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UNIT COVER PAGE

Regular & Honors Physics

School District: Bremen Dist. 228 Department: Science Course: Physics

Unit Title: Mechanics Grade Levels: 9, 11 & 12

Topic Areas: Newton’s Laws, Newton’s 2nd

Law, Newton’s 3rd

Law

Time Frame: 6 weeks Date Created: 05/28/2005 Date Modified:

Unit Designer(s): Julie Murphy

Link to State Standards

12D. 5A

12.11.74

12.11.75

Analyze factors that influence the relative motion of an object (e.g., friction, wind shear,

cross currents, potential differences).

Understand that the magnitude of a force F is defined as F=ma. Know how to perform

such calculations. Understand that whenever one object exerts a force on another, a force

equal in magnitude and opposite in direction is exerted on the first object. Understand

that when two objects exert forces on each other, momentum is conserved.

Understand that objects change their velocity only when a net force is applied (the law of

inertia). Students will be able to distinguish between inertial mass and gravitational mass.

Link to Department Learner Program Outcomes (LPO)

5.9.1.2

5.10.2.29

5.13.1.3

TLW use scientific and/or technological instruments such as balances, meter

sticks, graduated cylinders and thermometers to make observations and/or

measurements.

TLW solve simple problems using Newton’s laws of motion.

TLW use basic math concepts to solve scientific problems.

Summary of Unit

This unit will cover Newton’s 3 Laws of motion and the related topics of force, inertia, friction,

pressure, etc.

Resources

Worksheets, tests, quizzes

Key Words

Equilibrium, force, friction, inertia, kilogram, law of inertia, mass, net force, Newton, Newton’s

1st Law, normal force, support force, weight, air resistance, fluid free-body diagram, inversely

proportional, directly proportional, Newton’s 2nd

Law, Pascal, pressure, terminal speed, terminal

velocity, action force, reaction force, interaction, Newton’s 3rd

Law.


STAGE 1: IDENTIFY DESIRED RESULTS

Enduring Understandings

Students will understand that

every object resists change to its state of motion

mass is a measure of an object’s inertia

weight is a measure of the force of gravity acting on an object

force causes acceleration, and an object cannot accelerate unless it is acted on by a net

force

acceleration is directly proportional to net force and inversely proportional to mass

when one object exerts a force on a second object, the second object exerts an equal

and opposite force on the first object.

action and reaction forces do not cancel because they act on different objects.

Essential Questions

Pretend you are a bug and a speeding car hits you. Are you capable of experiencing

the same impact force as a person would if it hit the windshield at the same speed?

Suppose you’re weighting yourself while standing next to the bathroom sink. Using

the idea of action and reaction, why would the scale read less if you pull up on the

bottom of it?

Would you mind lying on a bed of nails? Why wouldn’t it hurt?

If a large rhinoceros was chasing you, it might be able to catch up to you. Although,

if you zigzag, he can’t. Why?

As a parachutist is falling, explain how the forces on him change and how this

changes his acceleration and his velocity.

Knowledge and Skills

Students will know

Newton’s Law of Inertia

what it means to be in equilibrium

Newton’s 2nd

Law: That net force causes acceleration and mass resists acceleration

Newton’s 3rd

Law: That action and reaction forces act on different masses in opposite

directions

the nature of mass

relationship between mass and weight

define net force

relationship between pressure and force

friction is a force that acts against (opposes) the direction of motion (EU)

forces occur in pairs

acceleration is directly proportional to net force

acceleration is inversely proportional to mass


Students will be able to

State and explain any of Newton’s 3 laws

Explain the difference between mass and weight

Calculate mass from weight and weight from mass on Earth

Find the net force acting on an object in straight line(Reg)/at any point (Hon)

Diagram all of the forces acting on an object or sys. of interacting objects.

Add simple force vectors

Use the equation F = ma to solve problems

Use the equation P = F/A to solve problems

Determine which forces are action-reaction pairs

Explain why action and reaction forces do not cancel

Forces at non-perpendicular points.

Students will be familiar with

The development of theories of motion

How Newton’s 2nd

Law explains why gravity causes all objects to accelerate at the

same rate

The horse-cart problem


STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

What evidence will show that students understand?

Required Assessments (brief description)

Application: 1st Law – ball and string

Self-Knowledge: 2nd

Law – parachutist

Empathy: 3rd

Law – Bird vs. Deer

Regular and honors variations for each task

Other Assessments (brief description)

Quizzes

Tests

Labs

Activities

Homework

Inertia Lab

Newton’s 2nd

Law lab


PLAN LEARNING EXPERIENCES AND INSTRUCTION

What sequence of teaching and learning experiences will equip students

to develop and demonstrate the desired understandings?

Learning Activities

W

How will you ensure that all students know where they are headed in the unit, why they are

headed there, and how they will be evaluated?

Use district reading strategies

Use visual organizers (i.e. concept maps, etc.)

Post unit objectives, essential questions

H

How will you hook students at the beginning of the unit?

Inertia Demos

E

What events will help students experience and explore the big idea and questions in the unit?

How will you equip them with needed skills and knowledge?

Inertia lab, other hands-on activities

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing,

revising, and refining their work?

Students can work in groups to help correct each other’s mistakes and help each other

learn the correct procedure.

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and

understanding throughout the unit?

T

How will you tailor and otherwise personalize the learning plan to optimize the engagement and

effectiveness of ALL students, without compromising the goals of the unit?

By using engaging activities that all students can be successful with.

O

How will you organize and sequence the learning activities to optimize the engagement and

achievement of ALL students?

We will teach Newton’s 1st law, then the 2

nd and 3

rd


Essential Questions at Topic Level

Use the six facets of understanding to generate possible essential questions for the topic of

your three-circle audit (curricular priorities).

Explanation

Interpretation Application

Empathy

Self-Knowledge

Perspective

(Topic Area)

How would you explain the fact

that a 100g and 1Kg brass

weight will slide at the same

incline?

How is it that a snap of

the wrist can remove

toilet paper from the

roll?

Why is the donkey able

to pull the cart

forward?

What’s different

between a sparrow

hitting a car and a deer?

How do the forces change on a

parachutist when the chute

opens:

1) as you fall out the door

2) at terminal velocity

3) following deployment of

chute

Newton’s Laws


Student Performance Task

Unit: Mechanics – Newton’s 1st Law Course: Regular Physics Task: Application Time Frame: 1 period

Overarching Understanding:

Students will understand that various factors influence the relative motion of

objects.

Enduring Understanding:

Students will understand that every object resists change to its state of motion.

Essential Question:

How is it that a snap of the wrist can remove toilet paper from the roll?

Vignette:

You are a quality-control manager at the Acme string factory. One of your

employees has come to you with an interesting phenomenon – as he was testing the

breaking-strength of a batch of string, he discovered that where the string breaks

depends on how quickly he pulls on it. You need to investigate this phenomenon and

determine its cause to ensure there is no defect in your product. Write your findings in a

memo to your staff.

Standard:

You will be graded according to the following rubric:

Memo includes all required observations and explanations – 70%

Memo follows proper conventions of spelling, grammar, etc. – 10%

Explanation is factually correct and based on Newton’s 1st Law – 20%


Performance Task Blueprint (regular)

Unit: Mechanics Type: Application

Topic Area: Newton’s 1st Law Time Frame: 1 day

Goal

To explain an observed phenomenon in terms of Newton’s 1st Law

Role

You are the quality-control manager at a string factory.

Audience

Your employees

Situation

One of your employees has come to you with an interesting phenomenon- as he

was testing the breaking-strength of a batch of string he discovered that where the

string breaks depends on how quickly he pulls on it. You need to investigate this

phenomenon and determine its cause to ensure there is no defect in your product.

Product or

Performance

A memo explaining the observed phenomenon

Standards

(70%) Paragraph includes all required observations and explanations

(10%) Paragraph follows proper conventions of spelling, grammar, etc.

(20%) Explanation is factually correct and based on Newton’s 1st Law


Inertia Balls Activity (regular performance task) Name: ________________________

You are a quality-control manager at the Acme string factory. One of your employees has come to you

with an interesting phenomenon- as he was testing the breaking-strength of a batch of string he discovered

that where the string breaks depends on how quickly he pulls on it. You need to investigate this


Procedure

1. At your lab station, use the provided string to tie two balls to the metal rod. Tie two additional

pieces of string to the bottoms of the balls. Make sure your set-up looks similar to the diagram:

2. For safety’s sake, do not pull on the bottom strings with your bare hands as the ball may hit you

when the string breaks. Instead tie a pen or another sturdy, rod-shaped object to the bottom string.

3. Pull slowly downward on the bottom string of the first ball. Let the tension build gradually until

one of the strings breaks.

4. Pull as quickly and sharply downward as you can on the bottom string of the second ball. Do this

as hard as you can to ensure the string breaks on your first try.

Write a one-paragraph memo addressing the following questions:

Which string broke when you pulled down on the first ball?

Which string broke when you pulled down on the second ball?

Using Newton’s Law of Inertia (Newton’s 1st Law), explain why you observed a difference in

where the strings broke.



Unit: Mechanics – Newton’s 1st Law Course: Honors Physics Task: Application Time Frame: 1 period



objects.


Students will understand that every object resists change to its state of motion.

Essential Question:

How is it that a snap of the wrist can remove toilet paper from the roll?

Vignette:

You are a quality-control manager at the Acme string factory. One of your

employees has come to you with an interesting phenomenon – as he was testing the

breaking-strength of a batch of string, he discovered that where the string breaks

depends on how quickly he pulls on it. You need to investigate this phenomenon and

determine its cause to ensure there is no defect in your product. Write your findings in a

memo to your staff.

Standard:


Memo includes all required observations and explanations – 50%

Memo follows proper conventions of spelling, grammar, etc. – 10%

Explanation is factually correct and based on Newton’s 1st Law – 20%

Second paragraph contains a clear, well thought out experimental procedure to test

the student’s hypothesis


Performance Task Blueprint (honors)

Unit: Mechanics Type: Application

Topic Area: Newton’s 1st Law Time Frame: 1 day

Goal

To explain an observed phenomenon in terms of Newton’s 1st Law

Role

You are the quality-control manager at a string factory.

Audience

Your employees

Situation

One of your employees has come to you with an interesting phenomenon- as he

was testing the breaking-strength of a batch of string he discovered that where the

string breaks depends on how quickly he pulls on it. You need to investigate this


Product or

Performance

A memo explaining the observed phenomenon

Standards

(50%) Paragraph includes all required observations and explanations

(10%) Paragraph follows proper conventions of spelling, grammar, etc.

(20%) Explanation is factually correct and based on Newton’s 1st Law

(20%) Second paragraph contains a clear, well thought out experimental

procedure to test the student’s hypothesis.


Inertia Balls Activity (honors performance task) Name: ________________________

You are a quality-control manager at the Acme string factory. One of your employees has come to you

with an interesting phenomenon- as he was testing the breaking-strength of a batch of string he discovered

that where the string breaks depends on how quickly he pulls on it. You need to investigate this


Procedure

1. At your lab station, use the provided string to tie two balls to the metal rod. Tie two additional

pieces of string to the bottoms of the balls. Make sure your set-up looks similar to the diagram:

2. For safety’s sake, do not pull on the bottom strings with your bare hands as the ball may hit you

when the string breaks. Instead tie a pen or another sturdy, rod-shaped object to the bottom string.

3. Pull slowly downward on the bottom string of the first ball. Let the tension build gradually until

one of the strings breaks.

4. Pull as quickly and sharply downward as you can on the bottom string of the second ball. Do this

as hard as you can to ensure the string breaks on your first try.

Write a one-paragraph memo addressing the following questions:

Which string broke when you pulled down on the first ball?

Which string broke when you pulled down on the second ball?

Using Newton’s Law of Inertia (Newton’s 1st Law), explain why you observed a difference in

where the strings broke.

Write a second paragraph in which you design another experiment to test whether your explanation is

correct.



Unit: Mechanics – Newton’s 2nd Law Course: Regular Physics Task: Self-Knowledge Time Frame: 1 period



objects.


Students will understand that acceleration is directly proportional to net force and

inversely proportional to mass.

Essential Question:

How do the forces change on a parachutist when the chute opens as you fall out the

door, at terminal velocity and following deployment of the chute?

Vignette:

You are studying parachuting and want to learn how it works before making your

first jump. In order to earn your spot on the plane, you must demonstrate your knowledge

of forces to your instructor. Work with a partner(s) to determine these forces. Be

prepared to discuss your results with your instructor and the rest of the class.

Standard:


Arrives at the correct combination of force vectors at end of the activity – 50%

Worked cooperatively in group and contributed to the discussion – 30%

Presentation is clear and concise – 20%



Unit: Mechanics Type: Self-Knowledge

Topic Area: Newton’s 2nd Law Time Frame: 1 day

Goal

To demonstrate your understanding of forces acting on an object in

freefall.

Role

You are studying parachuting, and want to learn how it works before

making your first jump.

Audience

Your instructor

Situation

You and your classmates are learning how the process of parachuting

works. Follow the instructions on your sheet and work together to

discover which forces will act on you at each point during the jump.

Product or

Performance

A series of force diagrams that illustrate the correct combination of

forces acting on you during your jump. Students will also present their

group’s results to the class.

Standards

(50%) Arrives at the correct combination of force vectors at the end of

the activity

(30%) Worked cooperatively in group and contributed to the discussion.

(20%) Presentation is clear and concise.


The Parachutist (regular performance task) Name: ________________________

Demonstrate your understanding of Freefall and Newton’s 2nd

Law by filling in the forces in the

following force diagrams. Draw the diagrams on your own.

1. Before the parachute is released 2. Just a few moments after the parachute is released

3. Several minutes after the parachute has

been released.


The Parachutist (regular performance task)

Break up into your assigned groups and compare your individual answers. Discuss your diagrams and

decide which is correct. Be prepared to defend your answer to the class. When you have decided, draw

your force vectors in marker and tape this sheet to the board in the front of the room.



been released.


The Parachutist (regular performance task)

After the class discussion, draw your final answer on the diagrams below.



been released.



Unit: Mechanics – Newton’s 2nd Law Course: Honors Physics Task: Self-Knowledge Time Frame: 1 period



objects.


Students will understand that acceleration is directly proportional to net force and

inversely proportional to mass.

Essential Question:

How do the forces change on a parachutist when the chute opens as you fall out the

door, at terminal velocity and following deployment of the chute?

Vignette:

You are studying parachuting and want to learn how it works before making your

first jump. In order to earn your spot on the plane, you must demonstrate your knowledge

of forces to your instructor. Work with a partner(s) to determine these forces. Be

prepared to discuss your results with your instructor and the rest of the class.

Standard:


Arrives at the correct combination of force vectors at end of the activity – 40%

Worked cooperatively in group and contributed to the discussion – 30%

Presentation is clear and concise – 20%

Last paragraph and force diagram are correct – 10%


Performance Task Blueprint (honors)

Unit: Mechanics Type: Self-Knowledge

Topic Area: Newton’s 2nd Law Time Frame: 1 day

Goal

To demonstrate your understanding of forces acting on an object in

freefall.

Role

You are studying parachuting, and want to learn how it works before

making your first jump.

Audience

Your instructor

Situation

You and your classmates are learning how the process of parachuting

works. Follow the instructions on your sheet and work together to

discover which forces will act on you at each point during the jump.

Product or

Performance

A series of force diagrams that illustrate the correct combination of

forces acting on you during your jump. Students will also present their

group’s results to the class.

Standards

(40%) Arrives at the correct combination of force vectors at the end of

the activity

(30%) Worked cooperatively in group and contributed to the discussion.

(20%) Presentation is clear and concise.

(10%) Last paragraph & force diagram are correct.


The Parachutist (honors performance task) Name: ________________________

Demonstrate your understanding of Freefall and Newton’s 2nd

Law by filling in the forces in the

following force diagrams. Draw the diagrams on your own.



been released.


The Parachutist (honors performance task)

Break up into your assigned groups and compare your individual answers. Discuss your diagrams and

decide which is correct. Be prepared to defend your answer to the class. When you have decided, draw

your force vectors in marker and tape this sheet to the board in the front of the room.



been released.


The Parachutist (honors performance task)

After the class discussion, draw your final answer on the diagrams below.



been released.

4. Write a paragraph describing what would happen if you jumped without a parachute. Would you ever

reach terminal velocity? Draw a force diagram to support your explanation.



Unit: Mechanics – Newton’s 3rd Law Course: Regular Physics Task: Empathy Time Frame: 1 period



objects.


Students will understand that when one object exerts a force on a second object,

the second object exerts an equal and opposite force on the first object.

Essential Question:

What is different between a sparrow hitting a car and a deer?

Vignette:

You are driving all alone on a deserted road late at night. Out of nowhere, a deer

appears! Since you are moving at 50 mph, it slams into your windshield. Write a paragraph

discussing your experience that illustrates your understanding of action-reaction forces.

Standard:


Correctly explains the relationship between the force the deer exerts on the

windshield and the force the windshield exerts on the deer (is able to explain Newton’s

3rd Law) – 40%

Correctly explains how the situation changes or stays the same when a bird hits the

windshield instead (is able to explain Newton’s 3rd Law) – 40%

Correctly follows all conventions of spelling, grammar and paragraph construction –

20%



Unit: Mechanics Type: Empathy

Topic Area: Newton’s 3rd Law Time Frame: 1 day

Goal

Produce a writing sample illustrating your understanding of action-

reaction forces.

Role

You are a driver.

Audience

Your teacher

Situation

You’re driving all alone on a deserted road late at night. Out of

nowhere, a deer appears! You’re moving at 50 mph so it slams into your

windshield.

Product or

Performance

A paragraph explaining the following:

Which is larger, the force the deer exerts on the windshield or the

force the windshield exerts on the deer?

What if a bird hit your windshield instead? Which force would be

larger, the force of the bird on the windshield or the force of the

windshield on the bird?

Explain both these answers in terms of Newton’s 3rd Law

Standards

(40%)- Correctly explains the relationship between the force the deer

exerts on the windshield and the force the windshield exerts on the

deer. Is able to explain this in terms of Newton’s 3rd Law.

(40%)- Correctly explains how the situation changes or stays the same

when a bird hits the windshield instead. Is able to explain this in terms

of Newton’s 3rd Law.

(20%)- Correctly follows all conventions of spelling, grammar, and

paragraph construction.


Newton’s 3

rd Law (regular performance task) Name: ______________________________

Imagine you’re driving all alone on a deserted road late at night. Out of nowhere, a deer appears! You’re

moving at 50 mph so it slams into your windshield.

Write a paragraph addressing the following:

Which is larger, the force the deer exerts on the windshield or the force the windshield exerts on

the deer?

What if a bird hit your windshield instead? Which force would be larger, the force of the bird on

the windshield or the force of the windshield on the bird?

Explain both these answers in terms of Newton’s 3rd

Law



Unit: Mechanics – Newton’s 3rd Law Course: Honors Physics Task: Empathy Time Frame: 1 period



objects.


Students will understand that when one object exerts a force on a second object,

the second object exerts an equal and opposite force on the first object.

Essential Question:

What is different between a sparrow hitting a car and a deer?

Vignette:

You are driving all alone on a deserted road late at night. Out of nowhere, a deer

appears! Since you are moving at 50 mph, it slams into your windshield. Write a paragraph

discussing your experience that illustrates your understanding of action-reaction forces.

Standard:


Correctly explains the relationship between the force the deer exerts on the

windshield and the force the windshield exerts on the deer (is able to explain Newton’s

3rd Law) – 30%

Correctly explains how the situation changes or stays the same when a bird hits the

windshield instead (is able to explain Newton’s 3rd Law) – 30%

Correctly explains why Newton’s 3rd Law doesn’t mean that the bird hits the

windshield with the same force as the deer – 20%

Correctly follows all conventions of spelling, grammar and paragraph construction –

20%


Performance Task Blueprint (honors) Unit: Newton’s Laws Type: Empathy

Topic Area: Newton’s 3rd Law Time Frame: 1 day

Goal

Produce a writing sample illustrating your understanding of action-

reaction forces.

Role

You are a driver.

Audience

Your teacher

Situation

You’re driving all alone on a deserted road late at night. Out of nowhere, a

deer appears! You’re moving at 50 mph so it slams into your windshield.

Product or

Performance

A paragraph explaining the following:

Which is larger, the force the deer exerts on the windshield or the

force the windshield exerts on the deer?

What if a bird hit your windshield instead? Which force would be

larger, the force of the bird on the windshield or the force of the

windshield on the bird?

Explain both these answers in terms of Newton’s 3rd Law

Standards

(30%)- Correctly explains the relationship between the force the deer

exerts on the windshield and the force the windshield exerts on the deer.

Is able to explain this in terms of Newton’s 3rd Law.

(30%)- Correctly explains how the situation changes or stays the same

when a bird or a bug hits the windshield instead. Is able to explain this in

terms of Newton’s 3rd Law.

(20%)- Correctly explains why Newton’s 3rd Law doesn’t mean that the

bird hits your windshield with the same force as the deer.

(20%)- Correctly follows all conventions of spelling, grammar, and

paragraph construction.


Newton’s 3

rd Law (honors performance task) Name: ______________________________

Imagine you’re driving all alone on a deserted road late at night. Out of nowhere, a deer appears! You’re

moving at 50 mph so it slams into your windshield.

Write a paragraph addressing the following:

Which is larger, the force the deer exerts on the windshield or the force the windshield exerts on

the deer?

What if a bird hit your windshield instead? Which force would be larger, the force of the bird on

the windshield or the force of the windshield on the bird?

What if a bug hit your windshield? Which force would be larger, the force of the bug on the

windshield or the force of the windshield on the bug?

Explain all of these answers in terms of Newton’s 3rd

Law

Explain why Newton’s 3rd

Law doesn’t change the fact that the deer might break your windshield,

but the bug won’t.

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