High School Physics 2

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STRUCTURED CURRICULUM LESSON PLAN

Day: 005 Subject: Physics Grade Level: High School

Correlations(SG,CAS,CFS): 11A2; 11B1-5,8,9,11; 11C6; 13A1,3,5; 13C1,3

ITBS/TAP:1a. Scientific Method/Inference1b. Analysis of Data and Information4a. Mechanics, Forces and Motion4b. Forms of Energy4d. Characteristics of Matter4e. Changes and Reactions

ISAT:1a. Scientific Facts and Theories1b: Simple and Complex Problems3a. Ethical Principles in Science3b. Valid Sources of Knowledge3c. Identification of Variables3d. Logic of Different Experimental Designs4a. Analysis of Data4b. Uses of Scientific Units and Instruments4c. Safety Practices

Unit Focus/Foci

The Science of Physics

Physics is a basic science and deals with the fundamental aspects of energy and non-living matter. Inorder to build a knowledge base of physics, it is necessary to consider the scientific method as a meansof problem solving and mathematics as the language of physics.

Supporting Ideas/Instructional Focus

1. Technology is the application of our understanding and control of physical phenomena and resultsfrom the application of the systematic procedure of problem solving called the scientific method.

2. The scientific method requires careful observations, the formation of the hypotheses and meticuloustesting of the hypotheses.

3. Physics is a quantitative science. The relationships between variables may be expressed asequations and graphs and often requires error analysis.

4. The Systeme International (SI) units are used in expressing the relationships between variables.

Materials

Copies of the planned quiz and scheduled laboratory activities for day 6Scientific calculators

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Educational Strategies/Instructional Procedures

The homework problems from Day 004 should be reviewed at the beginning of class.

Ask: If your book measures 1.5" x 8" x 10", what are the dimensions in cm?Have students compute the problem by canceling the units.

1.5 inches x 2.54 cm = 3.81 cm 1 1 inch

8 inches x 2.54 cm = 20.32 cm 1 1 inch

10 inches x 2.54 cm = 25.4 cm1 1 inch

Therefore, the 1.5" x 10" x 8" book is equal to 3.81 cm x 20.32 cm x 25.4 cm.

Model the next two sample problems, but have students state where the units would be and how theycancel so that the answer is correct for both numeric computations and the units used.

Ask: To convert cm to mm, do you multiply or divide? Multiply by 10, because

X cm x 10 mm = Y mm 1 1 cm

Ask: Which units will cancel? (as shown above)

Ask: To convert cm to m, do you multiply or divide? Divide by 100, because

X cm x 1 m = Y m 1 100 cm

A quiz (10 - 15 minutes) should be given consisting of short answer questions covering the materialpresented during the past several days (scientific method, vocabulary, SI units, scientific notation, andconversion of units).

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Remaining time should be spent in discussion of:1. Speed vs. velocity; instantaneous speed vs. average speed; distance vs. displacement.

A forward slash (/) means per and a delta (∆) means a change in valueAsk: How is rate defined? A quantity divided by time. Example: MPHAsk: What do we mean by relative motion? Movement with respect to some frame of

reference. Example: the earth spins on its axis daily, but we say we are standing still whenwe reference our position on the earth’s surface.

Ask: What is the definition of speed? How fast something is moving.Ask: How is instantaneous speed different? It is the speed at any given instant of time.

Example: the reading on a speedometer.Ask: What is average speed? The total distance covered divided by the time interval.

2. An introduction to the lab activities scheduled for day 6

Integration with Core Subject(s)

LA: Understand explicit, factual informationUnderstand the meaning of words in contextDraw conclusions, inferring meanings from the textIdentify common themes and main ideaApply information presented in the text to a new or different situation

MA: Perform arithmetic operationsChoose and apply appropriate operational proceduresUnderstand geometric propertiesApply a variety of estimation strategiesUse variables and equations to solve problemsAnalyze and interpret dataUnderstand and apply principles of probabilityApply measurement skills

SS: Demonstrate time and chronologyDemonstrate an understanding of important historical events

Connection(s)

Enrichment: Have students develop a table or graph to describe concept relationships.Have students create an observation activity with natural phenomena.Have students apply knowledge gained to social issues or further scientific questions.Have students develop and test a prediction related to the unit.Have a student discuss how s/he solved one problem that occurred away from school

using the steps of the scientific method.

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Connection(s), continued

Fine Arts: Have students create a collage or photographic study illustrating the topic.Physics is all around us: Create original drawings to illustrate examples of physics in

everyday life – each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy,matter, heat, light, sound and electricity.

Home: Have students create a collage or photographic study illustrating the topic.Have students revise and edit the project/paper by presenting it to the home audience.Have students discuss their goals and evaluate their progress with a family member.Have students interview a family member to discover what s/he knows about the topic that is

being studied.Have the student discuss how s/he solved one problem that occurred away from school using

the steps of the scientific method.

Remediation: Have students write a story of this experience.Have students assemble questions for a Jeopardy-type review game or a vocabulary

matching game like Memory.Have students write a letter to someone (real or imaginary) describing the topic that is

being studied.

Technology: All physics students are expected to have a scientific calculator for doing computations.Have students explore the following Internet address for more information about physics

at http://www.cpsurf.com.

Assessment

Continuous assessment should be made for class participation along with the quiz scheduled for this day.

Homework

Copies of the laboratory activities planned for Day 006 should be handed out today for students toreview prior to coming to class on Day 006.

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Teacher Notes

Laboratory work planned for Day 006 is done outside the building. Every school has its individualrules about taking students outside the building though students remain on school property. It is best tocheck with an administrator before going out of the building. If a school hallway will be used for theseactivities, it is also best to clear its use with the administration. These labs can easily take more than oneclass period if time has not been allocated to its planning before the actual lab day.

Reminder: Safety first in all laboratory activities. You must set the ground rules. Physics has many funlabs, but students need to remember they are doing them with a purpose.

Planned activities:1. Measuring height indirectly and2. Prepare or locate a lab activity that is similar to the Physics 500 from PRISMS and Hewitt or

other laboratory activity for computing average speed may be used. The teacher should consultthe Blueprint (Appendix A) and the Program of Study (Appendix B) for additional ideas.

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Measuring Height Indirectly

Discussion:

A clinometer (figure A) is used to measure heights of objects indirectly and is an easy device toconstruct.

Clinometer

It is a simplified version of the quadrant and the sextant, which are devices that are graduated in degreesfor measuring angles of elevation. The arc of a clinometer is marked from 0 to 90 degrees. When anobject is sighted through the straw, the number of degrees in angle ABC can be read from theprotractor. Angle BDE is the angle of elevation of the clinometer. Angle ABC on the clinometer isequal to the angle of elevation, BDE.

In the diagram (figure B), the clinometer was used to find the angle of elevation from eye level to the topof a building.

Clinometer in Use

This angle is 25 degrees. The distance from the person to the base of the building is 60 meters and theobserver's eye from ground level is 150 cm. In this diagram, the person and the building are not drawnto the same scale.

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MATERIALS:

StrawClear tapeProtractorThreadWasher, nut, or some type of light weightMeter sticksTape measure with metric scaleScientific calculator

PROCEDURE:

• Using the diagram as shown, assemble a clinometer.• Your instructor will designate an object for you to measure its height indirectly such as a flagpole,

tree, or building.

With your partner, assemble a clinometer like the one shown in figure A. A weighted thread should betied through the hole of the protractor. Tape the protractor to a drinking straw so that the straw is at aright angle to the base of the protractor. When you look through the straw at an object, the position ofthe string against the protractor will show the angle between your line of sight and the horizontal. Neverlook at the sun or any bright light source through the clinometer.

With your partner, hold a meter stick perpendicular to the floor end to end with a second meter stick inorder to determine eye level. Record this measurement. ____________

With the clinometer, measure and record the distance from the observation point to the designatedobject. ____________

With the tape measure, measure and record the distance from the observation point to the designatedobject. ____________

Now, determine the height of the object using your calculator. Don't forget to make the correction forthe height by adding the distance from the ground to eye level. ____________

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Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7-9,14,17; 11C5,6; 12D1,4

ITBS/TAP:1a. Scientific Method/Inference1b. Analysis of Data and Information4a. Mechanics, Forces and Motion


Conceptual Statements/Unit Foci



Kinematics

Kinematics is the process of describing the motion of objects in terms of position, velocity, accelerationand time using algebraic equations and graphs as well as words and visual images.

Supporting Ideas/Instructional Foci

CS1• Physics is a quantitative science. The relationships between variables may be expressed as

equations and graphs and often requires error analysis.• The Systeme International (SI) units are used in expressing the relationships between variables.

CS2• Speed is the total distance covered divided by the time taken.• Velocity is speed that an object is moving together with the direction of movement.• Acceleration is the rate at which velocity is changing.

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Materials

Laboratory activity: Measuring Height Indirectly including required instrumentation:Meter sticks/studentStopwatch ProtractorString ThreadStraw Washer or nutClear tape Tape measureScientific Calculator Whistle

Laboratory activity for computing average speed including required instrumentation


Although the laboratory activity information should have been given out and studied by students beforecoming to class today, it is important to quickly review the labs and ask: What are the purposes of thetwo laboratory activities? (The average speed activities will permit students to collect data andcompute average speed in a variety of student-designed races. The second activity prepares students toindirectly measure the height of an object by using measurements and calculations.)

Since this is the first laboratory experience of the physics class and students will have a measure offreedom which they have probably never previously encountered, it is important to remind students ofthe ground rules:

1. Work with your assigned group in your assigned area.2. Work on the task at hand.3. No horseplay.4. Use the time allotted efficiently.5. All data must be collected during the time period.6. Move through the hallways quietly so that other classes will not be disturbed.7. The signal to stop work and listen for instructions will be your blowing the whistle.

Circulate around the area to assist groups and keep them on task. Allow at least five minutes toreassemble and return to the classroom.


LA: Understand explicit, factual informationUnderstand the meaning of words in contextDraw conclusions, inferring meanings from the textIdentify common themes and main ideaApply information presented in the text to a new or different situationInterpret nonliteral language

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Integration with Core Subject(s), continued

MA: Perform arithmetic operationsChoose and apply appropriate operational proceduresUnderstand geometric propertiesUse variables and equations to solve problemsAnalyze and interpret dataUnderstand and apply principles of probabilityApply measurement skills

SS: Read and interpret maps, charts, and graphsDemonstrate time and chronology

Connection(s)




everyday life – each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy,matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale.






being studied.

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at http://www.cpsurf.com.Optional use of graphing calculators should be encouraged as these laboratory exercises

provide some excellent opportunities.There are some interesting computer simulations available which are suitable substitutes

for actually participating in the races. Conceptual Physics, Interactive Physics, Simulations Software,Ice Skating I and II are excellent products.

Assessment

In addition to grading the laboratory write-up that students submit, it is suggested that a grade be givenfor student participation. As this is early in the school year and you may not know students by name,using a seating chart covered with an transparency and marked on with an overhead projection markeris an excellent means of learning student names as well as providing a writing surface for participationgrades.

Homework

Completion of the lab calculations and analysis should be done at home. These labs cannot becompleted in a 50-minute period; however; all of the data can be collected within that time frame.

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Teacher Notes

Laboratory work planned for Day 006 is done outside the building. Every school has its individual rulesabout taking students outside the building though students remain on school property. It is best to checkwith an administrator before going out of the building. If a school hallway will be used for theseactivities, it is also best to clear its use with the administration. These labs can easily take more than oneclass period if time has not been allocated to its planning before the actual lab day.

Reminder: Safety first in all laboratory activities. You must set the ground rules. Physics has many funlabs, but students need to remember they are doing them with a purpose.

In the event of rain, you need to have an alternate activity prepared. A video on Linear Motion wouldbe an option; a sample data table that would reflect the type of data collected in the Average Speedactivity could be used in place of doing the activity; taking indirect measurements through the classroomwindow would be options.

Should an accident occur while you are doing these activities, you need to know the school’s policy.There is an official form that must be filed, and the parent or guardian must be notified. Make sure youcheck with your administrator for the appropriate persons to contact and the procedure to follow beforeyou proceed with the activity.

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Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6; 12D1,2

ITBS/TAP:1a. Scientific Method/Inference1b. Analysis of Data and Information4a. Mechanics, Forces and Motion



Kinematics


Dynamics

The past and future motion (position, velocity, time and acceleration) of an object can be predicted byapplying the fundamental principles of Newton’s Laws of Motion and the Conservation Laws of Energyand Momentum.



CS3• Weight is the local force of gravity’s effect on a mass. Near the Earth, a falling object accelerates at

9.8 m/s2 toward the Earth, unless air resistance is significant. The force due to gravity drops off asthe inverse square of the distance of separation.

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Materials

2 sheets of paper for demonstration purposes


Begin the class by requesting a student volunteer to show how to solve for the d in the equation of d =v*t on the overhead projector where:

v = 30 km/hrt = 1 hrTherefore: d = (30 km/hr) x (1 hr)So: d = 30 km

By looking at the above analysis and thinking about the problem, the units become apparent. Explainthat equations are important guides to one’s thinking. In a problem where no numerical quantities orunits are expressly given, the student can “make-up” his/her own numeric values. These problems aremore conceptual in nature. For example: An airplane makes numerous round trips, always at the sameairspeed, between two cities. If it encounters a steady tailwind going and the same steady headwindreturning, will the round trip take more, less, or the same time as with no wind? Note that neithernumerical values nor units were given. Therefore, you must first “make up” some numeric values andunits.

d= 600 kmv = 300 km/hrd= v*t600 km = (300 km/hr)*tt = 2 hr (if there is no wind)Roundtrip = 4 hrs

But in the problem there is a headwind. Ask: What does headwind mean? (The wind that worksagainst you.)v = 300 km/hr – 100 km/hrv = 200 km/hr

600 km / 200 km/hr = 3 hrs

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Ask: What does tailwind mean? (The wind works with you.)v = 300 km/hr + 100 km/hrv = 400 km/hr

600 km / 400 km/hr = 1.50 hrsRoundtrip = 3 hrs + 1.5 hrs = 4.5 hrsTherefore, the wind adds 0.5 hr to the trip. It takes more time with the wind.

Some students can use d = v*t and solve for any factor by substitution of the knowns into the equation.Other students would rather manipulate the equation so the unknown is solved for. These studentswould solve for t first and have d = v*t become t = d / v

Select questions from your textbook that deals with speed or velocity and work the problems with yourstudents.

Have students take out their lab write-ups from Day 006. Ask: Did you include units for distance,time and speed? Were your distances long enough to get accurate results? Was the distance youused uniform for all of your activities? Remind students that it is essential to include completeinformation and that the experimental design must be well thought out and planned in advance. Groupsthat did not pre-plan probably wasted time and were unable to finish data collection during the classperiod. This is an important lesson to learn; you will need to emphasize it often.

Review the analysis portion of the labs by going around the room asking students for their answers.Ask: How does average speed relate to distance covered and time taken? Average speed equalsdistance divided by time. Ask: Does average speed represent maximum speed? No, averagemeans high, medium, and low values are combined mathematically. Ask: Which event had thegreatest average speed? Answers will vary with the type of activity and distance. Ask: Does yourmeasurement technique for speed enable you to measure the fastest speed attained during anevent? No, the interest in this activity was to measure the average speed in multiple trials.

Introduce the concepts of acceleration and free fall. Take two sheets of paper; crumple one into aball. Stand on your desk or chair. Have students make careful observations as you take the smoothpaper and drop it; then drop the crumpled paper. You may have to repeat this a few times for studentsto make detailed observations. Now, drop both papers at the same time. Ask: What observationsdid you make about the falling papers? Answers will vary, but students will note that the smoothpaper “floated” down. Ask: Why did the paper behave in this manner? Air resistance.

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Next, drop a book and the smooth paper simultaneously. Observations should be noted. Drop thebook with the smooth paper held against the upper surface of the book. Observations should be noted.Make the point that gravity acts on all objects equally; air resistance changes the apparent motion.Acceleration of free fall on earth is 9.8 m/s2. Ask: How would you define acceleration?Acceleration is the change in velocity divided by the change in time. Ask: How would you define freefall? The acceleration of an object due to gravity.There are numerous videotapes available that are appropriate to this discussion.


LA: Understand explicit, factual informationUnderstand the meaning of words in contextDraw conclusions, inferring meanings from the textIdentify common themes and main ideaApply information presented in the text to a new or different situation

MA: Perform arithmetic operationsChoose and apply appropriate operational proceduresUse variables and equations to solve problemsAnalyze and interpret dataApply measurement skills


Connection(s)




everyday life -- each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy,matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale.

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being studied.


at http://www.cpsurf.com/mechanics.Optional use of graphing calculators should be encouraged as these exercises provide

some excellent opportunities.There are some interesting computer simulations available which are suitable substitutes

for actually participating in “the races.” Conceptual Physics, Interactive Physics, SimulationsSoftware, Ice Skating I and II are excellent products.

Assessment

It is suggested that a grade be given for student participation. As this is early in the school year and youmay not know students by name, using a seating chart covered with a transparency and marked on withan overhead projection marker is an excellent means of learning student names as well as providing awriting surface for participation grades.

Homework

Select questions and problems from those at the end of the chapter from your textbook.

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Teacher Notes

When calling upon students to answer questions, remember three important points:1. Call upon everyone.2. Call upon students in a random pattern to keep them on their toes.3. Keep the discussion moving; don’t let one person monopolize the discussion.

You will quickly learn who is having difficulty and be able to suggest help sooner by having everyonecontribute to the review discussions.

For additional ideas, the teacher should consult the Blueprint (Appendix A) and the Program of Study(Appendix B).

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Day: 008-009 Subject: Physics Grade Level: High School

Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6; 12D1,4

ITBS/TAP:1a. Scientific Method/Inference1b. Analysis of Data and Information4a. Mechanics, Forces and Motion4e. Changes and Reactions


Conceptual Statement/Unit Focus

Kinematics




Materials

For a laboratory activity similar to The Hewitt Domino Effect, the following materials are required foreach group of 4 to 6 students:

50 dominos1 stopwatch1 meter stick

For a laboratory activity where time and distance are measured for an object rolling down an inclinedplane, the following materials are required for each group of 4 to 6 students:

1 2-meter ramp (which can be a 2-meter board supported by a stack of books)1 steel ball bearing or marble1 wood block

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Materials, continued

1 stopwatch1 roll of masking tape1 meter stick1 protractorOptional Technology may include photogates; with or without CBL or MBL

An optional activity may be developing a laboratory experience using a Sonic Ranger or other motion-measuring device complete with CBL or MBL


Begin class by having students form groups of four. Suggest that each person in a group have a specifictask to perform such as gathering/returning materials, timing, performing the activity, and recording data.Stress that every person in the group is responsible for data analysis, not just the recorder. Explain thatthere will be two activities going on simultaneously and that groups will rotate activities in order tomaximize materials and time.

The teacher should develop or locate laboratory activities similar to The Hewitt Domino Effect forexamining the relationship between distance, time, and average speed and a second activity formeasuring the time and distance of an object rolling down an inclined plane.

Allow five to seven minutes for clean up of materials.


LA: Understand explicit, factual informationUnderstand the meaning of words in contextDraw conclusions, inferring meanings from the text

MA: Perform arithmetic operationsChoose and apply appropriate operational proceduresUnderstand geometric propertiesUse variables and equations to solve problemsAnalyze and interpret dataUnderstand and apply principles of probabilityApply measurement skills


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Connection(s)





Students may want to choreograph and videotape a dance performance illustrating a chainreaction or produce a video illustrating “hang-time.”






being studied.



some excellent opportunities.If the instrumentation is available, using photogates and/or a Sonic Ranger with a CBL

or MBL may enhance the inclined plane activity.

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Assessment

It is suggested that a grade be given for student participation. This includes pre-lab preparation.

Homework

Both of these activities should include laboratory write-ups and answering appropriate questions.Because of the very nature of the activities, there is not sufficient time in class to appropriately completethese necessary write-ups.

Teacher Notes

The chain reaction (domino) activity conceptualizes average speed and may take less than a period or itmay take considerably longer than a single period if students do not show reasonable care in setting uptheir dominoes. It is important that the teacher circulates and assists where necessary.

Rolling objects down an incline is fairly straightforward and should take less than a full period tocomplete. As equipment for these types of activities is usually in short supply, it is suggested that theclass be split in half and both labs be run concurrently over a period of two days. Ideal group size is 4to 6 students.

The inclined plane activity requires the teacher to assist students with their setups. Two days, back-to-back, have been allocated for these lab experiences. Optional activities of graphing the data collectedare beneficial for many students. Class time has not been provided to complete the write-ups.

One method of measuring student laboratory participation on a daily basis is to have a set of stamps anda stamp pad. Each day, select a stamp and go around the class stamping each student’s paper. As youenter papers in your grade book, the stamp (or lack of it) will indicate participation.

Some classes get overly loud when working in laboratory situations. You should establish a signal toalert classes that they need to work more quietly. One technique that seems to work well is the flashingof lights in the classroom when a reminder is needed.

Because there is no further class time allocated to these activities, it is important to keep students ontrack. By circulating in the room to help with the laboratory questions, students will respond positivelyto the teachers’ presence. In addition, the teacher will get to know his/her students better and be ableto evaluate their participation more effectively.

Inform students that there will be a test on Day 011 that they should start studying for now.

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Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6






Kinematics


Dynamics



CS1• Technology is the application of our understanding and control of physical phenomena and results

from the application of the systematic procedure of problem solving called the scientific method.• The scientific method requires careful observations, the formation of the hypotheses and meticulous

testing of the hypotheses.

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• Physics is a quantitative science. The relationships between variables may be expressed asequations and graphs and often requires error analysis.

• The Systeme International (SI) units are used in expressing the relationships between variables.

CS2• Speed is the total distance covered divided by the time taken.• Velocity is speed that an object is moving together with the direction of movement.• Acceleration is the rate at which velocity is changing..



Materials


Have students review the problems assigned previously on the chalkboard.

Create a transparency to show acceleration of Free Fall; that is, a time and distance graph.Ask: Does the acceleration of a ball depend on how fast it is thrown initially? No, with eachsecond speed changes by 10 m/s, slower going up, faster going down. Velocity changes, notacceleration.

Ask: In which direction is the ball accelerating while going up? While coming down?Acceleration is downward in both cases- toward the center of the earth.

Create a transparency for Free Fall graphing speed: and time.Ask: What will be the speed of a freely falling object after falling 6 sec? 7 sec? 8 sec? Eachsecond its speed increases by 10 m/s, so6 sec = 60 m/s,7 sec = 70 m/s,8 sec = 80 m/sNote that the speed vs. time relationship is linear.

Create a transparency for Free Fall graphing speed and distance.Ask: How would the relationship differ between distance and time if the object has an initialspeed other than zero? ½ gt2 is added/subtracted. Ask: The text says a curved line has a slope.Isn’t the slope different along different parts of the curve? Yes, slope gives the speed of the objectat that particular time.If students are having difficulty at this point, review the questions above.

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Ask: What does the slope of the curve on a distance time graph represent? Speed. Ask: Whatdoes the slope of the curve on a velocity time graph represent? Acceleration. Ask: Does airresistance increase or decrease the acceleration of a falling object? Decrease. Ask: What is theappropriate equation for how fast an object freely falls from a position at rest? V = gt. Ask:What is the appropriate equation for how far an object falls? D = (1/2)gt2.

If time permits, you may want to review some of the chapter questions provided in your textbook. Ifthe class seems to have a good grasp of the material have a brief discussion/presentation of thelaboratory activities by students.

Announce that a test will be given the following day. Encourage students to review vocabulary,laboratory activities, and homework problems in preparation.


LA: Understand explicit, factual informationUnderstand the meaning of words in contextApply information presented in the text to a new or different situation



Connection(s)



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Students may want to choreograph and videotape a dance performance illustrating a chainReaction or produce a video illustrating “hang-time.”






being studied.



some excellent opportunities.

Assessment

Consistent ongoing assessment of class participation should continue even while doing a review ofchapter concepts. In addition to providing data for class evaluation, it keeps students “on their toes” toalways come to class prepared.. Relative to homework, some believe that it should be collected eachday and graded; others think it should be graded and corrected in class; others believe that it should becollected on the day of the chapter test. Either way, it should be used as a study aide, collected andgraded...when, is a teacher option.

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Homework

A test is planned for the next class period; therefore, it is necessary to study for it.

Teacher Notes

There are a number of videos available should students have difficulty with the concepts of linearmotion.

For additional ideas, the teacher should consult the Blueprint (Appendix A) and Program of Study(Appendix B).

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Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6






Kinematics


Dynamics


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CS1• Technology is the application of our understanding and control of physical phenomena and results

from the application of the systematic procedure of problem solving called the scientific method.• The scientific method requires careful observations, the formation of the hypotheses and meticulous

testing of the hypotheses.• Physics is a quantitative science. The relationships between variables may be expressed as

equations and graphs and often requires error analysis.• The Systeme International (SI) units are used in expressing the relationships between variables.




Materials

Test, either teacher-made or from your textbook publisher, on linear motion


The students have been working for several days with the concepts of linear motion – speed, velocity,acceleration, and free fall. Before beginning the test, a few minutes should be spent on a quick reviewof the chapter concepts to include a discussion of instantaneous speed and average speed. Mention thatthe automobile speedometer indicates the instantaneous speed while average speed would have to becomputed by dividing the total distance traveled by the time elapsed. Allow 20-25 minutes for thereview.

A textbook test is generally adequate to test these concepts; however, some higher order thinking skill(HOTS) questions should be added to the test. Obviously, the teacher is encouraged to consider his/herown appropriate questions

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LA: Understand explicit, factual informationUnderstand the meaning of words in contextApply information presented in the text to a new or different situation



Connection(s)





Students may want to choreograph and videotape a dance performance illustrating a chainreaction or produce a video illustrating “hang-time.”



the steps of the scientific method

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being studied.



some excellent opportunities.

Assessment

The day’s activity is the Linear Motion test.

Homework

Provide a reading assignment on vectors for homework.

Teacher Notes

Most textbook publishers have tests available for this material. Note that the Blueprint provides a listingof all formulas that may be used on the CASE exams. Students should gain experience in workingproblems with these formulas. Also note that there are three State Goals that must be met: Inquiry,Content, and Science/Technology/Society. Try to construct test questions toward these goals.

For additional ideas, the teacher should consult the Blueprint (Appendix A) and Program of Study(Appendix B).

High School Physics 2

Documents

Transcript of High School Physics 2