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Unit Design Template EDUC 343 Ubd Format

Title of Unit: Motion

Stage 1: Desired Results


NJCCCS: Strand and CPI 5.2.12.E.1 Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration. Understandings

Unit Design Template EDUC 343 Ubd Format


What will students understand (about what topics and big ideas) as a result of the unit that you hope they will remember five years from now? Students will understand that This information is usually taken from the content outline of the course curriculum guide.

When an object changes position in comparison to a stationary reference point, the object is in motion Circular motion is acceleration because of the constant change in direction An unbalanced force must be present to cause any change in an objects state of motion or rest The workings of mechanics and kinematics can be applied to solve common, everyday problems. Equations and graphs can both be employed to explain how things work as a result of the connections between speed, velocity, acceleration, and the Laws of Motion. (More specifically, the motion of an object can be described by its position and velocity as functions of time and by its average speed and average acceleration during intervals of time.) A distance-time graph of an object moving at constant speed is a straight line, and the slope of this line is the speed. A velocity-time graph can be used to determine acceleration. The magnitude of acceleration of an object depends directly on the strength of the net force and inversely on the mass of the object.

Essential Questions
What arguable, recurring, and thoughtprovoking questions will guide inquiry and point toward the big ideas of the unit? The understandings above are typically the answers to these.

Knowledge & Skill


What is the key knowledge and skills (building blocks) needed to develop the desired understandings and master the standards on which this unit is based?

How does motion occur? Imagine that you could ride a baseball that is hit high enough and far enough for a home run. Using the baseball as a reference frame, what does the earth appear to do?

Explain the relationship between motion and a frame of reference Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time,

Unit Design Template EDUC 343 Ubd Format


distance, displacement, speed, and velocity Describe the concept of acceleration as a change in velocity Calculate acceleration as the rate at which velocity changes Graph acceleration on a velocity-time graph Explain why circular motion is continuous acceleration even when the speed doesnt change Explain the effects of unbalanced forces on the motion of objects Compare and contrast static and kinetic friction Describe how friction can be either harmful or helpful Identify ways in which friction can be reduced or increased Explain the implications of Newtons Second Law of Motion in regards to acceleration and force

What conditions must be true for movement to happen? Describe a situation in which unbalanced forces are acting on an object. What is the net force on the object, and how does the net force change the motion of the object? How is acceleration defined? Joshua skates in a straight line at a constant speed for one minute, then begins going in circles at the same rate of speed, and then finally begins to increase speed. When is he accelerating? What is the relationship between force, mass and acceleration? How are position, speed, velocity, acceleration, and force related? How can we use graphs to determine these relationships? What is the role of friction? Explain why friction is necessary to drive a car on a road. How could you increase friction on an icy road? When you drive, you will sometimes have to decide in a brief moment whether to stop for a yellow light. Discuss the variables you must consider in making your decision. Use the concepts of force acceleration, and velocity in your argument.

Stage 2: Assessment Evidence


What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.]

Performance Task Summary (Project)


What product or performance will be used to gather evidence of understanding within this unit?

Rubric Criteria for Project


What aspects of that product or performance could be used as evidence of understanding and what are your levels of expectations for those aspects? (See template)

The laboratory reports and application

Project Criteria:

Unit Design Template EDUC 343 Ubd Format


worksheets described in the lesson plans will serve as a collective portfolio of the students work. The information included in this portfolio will serve simultaneously as a review packet that students can access for completion of the final project mentioned in lesson 5. For this project, students will participate in a real life application session which involves running a 40 yard dash and calculating their speed in addition to creating a stop motion animation video. Students will be required to answer supplemental questions and provide explanations of the physical aspects involved in their videos. Completion of this project requires that students employ the knowledge theyve acquired from each lesson in the unit to solve problems.

Creativity/Organization Application of acquired material shown in completed product/evidence is referenced in work Demonstrates knowledge of performance tasks for unit/content knowledge in answers to questions and explanations of theory used
Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as the rate at which velocity changes Distinguish between speed and velocity Calculate acceleration as the rate at which velocity changes

Structure and Depth of Accompanying Lab Report (Includes Hypothesis, Materials, Procedure, Data, Data Analysis, Results, Conclusion, etc.)

Self-Assessments (optional)

Expectations: Beginning-1 Developing-2 Accomplish-3 Exemplary-4 Other Evidence, Summarized (i.e. quizzes, tests, homework, portfolios, exit tickets, etc.) Questioning in class Application questions and problems in homework assignments Quizzes on Measuring Motion, Acceleration, and Motion and Force Cumulative Unit Test

Stage 3: Learning Activities


What sequence of learning activities and teaching will enable students to perform well at the understandings in Stage two and thus display evidence of the desired results in stage one? Should include: objectives, activities, and assessment for each class session.

Lesson 1 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage

Unit Design Template EDUC 343 Ubd Format


One) 2. this Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as a change in velocity Calculate acceleration as the rate at which velocity changes Graph acceleration on a velocity-time graph Explain the relationship between motion and a frame of reference What assessments (formal and informal) will you use to evaluate learning during lesson? (Taken from Stage Two) The completed worksheet serves as a paper! laboratory e"periment. #uccessful completion of the activity will serve as the final assessment for this particular lesson. $ach performance task is aligned to an activity to be completed on the sheet. %n addition& the material will be introduced to the students prior to working on the activity through use of a powerpoint& and 'uestions will be asked throughout the presentation. (. What activities will the students participate in over the course of this lesson?

#tudents will work on a )#% worksheet activity to e"plore applications of kinematics in the everyday world. *iven the average speed and acceleration parameters for a bullet from a gun& students will determine which suspect committed a crime. This re'uires them to create both distance vs. time and velocity vs. time graphs& to find the average speed and acceleration& and to describe acceleration in different circumstances.

Lesson 2 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One)

Unit Design Template EDUC 343 Ubd Format


Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as a change in velocity Calculate acceleration as the rate at which velocity changes Graph acceleration on a velocity-time graph Explain why circular motion is continuous acceleration even when the speed doesnt change

2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) The completion of a laboratory report presenting the students+ results and responses to key 'uestions will serve as an assessment for this lesson. (. What activities will the students participate in over the course of this lesson? #tudents will complete an e"tensive laboratory e"periment incorporating practice problems& 'uestions& and activities. #tudents will calculate velocity using a car& ramp& and a photogate detector. They will also be re'uired to design their own e"periment while manipulating the variables which affect speed& to find the velocity at different points on the track& to use a graph to predict velocity& and finally to find the acceleration.

Lesson 3

Unit Design Template EDUC 343 Ubd Format


1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage One) Explain the effects of unbalanced forces on the motion of objects Describe the concept of acceleration as a change in velocity Explain the implications of Newtons Second Law of Motion in regards to acceleration and force

2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) #uccessful completion of the tutorial and related 'uestions& as well as the problem solving worksheet& will serve as the assessment for this session. (. What activities will the students participate in over the course of this lesson? #tudents will read an online tutorial on ,ewton+s #econd -aw and then complete an online simulation that re'uires them to calculate the .orce given different variables. They are also asked to answer related critical thinking 'uestions on the website. /fterwards& they will complete a worksheet with e"amples and problems for them to solve.

Lesson 4 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage

Unit Design Template EDUC 343 Ubd Format


One) Compare and contrast static and kinetic friction Describe how friction can be either harmful or helpful Identify ways in which friction can be reduced or increased

2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) The completed lab report and accompanying 'uestions will serve as the assessment for this session. Throughout the course of the e"periment& students will be asked 'uestions related to the topic to grasp their level of understanding. (. What activities will the students participate in over the course of this lesson? To get an idea of the concept of friction& students will run an online simulation which allows them to predict the effect of friction using different materials. ,e"t& they will complete a friction lab that involves measuring friction with a spring scale and testing the effects of surface te"ture& weight& and surface area. .inally& they will answer related comprehension 'uestions.

Lesson 5 1. What will the students be able to do at the conclusion of this lesson? (Taken from Stage

Unit Design Template EDUC 343 Ubd Format


One) This lesson will serve as a cumulative review activity session on the topics of ,ewton+s #econd -aw& friction& and related distance& velocity& acceleration and time tasks. %t will be a reinforcement of all of the skills and content knowledge the students have learned previously.

2. What assessments (formal and informal) will you use to evaluate learning during this lesson? (Taken from Stage Two) The completed laboratory report and associated 'uestions will serve as the assessment for the 01 yard dash activity as well as the stop motion animation (in addition to the completed animation video). (. What activities will the students participate in over the course of this lesson? 2art 134ay 15 #tudents will participate in several real world application activities as a review of all the material learned in this unit. .irst& students will participate in an online simulation of a roller coaster& which allows them to test the effects of initial speed& friction& mass& gravity& height& etc. and to research related concepts. ,e"t& they will view videos about how kinematics and ,ewton+s #econd -aw are involved in football. 2art 23 4ay 256sing the information they+ve learned& they will participate in activities that allow them to e"perience physics in the real world first hand. The first half of this lab will re'uire students to run a 01 yard dash and to calculate their speed from collected information. 2art (34ay (5The second half re'uires students to create a stop motion animation using a movie maker and to supply information about velocity and acceleration.

Resources: 4obson& 7en& 8ohn 9olman& and :ichael ;oberts. Physical Science. ,ew <ork= 9olt& ;inehart and Winston& 2110. 2rint.

Unit Design Template EDUC 343 Ubd Format


2ompton -akes #chool 4istrict /cademic %ntegrated #cience )ourse of #tudy Hyman, Oliver, and Jackie Christoffel. "Speed and Acceleration." Speed and Acceleration. Arizona State University, n.d. Web. 18 Oct. 2013. <http://gk12.asu.edu/SPEEDANDACCELERATION>. www.esdallas.org/.../PHY_Speed,_Velociy,_&_Acceleration_Lab.doc "What Is Newton's Second Law of Motion?" N.p., n.d. Web. 18 Oct. 2013. <http://www.glencoe.com/sites/common_assets/science/virtual_labs/E25/E25.h tml>. "Practice Problems for Newton's Second Law of Motion." Thinkfinity.org, n.d. Web. <http://www.thinkfinity.org/servlet/JiveServlet/previewBody/12277-1021-22773/Force%20Practice.pdf>. "Take A Walk!" Take A Walk! Los Angeles County Office of Education, n.d. Web. 18 Oct. 2013. <http://teams.lacoe.edu/documentation/classrooms/judi/forces/activities/walk/ walk.html>. "Friction Lab." N.p., n.d. Web. <http://colinamiddle.net/dmatras/Chapter %2010/pages/Friction%20Lab.pdf>. "Roller Coaster Game." Funderstanding Education Curriculum and Learning Resources. Funderstanding.com, n.d. Web. 18 Oct. 2013. <http://www.funderstanding.com/educators/coaster/>. "SCIENCE OF NFL FOOTBALL: Kinematics Position, Velocity & Acceleration." NBC LEARN. NBCUniversal Media, n.d. Web. 18 Oct. 2013. <http://www.nbclearn.com/portal/site/learn/lesson/0c33b20c18d01410VgnVC M10000075c1d240RCRD>.

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