Unit 5: Unbalanced Forces Particle Model Physics 14 Class Meetings (Revised Aug. 2015) Essential Questions. Enduring Understandings with Unit Goals

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1 Essential Questions How can the acceleration of objects be predicted and analyzed? Enduring Understandings with Unit Goals EU #1: Analyze the relationships between the acceleration of an object and the system mass & the net force acting on the object. o Identify the net force acting on an object. o Identify and describe the system mass. o Use Newton s 2 nd Law to determine the acceleration of an object. o Analyze non-linear graphs to determine the relationship between variables EU #2: Describe the relationship between the normal force an object feels and the frictional force an object feels. o Design experiments to determine the variables that affect the size of the frictional force. o Identify the relationship between the normal force and frictional force objects feel as the coefficient of friction. EU #3: Quantitatively solve problems involving forces, mass, and acceleration using Newton s Second Law. o Use kinematics equations and graphical problem solving techniques to solve problems involving Newton s Second Law. o Use friction and the coefficient of friction to solve problems with Newton s Second Law. 1

2 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: Newton s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1). Crosscutting Concepts- Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connecticut State Science Standards: HS - Motion & Forces: The law F = ma is used to solve motion problems that involve constant forces. D. INQ 8 - Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms. D. INQ 9 - Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation 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 8: Take responsibility for his/her own learning and behavior. Unit Content Overview EU #1: Analyze the relationships between the acceleration of an object and the system mass & the net force acting on the object. o System mass o Net force o Accelerated motion o Newton as a unit of measurement 2

3 o Force components o System schemas o Free-body diagrams o Trigonometry o Newton s Second Law o Inverse & Parabolic mathematical relationships EU #2: Describe the relationship between the normal force an object feels and the frictional force an object feels. o Static & kinetic friction o Coefficients of friction o Microscale understanding of frictional forces EU #3: Quantitatively solve problems involving forces, mass, and acceleration using Newton s Second Law o Kinematics equations o Vector analysis and trigonometry o Quantitative force analysis o Statics Students will be able to Learning Objectives Observe and describe how increasing mass and force affects acceleration Experimentally determine the relationship between system acceleration and net force Experimentally determine the relationship between system acceleration and mass Describe positive and negative acceleration in the elevator using net force Design experiments to test which variables affect the size of the friction force an object feels Experimentally determine the relationship between the normal force acting on an object and the friction force acting on an object. Analyze situations using free body diagrams to describe the motion and forces in a system Use Newton s Second Law to solve quantitative problems. Use kinematics equations to solve problems involving Newton s Second Law Predict and then experimentally test whether initial velocity or mass has a greater affect on the stopping distance of an object Use trigonometry to solve problems using Newton s Second Law Apply the UBFPM to predict the magnitude of acceleration for an object. 3

4 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: Force and Mass vs. Acceleration Lab: Friction Unit Task: Lab Practicum- Make a cart accelerate exactly Interdisciplinary Connections Mathematics- Parabolic and Inverse Relationships Mathematics- Trigonometry FORMATIVE ASSESSMENTS: Assessments Warm Ups Whiteboarding Board Meetings Unit Task: Lab Practicum- Make a cart accelerate exactly o Rubric 3: Mathematics Lab: Force and Mass vs. Acceleration o Rubric 4: Scientific Research 4

5 Lab: Friction o Rubric 4: Scientific Research SUMMATIVE ASSESSMENTS: Quiz: Newton s Second Law Relationships o EU #1: Analyze the relationships between the acceleration of an object and the system mass & the net force acting on the object. Quiz: Newton s Second Law and quantitative free-body diagrams o EU #2: Describe the relationship between the normal force an object feels and the frictional force an object feels. o EU #3: Quantitatively solve problems involving forces, mass, and acceleration using Newton s Second Law. Lab Report: Force and Mass vs. Acceleration Lab Report: Friction Unit Task: Lab Practicum- Make a cart accelerate exactly Unit Test: Unbalanced Forces Particle Model o All EUs Unit Task Unit Task Name: Lab Practicum- Make a cart accelerate exactly Description: Students will work individually. Before the practicum begins, a dynamics cart will be massed in front of the students, and then set up on a dynamics track with a string going over a pulley. Then each student will be given a cup and randomly assigned a value for acceleration between 1.0 m/s 2 and 2.0 m/s 2. Students will need to use the Unbalanced Forces Particle Model to analyze the situation and calculate the mass needed to accelerate the cart to their assigned value. Students will then add steel shot to the cup and hang the mass from a string attached to the cart. A motion detector will be used to measure the acceleration of the cart. Students will be scored based on both their ability to demonstrate understanding of how to use the UBFPM to solve problems as well as the accuracy of their predictions. Evaluation: MSMHS Rubric #3: Mathematics 5

6 Unit Resources MSMHS School-wide Rubrics AMTA Modeling Instruction Materials (Mechanics, Unit 5- Net Force) LoggerPro Fan Carts & Kinematic Tracks Dynamics Carts Vernier Force Plate Vernier Dual-Range Force Sensors Vernier LabQuest Minis Go!Motion Detectors Google Documents & Sheets Desmos online graphing calculator 6

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

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