PHYSICS

EXPECTATIONS -- Before we start this unit you should:

  • know that speed is calculated using distance and time

  • be able to set up an equation to calculate an object's speed if you know how far the object went and the time it took to get there

  • know that the standard measure of distance in science is meters and not feet or miles

  • know that acceleration is different than speed (even if you're not sure how or why)

  • understand that momentum is somehow related to motion

LEARNING GOALS --

Here are the LEARNING GOALS in student language:

  1. I will be able to show that VELOCITY is equal to a change of position over time during this unit

  2. I wil be able to graph DISTANCE vs TIME to determine velocity during this unit.

  3. I will be able to show how MOMENTUM depends on an object’s mass and velocity during this unit

  4. I will be able to show how FORCE depends on the MASS of an object and the ACCELERATION of an object during this unit

  5. I will be able to describe why an object will continue doing whatever it is doing unless and until it is acted upon by an UNBALANCED FORCE during this unit

  6. I will be able to show how IMPULSE is a measure of how MOMENTUM changes over time during this unit

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Here are the LEARNING GOALS in teacher language (if you are interested), this is more for Mr W and his colleagues.

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1)  HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

[Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at nonrelativistic speeds.]


2)   HS-PS2-2   Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

[Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.]


3)  HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

[Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.]


 

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