I. Grade Level/Unit Number: Physics Unit 1

I. Grade Level/Unit Number: Physics Unit 1

II: Unit Title: One-Dimensional Motion

III. Unit Length: 10 days (block schedule) or 18 days (traditional schedule)

IV. Major Learning Outcomes:

This unit is focused on the concept of one dimensional motion. Students will learn about the relationships among the concepts of position, velocity and acceleration. Students will examine the graphs of position, velocity, and acceleration and relate them to the motion of a mass and to each other. Specifically students will be able to:

Velocity

· Identify a frame of reference for measurement of position and identify the initial position of the object.

· Develop the definition of velocity as the rate of change of position conceptually, mathematically and graphically (see 2.04).

· Apply the equation developed to several applications where objects are moving with constant velocity:

Velocity as a Vector

· Define vector and scalar, incorporating magnitude and direction.

· Apply concepts of speed and velocity to solve conceptual and quantitative problems.

· Distinguish between distance and displacement conceptually and mathematically.

· Clarify that a positive value for velocity indicates motion in one direction while a negative value indicates motion in the opposite direction.

Acceleration

· Develop the definition for constant (uniform) acceleration as the rate of change of velocity conceptually, mathematically, and graphically (see 2.04).

· Analyze visual representations of constant and changing velocity. (see 2.04)

· Use kinematics equations for acceleration:

· Apply concepts of constant (uniform) acceleration to objects in free fall.

Application of Graphical and Mathematical Tools

Constant velocity:

· Measure position versus time of an object moving with constant velocity.

· Plot a position versus time graph of the measurements.

· Recognize that the relationship is linear and construct a best-fit line.

· Identify the slope of the line as the change in position over time (velocity) and the y-intercept as the initial position for the given time interval.

· Using the slope y-intercept equation (y = mx + b) from the graphs above, derive the mathematical relationships:

o final position=average velocity*time + initial position

o final position - initial position=average velocity*time

· Define change in position as displacement and show the average velocity equation ().

Constant acceleration:

· Measure position and time of an object moving with constant acceleration.

· Plot a position vs. time graph of the measurements.

· Recognize that the relationship is not linear but fits the shape of a parabola indicating that position is proportional to time squared.

· At various points on the curve, draw lines tangent to the curve and develop the concept of instantaneous velocity (represented by the slope of the tangent line at that time instant).

· Give several examples of and compare position vs. time, velocity vs. time and acceleration vs. time graphs.

· Recognize that the slope of the line on an instantaneous velocity vs. time graph is the acceleration.

· Develop the equations for objects that are experiencing constant acceleration (rolling down an inclined plane or objects falling toward the earth):

V. Content Objectives Included (with RBT Tags):

COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry.
1.01 Identify questions and problems that can be answered through scientific investigations.
(RBT B2, B3, C2, C3) / This goal and these objectives are an integral part of each of the other goals. In order to measure and investigate scientific phenomena, students must be given the opportunity to design and conduct their own investigations in a safe laboratory. The students should use questions and models to formulate the relationship identified in their investigations and then report and share those finding with others
Students will be able to:
· Develop questions for investigation from a given topic or problem.
1.02 Design and conduct scientific investigations to answer questions about the physical world.
• Create testable hypotheses.
• Identify variables.
• Use a control or comparison group when appropriate.
• Select and use appropriate measurement tools.
• Collect and record data.
• Organize data into charts and graphs.
• Analyze and interpret data.
• Communicate findings.
(RBT C2, C3, ,C4, C5, C6) / · Distinguish and appropriately graph dependent and independent variables.
· Discuss the best method of graphing/presenting particular data.
· Use technology resources such as graphing calculators and computers to analyze data.
· Report and share investigation results with others.
1.03 Formulate and revise scientific explanations and models using logic and evidence to:
• Explain observations.
• Make inferences and predictions.
• Explain the relationship between evidence and explanation.
(RBT B2, B6, C2, C6) / · Use questions and models to determine the relationships between variables in investigations.
· Use evidence from an investigation to support a hypothesis.
1.04 Apply safety procedures in the laboratory and in field studies:
• Recognize and avoid potential hazards.
• Safely manipulate materials and equipment needed for scientific investigations.
(RBT B3, C3) / · Predict safety concerns for particular experiments
o Electricity
o Projectiles
· Relate physics concepts to safety applications such as:
o Transportation: seat belts, air bags, speed…
o Short circuits, circuit breakers, fire hazards
2.01
(RBT B4) / Analyze velocity as a rate of change of position:
• Average velocity.
• Instantaneous velocity.
2.02
(RBT B4) / Compare and contrast as scalar and vector quantities:
• Speed and velocity.
• Distance and displacement.
2.03
(RBT B4, C4) / Analyze acceleration as rate of change in velocity.
2.04
(RBT C3, C4, C5, C6) / Using graphical and mathematical tools, design and conduct investigations of linear motion and the relationships among:
• Position.
• Average velocity.
• Instantaneous velocity
• Acceleration.
• Time.
Honors / Suggested Honors Project: Crazy Car Construction

VI. English Language Development Objectives (ELD) Included:

NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English Proficiency Students (LEP)- English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

Suggestions for modified instruction and scaffolding for LEP students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, novice level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than intermediate or advanced students.

VII. Materials/Equipment Needed:

Most of the activities for this unit use inexpensive and simple materials. Those materials can be found here.

· Air pucks (http://www.flinnsci.com/store/Scripts/hs_createOrder.asp?find=catalog&strSearch=AP5619) or Fisher item # S52178 http://www.flinnsci.com/store/Scripts/hs_createOrder.asp?find=catalog&strSearch=AP6917)

· Washers, pennies or other small masses

· Meter sticks or measuring tape

· Timers (If you don’t have stopwatches there is a nice program that can be loaded on TI graphing calculators. Go to the following website and look up “stopwatch”: http://www.ticalc.org/pub/83/basic/programs/)

· Vernier LoggerPro software (http://www.vernier.com/soft/lp.html). Powerful software package. Cost is only $159 from Vernier. The $159 gets you a site license for you AND your students and can be used in activities throughout the year.

· Motion sensors (Vernier or similar) with data collection interface (LabPro or similar). Cost is $78.

· Digital video camera (perhaps your media center has one you can check out). If you do not have access to a digital video camera, www.physicstoolkit.com is a free site that has sample videos as well as the software used to analyze them.

· Bulletin board paper or a roll of “butcher paper”

· Magic markers

· Access to computer lab with internet capabilities.

· Objects to drop (bean-bag like balls, tennis balls, baseballs, etc.)

· Misc. supplies such as masking tape and graph paper. Free graph paper can be downloaded at: www.mathematicshelpcentral.com/graph_paper.htm .

· Flip buggies (any vehicle that moves at constant velocity)

VIII. Detailed Content Description:

Please see the detailed content description for each objective in the Physics Support Document. The link to this downloadable document is in the Physics Standard Course of Study at:

http://www.ncpublicschools.org/curriculum/science/scos/2004/27physics

IX. Unit Notes:

Overview of Unit One

The Unit Guide below contains the activities that are suggested to meet the Standard Course of Study (SCOS) Goals for Unit One. The guide includes activities, teacher notes on how to implement the activities, and resources relating to the activities which include language objectives for LEP (Limited English Proficient) students. Teachers should also consult the Department of Public Instruction website for English as a Second Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional resources. If a teacher follows this curriculum (s)he will have addressed the goals and objectives of the SCOS. However, teachers may want to substitute other activities that teach the same concept. Teachers should also provide guided and independent practice from the textbook or other resources.

Physics Support Document

Teachers should also refer to the support document for Physics at http://www.ncpublicschools.org/curriculum/science/scos/2004/27physics for the detailed content description for each objective to be sure they are emphasizing the specified concepts for each objective.

Reference Tables

The North Carolina Physics Reference Tables were developed to provide essential information that should be used on a regular basis by students, therefore eliminating the need for memorization. It is suggested that a copy be provided to each student on the first day of instruction. A copy of the reference tables can be downloaded at the following URL:

http://www.ncpublicschools.org/docs/curriculum/science/scos/2004/physics/referencetables.pdf

Essential Questions for Unit One

Essential questions are those questions that lead to student understanding. Students should be able to answer these questions at the end of an activity. Teachers are advised to put these questions up in a prominent place in the classroom. The questions can be answered in a journal format as a closure.

1. What information can be determined from analyzing the slopes of position vs. time and velocity vs. time graphs?

2. How does constant velocity affect the position of an object traveling in a straight line?

3. How does distance differ from displacement?

4. How does speed differ from velocity?

5. What is the relationship between position vs. time and velocity vs. time graphs?

6. How does the rate of change of velocity reflect an object’s acceleration?

7. How can the concept of constant acceleration apply to the study of gravity?

Safety

· No object should be thrown at another person at any time unless part of a lab activity.

· Hard-toed shoes should be worn in physics labs.

· Read all instructions before starting the lab activity.

· If lab equipment appears to be malfunctioning, contact the science teacher immediately.

· All students should be aware of what others are doing when lab activities are taking place.

· Keep lab area as clean as possible.

Modified Activities for LEP Students

Those activities marked with a O have a modified version or notes designed to assist teachers in supporting students who are English language learners. Teachers should also consult the Department of Public Instruction website for English as a Second Language at: http://www.ncpublicschools.org/curriculum/esl/ to find additional resources.

Computer Based Activities

Several of the recommended activities are computer based and require students to visit various internet sites and view animations of various biological processes. These animations require various players and plug-ins which may or may not already be installed on your computers. Additionally some districts have firewalls that block downloading these types of files. Before assigning these activities to students it is essential for the teacher to try them on the computers that the students will use and to consult with the technology or media specialist if there are issues. These animations also have sound. Teachers may wish to provide headphones if possible.

Web Resources

The web resources provided on this page were live links when the unit was designed. Please keep in mind that as individuals make changes to websites, it is possible that the websites may become inactive. These resources are provided to supplement the activities in the unit. Some of the resources can be used as to supplement your teacher-led discussions by projecting them for the class. Other activities require students to have access to computers.

There are many video resources available online. Two particularly useful ones are:

1. Kinematics Video Streaming from Monterey Institute

http://www.hippocampus.org/?course=23

The Monterey Institute provides many free, excellent interactive videos which may be used as classroom presentations or as individual review modules.

Select the kinematics section under General Physics I.

This video contains 10 segments. The first 6 relate to motion along a line. They may be used as a whole as an overview to the unit of motion along a line or as segments to emphasize different topics within the unit.

· Vector engages the viewer with real life situations and the use of vectors in the discussion of motion.

· Equations of Motion explores the use of equations as descriptors of motion.

· Slowing Car explains the use of the kinematics equation to the specific problem of a slowing car

· Freefall, Unknown Planet, and Ball Toss Simulation elaborates on the concept of acceleration as it relates to the acceleration of gravity and allows students to evaluate the appropriate equation as a problem solving tool.

2. Motion & Forces Video from United Streaming

http://streaming.discoveryeducation.com/index.cfm

United Streaming is a paid online subscription for video streaming. Check with your media specialist about availability for your school.

This video contains 8 segments. They may be used as a whole as an introduction to the unit of motion along a line or as segments to emphasize different topics within the unit.