Stage 1 Desired Results

Transcription

1 Physics Brian Cranston, x8395, Jenn Pulliam, x8833, Jeffrey Thompson, x8706, Rich Watson, x6627 Unit 2 Newton s Laws and Forces Transfer Goal Students will be able to independently use their learning to employ mathematical and computational thinking to analyze the various interactions between and within systems in order to predict and describe the resulting motion. Established Goals Next Generation Science Standards HS-PS2-1 Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. HS-PS2-4 Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict that gravitational and electrostatic forces between objects. Common Core State Curriculum Standards RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST Integrate and evaluate multiple sources of information presented in diverse formats Stage 1 Desired Results Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy 21 st Century Themes ( ) 21 st Century Skills Learning and Innovation Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication and Collaboration Information, Media and Technology Skills: Information Literacy Media Literacy _X ICT (Information, Communications and

2 and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST Draw evidence from informational texts to support analysis, reflection, and research. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context. HSA.SSE.A.3 Choose and produce an equivalent form of an expressio n to reveal and explain properties of the quantity represented by the expression. HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems. HSA.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. Technology) Literacy Life and Career Skills: _X Flexibility and Adaptability _X Initiative and Self-Direction _X Social and Cross-Cultural Skills _X Productivity and Accountability _X Leadership and Responsibility

3 HSS-IS.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). Enduring Understandings: Students will understand that... a net force will change the velocity of an object. the total momentum of an isolated system of objects is always conserved. Essential Questions: What causes an object to move? How much force is necessary for an object to stay in motion? What is the most important consideration for a road engineer when designing a curved exit ramp? Which factor is most important in ensuring that a person is not pulled out of a loop-the-loop roller coaster when not wearing a safety harness? How significant is the gravitational pull of the sun, earth and moon on an object? What is the best way to make a car safe during a collision? How can one best change the momentum of an object? Knowledge: Students will know... Skills: Students will be able to... an object s inertia is determined by its mass. inertia is the tendency of an object to maintain its state of motion. weight is the gravitational force on an object and differs from its mass. an object at rest will stay at rest and an object in motion will stay in motion in a straight line at constant speed unless acted upon by a net force (Newton s First Law). net forces cause acceleration. determine whether or not an object or system of objects is in equilibrium. calculate the frictional force acting on an object. compute the weight of an object. determine the static or kinetic friction force acting on an object. interpret and construct free-body diagrams to analyze an object s state of motion. analyze data to support mathematical relationship between the

4 that the acceleration of an object is proportional to the new force on it and is inversely proportional to the object s mass (Newton s Second Law). all forces exist in pairs. a free body is a model that represents all of the forces that act on an object. that the normal force determines apparent weight. that in order for an object to move along a circular path at constant speed, there must be a centripetal force present which points to the center of the circle. the velocity of an object moving along a circular path always acts tangent to the circle. an object moving at constant speed along a circle is still accelerating. all objects in the universe attract one another. that the gravitational force between two masses is inversely proportional to the square of the distance between their centers. that gravity is a weak force and only large masses can produce an observable gravitational force. that when one object exerts a force on another object, the second object exerts an equal force back on the first object (Newton s Third Law). momentum is the product of an object s mass and its velocity. momentum is a vector quantity that has both magnitude and direction. the total momentum of an isolated system is always conserved. that impulse is the product of a force and time. that impulse is equivalent to the change in momentum that the object experiences (the Impulse-Momentum Theorem). that extending the time for a collision will reduce the force of impact. an isolated system is one on which no external forces act. that conserved quantities in physics are those that do not change. that in an elastic collision, no energy is lost. objects experiencing inelastic collisions will lose some energy during the interaction. net force that acts on an object, its mass, and the resulting acceleration. plan and carry out an investigation that determines the centripetal acceleration experienced by an object in uniform circular motion (centrifuge, roller-coaster, mass on a string). use computational thinking and mathematics to determine if a vehicle will be able to safely navigate a curve. use mathematical representations of Newton s Law of Gravitation to describe and predict the gravitational force between objects. apply a mathematical model to solve for the acceleration due to gravity on or near other planets, moons, and stars. develop a model that relates the path of a satellite in a circular orbit to its velocity. analyze and interpret data that confirms the relationship between the radius of a satellite s orbit and its orbital velocity. identify the action/reaction (force) pairs that occur in a collision. construct an explanation that supports the assertion that both objects in a collision experience the same impulse and change in momentum. define the boundaries and initial conditions of a system. develop a model to account for momentum of a system of objects both before and after a collision. use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the object. apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on an object during a collision.

5 Stage 2 Assessment Evidence Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form. Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc. Tests/Quizzes on Newton s Laws and Forces, Momentum, and Circular Motion Informal lab investigations Formal lab write ups Lab: Finding Checked homework Class discussion Summarizers

6 Stage 3 Learning Plan Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements. Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer. Students will create a KWL chart on Forces. (A/M) Discussion: how are Forces experienced in everyday life? (A) Teacher-led discussion: Newton s 3 Laws. (A) Students will create free-body diagrams based on different situations. (A/M) Discussion: How is weight different than mass? (A) Think, Pair, Share: What is Friction? (A) Teacher-led steps to finding out if there is a net force on an object and if so, what is the acceleration? (A) Discussion: How does your weight change when riding in an elevator? (A) Lab- Friction using inclined planes. (M) Practice problems calculating net force and acceleration of various objects. (M) Student Inertia Demos (Ex. Removing paper between two bottles, removing a tablecloth from a set table.)(t)[kim5] Lab - Force Tables to test static equilibrium. (M) Discussion: How do we keep an object in a circular path? (A) Teacher-led steps in finding tangential velocity, centripetal acceleration & force. (A) Practice problems calculating tangential velocity, centripetal acceleration & force. (M) Activity: Keep the ball in a circle Students will place a circle on the ground and figure out how to keep it following that circular path as it enters the circle traveling in a straight line.(t) Lab- Stopper on a string (M) Think, Pair, Share: How can an automobile safely navigate a curve? (M) Teacher-led discussion: What does it mean to conserve momentum? (A) Demo: collisions with dynamics carts. (M) Teacher-led steps in setting up and solving 1D conservation of momentum problems. (A) Students will create their own 1D collision scenario and use the law of conservation of momentum to calculate momentum and velocity. (Ex. pool balls, train cars, catching a ball in the air.) (M/T) Lab: Conservation of Momentum using air tracks. (M)