Move Onto Physics. What is the Physics First program? Students Beliefs. Curriculum

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Move Onto Physics Sara Torres Columbia Public Schools Jaime Horton, Amy Scroggins Carthage R-9 School Support: Missouri Department of Elementary and Secondary Education Math-Science Partnership Grant

1 Move Onto Physics Sara Torres Columbia Public Schools Jaime Horton, Amy Scroggins Carthage R-9 School Support: Missouri Department of Elementary and Secondary Education Math-Science Partnership Grant What is the Physics First program? Physics First is a national movement to teach a year-long Physics course in 9th grade In Missouri, MO-DESE has funded a partnership led by Columbia Public Schools and Univ. of Missouri-Columbia to develop curriculum and conduct professional development (PD) Two sessions of PD were conducted in 2006, and 2007 for 60 teachers, one session left 2008 Curriculum Year 1: Uniform and, Forces, and Newton s Laws Year 2: Motion in 2D, Energy, Momentum, Astronomy, and Electricity Year 3: Electromagnetism, Heat, Light, Waves, Real-World Applications Pedagogy - based on Modeling, Inquiry & 5E Year-long follow-up and support Today - parts of Unit 1: Uniform Motion Students Beliefs Position, velocity, acceleration Same position means same speed Position and velocity graphs show the path of the particle Same velocity means same acceleration for two objects Zero velocity means zero acceleration Positive acceleration means speeding up and a negative acceleration means slowing down. Difficulty relating real world motion to a graph Identify quantity in a graph that will answer the question (coordinate, slope, area)

2 Learning Objectives GLEs associated with motion: 2.1.A.a; 2.1.A.b; 7.1.A.a; 7.1.A.b; 7.1.A.c; 7.1.B.a; 7.1.B.b, 7.1.E.a) Big Understandings and Skills Given an x vs. t graph, you should be able to: describe the motion of the object (starting position, direction of motion, velocity) draw the corresponding v vs. t graph draw a motion diagram for the object. determine the average velocity of the object (slope). write a mathematical expression that describes the motion. Big Understandings and Skills Activity: Bag of Cars Given a v vs. t graph, you should be able to: describe the motion of the object (direction of motion, how fast) draw the corresponding x vs. t graph determine the change in position of the object (area under curve). draw a motion diagram for the object. write a mathematical expression to describe the motion.

3 Outcomes of the Bag of Cars Provides common experience for all students Determine prior knowledge Determine misconceptions Activity: Bubble Lab Outcomes of the Bubble Lab Design experiment, collect data, draw x vs. t graph Interpret slope, and units of slope Interpret intercept of straight line graph Calculate speed from data table, relate to slope Unit conversion Distinguish between position and distance Distinguish between time and time intervals Mathematical expression for speed Develop motion diagrams Experimental Data Orange bubble tube Timer at: 60beats/min Beat Position (cm) Trial 1 Trial 2 Trial 3 Average

Experimental Results Activity: Constant Speed Car Lab Position vs. Time for Orange Bubble Tube Position (cm) 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.

4 Experimental Results Activity: Constant Speed Car Lab Position vs. Time for Orange Bubble Tube Position (cm) Time (s) Outcomes of the Constant Speed Car Lab Design experiment, collect data, draw x vs. t graph Interpret slope, and units of slope Interpret intercept of straight line graph Calculate speed from data table, relate to slope Unit conversion Distinguish between position and distance Distinguish between time and time intervals Mathematical expression for speed Develop motion diagrams Position vs time graph

Verbal Description of Motion An object starts moving in the positive direction from position x 1 to

During the time interval Δt B = t 3 - t 2 the object does not move, its position is not changing and its

During the time interval Δt C = t 5 - t 3 the object moves faster than during the time interval Δt A (it

5 Verbal Description of Motion An object starts moving in the positive direction from position x 1 to position x 2, with a constant speed, for a time interval Δt A = t 2 - t 1. where t 1 = 0 seconds. During the time interval Δt B = t 3 - t 2 the object does not move, its position is not changing and its velocity is therefore zero. During the time interval Δt C = t 5 - t 3 the object moves faster than during the time interval Δt A (it moves with a higher speed) but it moves in the negative direction. At time t 4 the object passes through the origin of the coordinate axis. Velocity vs time graph Motion Diagrams Mathematical description

6 Motion Diagram How does the motion diagram looks like? How is the v vs t different for the accelerated motion? Demo: the spark timer V vs t graph V vs t graph from experiment

x vs t graph from experiment Contact info

edu KosztinD@Missouri.edu www.physicsfirstmo.

interested in this program, please contact us.

7 x vs t graph from experiment Contact info Storres@columbia.k12.mo.us MeeraC@Missouri.edu KosztinD@Missouri.edu If you are a 9th grade teacher and are interested in this program, please contact us. We plan on writing a new grant that will continue to support this program.

Support: Missouri Department of Elementary and Secondary Education Math-Science Partnership Grant.

Meera Chandrasekhar University of Missouri, Columbia Dorina Kosztin University of Missouri, Columbia Gabriel de La Paz Clayton High School, St. Louis, MO Support: Missouri Department of Elementary and