Major content: Science Unit Title: Motion and Forces

Motion and Forces

Goals and Objectives-

The goal of this lesson is to provide the students with a better understanding of how speed, velocity, and acceleration are related and calculated. Students will learn the basic principles that deal with motion and forces. The students will acquire this new knowledge through in class lectures and demonstrations, and through the “FLYING SPUD” lab. This unit will help the students:

1. Relate speed to distance and time.

2. Distinguish between speed, velocity, and acceleration.

3. Solve problems involving speed, velocity, and acceleration.

4. Make a graph that illustrates the acceleration of the potato from the “FLYING SPUD” lab.

Connections-

SC-H-1.4.1: Objects change their motion only when a net force is applied. Laws of motion are used to describe the effects of forces on the motion

of objects.

Academic Expectations:

2.1 Scientific Ways of Thinking and Working

2.2 Patterns of Change

2.4 Scale and Models
2.5 Constancy
2.6 Change Over Time

Context-

The goals and objectives clearly state the purpose and major focus of this lesson. The students are going to strengthen their knowledge of speed, velocity, and acceleration through the teacher’s use of effective in-class lectures; demonstrations; and through their participation in the “FLYING SPUD” lab. Students will know the differences and similarities between speed, velocity, and acceleration. Students will also be able to apply their knowledge of these topics to the real world since speed, velocity, and acceleration are all forces that we experience everyday.

Resources-

Holt Science Spectrum: A Physical Approach: By: Holt, Rinehart, and Winston.
Physical Science Interactive Tutor: By: Holt, Rinehart, and Winston
LCD projector for notes, web links, and demonstrations.
Worksheets for calculating speed, velocity, and acceleration.
Lab packet for “FLYING SPUD” lab. (This includes more calculations and graphing paper so the students can graph the acceleration of the potato.
Potato projectile device. (Provided by the teacher and used by students with supervised participation.)

Procedures-

This unit will begin with a short presentation by the teacher on speed, velocity, and acceleration. Throughout the presentation, students will be actively engaged in short demonstrations and simple activities that will require their participation. Students will be engaged such that both right and left brained students can following the material well, and presented in a way that incorporates as many of the different learning styles as possible (interpersonal, logical-mathematical, kinesthetic, visual-spatial.) The presentation also will include some note taking and examples of how to calculate speed, velocity and acceleration. After the presentation, the students will be given worksheets that have practice problems for them to work on individually so that the teacher can assess who needs additional help with the material. The teacher will assist those needing more instruction.

The last half of class will be spent outside working on the “FLYING SPUD” lab. The materials will include: lab packet; 1 potato per group of 2 students; a stop watch; a 100 ft. tape measure (which will have to be converted to meters); and a potato gun (projectile device. Each group will have to calculate the acceleration of their potato from the potato gun and then construct a graph of distance vs. time. Then they will have to calculate the slope of the line on their graph and see if the slope is equal to the acceleration of the potato. The lab packets will be due the following class period and the students will have to explain why some potatoes accelerated faster than others. (This discussion will lead us into the next unit, which is over momentum.)

Student Assessment-

An assessment rubric is provided to the students so that they know what is expected of them throughout the “FLYING SPUD” lab. A formal assessment will be acquired through evaluation of the students participation during the in class activities, and on their performance and comprehension of the “FLYING SPUD” lab. Grading of the lab packet and the worksheets over speed, velocity, and acceleration will provide the teacher a summative assessment. Students will have to explain the difference between speed and velocity and acceleration the following class period in a quiz.

REFINEMENT- Prepared after the lesson and the post observation conference.

IMPACT—Prepared after the lesson and post-observation conference

Reflection/Analysis of Teaching and Learning-

Discuss student progress in relation to the sated objectives (i.e., what they learning with indicators of achievement.) Discuss success of instruction as it relates to assessment of student progress. Include three student samples (high, average, low) and an analysis of their performance based on assessment results.

REFINEMENT—Prepared after the lesson and post-observation conference

Lesson Extension/Follow up:

Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

Note: All three sections (ACTION, IMPACT AND REFINEMENT) should be included in your portfolio for review by each committee member.