acceleration (a deceleration), which occurs when an object is slowing down. Mass and volume, which both describe an "amount of matter, are Mass is a measure of the amount of matter. Volume is the amount the same property. of space that matter occupies. Weight and mass is the same thing. Mass is a measure of the amount of matter that forms (or composes) an object. Weight is the result of the force of gravity on the mass of an object. Heavier objects fall faster than light ones. The weight of an object does not affect how fast it will fall. Under frictionless conditions objects fall at the same rate independently of their weight. The acceleration of a falling object depends upon its mass. The acceleration of a falling object is independent of its mass. The acceleration of a free falling object is always equal to the acceleration of gravity. Equilibrium means that all the forces on an object are equal. Forces acting on a object in equilibrium might be of different magnitudes. However, if the object is in equilibrium then the sum of all the forces acting on the object is zero. In other words there is not a net force present. Only animate things (people, animals) exert forces; passive ones All objects animated or not exert forces on each other. One force (tables, floors) do not exert forces. that is always present is the gravitational attraction between objects due to the fact that they possess mass. Another type of force that is present between objects are contact forces, normal and friction. The gravitational force is the same on all falling bodies. The gravitational force acting on an object will change as the distance between the objects change. The magnitude of a gravitational force increases as the distance between the objects decreases. May 10, 2007 Page 5 of 8

6 Gravitational force is not present in space. If there was no air there would be no gravity. For example, above the earth's atmosphere there is no gravity, and you become "weightless". Acceleration is the same as speed. Machines put out more work than we put in. Gravity increases with height above the earth's surface. EVIDENCE OF LEARNING: Culminating Activity: GRASPS: Gravitational forces are present everywhere where matter is present. Objects in space are affected by the gravitational forces produced by other planets, starts, galaxies, etc. Acceleration is the change of velocity of an object. Speed is the magnitude of the velocity; it indicates how fast the object is moving. Machines don t change the amount of work done just the amount of effort put in doing the work. The magnitude of a gravitational force increases as the distance between the objects decreases. GOAL: The principal has charged you and your classmates with the duty of developing a fun, but safe, educational tetrathlon Olympic event. ROLE: You are a member of a design team composed of an engineer, athlete, researcher, and data analyst. AUDIENCE: The administrative team (Principal and Assistant Principals) at your middle school. SCENARIO: You and a group of students have decided to bring Field Day to the middle school. You and the group are excited because the principal did not say no to the possibility of having a field day. Instead, the principal thought Field Day would be a great component to add but decided Field Day must have a fun, instructional purpose. PRODUCT: You must develop a proposal that includes four modified, Olympic events based on the concept of the Shot Put (Soft ball toss), Long Jump, 4 x 100 relay, and Frisbee Toss events. The proposal should include the rationale for the modification used in each event (i.e. equipment, procedure). A graphical analysis to communicate your understanding of motion and the factors that affect it should be included. Teacher note: The student will analyze the slope of velocity vs. time motion graphs to determine acceleration May 10, 2007 Page 6 of 8

7 Knowledge 1. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction. One Stop Shop For Teachers Suggested Tasks Sample Activity Drop different size/textures of balls and measure height and time. Compare sports on different places (Moon vs. Earth) or (Mars vs. Earth) 2. Determine the relationship between velocity and acceleration. Students running or jumping (taking data and graphing) 3. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction. 4. Describe the difference between pure substances (elements and compounds) and mixtures. 5. Explain energy transformation in terms of the Law of Conservation of Energy. Studying football collisions from forces involved. Studying a bat hitting a baseball. Arm wrestling. Gymnastics (Analyzing balance forces: Rings, Parallel Bars, etc.) Studying the physical properties of different materials used in the equipment use on different sports. (How football s design change in time). How the design of a football has changed over time. Study of energy transformation on sports like Sky jump, Diving, Bowling ball hitting the pins, and Golf for example. 6. Explain the relationship between potential and kinetic energy. Study of energy transformation on sports like Sky jump, Diving, Bowling ball hitting the pins, and Golf for example. Examine properties of different elements like titanium, 7. Recognize that there are more than 100 elements and some have carbon, etc., as they are used to make different sport similar properties as shown on the Periodic Table of Elements. equipment. Examine properties of different elements present on athlete s diets. May 10, 2007 Page 7 of 8

8 UNIT RESOURCES This site offers information on auto racing, baseball, basketball, cycling, figure skating, football, golf, gymnastics, ice hockey, soccer, softball, swimming, tennis, track, cheerleading and volleyball. This site offers information on the science of baseball, skate boards, surfing and cycling. You will also find online activities, exhibitions, webcasts, hands-on activities, and science news. This site provides background information for teachers on the physics of sports. Some of the explanations and mathematics used are more appropriate for physics students. This site provides videos and explanations of physics concepts as they related to sports. May 10, 2007 Page 8 of 8