social studies – grade 8 - home | san antonio isd · web viewphysics teks 3 the student uses...

Subject – Pre-AP Physics Unit of Study: Newton’s Laws of Motion

Second Grading Period – Weeks 1 & 2 (10 days) CURRICULUM OVERVIEWEnduring Understandings (Big Idea) Unit Rationale

Forces cause the motion of objects and this motion can be determined and described by 3 laws defined by Isaac Newton. These laws of motion apply to all objects on the Earth, in space or on other planets.

For students to understand, predict and calculate the motion of an object acted on by a force requires that they first understand the physical laws that govern that motion and how to apply them.

Essential Questions Guiding QuestionsWhat is the relationship between the force applied to an object and the change in motion of that object due to the applied force? Do all forces cause motion and how can we calculate the effect of a force on the motion of an object.

How does the mass of an object affect its inertia? How are force, mass and acceleration related and how can you make a car

accelerate more rapidly? Why do action/reaction forces always exist in pairs?

TEKS (Standards) TEKS Specificity - Intended Outcome

Con

cept

s

Physics TEKS 4 The student knows and applies the laws governing motion in a variety of situations. The student is expected to D) calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects, (E) develop and interpret free body diagrams

IPC TEKS 4 The student knows concepts of force and motion evident in everyday life. The student is expected to (C) investigate how an object’s motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects, and (D) assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects.

” I CAN” statements highlighted in yellow should be displayed for students.

draw an object and all the forces working on that object when the object is still or moving. From that drawing I can determine what is happening to the object as a result of the force (4E).

describe how Newton’s laws apply to a passenger in a car who uses a seat belt and one who does not (IPC 4C).

describe examples of inertia for objects that are in motion or objects that are at rest (4D)

calculate the acceleration of an object with a certain mass if I know how much force is applied to the object (4D)

describe how Newton’s laws determine the speed of a kick ball or a ball hit with a baseball bat (4D)

Skill

s

Physics TEKS 2 The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:(E) design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness;(F) demonstrate the use of course apparatus, equipment, techniques, and procedures,

Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (F) express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition

design and conduct an investigation into the effect of mass on an object’s acceleration (2E).

determine the relationship between mass, force and acceleration for various objects and predict their motion (3F).

manipulate equations to solve for any variable needed (3F).

apply technology (such as a force sensor) to explore the forces acting on an object and the effect of those forces on the motion of the object (2E).

SAISD © 2010-11 – Second Grading Period Science Pre-AP Physics of 45

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactionsELPS 3c – share information in cooperative learning interactionsELPS 5b – write using newly acquired basic vocabulary and content-based grade-level vocabulary

Use prior experiences to expand upon and to learn academic and social vocabulary related to the tendency of an object to stay at rest or move when a net force is applied (1A,,2C)

Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3C)

Journal experiences using complete sentences and newly acquired vocabulary (5B) Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new

vocabulary (1A) Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)

College Readiness Student Expectations College Readiness - Intended OutcomeScience Standardso VIII – C2: Understand forces and Newton’s Lawso II – B1: Carry out formula operations using standard algebraic

symbols and formulaeo II – D1: Use dimensional analysis in problem solving

o Identify how a net force changes the motion of an objecto Calculate the force required to accelerate a given masso Identify the relationship between the mass and inertia of an object

Evidence of Learning (Summative Assessment)1. Given an object and the forces acting on the object, students can draw and label a free body diagram and describe the resulting motion of the object at least 80% of the time

correctly.2. Given 2 of the variables in the equation F = ma, students can manipulate the equation if necessary, substitute the correct given values, and solve for the remaining variable at

least 80% of the time correctly.3. Given materials and equipment, students can design and conduct an experiment to gather data and graph the relationship between force and acceleration for objects of

different mass.


Subject – Pre-AP PhysicsUnit of Study: Newton’s Laws of Motion

Week 1 – Lesson 1 – 1st Law of Motion (Forces and Inertia) (4 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Why does it take so much force to stop a fully loaded train or truck as opposed to a small car?

Why do satellites in circular orbit maintain the same speed at all times? How does a seat belt keep a passenger from being injured in a car

crash? Why do objects on the front seat of a car continue moving when you stop

suddenly? How does the mass of an object affect its inertia?

The student can: demonstrate how force affects motion (7.7C) describe how unbalanced forces cause changes in the speed or direction of an object

(8.6A) investigate and describe applications of Newton’s Laws (IPC 4C and 4D)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E Model of Instruction1. Engage

Review the concept of Force as a “push or pull” on an object and that forces are measured in Newton’s (N) named after Sir Isaac Newton whose laws of motion you will be exploring. Does a magnet push or pull? Does the gravity of the Earth push or pull? (4E).

Show how several different forces can act on an object at the same time, for example an airplane has lift (up) and weight (down) and thrust (forward) and drag (backward) and that all the forces determine the motion of the airplane. What are all the forces acting on someone sitting in a chair? (4E).

Model the concept of inertia (Newton’s 1st law of motion) by rapidly pulling a tablecloth from underneath plates and bowls, or show the video clip Tablecloth Trick . Why did the objects stay on the table? What would have happened if the tablecloth was pulled slowly? (4D).

2. Explore Have students explore the relationship between mass and inertia by using coins, index cards and a paper cup.

How does mass impact the inertia of an object? Does a nickel have more inertial than a penny? (2E, 4D). Or have students explore the relationship between force and mass using “Active Physics – Sports”, p. S61 Does

the amount of mass an object has affect its inertia? (2E, 4D). Show the video clip Demonstrations of Inertia;.. What are some other examples of inertia in real life? (4D) Have students draw a free body diagram of the coin (all the forces acting on it) when it is lying on the index card.

How many forces are acting on the coin? (4E) Discuss balanced and unbalanced forces and how to find the net force on an object by drawing all the forces and

their directions. Can the net force on an object be zero if only one force is acting on the object? (4D)

Use the Promethean Interactive White Board Flip Chart - “Newton’s Laws of Motion”

3. Explain Have students explain Newton’s 1st law of motion and how inertia affects the motion of objects. Show the video

clip Inertia of Moving Objects. When do objects at rest stay at rest? What do we know about the forces acting on such an object? (4D). Emphasize the relationship between mass and inertia. For example, an object on the moon would have less

weight but would have the same mass and inertia. How would your mass and weight change or be the same on the planet Jupiter? What would happen to your inertia? (4D).

What do you do for students who need additional support?Use the web site Newton’s 1 st Law of Motion to readdress the concept and provide examples. Give students objects of different mass and have them explore the inertia that each object has when they try to move it.

Have students list in their science journals the forces they experience everyday (4E)

How can more than one force act on an object at the same time?

Have students describe in their own words the concept of inertia and give examples from real life in their science journals. (4D)

Provide students with newspaper articles that include examples of the 1st law of motion in real world situations and have them identify how the law is demonstrated. (4D)

Work in cooperative groups to explore the concept of inertia (4D)

Use Marzano’s 6 steps for vocabulary acquisition for the vocabulary associated with Newton’s Laws of Motion (4D)

Have students compare and describe the difference between mass and weight and the units used for each measurement. (4D)


http://www.davenport.k12.ia.us/young/images/Six.step.vocabulary.method.pdf

http://www.physicsclassroom.com/Class/newtlaws/u2l1a.cfm

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_1-inertia_of_moving_object.wmv

https://www.saisd.net/admin/curric/curricms/documents/sci/10-11/ipc-physics/gp2/physics_promethean_flipcharts_gp2_10-11.zip

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_1-demonstrations_of_inertia.wmv

http://www.saisd.net/ADMIN/curric/science/Sec/Concrete%20Connections/Newton's%201st%20Law%20of%20Motion.doc

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_1-tablecloth_trick-newton's_1st_law.wmv

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/compprocess.pdf

What do you do for students who master the learning quickly?Have students list various real world objects in their science journal, then place them in order form highest to lowest based upon inertia and then explain why that order is appropriate. Would the order of the object be the same in space or on the Moon?

Or have students view the Holt Science in the News, Physical science video “Crash Test Dummies” (in the teacher resource kit) and respond to the critical thinking questions for segment 4.

√ Check for student understanding

3. Elaborate How does inertia apply to real world situations? For example, which is harder to start moving, a bus or a small

car? (4D) Which is harder to stop, a train or a baseball? If you accelerate a car quickly, what happens to the passenger’s

head in the front seat? What happens when you stop quickly? Use the web site Newton’s First Law and Seat Belts to discuss the importance of wearing seat belts.(4D)

Show the video clip Newton’s First law and Seat Belts; (4D) 4. Evaluate

Have students describe and give examples of Newton’s 1st law of motion in various real world situations in their science journals. Have them read in “Active Physics – Sports” the article on “Inertia”, p. S58 and summarize this article in their science journals.

Refer back to the Guiding Questions to assess students' knowledge of lesson/concept

List objects with lots of mass and lots of inertia (like a train, or bus). Is it hard to start and stop these objects with lots of mass? (4D)

Provide students with pictures of various objects and require them to label all the forces acting on the objects. Calculate the net force that results from adding all the forces. (4D)

Think-pair-share about all the ways inertia can be demonstrated in a car that starts up, slows down, goes around a curve, and comes to a stop. (4D)

Content Vocabulary:Vocabulary Card

force mass unbalanced forces

net force inertia equilibrium

Academic Vocabulary: Develop Interpret Plan Implement Investigate Describe Formulate Express demonstrate

ResourcesTextbook: Holt PhysicsChapter 4 (pp. 123-135)

Section 4.1 – 4.2

Laboratories:Holt Lab Manual"Discovering Newton’s Laws”, p. T-41

TextbookQuick Lab, p. 126Quick Lab, p. 134

Active Physics- Sports, p. S61

Holt Teaching TransparenciesT10 – Free Body Diagram of a car being TowedT12 – Inertia and the Operation of a seatbelt

Textbook Practice ProblemsNet External Force, p. 133

Holt Science in the News Videos“Crash Test Dummies”

Key Formulas:

Net Force = sum of all forces acting on an object


http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/physics/gp2/physics_vocabulary_gp2.xls

http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/rojas_strategies_for_science.doc

http://www.physicsclassroom.com/mmedia/newtlaws/cci.cfm


English Language Proficiency Standards (ELPS)ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS StemsUse what you know about the concept of mass to describe how it is related to the inertia of an object.

Identify words and phrases heard in a discussion about the inertia of various objects.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

You are sitting in the passenger seat of a car that is stopped. The driver pushes hard on the gas pedal and the car accelerates quickly, while your head snaps backward. The driver then stops by pushing hard on the brake and your head snaps forward. The movements of your head in both of these instances are examples of Newton's – A. 1st Law of Motion (Inertia)

B. 2nd Law of Motion (F= ma)

C. 3rd Law of Motion (Action/Reaction)

D. Universal Law of Gravitation

Answer A

TAKS Released Question

2006 11th grade

Answer D

Additional TAKS Questions

Example Problem from College Board

While driving a car around a left hand turn in the road, your items placed on the front seat slide toward the passenger’s door (toward the outside of the curve). This action results from

A. Centrifugal forceB. Gravitational forceC. InertiaD. Friction forces

Answer C


http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/chem/gp1/taks_side_by_side.zip


Week 1 – Lesson 2 – 2nd Law of Motion (F =ma) (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How are force, mass and acceleration related and how can you make a race car accelerate more rapidly?

How does a seat belt keep a passenger from being injured in a car crash?

Why does a bus need a larger, more powerful engine than a small car to have the same acceleration?

If I reduce the mass of my automobile, will it take more or less force from the engine to accelerate the car?

The Student can: demonstrate how force affects motion (7.7C) describe how unbalanced forces cause changes in the speed or direction of an object

(8.6A) investigate and describe applications of Newton’s Laws (IPC 4C and 4D) Manipulate algebraic expressions to solve for a specific variable (Algebra 1)


The teacher will… So students can…5 E Model of Instruction 1. Engage

Model Newton’s second law of motion by pushing on a bowling ball and pushing on a tennis ball with the same force. Which object accelerated the most? Why were the accelerations different? How much force would be required to make the bowling ball accelerate at the same rate as the tennis ball? Does this concept apply to other objects, like cars and buses? (4D)

2. Explore Have students explore the relationship between force, mass and acceleration using objects of different masses, for example,

using motion carts with different mass and measuring the applied force with spring scales. (4D Or explore using “Discovering Newton’s Laws”, P. T-41 (2E, 4D) Or using “Force and Acceleration”, Chapter 4 Lab Exercise (2E, 4D)


3. Explain Have students explain Newton’s 2nd law of motion and how force and mass affect the acceleration of objects. For example,

why does a bus need a more powerful motor than a small car? (4D) What is the “net force” and why is it important to use the “net force” when calculating the acceleration of an object? What

happens when the net force is zero? (4D) Have students read “Physics Talk” on page S64 and S65 of “Active Physics – Sports” and summarize in their journals using

their own words the meaning of Newton’s 2nd Law. How is weight related to Newton’s 2nd Law? (2E, 4D).

What do you do for students who need additional Support?

Use the web site Newton’s 2 nd Law of Motion to readdress the concept and provide examples.

Use the Reading Comprehension Process and Active Physics – Sports, “Inertia”, p. S58 to summarize the article and the concept of inertia.

Describe in your science journal everyday examples of objects that are at rest or moving that demonstrate inertia.

Use the “Review of Newton’s 2 nd Law ” to reinforce the science concepts for this lesson.What do you do for students who master the learning quickly?Design an experiment to calculate the acceleration of a cart when a force is applied. Use a spring scale to measure the applied force and a balance to determine the mass of the cart and objects placed in the cart. Reflect and journal about how the acceleration

Have students describe in their own words Newton’s 2nd law of motion and give examples from real life. (4D)

Provide students with newspaper articles that include examples of the 2nd law of motion in real world situations and have them identify how the law is demonstrated. (4D)

Journal about the force needed to move objects of different mass and list real world objects that require a lot of force to make them accelerate (trains, large airplanes, super tankers)

Work in cooperative groups to explore the relationship between net force, mass and acceleration of an object. (4D)

Think-pair-share to compare the similarities and differences between the 1st and 2nd laws of motion. (4D)





http://teachertech.rice.edu/Participants/louviere/Newton/law2.html



changes when the same force is applied to carts with different masses.


3. Elaborate Develop student’s ability to solve for force or acceleration through Guided Practice using real world problems, for example, a

1500 kg car accelerates at 5 m/s2, what is the force pushing the car forward? (3F) Improve student’s ability to manipulate equations to find a particular variable through Independent practice of real world problems, for example solving for the mass of a car that accelerates at 5 m/s2 when 7500 N force is applied? (3F, 4D) Extend student understanding of Newton’s laws of motion by applying them to objects traveling in space, for example, a

spaceship firing its rocket motor to accelerate to a high speed, or an astronaut moving a satellite with great mass into the space shuttle cargo bay. (4D)

4. Evaluate Have students describe and give examples of Newton’s 2nd law of motion in various real world situations in their science

journals. For example, why does the space shuttle accelerate faster as it burns full during launch? (4D) Provide real world problems for students to solve for acceleration or force. (3F, 4D)


Use the reading comprehension process to read and summarize the article “Physics Talk” (p. S64 and S65 of “Active Physics – Sports”)

Require students to manipulate the formula F= ma to solve for mass or acceleration.

Content Vocabulary:Vocabulary Cards

Net force mass acceleration



Sections 4.3

Laboratories:

Holt Lab Manual"Discovering Newton’s Laws”, p. T-41

TextbookChapter 4 Lab Exercise - "Force and Acceleration”, p. 158

Textbook Practice ProblemsNewton’s Second Law, p. 138

Key Formulas: Net Force = Mass x Acceleration

Weight = M x g






ELPS StemsUse what you know about inertia to predict the amount of force required to move objects of differing mass.

Identify words and phrases heard in a discussion about the force required to move objects.



Answer – G


Answer - G



Each of the four identical carts shown above is loaded with a total mass of 4 kilograms. All of the carts are initially at rest on the same level surface. Forces of the same magnitude directed to the right act on each of the carts for the same length of time. If friction and air resistance are negligible, which cart will have the greatest velocity when the forces cease to act?

A. Cart 1B. Cart 2

C. Cart 3

D. Cart 4

E. All four carts will have the same velocity.

Answer - E




Week 2 – Lesson 3 – 3rd Law of Motion (Action/Reaction) and Friction Forces (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

If the action force is me pushing against the wall, what is the reaction force and how does this compare with the action force?

If the Earth pulls on me with a force equal to my weight, what force am I exerting on the Earth?

Why do action/reaction forces always exist in pairs? What are friction forces and how do they affect the motion of objects?

Student can: demonstrate how force affects motion (7.7C) describe how unbalanced forces cause changes in the speed or

direction of an object (8.6A) investigate and describe applications of Newton’s Laws (IPC 4C

and 4D)



Model Newton’s 3rd law of motion by having two students pull on opposite ends of a rope. Describe action and reaction forces (the student pulls on the rope and the rope pulls back on the student). Show the video clip Tug of War . Why must the forces be the same? (4D)

Why must there always be two objects? What are other examples of action/reaction forces between two objects? (leaning against a wall for example) (4D)

Discuss the force of friction between two objects and why this force always seems to be opposite the direction of motion. (4A)2. Explore

Explore action/reaction forces using the lab activity - “Discovering Newton’s Laws”, P. T-41 (4D, 2E) Also explore the forces of friction using the lab activity - “Static and Kinetic Friction”, p. T-28 (4D) Or the lab activity – “Friction – Testing Materials”, p. T43 (4D, 2E) Or use blocks of wood pulled across different surface materials using a spring scale to measure the required force.


3. Explain Have students explain Newton’s 3rd law of motion and how two objects provide action and reaction forces. For example, if I

push on the wall, what does the wall do? What are some other examples of action/reaction forces? (4D)

What do you do for students who need additional support?Use the web site Newton’s 3 rd Law of Motion to readdress the concept and provide examples. (4D)

What do you do for students who master the learning quickly?Provide students with force sensor probes to explore the differences between static and dynamic friction forces using the Holt Technology-Based Lab, “Static and Kinetic Friction", p. T-28. Reflect on how static and dynamic friction forces affect the motion of real world objects. (4D)


3. Elaborate Develop student’s ability to identify action/reaction forces (like a hammer pushing on a nail, and the nail pushing on the

hammer). (4D) If the Earth pulls down on me with a force equal to my weight, what must I be doing to the Earth? (4D) Emphasize that action/reaction forces do not cause acceleration or changes in the motion of an object, net forces do that. (4D) Read about driving and the force of friction, Consumer Focus, p. 148, then journal about how friction forces affect driving a car

Have students describe in their own words Newton’s 3rd law of motion and give examples from real life. (4D)

Provide students with newspaper articles that include examples of the 3rd law of motion in real world situations and have them identify how the law is demonstrated. (4D)

Work in cooperative groups to explore action and reaction forces.

Think-pair-share about why action/reaction forces must always occur in pairs. (4D)

List real life examples of action/reaction force in their science journal (for example, hammer pushing on a nail, and the nail pushing back against the hammer). (4D)

Have students describe the difference between static and kinetic friction and give real life examples of each. Do friction forces need to be considered when calculating the net force on a moving object? (4D)



http://teachertech.rice.edu/Participants/louviere/Newton/law3.html


http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_2-tug_of_war-newton's_3rd_law.wmv


(4D, 3F)4. Evaluate

Have students describe and give examples of Newton’s 3rd law of motion in various real world situations in their science journals. For example, why does the space shuttle accelerate faster as it burns full during launch? What has changed, the force of the rocket engines or the mass of the space shuttle? (4D)

Show the video clip “The Rifle and the Bullet”. Why does the rifle move backwards when the bullet moves forward? Why must the forces be different on the rifle and the bullet with their different mass (4D) Draw a picture of a car traveling in a straight line at constant speed. Have students draw all the forces acting on the car and

which forces are balanced. (4D) Extend student understanding of Newton’s laws of motion by applying them to objects traveling in space, for example, a

spaceship firing its rocket motor to accelerate to a high speed, or an astronaut moving a satellite with great mass into the space shuttle cargo bay.(4D)


Journal about the effects of friction on real life (walking, driving a car, moving a heavy box, etc). (4D)

Use the reading comprehension process to read about driving and the force of friction, Consumer Focus, p. 148, then journal about how friction forces affect driving a car

Unit Assessment for Newton’s Laws of Motion


action forces reaction forces normal force static friction kinetic friction

(dynamic friction) coefficient of friction air resistance



Section 4.3 Section 4.4

Laboratories:Holt Lab Manual"Discovering Newton’s Laws”, p. T-41“Friction – Testing Materials”, p. T-43

Active Physics- Sports, p. S61- Sports, p. S86

Holt Technology-Based Lab“Static and Kinetic Friction”, p. T-28

Holt Teaching TransparenciesT13 – Static and Kinetic FrictionT14 – Friction Depends on the surface and the applied ForceTM19 – Coefficient of Friction

Textbook Practice ProblemsCoefficients of Friction, p. 145Overcoming Friction, p. 147

Key Formulas:

Weight = M x g

Ff = μ Fn





http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_2-rifle_and_bullet-newton's_2nd_law.wmv


ELPS StemsUse what you know about the forces between two objects to predict the meaning of ”action – reaction forces” or _______________

Identify words and phrases heard in a discussion about equal and opposite forces


Anticipated Skills for SAT/ACT/College Board1 A soccer player kicks a soccer ball. If the force of his

foot on the ball is considered the action force, what is the reaction force?

F The force that his other foot exerts on the groundG The force on the hand of the person who catches it.H The force the ball exerts on his footJ The force the ball applies on the air.

Answer - H


Answer – G



Consider the following four forces involving an object at rest on a tabletop.

I. The gravitational force on the object due to the EarthII. The gravitational force on the Earth due to the ObjectIII. The force on the tabletop due to the objectIV. The force on the object due to the tabletop

Which, if any, of these forces are action-reaction pairs in accordance with Newton’s third law?A. Pair I and II onlyB. Pair I and IV onlyC. Pair I and II, and pair III and IVD. Pair I and IV, and pair II and IIIE. There are no action-reaction pairs among these

forces

Answer - C



Subject – Pre-AP Physics Unit of Study: Circular Motion and Gravitational Force

Second Grading Period – Week 3 (5 days) CURRICULUM OVERVIEWEnduring Understandings (Big Idea) Unit Rationale

Many objects move in circular (or rotational) motion due to an inward (or centripetal) force. The speed of and object in circular motion is determined by the angular speed and the tangential speed. Gravitational force causes the planets to continue in orbit about the sun and causes satellites and the moon to orbit around the Earth.

For students to understand the motion of planets and satellites in space or the motion of a car going around a curve in the road, they must first understand how forces affect rotational or circular motion and how the gravitational force on an object is determined.

Essential Questions Guiding QuestionsWhat force causes an object to move in a circular path instead of a straight line and why does the speed of an object change based upon its distance from the center of the circle? How does gravitational force keep planets in motion around the sun?

Why is a centripetal force required to keep an object moving in a circular path and which way is the force directed?

How does the linear speed of an object on a rotating platform (like a merry-go-round) change when the object moves away from the center of rotation?

How does the force of gravity change with the distance between the objects involved?


Con

cept

s

Physics TEKS 4 The student knows and applies the laws governing motion in a variety of situations. The student is expected to (C) analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples, (A) generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photo gates

Physics TEKS 5 The student knows the nature of forces in the physical world. The student is expected to (A) research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, an strong nuclear, (B) describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers.

IPC TEKS 4 The student knows concepts of force and motion evident in everyday life. The student is expected to (F) describe the gravitational attraction between objects of different masses at different distances, including satellites


describe examples of circular motion in everyday life (4C)

determine what will happen to a rotating object when the force is removed (4C).

describe how changing the force on a rotating object will change its motion (4C).

describe why the moon or a satellite remains in orbit around the Earth (4C)

calculate the tangential speed of an object in rotational motion due to gravity (4C)

describe how the force of gravity changes with the mass of the two objects (5B)

describe how the force of gravity changes with the distance between the two objects (5B)

Skill

s


Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (F) express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition.

design and conduct an investigation into the effect of force on an object in rotational motion (2E).

determine the relationship between angular speed, tangential speed, and the distance from the center of rotation (3F).


apply technology (such as a force sensor) to explore the forces acting on an object in and the effect of those forces on the motion an object in circular motion (2E).



Use prior experiences to expand upon and to learn academic and social vocabulary related to circular motion and gravitational forces (1A,,2C)


Journal experiences using complete sentences and newly acquired vocabulary (5B)

Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new vocabulary (1A)

Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)

College Readiness Student Expectations College Readiness - Intended OutcomeScience Standardso VIII – E1: Understand rotational kinematicso VIII – E2: Understand the concept of torqueo II – B1: Carry out formula operations using standard algebraic symbols and

formulaeo II – D1: Use dimensional analysis in problem solving

o Identify various forms of rotational motion and describe how the speed of an object is affected by the distance from the center of rotation

o Calculate the tangential speed of an object in circular motion

Evidence of Learning (Summative Assessment)1. Given an object in circular motion, students can identify the forces acting on the object and resulting motion of the object if the centripetal force is removed at least 80% of the time

correctly.2. Given 2 objects, students can describe how the gravitational force between the objects changes as the distance between the objects is increased and decreased at least 80% of

the time correctly.3. Given an object in circular motion, students can calculate the tangential speed of the object as its distance from the center of rotation is increased and decreased at least 80% of

the time correctly.


Subject – Pre-AP PhysicsUnit of Study: Circular Motion and Gravitational Force

Week 3– Lesson 1– Circular Motion (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

If a rock is twirled in a circle at the end of a string, what path will the rock follow if the string is cut or broken and why?

Why is a centripetal force required to keep an object moving in a circular path and which way is the force directed?

How does the linear speed of an object on a rotating platform (like a merry-go-round) change when the object moves away from the center of rotation?

Student can: Identify and describe changes in the potion, direction of

motion, and speed of an object when acted on by a force (6th grade science 6.8B)

demonstrate how unbalanced forces cause changes in the speed or direction of an object’s motion (8th grade science 8.6A)



Model circular motion using an old record player, or a rock on the end of a string, or a person spinning in a rotating chair. How is this motion different from linear (straight line motion)? Does it take a force to cause this type of motion? What would happen if we let go of the string while the rock was spinning in a circle? (4C)

Discuss other examples of circular or rotational motion (Children riding on a Carrousel or merry-go-round, the motion of the moon in orbit around the Earth) Are forces involved in these rotational motion examples? ( 4C).

2. Explore Use the textbook lab, “Circular Motion”, p. 274 or the Active Physics Lab “Circular Motion” in Sports, p. 103 to explore

circular motion (4C) Or the lab activity, “Circular Motion”, p. T50 in the lab manual (4C) Or use the web site “Circular Motion” to explore changes in circular motion (4C) Or use an old record player to measure the angular speed (rotational speed) for a record at different settings. Then

use the same record player to measure the tangential speed of an object at different distanced from the center of rotation (distance traveled per unit of time). How does the angular (rotational speed) affect the tangential speed? How does distance from the center of rotation affect the tangential speed? (4C)

3. Explain How are angular and tangential speeds different? How does the tangential speed of a rotating object depend on the

angular speed? How does the tangential speed of a rotating object depend on the distance from the center of the circle? Use the web site Linear and Angular Speed to reinforce the connection between the two. (4C)

What force keeps a object placed on a rotating record from flying off in a straight line? (4C) Define torque as a force applied at a distance from the center of rotation. Why are both the amount of force and the

distance from the center of rotation that the force is applied both important? (4C) Show the video clip Torque and Weight to help students visualize the concepts of force (weight) and torque (4C) Use a “see saw” from a play ground to demonstrate how torque changes circular motion and how the require force can

be reduced by increasing the distance from the center of rotation. How can a small child balance a “see saw” with an adult sitting on the other side? (4C)

To calculate torque, multiply force x perpendicular distance from the center of rotation to the force vector. (4C, 3F)

What do you do for students who need additional support?Use the web site Circular Motion to readdress the concept and provide examples.

What do you do for students who master the learning quickly?Old music records used to put the best songs near the outside of the circle. If the speed of the needle moving across the record made a difference in the quality of the sound, why might the location of the song on the record be important? Respond to this question in your science journal and plan an experiment to prove your hypothesis.

Have students describe in their own words examples of objects that move in circular or rotational motion (some amusement park rides are a good example). (4C)

Have students discuss the forces that must be in place to keep an object moving in circular motion and what happens when that force is removed (like the force of the string on the rock). (4C)

Use Marzano’s 6 steps for vocabulary acquisition for the vocabulary associated with rotational motion and gravitational force

Journal about the ways that circular motion can be increased or decreased by changing the angular (rotational) speed or the distance from the center of the circle

Explore circular motion while working in cooperative groups. (4C)

Would a very young child experience more tangential speed near the center of a carrousel or near the outside? (4C)



http://hyperphysics.phy-astr.gsu.edu/hbase/circ.html

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_2-torque_versus_weight.wmv

http://theory.uwinnipeg.ca/physics/circ/node5.html#SECTION00740000000000000000

http://www.phy.ntnu.edu.tw/oldjava/circularMotion/circular3D_e.html


√ Check for student understanding3. Elaborate

When a car moves around a curve in the road, is that linear or circular motion? What keeps the car on the road as it goes around the curve? What would happen if there was ice on the road as the car tried to follow the curve? (4C)

What rides at the amusement park provide rotational or circular motion? What force keeps you from flying off the ride? (4C)

Demonstrate how to calculate angular speed, angular acceleration, and tangential speed. How do you know an object in circular motion is experiencing acceleration? What part of the object’s velocity is changing as it follows a circular path? Show the video clip a Rotating Bucket of Water to reinforce how objects can move in circular motion. (4C)

Demonstrate how to calculate centripetal acceleration. (4C) Discuss how Torque changes circular motion while force changes linear motion (4C)

4. Evaluate Have students evaluate different examples of rotational motion to determine the forces involved, the angular and

tangential speeds. (4C) Have students calculate centripetal acceleration and centripetal force for rotating objects (4C)


Calculate the torque on an object for a given force at a given distance. (4C)

Calculate Angular speed, angular acceleration and tangential speed. (4C)

Content Vocabulary: Vocabulary Card

circular motion angular speed\ tangential speed centripetal force centripetal

acceleration

Academic Vocabulary: demonstrate analyze identify implement express employ

ResourcesHolt PhysicsChapter 7 (pp. 243-259) Section 7.1 Section 7.2

Laboratories:Textbook"Circular Motion”, pp. 274Holt Lab Manual:“Circular Motion”, p. T50.Active Physics“Circular Motion”, in Sports, p. 103

Holt Teaching TransparenciesT22 – Force that Maintains Circular MotionT24 – Torque on a Cat Flap DoorT26 – Lever Arm of a Wrench

Textbook Practice ProblemsAngular Displacement, p. 247Tangential Speed, p. 255Tangential Acceleration, p. 256Centripetal Acceleration, p. 258

Key Formulas:

ωavg = Δ Ө Δ t

Vt = r ω

at = r α

ac = r ω2 = Vt2

r



http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_3-rotating_bucket_of_water.wmv


ELPS StemsUse what you know about objects moving in a circle to predict the meaning of ”tangential velocity” or _______________

Identify words and phrases heard in a discussion about the motion of objects moving in a circular path.



A student rides on a carrousel at the amusement park. She is riding on a horse close to the center of the carrousel, but decides to change her position to a horse on the outside of the carrousel. What will happen to her angular (rotational) speed and her tangential speed as she moves out from the center of the carrousel?

A. Her angular speed will increase and her tangential speed will remain the same.

B. Her angular speed will decrease and her tangential speed will increase.

C. Both speeds will increase.D. Her angular speed will stay the same and her tangential

speed will increase.

Answer – D


Answer - C


A satellite moving in a circular orbit with respect to the Earth's center experiences a gravitational force. If the satellite is put into a new circular orbit of smaller radius, how will the gravitational force and the speed of the satellite change, if at all?

Gravitational Force Speed

(A) Decrease Decrease

(B) Decrease Increase

(C) Remain the same Remain the same

(D) Increase Decrease

(E) Increase Increase

Answer - E


Subject – Pre-AP PhysicsUnit of Study: Circular Motion and Gravitational Force

Week 3– Lesson 2 – Gravitational Force (2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What real world objects demonstrate a strong gravitational force of attraction to other objects? How does the force of gravity change with the mass of the objects involved? How does the force of gravity change with the distance between the objects involved?

Student can: Understand that gravity is the force

that governs our solar system (6.1B)



Drop a ball from a height above the floor. What force caused the ball to fall to the floor? Throw the same ball up and observe its motion. What force caused the ball to slow down, then change direction, and finally speed up until it reached the ground? (5B)

What force keeps the moon in orbit around the Earth? What force keeps the Earth in orbit around the Sun? (5B) Discuss gravitational force as one of the 4 fundamental forces (along with electromagnetic, strong nuclear, and weak

nuclear) (5B)2. Explore

Drop several objects of the same size and shape from a 1 meter height. Observe and record which objects hit the ground first. Why would they not all fall at the same rate? Is air resistance an factor in the rate at which objects fall on earth? Would this also be true on the surface of the moon? (2E, 5B)

Research Newton’s discovery of the law of gravitation at the web site Newton’s Law of Gravitation . What does the law of gravitation say about the relationship between force, mass and distance between two objects? (3F, 5B)

Discuss the “inverse square law” and how it affects the gravitational force when the distance between the two objects is increased or decreased. How does this compare with a change in the mass of one of the objects? (3F, 5B)

Demonstrate the calculation of gravitational force between two objects. Does changing mass or distance have the greatest affect on the force of gravity between two objects? (5B, 3F)

Explore Centripetal Acceleration using technology probe ware, “Centripetal Acceleration”, p. T48 (2E, 5B)3. Explain

Show the video clip Universal Gravitation; (5B) Have students explain the effect of mass and distance on the gravitational force between two objects? (5B, 3F) How does gravity affect the motion of the planets in our solar system and satellites orbiting the Earth? (5B) What would the force of gravity be like on the moon, or on Jupiter? Why would the force of gravity be different there? (5B) Using Newton’s 3rd law of motion, show students that they are pulling on the Earth with the same force (equal to their

weight) that the Earth is pulling on them. (5B) Discuss “Weightlessness” as compared to no gravitational force. Do the astronauts in the space station experience

weightlessness? Are they also experiencing the force of gravity? (5B)

Have students describe in their journals how gravity affects them in their daily lives. (5B)

Think-pair-share about what life would be like on Earth if the force of gravity was much stronger (like on Jupiter).

Use the web site showing The Mass of the Planets in our Solar System to journal about how your weight would be different on all the planets in the solar system due to the differences in planet mass. (5B)

Work in cooperative groups to explore the force of gravity and it’s affect on objects. (5B)

Compare and contrast the affect of mass and distance on the force gravity between two objects? Which has the greatest impact on gravitational force?

Show the Holt Science in the News, Physical science video “Zero-Gravity Plane” (in the teacher resource kit) and answer the critical thinking questions for segment 7 (5B)

What do you do for students who need additional support?Use the web site “Isaac Newton and the Law of Gravitation” to review and re-teach the concepts of the Universal Law of Gravitation.

Think-pair-share about the question “if the Earth pulls on me with a force of 150 pounds, what force am I pulling on the Earth with?” (5B)



http://csep10.phys.utk.edu/astr161/lect/history/newtongrav.html

http://en.wikipedia.org/wiki/List_of_solar_system_objects_by_mass

http://en.wikipedia.org/wiki/List_of_solar_system_objects_by_mass


http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_3-universal_gravitation.wmv

http://theory.uwinnipeg.ca/physics/circ/node7.html


What do you do for students who master the learning quickly?Have students use the reading comprehension process to read about “Orbiting Satellites and Black Holes” , p 266 and journal about the effect of this strong gravitation force on objects in space. Access the web site “Black Holes” for more information. (5B)

Design and conduct an experiment to determine which force is stronger; gravitational or electromagnetic.


3. Elaborate Us Newton’s formula for gravitational force to identify the effect of mass and distance. For example, what happens to the

force when we double the mass of one body? What happens when we double the distance between the bodies? (5B) Based upon Newton’s equation for the force of gravity, while the force gets weaker with distance, it never really goes away.

Can I ever really escape the gravitational force of the Earth? At what point between the Earth and the Moon would the force of gravity from both be the same? (5B, 5A)

4. Evaluate Have students identify the effect of changing mass or distance on the force of gravity. (5B) List planets in our solar system where your weight would be greater than on Earth. (5B)


Compare “Weightlessness” as experienced by people in orbit around the earth versus no gravitational force acting on an object. (5B)

Calculate the change in gravitational force when the mass of the objects is doubled or the distance between the objects is doubled. (5B)

Unit Assessment on Circular Motion and Gravitational Force


Gravitational force Air Resistance Centripetal force Centripetal

acceleration

Academic Vocabulary: demonstrate analyze identify implement express employ

ResourcesHolt PhysicsChapter 7 (pp. 260-265) Section 7.3

Laboratories:

Holt Technology Based LabCentripetal Acceleration, p. T48

Textbook Practice ProblemsForce that Maintains Circular Motion, p. 261

Gravitational Force, p. 265

Key Formulas:ac = r ω2 = Vt

2

rFc = m ac

Fg = G m1 m2

r2


ELPS StemsUse what you know about the force of gravity to predict the meaning of ”inversely related to the distance squared” or _______________

Identify words and phrases heard in a discussion about the gravitational attraction between two objects.



http://cosmology.berkeley.edu/Education/BHfaq.html



Anticipated Skills for SAT/ACT/College BoardTwo objects attract each other due to gravitational forces. If one object is moved twice as far away from the other object, what will happen to the gravitational force between the two objects?

a. The force between them will double.b. The force between them will remain constant.c. The force between them will be ½ of what it was.d. The force between them will be ¼ of what it was.

Answer – D


NoneExample Problem from College BoardA person is standing on a scale that is located on a platform at the surface of the Earth. The platform is supported by a machine that can move the platform up and down at various accelerations while keeping it level.

If the person’s weight has apparently doubled according to the reading on the scale, what is the acceleration of the platform?

E. About 9.8 m/s2 upF. About 9.8 m/s2 downG. About 19.6 m/s2 upH. About 19.6 m/s2 downI. It cannot be determined without the mass

of the personAnswer - E


Subject – Pre-AP Physics Unit of Study: Work, Energy, and Power


Work and Energy are closely related concepts. It takes energy to do work, and doing work can create energy. Both work and energy are measured with the same units (Joules).

Energy is used by humans for many purposes. One purpose is to do work or to make work easier. Students need to understand the relationship between work and energy in real world applications to appreciate the importance of our energy resources.

Essential Questions Guiding QuestionsHow are work and energy related and how can I calculate the amount of work done when moving an object a given distance?

What is the difference between potential energy and kinetic energy and how are they calculated?

What are some of the forms that energy can take? How can energy be transformed from one type to another?


Con

cept

s

Physics TEKS 6 The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to (A) investigate and calculate quantities using the work-energy theorem in various situations, (B) investigate examples of kinetic and potential energy and their transformations, (C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system, and (D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension.

IPC TEKS 5 The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to (A) recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins, (B) demonstrate common forms of potential energy, including gravitations, elastic, and chemicals, such as a ball on an inclined plane, springs and batteries, and (D) investigate the law of conservation of energy.


describe examples of work in real life situations (6A)

calculate the amount of work done for a given force applied over a given distance (6A)

describe when work is not being done and why (6A).

calculate the potential or kinetic energy of real world objects (6B)

describe different forms that energy can take (6B)

define conservation of energy with examples in the real world (6D)

Skill

s



design and conduct an investigation into the effect of force and distance on the work done (2E).

determine the relationship between work and energy (3F).


apply technology to explore the concepts of work and energy (2E).



Use prior experiences to expand upon and to learn academic and social vocabulary related to the concepts of work, energy and power (1A,,2C)





College Readiness Student Expectations College Readiness - Intended OutcomeScience Standardso VIII – D1: Understand potential and kinetic energyo VIII – D2: Understand conservation of energyo VIII – D3: Understand the relationship of work and mechanical energyo II – B1: Carry out formula operations using standard algebraic symbols and


o Identify examples of potential and kinetic energy and the transformation of energy between forms

o Calculate the kinetic energy and potential energy of various real world objectso Calculate the work done on an object and the power expended in moving an object

Evidence of Learning (Summative Assessment)1. Given an object acted on by a force over a given distance, students can calculate the work done on the object at least 80% of the time correctly.2. Given an object experiencing a transformation of energy (like a roller coaster), students can identify which forms of energy are involved and how energy is conserved at least

80% of the time correctly.3. Given various objects, students can calculate potential or kinetic energy for the objects at least 80% of the time correctly.


Subject – Pre-AP PhysicsUnit of Study: Work, Energy and Power

Weeks 4 – Lesson 1 – Work and Energy (5 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How is work defined and how is work related to the applied force and the distance an object moves? What is the difference between potential energy and kinetic energy and how are they calculated? What are real life examples of potential and kinetic energy? How are work and energy related by the work-energy theorem?

Student can: Compare and contrast examples of

potential and kinetic energy (6.8A) demonstrate forms of potential and kinetic

energy (IPC 5A & B)The Teaching and Learning Plan

Instructional Model & Teacher DirectionsThe teacher will… So students can…

5 E Model of Instruction1. Engage

Lift a book or other object off the floor. Was work done moving the book up from the floor? Does the book now have energy (the ability to do work)? How did the book get the energy it has? Are work and energy related to each other in some way? (6A)

Hold up an advertising sign of some kind? In the real world is this work and do people get paid for holding up an advertising sign? In physics, work is only done when a force is applied and an object moves in the direction of the force. (6A)

Lean against the wall. Am I doing work? Why or why not? (6A)2. Explore

Use “Exploring Work and Energy”, in the Holt Lab manual, p. T-45 to explore the relationship between work and energy (6A, 2E)

If you move one object twice as far as another identical object, did you do twice the work? (6A) Show the video clip “Work” and discuss how work is defined and calculated using force and distance. (6A) How do we calculate work and what units are used to measure work? (Work = force x distance) (measured in Joules (J)

the same unit for measuring energy. (3F, 6A)3. Explain

Use the web site “Work” to review the physics definition of work and how it relates to energy. (6A) Have students define work and energy in their science journals. How are they related and what units are used to measure

work and energy? (6A)

What do you do for students who need additional support?Use the web site “Work, Energy and Power” to make connections between these concepts.

Have students lift different objects to different heights and calculate the work done and the change in potential energy.

What do you do for students who master the learning quickly?Have students read about the relationship between “Mass and Energy”, p. 190 and journal about Einstein’s findings.


3. Elaborate Since the change in gravitational potential energy = the work done in lifting the object up, once I know PE I also know the work done. (6A, 6B) What other forms of potential energy are there beside that due to gravity? Does it take work to stretch a spring or a rubber

band? Is that work = to the potential energy stored in the spring or rubber band? (6A, 6B)

Think-pair-share about things in the real world that most people would call “work”. Are they work in the world of physics? Why or why not?

List in your journal real world examples of force being applied to an object and the object moving (work being done). (6A)

Work in cooperative groups to explore the concepts or work and energy. (6A)

Use Marzano’s 6 steps for vocabulary acquisition for the vocabulary associated with work and energy

Calculate the work done when a force is applied over a distance. (6A)

Calculate the potential and kinetic energy of real world objects. (6A)




http://www.physicsclassroom.com/Class/energy/u5l1e.cfm

http://id.mind.net/~zona/mstm/physics/mechanics/energy/work/work.html

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_4-work.wmv


What other unit can be used to measure energy? (3F)4. Evaluate

Calculate work for real world applications of force over a distance (3F) kinetic energy in real world situations Describe and give examples of how work and energy are related in terms of units, how work creates energy, and it takes energy to do work



work energy potential energy kinetic energy work-energy theorem

Academic Vocabulary: interpret observe describe calculate implement formulate express employ

ResourcesHolt PhysicsChapter 5 (pp. 168-180)

Section 5.1 and 5.2

Laboratories:

Holt Lab Manual“Exploring Work and Energy”, p. T-45

“Bungee Jumping: Energy”, p. T-47.

Holt Teaching TransparenciesT15 – Definition of WorkT17 – Defining Potential Energy with Respect to PositionT18 – Elastic Potential EnergyTM20 – Classification of Energy

Textbook Practice ProblemsWork, p. 170Kinetic Energy, p. 174Work and Energy, p. 176Potential Energy, p. 180

Key Formulas:

Work = Force x distance

W = F d (cos Ө)

Work Net = Δ KE

KE = ½ m v2

PEgg = m g h

Elastic = ½ k x2


ELPS StemsUse what you know about work and energy to predict the meaning of the “work-energy theorem” or _______________

Identify words and phrases heard in a discussion about the work done on an object.





Answer – H


2006 10th Grade – Answer - B

Answer - B



A small sphere attached to the end of a string swings as a simple pendulum. Consider the following properties of the sphere:

A. AccelerationB. Kinetic EnergyC. MassD. Potential EnergyE. Velocity

1. What property remains constant throughout the motion of the sphere?

2. Which property goes to zero and changes direction at each extreme point?

3. Which properties are transformed from one type to another as the sphere swings back and forth?

Answer – 1. Mass 2. Velocity 3. Kinetic and Potential Energy



Subject – Pre-AP PhysicsUnit of Study: Work, Energy and Power

Week 5 – Lesson 2 – Conservation of Energy (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are some of the forms that energy can take? How can energy be transformed from one type to another? Why is energy never gained or lost in a real world transformation? How can conservation of energy be used to solve real world energy

transformation problems?

Student can: Describe the law of conservation of energy (IPC 5D) Investigate thermal energy (6.9B)



Swing a large pendulum back and forth (use a basket ball) to show energy being transformed from potential to kinetic. Or show the video clip Potential Energy in a Bowling Ball. When is the potential energy greatest? When is the kinetic energy greatest? Will the pendulum swing forever? What causes it to slow down? What happened to the energy the pendulum started with (it heated up the air in the room by friction)? (6D)

Discus conservation of energy and the transformation of energy into other forms. What are some other examples of energy changing forms while being conserved? (Roller Coaster, swing set, electric battery, gasoline in a car engine, water behind a dam) (6D)

Show the video clip “Potential and Kinetic Energy Conservation” to review these concepts (6D)2. Explore

Use the roller coaster web site to show how energy is transformed and how the most energy a roller coaster has is at the start of the ride. Show the video clip PE and KE in Roller Coasters; to reinforce the concept of energy conversions. Can a roller coaster ever reach the height it stated at on the first hill? Why not? Where should the loops be located on the ride to ensure enough energy is available? (6B)

Or use the lab “Energy in the Pole Vault” from Active Physics, Sports, p. 44 to explore conservation of energy (6B, 2E) What does “energy transformation” mean? Can energy be transformed into a type of energy we cannot see? Does

that mean the energy no longer exits? (6B)3. Explain

What energy transformations take place in a roller coaster? What energy transformations take place in a pole vault? (6B)

Have students describe other situations where energy is transformed from one type to another (for example – in their homes). (6B)

Show the web site “The Law of Conservation of Energy” to reinforce the transformation of energy in a pendulum (6D)

What do you do for students who need additional support?Reinforce the concept that the total energy of a system stays the same, but the energy can change from one form to another within the system.

Drop a ball from 2 meters high and describe how the potential energy changes to kinetic energy as the ball falls to the ground and then bounces back up.

Have students describe in their own words what energy is and how it helps us in daily life.

Think-pair-share about the types of energy used throughout the world. Then list all the types of energy that the students have identified. (6D)

Define potential energy and kinetic energy in their science journals and illustrate how to calculate each type of energy.

Work in cooperative groups to explore the conservation of energy (6D)

Compare the similarities and differences of potential and kinetic energy in the science journals (6B)

Think-pair-share about amusement park rides that transform energy from one form to another.




http://library.thinkquest.org/2745/data/lawce1.htm

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_4-pe_and_ke_in_rollercoasters.wmv

http://www.learner.org/interactives/parkphysics/coaster.html

http://www.saisd.net/ADMIN/curric/curricms/documents/sci/08-09/ipc/gp1/IPC/Week%202%20-%20Potential%20and%20Kinetic%20Energy.wmv

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_4-bowling_ball_pe.wmv


What do you do for students who master the learning quickly?Have students use the web site to design a roller coaster and identify the energy transformations that occur at each point in the path of the roller coaster.


3. Elaborate Build roller coasters out of clear plastic tubing and use a ball bearing for the car. Why is the height of the first hill (the

lift hill) so important? Why must the next hill be shorter? Where should the loops be located (near the beginning or the end of the ride)? (6D, 2E)

Some roller coasters have a second lift hill halfway through the ride. Why? (6D)

Work in cooperative groups to design and construct roller coasters that display transformation of energy

4. Evaluate List some of the forms of energy in the world. (6B) Calculate the transformation of potential energy to kinetic energy in a roller coaster as it travels along the track (3F,

5C)


Journal about why a ball that bounces off the floor can never bounce higher than the height from which it was dropped.

Unit Assessment on Work, Energy and Conservation of Energy


Conservation of energy

Energy transformations

Kinetic Energy Potential Energy

Academic Vocabulary: interpret observe describe calculate implement formulate express employ


Section 5.3

Laboratories:Quick Lab, p. 183

Active Physics“Energy in the Pole Vault”, in Sports, p. 44

Holt Teaching TransparenciesTM21 – Forms of Energy for a Falling Egg

Textbook Practice ProblemsConservation of Mechanical Energy, p. 185

Key Formulas:

Conservation of Energy MEi = MEf

English Language Proficiency Standards (ELPS)



http://www.learner.org/interactives/parkphysics/coaster/

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS StemsUse what you know about energy to predict the meaning of ”conservation of energy” or _______________

Identify words and phrases heard in a discussion about the various forms of energy.



18 The diagram shows an electric motor lifting a 6 N block a distance of 3 m. The total amount of electrical energy used by the motor is 30 J. How much energy does the motor convert to heat?

A 9J

B 12J

C 18J

D 21J

Answer - B

TAKS Released QuestionExample Problem from College Board

Used to calculate the speed of a pendulum bob at the bottom of its swing given the height from which the bob is released.

A. Conservation of energy aloneB. Conservation of momentum aloneC. Conservation of both energy and momentumD. Conservation of chargeE. Mechanical equivalence of heat

Answer - A

Subject – Pre-AP PhysicsSAISD © 2010-11 – Second Grading Period Science Pre-AP Physics of 45

Unit of Study: Work, Energy and PowerWeeks 5 – Lesson 3 – Power (2 days) CURRICULUM GUIDE

Guiding Questions Essential Pre-requisite Skills How is power defined and how is power related to work and the time it takes to do the

work? How are work and energy related by the work-energy theorem? If one machine does more work per hour than a second machine, how much more power

does the first machine have?

Student can: Critique the advantages and disadvantages of different energy sources

(IPC 5I)


The teacher will… So students can demonstrate competency5 E Model of Instruction1. Engage

Have one student lift a book from the floor to a height of one meter. Have another student do the same thing but faster. How much work was done in each case? Was the amount of work the same? Was the work done in the same amount of time? (6A)

Define power as the rate at which work is done. The faster we do the work the more power we use. Do more powerful machines accomplish work faster or slower than less powerful ones? (6C)

2. Explore Have students walk up a stairs, some fast and some slowly. Why did all the students do the same amount

of work? Which students had more power and why? When using more power, do we expend (use) more energy in order to get the work done faster? (2E, 6C)

Show the video clip “Power” and discuss how the work done can be the same while the amount of power used can be different. (6C)

Explore the units of power by dividing units for work (Joules) by units for time (seconds) to get Watts. What units does the electric company use to measure the electrical power delivered to our homes? (6C, 2E)

3. Explain Two copy machines in the school are used to reproduce 50 papers. One machine does the work twice as

fast as the other. Did the do the same amount of work? How much more power did the second machine use? (6C)

Why are we willing to pay more for a more powerful machine? (6C)

What do you do for students who need additional support?Use the link “Work and Power Re-teach” to relate and review the science concepts of this lesson and the lesson on work.

What do you do for students who master the learning quickly?Use the link “Power” to further explore this concept.Journal about how power is measured and what a power rating means to real world applications.


3. Elaborate Review how to calculate work (force x distance). (6C, 3F) How do we calculate power (work divided by time) (6C) Does it take more energy to do work faster? (6C) Can two machines that do the same amount of work in different amounts of times have the same power?

(6C)4. Evaluate

Think-pair-share about why doing work faster would be beneficial.

List some machines that do work faster than if the same work is done by hand. (6C)

Work in cooperative groups to explore the power used in walking up the stairs at different speeds. Does it take more energy to do work faster?

Calculate work and power for real life situations. (6C)

Journal about why it makes sense to pay more for a copy machine that can do work faster (more power) than another machine that is less expensive

Discuss in groups the similarities and differences between work, power, and rate of energy transfer. (6C)

Calculate work and power for different real world situations (6C)



http://www.physicsclassroom.com/Class/energy/u5l1e.cfm

http://www.mathsrevision.net/alevel/pages.php?page=93

http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_5-power.wmv


Calculate work and power for various real world situations (3F, 6C)



Work Power Rate of work Rate of energy

transfer

Academic Vocabulary: Interpret Calculate Analyze Investigate Demonstrate Implement Express Employ


Section 5.4

Textbook Practice ProblemsPower, p. 189

Key Formulas:

Power = work time


ELPS StemsUse what you know about machines to predict the meaning of ”power” or work per unit time.

Identify words and phrases heard in a discussion about the power of a machine or system.



Two students carry identical boxes (same size and weight) up to a 2nd story apartment while helping a friend move to a new residence. One student carried the box up the stairs in 30 seconds while the second student carried the box up the stairs in 60 seconds. When comparing the work and power of the two students, it would be correct to say that

A. Both students did the same amount of work with the same power.

B. The first student did more work with less power.C. The second student did more work with more power.D. Both students did the same amount of work but the

first student had twice the power of the second student.

Answer - D


2006 11th Grade

Answer - H


None



Subject – Pre-AP PhysicsUnit of Study: Benchmark Assessment Week

Second Grading Period – Week 6 CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Evaluation of learning in an ongoing process. A formal assessment is part of the overall learning process. All content covered to date will be subject to evaluation.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

Con

cept

s

Review IPC content as needed

Review biology concept - Genetic VariationBikini Bottoms Genetics and Genetics AssessmentTEKS 6 The student knows the Mechanism of genetics, including the role of nuclei acids and the principles of Mendelian Genetics. The student is expected to:

F predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance.

Conduct a formal assessment (FMA)

Review science content and demonstrate learning

Skill

s

Review science process skills as need and conduct a formal assessment (FMA)

Evidence of Learning

Given a written assessment document, students will obtain a score of at least 80% or higher


http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/biology/gp2/bio_genetics_punnett_squares_assessment.doc

http://www.saisd.net/admin/curric/curricms/documents/sci/09-10/biology/gp2/bio_bikini_bottom_genetics.doc

Subject – Pre-AP Physics Unit of Study: Momentum, Impulse and Collisions


Momentum is a function of an object’s mass and velocity. To change the momentum of an object requires a force applied over a period of time. The longer the period of time, the less force that is required or experienced. The momentum of all objects involved in a collision is conserved from start to finish.

The force that a person applies to an object or experiences during a collision is dependent upon the time-of-impact. Many of the safety devices in a car are designed to extend the time-of-impact in order to reduce the force on the occupant.

Essential Questions Guiding QuestionsHow are the size of a force and the amount of time the force is applied related to the change in linear momentum of an object?

How do mass and velocity determine the linear momentum of an object? How can momentum be transferred from one object to another?


Con

cept

s

Physics TEKS 6 The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: (C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;(D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension;

IPC TEKS 4 The student knows concepts of force and motion evident in everyday life. The student is expected to: (E) apply the concept of conservation of momentum using action and reaction forces such as students on skateboards;


describe and calculate linear momentum for objects of various mass and velocity (6C)

determine the effect of force on changes in linear momentum (6C)

describe and determine the effect of time-of-impact on changes in linear momentum (6C).

calculate the momentum of an object given its mass and velocity (6C))

calculate the force required to change the momentum of an object over a period of time (6C)

analyze a collision between two objects and use conservation of momentum to find the final velocities of the objects (6D)

Skill

s



design and conduct an investigation into the effect of force and time on the momentum of an object (2E).

determine the relationship between force, mass and velocity (3F).


apply technology to explore the concepts of impulse and momentum (2E).



Use prior experiences to expand upon and to learn academic and social vocabulary related to the concepts of impulse and momentum (1A,,2C)


Journal experiences using complete sentences and newly acquired vocabulary (5B) Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new

vocabulary (1A) Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)

College Readiness Student Expectations College Readiness - Intended OutcomeScience Standardso VIII – C3: Understand the concept of momentumo II – B1: Carry out formula operations using standard

algebraic symbols and formulaeo II – D1: Use dimensional analysis in problem solving

o Identify the affect of varying mass and velocity on the momentum of an objecto Calculate the force required to change the momentum of an object when applied for a given amount of timeo Identify situations in which momentum is conserved during the collision of various objects

Evidence of Learning (Summative Assessment)

1. Given the mass and velocity of an object, students can calculate the linear momentum of the object at least 80% of the time correctly.2. Given a force applied over a period of time, students can calculate the change in momentum of the object at least 80% of the time correctly.3. Given two objects that collide, students can analyze the collision and determine the final velocities of the two objects after the collision.


Subject – Pre-AP PhysicsUnit of Study: Momentum, Impulse and Collisions

Weeks 7 – Lesson 1 – Impulse and Momentum (4 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How do mass and velocity determine the linear momentum of an object? What effect do force and the time-of-impact have on changing linear momentum? Why should athletes (golfers, tennis and baseball players) always “follow through” on their swing? How do the air bag, seat belt, and padded dashboard reduce the “force of impact” on a person involved in a car crash?

Student can: Calculate momentum in systems (IPC 4A)



Roll a bowling ball or other heavy object against some pins or blocks of wood. Now roll a tennis ball at the same speed. Which ball affects the pins the most? What was different about the balls, their mass, or their velocity? (6C)

Drop an egg onto a solid surface so that it breaks. Now drop the egg onto a soft pillow so that it does not break. Why did the egg break in the first trial, but not in the second? Was the force on the egg the same both times? Was the time it took to stop the same both times? (6C)

2. Explore Have students push small rolling carts with different masses in them. Are the carts with more mass hard to start

rolling? Are they also harder to start rolling? Is a bus harder to push than a small car? (6C, 2E)) Discuss the combination of mass and velocity when determining the linear momentum. (momentum = mass x velocity)

Why are they both important? Why is linear momentum sometimes referred to as “inertia in motion”? (6C, 3F) Use the web site “How long does it take to stop a moving train” to compare stopping distances for objects of varying

mass. (6C) What does it take to change the momentum of an object (get it moving or stop it)? If I use a large force, can I apply it

for a shorter period of time? (6C)

Use the Promethean Interactive White Board Flip Chart - “Impulse and Momentum”

3. Explain Use the web site “The Impulse-Momentum Change Theory” to discuss the relationship between force, time and

change in velocity. (6C) Coaches often tell baseball or tennis players to “follow through” on their swing. If the ball stays on the bat or tennis racket longer when a player follows through, how would this impact the change in momentum of the ball for the same

applied force? (6C)What do you do for students who need additional support?Discuss the force needed to stop a fully loaded train versus the force needed to stop a small empty truck traveling at the same speed. Why are the forces different? Would it also take more force to get the train moving than to get the truck moving? Compare the linear momentum of the two objects and how the masses are different but the velocities the same?

What do you do for students who master the learning quickly?Have students experiment with catching a basketball while standing on a rolling platform (like a skate board).Does the momentum change when catching the ball and throwing the ball back? Does bouncing the ball off the student produce the same affect as catching and throwing?

Think-pair-share about what it means when a sports team or political candidate says they have momentum? What does momentum mean in your own words?

Describe other examples of when an object breaks or how to keep something from breaking. When tossing an egg back and forth, how can you keep the egg from breaking when you catch it?

Can two objects of different mass have the same momentum? Which object must have the greater velocity? (6C)

List in your science journal objects that have lots of momentum either because of their mass, or velocity, or both. (6C)

Calculate linear momentum for objects of various mass and velocity.

Calculate the force required to change the linear momentum of an object when applied for a given period of time. (6C)



http://www.physicsclassroom.com/Class/momentum/u4l1b.cfm


http://www.minnesotasafetycouncil.org/OL/stop.cfm


√ Check for student understanding3. Elaborate

Have students build a protective shell that will keep an egg from breaking when dropped from 2-3 meters high using paper, straws, string, rubber bands, and tape. Then drop the devices with a real egg inside to see if the egg will break. (6C, 2E)

Watch the Holt Science in the News, Physical science video “Egg Drop Contest” (in the teacher resource kit) and respond to the critical thinking questions for segment 6. (6C)

Why would a rifle fire a bullet farther than a pistol for the same amount of gun power (same force)? (6C) When crashing a car, would it be better to hit a pile of hay or a concrete wall? Why? (6C) Why should you bend your knees when jumping to the floor from a desk? Would locking your knees make the force

larger or smaller? (6C, 2E) Show the video clip “Impulse and Change in Momentum” and discuss how force, time of application, and change in

velocity are related. (6C)4. Evaluate

Calculate momentum for various objects and compare them. (3F) Calculate the force required to change the momentum of an object. Describe real world examples of changing momentum and how you can reduce the force required.


List in your science journal the things in a car that are designed to protect the passenger from a large force during an accident. How do these devices reduce the force on the passenger?

Why is it important for a pilot of a large airplane to land at the lowest possible speed when touching down on a runway? How does this affect the momentum of the airplane and the amount of force required to stop it? (6C)


Momentum Impulse Change in

momentum

Academic Vocabulary: Calculate Demonstrate Plan Implement Express Employ

ResourcesHolt PhysicsChapter 6 (pp. 208-214) Section 6.1

Textbook Practice ProblemsMomentum, p. 209

Force and Change in Momentum, p. 211Stopping Distance, p. 213

Holt Science in the News, Physical science video“Egg Drop Contest”

Key Formulas: Momentum = Mass x velocity

Force x Δ t = M (Vf + Vi)


ELPS StemsUse what you know about the momentum of moving objects to predict the meaning of ”impulse” or _______________

Identify word and phrases heard in a discussion about the momentum of moving objects.



http://www.saisd.net/admin/curric/curricms/documents/sci/08-09/physics/physics/gp2/week_2-momentum_and_throwing.wmv


Anticipated Skills for SAT/ACT/College BoardVehicles built today have airbags installed for the front seat occupants. The purpose of these devicesis to reduce injuries to the people when the car stops suddenly and they slam forward. In an accident, the occupants are less likely to be injured because the -A distance they move during an accident is smaller.B impulse they experience during an accident is less.C the total time of the impact is reduced.D amount of force they experience is reduced.

Answer - C

TAKS Released Question2004 10th Grade

Answer - A

Example Problem from College BoardIn an auto accident, which of the following items would reduce the force on the driver by increasing the time during which the momentum of the occupant was reduced to zero.

I. Padded dashboardII. Collapsing steering wheelIII. Front bumper that crushes during

impactIV. Tires that are larger in diameterV. Air bag that deploys on contact

A. I and IIB. II and IVC. I, II, III and VD. III, !V and V

Answer - C


Subject – Pre-AP PhysicsUnit of Study: Momentum, Impulse and Collisions

Week 8 – Lesson 2 – Collisions and Conservation of Momentum (4 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How can momentum be transferred from one object to another? What is conservation of momentum and how can it be used to solve collision problems between two objects? How are elastic and in-elastic collisions different or the same? What are some real life examples of objects that collide and how can conservation of momentum be used to determine the

objects velocity before or after the collision?

Student can: Apply the concept of conservation of

momentum (IPC 4E)



Roll one motion cart into another so they hook together and continue rolling in the same direction. How was the mass of the two objects together different from the one moving object at the start? How did the velocity change after the collision? Was the momentum before the same as the momentum after? (6D)

Review how to calculate the momentum of a moving object (m x v) (5C) Have a student stand on a skate board or sit in a rolling chair, then throw a basket ball away from him. Which

way did the student move in relation to the ball? Where the combined momentums of the student and the ball (positive and negative) the same as the zero momentum of the system at the start? (6D)

Discus conservation of momentum and the transfer of momentum from one object to anther. What are some other examples of momentum being transferred? (billiard balls on a pool table, hitting a golf ball with a golf club, etc.) (6D)

2. Explore Explore elastic and inelastic collisions using momentum carts. (6D, 2E) Or use billiard ball (pool balls) to explore the transfer of momentum from one object to another. If one object

loses momentum, what must happen to the momentum of other object? (6D, 2E) Or explore Elastic and Inelastic Collisions at this web site to see how the velocity of the moving objects

changes when momentum is conserved (6D) Discus collisions between cars on a road. What happens when a moving car strikes a car a rest? How was

the momentum transferred and conserved? How would this be different or the same if a bus strikes a car at rest? (6D)

3. Explain Discus elastic and inelastic collisions. How are they similar and different? What are some real world examples

of elastic collisions (two pool balls striking)? What are some real world examples of inelastic collisions (two train cars

hooking together)? (6D) Discuss how to visualize what would happen in a collision, for example a bus striking a car from behind. What

do you think would happen to the car; what would happen to the speed of the bus? (6D)

What do you do for students who need additional support?Use the web site “Impulse and Momentum” to review the concept of momentum and the change in momentum and how they apply to conservation of momentum in a collision.

What do you do for students who master the learning quickly?Discuss and journal about how the momentum of a rolling wagon would change if you poured water into the wagon as it rolled along a flat level surface. Is this an example of a collision problem and is momentum conserved?

Think-pair-share about collisions that occur between real world objects everyday

Work in cooperative groups to explore collisions between objects

Use the reading comprehension process to read about “Surviving a Collision”, p. 217 in the textbook, then journal about all the ways a car is designed to protect the occupant during a collision (6D)

Journal about real world collisions where momentum is conserved (6D)

Is momentum conserved when a car strikes a small bug traveling in the opposite direction? How does the velocity of the car change when compared to the change in velocity of the bug?

Journal about how a motorcycle rider could (theoretically) have a head on collision with a bus and both objects come to a complete stop. How would the speed of the bus and motorcycle compare for this to occur? (6D)




http://www.mathsrevision.net/alevel/pages.php?page=81

http://www.walter-fendt.de/ph14e/collision.htm



3. Elaborate Apply conservation of momentum to real world situations. For example, how is momentum conserved when a

rifle fires a bullet? Is the momentum of the rifle backwards equal to the momentum of the bullet forwards? Are their masses and velocities also the same? (6D)

4. Evaluate Describe real world collisions between objects and how momentum is conserved in every case. (6D)


Unit Assessment for Momentum, Impulse, Collisions, and Conservation of Momentum


Conservation of momentum

Energy transformations

Elastic Collisions Inelastic Collisions

Academic Vocabulary: Calculate Demonstrate Plan Implement Express Employ


Section 6.2 and 6.3

Laboratories:Quick Lab, p. 227

Holt Teaching TransparenciesT20 – Type of Collisions

Textbook Practice ProblemsConservation of Momentum, p. 219Inelastic Collisions, p. 224Elastic Collisions, p. 229

Key Formulas:

Momentum before = Momentum after

M1V1 + M2V2 = (M1 + M2) Vf

M1V1i + M2V2i = M1 V1f + M2V2f


ELPS StemsUse what you know about collisions between objects to predict the meaning of ”elastic collisions” or _______________

Identify word and phrases heard in a discussion about the collisions between two moving objects.


Anticipated Skills for SAT/ACT/College BoardA bus strikes a car from behind when the car was stopped at a red light. After the collision, the front bumper on the bus and the rear bumper on the car get hooked together. What would you predict to be the motion of the two vehicles after the collision?

A. The two vehicles stop completely.B. The two vehicles continue forward at the same speed as the bus before the accident.C. The two vehicles move backwards at the same speed of the bus before the accident.D. The two vehicles mover forward at a speed less than that of the bus before the accident.

Answer D

TAKS Released Question2006 11th Grade

Answer J


Used to calculate the velocity of two moving freight cars, after they couple and move together, given the initial masses and velocities of the freight cars.

F. Conservation of energy aloneG. Conservation of momentum aloneH. Conservation of both energy and momentumI. Conservation of chargeJ. Mechanical equivalence of heat

Answer



Science - Pre-AP PhysicsUnit of Study: Heat Transfer and Thermodynamics

Second Grading Period – Weeks 8 & 9 (7 Days) CURRICULUM OVERVIEWEnduring Understandings (Big Idea) Unit Rationale

Much of the power we use today comes from heat that is converted to work. Thermodynamics defines the efficiency of heat systems and the limits of converting heat to increased internal energy or work in the real world. Entropy reflect the order or disorder in a system.

Energy production is key to our current way of life, and fossil fuels remain the primary source of energy production. The limitations of converting energy to work are critical to our optimal use of limited energy resources.

Essential Questions Guiding QuestionsWhat are some ways that heat is transferred when cooking food or heating/cooling a house?Why can’t any system be 100% efficient when transferring heat from one object to another?Why do some objects heat up and cool down faster than others?

Give an example of real life transfer of heat by conduction, convection and radiation.

Describe how specific heat capacity affects the temperature change of different materials.

Describe the 1st and 2nd laws of thermodynamics and their application.TEKS (Standards) TEKS Specificity - Intended Outcome

Con

cept

s

Physics TEKS 6 The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to6E describe how the macroscopic properties of a thermodynamic system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic and potential energy of atoms6F contrast and give examples of different processes of thermal energy transfer, including conduction, convection, and radiation6G analyze and explain everyday examples that illustrate the laws of thermodynamics, including the law of conservation of energy and the law of entropy


I can: Describe how heat can be transferred from one material to another (6F) Understand the laws of thermodynamics and how they apply to real world

situations (6G) Define Entropy and describe situations where Entropy is increasing or

decreasing (6G)

Skill

s


Physics TEKS 3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:(F) express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition.

apply technology to explore heat and work (2E) plan and implement investigations into thermodynamics and heat engines (2E) conduct investigations in a safe manner (2E) manipulate equations to find a specific quantity (3F)



Use prior experiences to expand upon and to learn academic and social vocabulary related to the concept of heat transfer and thermodynamics (1A,,2C)





College Readiness Student Expectations College Readiness - Intended OutcomeScience Standardso VIII – H1: Understand the gain and loss of heat energy in mattero VIII – H2: Understand the basic laws of thermodynamicso II – B1: Carry out formula operations using standard algebraic symbols and


o Identify various forms of heat transfer and classify them as conduction, convection or radiation

o Describe examples of the laws of thermodynamics

Evidence of Learning (Summative Assessment)1. Given an example of heat transfer, the students can identify the process by which the heat is transferred and the direction of heat flow 80% of the time correctly. 2. Given a real world example, the students can identify when entropy is increasing or decreasing 80% of the time correctly.


Science – Pre-AP PhysicsUnit of Study: Heat Transfer and Thermodynamics

Week 8 – Lesson 1 – Temperature and Heat Transfer (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

How is temperature different than heat? Give an example of real life transfer of heat by conduction, convection and radiation. What are some measurement units for heat? For temperature? What happens to matter as heat is added or removed? Describe how specific heat capacity affects the temperature change of different materials?

The student can: Investigate methods of thermal energy transfer (6.9A) Verify the movement of thermal energy from warmer to cooler

objects (6.9B)


The teacher will… So students can…5E Model of InstructionEngage

Demonstrate the temperature of a substance using several different scales (Fahrenheit, Celsius, Kelvin). (6F) Is heat the same as temperature? Can we accurately measure temperature with our bodies? Is heat measured in the

same units as temperature? What direction does heat flow when moving from one object to another? (6F) Explore the temperatures we sense using the Quick Lab, “Sensing Temperature”, page 358 of the textbook. Can our

senses really tell us if something is hot or cold? Do all people feel hot or cold at the same time? (6F)

Discuss the different temperature scales used throughout the world

Describe how we sense heat and cold and why that is not a good measure of the temperature of an object (6F)

Explore Let students use the web site “Temperature Conversions” to explore the equivalent temperatures on various scales.

What is the temperature for water becoming ice on each of the different scales? What is room temperature (72°) on each of the scales? (6F)

Explore heat transfer using the “Light Bulb” activity to show all 3 types of transfer. (6F) Or explore the transfer of heat using the lab “Temperature and Internal Energy”, p. T-57 of the Holt Lab Manual. (6F,

6G) Use the Promethean Interactive White Board Flip Chart - “Conduction, Convection and Radiation”

describe everyday examples of heat and temperature including the different temperature scales (6F)

Work in cooperative groups to evaluate different methods of heat transfer and provide examples of each type

discuss the relationship between heat, energy and work (6G)

review the methods of heat transfer (6F)Explain

Define temperature as a measure of the internal energy of a substance. (6F) Define absolute zero as the temperature where all molecular motion stops. (6F) Does it make sense that all kinetic

energy of a substance is gone when an object reaches absolute zero on the Kelvin temperature scale? (6E) Describe how heat and energy are related by the same units of measure. (6F)

What do you do for students who need additional support?Use the web site “Heat Transfer” to explore examples of conduction, convection, and radiation. What are some examples of heat transfer in your house? Which ones are by conduction? Convection? Radiation?

What do you do for students who master the learning quickly? Read the article on the web site “Temperature” and journal about how the different temperature scales were developed and used.


Describe how an increase in temperature changes the internal energy of a substance

Define absolute temperature on the Kelvin and Celsius scales and what happens to matter at that temperature (6F)

Elaborate Use the reading comprehension process SAISD © 2010-11 – Second Grading Period Science Pre-AP Physics of 45


http://www.visionlearning.com/library/module_viewer.php?mid=48

http://dnr.louisiana.gov/sec/execdiv/techasmt/ecep/comfort/b/b.htm


http://www.onlineconversion.com/temperature.htm


Discuss the article “Heating and Cooling from the Ground Up”, p. 375 in the textbook to connect the learning to real world applications. (6F)

Use the Quick Lab “Work and Heat”, p. 368 in the textbook to help students see the connection between these two concepts. (6F)

to summarize the article “Heating and Cooling from the Ground Up”

Evaluate Describe the three methods of hear transfer and give real world examples of each. (6F) Identify freezing and boiling points for water on different temperature scales. (6F) Describe absolute zero and what happens to matter at that temperature on the Kelvin scale. (6E) Convert from Celsius to Fahrenheit and back. (6F)

Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts

Journal about the different ways heat is transferred in your house (for example, touching a hot stove, standing in front of a fireplace, blowing warm air on your hands to warm them).

Convert from one temperature scale to another (6F)

Content Vocabulary: Heat Temperature Heat transfer Thermal equilibrium Celsius Fahrenheit Kelvin Calorimeter Conduction Convection Radiation

Academic Vocabulary: Analyze Explain Evaluate Disorder Implement

Teacher Resources:

Holt PhysicsChapter 10 (pp. 358-370, 383-385) Section 10.1, 10.2, 10.4

Laboratories:Holt Lab Manual“Temperature and Internal Energy”, p. T57

TextbookQuick Lab, “Sensing Temperature”, p. 358Quick Lab, “Work and Heat”, p. 368

Vernier: Physics with Computers/Calculators“Newton’s Law of Cooling”, p. 33-31

Teaching TransparenciesTransfer of Particles’ Kinetic Energy by Heat, T-35

Key Formulas

TF = (9/5) TC + 32.0

TC = 5/9(TF - 32.0)

TKelvin = TC + 273.15°


ELPS StemsUse what you know about transfer of heat between two objects to predict the meaning of ”convection” or _______________

Identify word and phrases heard in a discussion about the transfer of heat between two objects.


Evidence of LearningFormative Mini-Assessment TAKS Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

Answer - G


Answer - J


If the addition of 2,000 joules of heat to 10 kilograms of a substance raises its temperature 2°C, the specific heat of the substance is

Top of Form(A) 0.01 J/kg • °C

(B) 0.2 J/kg • °C

(C) 50 J/kg • °C

(D) 100 J/kg • °C

(E) 200 J/kg • °C

Answer - D



Science – Pre-AP PhysicsUnit of Study: Heat Transfer and Thermodynamics

Week 9 – Lesson 2 – Thermodynamics and Entropy (4 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Describe the 1st and 2nd laws of thermodynamics and their application. Give examples of entropy changes in real life. Define how the efficiency of a heat engine can be determined.

The student can: demonstrate the movement of thermal energy through solids, liquids and

gases by convection, conduction and radiation (IPC 5E)


The teacher will… So students can…5E Model of InstructionEngage Review the concept of work and the units used to measure work (Joules). What units did we measure heat

in? (also Joules). If we have heat energy, can we use it to do work? (6G) The steam engine is one of the best and earliest examples of heat being used to do work (power a steam

locomotive). What are some other examples of heat being used to do work? (Nuclear or coal power plant) (6G) Heat can be used to either do work or increase the internal energy of a closed system by increasing the

temperature. (6G)

Discuss how heat and work are related.

Describe how the addition of heat can result in work or a rise in temperature (6G)

Explore Discuss the 1 st Law of Thermodynamics and how energy can be used to do work or to increase the internal

temperature of a system. (6G) Discuss the law of conservation of energy from previous lessons. Use a pendulum to demonstrate

conservation of energy. The 1st Law of Thermodynamics is a restatement of conservation of energy for heat. 6G)

Since Energy must be conserved, the change in a systems internal energy = the energy transferred to or from the system as heat minus the energy transferred to or from the system as work (Δ U = Q – W). (7A)

Describe the transfer of energy in a refrigerator system. (6G) Explore the 1 st and 2 nd laws of thermodynamics using the web site. (6G) Discuss the 2nd Law of Thermodynamics and the limitations of a heat system to transfer all energy from heat

to work (no system is 100% efficient). (7A) Define entropy as the amount of disorder in a system. When an ice cube melts, does the entropy (disorder)

increase or decrease? How would entropy be affected if the water froze again? (6G) The entropy of the universe is constantly increasing as the universe expands and cools. What will happen

when the entire universe cools to the same temperature? (6G)

Recognize everyday examples of the 1st Law of Thermodynamics where energy is conserved (6G)

describe increases in entropy in the world (6G)

Describe why a heat engine (like an automobile engine) cannot turn 100% of the energy stored in the gasoline into motion. Where did the rest of the energy go? (6G)

Explain Discuss entropy and the natural tendency for things (like a student’s room) to become disordered, thus

increasing entropy. (6G)

What do you do for students who need additional support?Use the web site “Heat Engines” to review how heat can be used to create energy using the laws of thermodynamics.

What do you do for students who master the learning quickly? Read the article “Deep-Sea Air Conditioning”, p. 416 in the Textbook, Tomorrow’s Technology. How does this system work and how does it benefit the environment?

Describe examples of increasing order (water freezing) and decreasing order (ice melting) (6G)


http://hyperphysics.phy-astr.gsu.edu/HBASE/thermo/heaeng.html

http://hyperphysics.phy-astr.gsu.edu/hbase/therm/entrop.html

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookEner1.html#Thermodynamics

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/firlaw.html

http://campus.udayton.edu/~hume/Steam/steam.htm


√ Check for student understandingElaborate Read the article “Solar Thermal Power Systems”, p. 421in the textbook and discuss how this system uses

heat transfer to produce electricity. Why is it important to look for alternative energy sources today? (6G)

Journal about alternative ways to create energy from heat sources such as geothermal energy, radiant energy, and wind energy.

Evaluate Describe the 1st and 2nd laws of thermodynamics. (6G) Calculate the efficiency of a heat engine. (6G) Define entropy and give real world examples of how disorder is increased or decreased. (6G)

Refer back to the Guiding Questions to assess students' knowledge of the lesson/concepts

Define entropy and give examples (6G)

Journal about how the 1st Law of Thermodynamics relate to the law of conservation of energy (6G)

Describe why a pendulum will not continue swinging forever. Will a car run forever on one tank of gas?

Content Vocabulary: Isothermal Isometric Adiabatic Entropy Disorder

Academic Vocabulary: Analyze Explain Evaluate Disorder Implement

Teacher Resources:

Holt PhysicsChapter 11 (pp. 402-429) Section 11.1-11.4

Laboratories:

TextbookQuick lab, “Entropy and Probability”, p. 426

Teaching TransparenciesLow and High Entropy Systems, T-43

Key Formulas

Δ U = Q – W

Efficiency = Qh - Qc

Qh

Net Work = Qh – Qc


ELPS StemsUse what you know about heat transfer to predict the meaning of ”entropy” or _______________

Identify word and phrases heard in a discussion about the limits of efficiency in any heat system.

Evidence of LearningFormative Mini-Assessment TAKS Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Career/Life

None TAKS Released Question

None

A heat engine operates between two reservoirs, one at a temperature of 300 K and the other at a temperature of 200 K. In one cycle, the engine absorbs 600 joules of heat and does 150 joules of work. The actual efficiency of the heat engine is most nearly

75% 67% 50%


33%Answer –33%


social studies – grade 8 - home | san antonio isd · web viewphysics teks 3 the student uses...

Documents