Physical Science Unit 5: Matter, Forces, and Motion

Physical ScienceUnit 5: Matter, Forces, and Motion

Unit Portfolio PresentationFelix Norman V. Macainan III

Fair Park High School

Unit SummarySTUDENTS CAN: Develop the basic understanding of how matter, motion,

and forces are related, along with a comprehension of Newton’s laws of motion and the effects of forces on objects.

Design experiments to accurately test hypotheses about motion, speed, and direction. Explore thoroughly Newton’s laws of motion.

Develop the ability to construct and interpret graphs of motion building on Newton’s second law. Explore conservation of momentum in collisions.

Curriculum Framing QuestionsEssential Question:How and why do things move?Unit Questions:When is an object in motion? How can we know if an object is accelerating? How can you describe motion as constant, and

determine speed, acceleration, and velocity?How do you use Newton’s laws of motion to

analyze and describe how things move?

Curriculum Framing QuestionsContent QuestionsWhat is speed?What is velocity?How do the position, direction, and time help us

determine the speed or velocity of an object?How can you graph motion?What does the slope (rise/run) of a graph

“Distance vs. Time” tell us about the speed? Why?

What is acceleration?

WACKY RACE CAR PROJECTBENEFITS: This Project Based Learning will develop my students the 21st century learning skills which include:Communication (oral and written) and

presentation skills Organization and time management skillsResearch and inquiry skills (promote higher

order thinking skills)Self-assessment and reflection skillsGroup participation and leadership skills.

Reference: http://pbl-online.org/About/whatisPBL.htm

The Essential and Unit Questions will help my students understand Physics concepts in a series of investigative experiments such as:1. Science inquiry and scientific evidence2. Identification of various experiment variables 3. Speed, acceleration and Newton’s Laws4. Plotting of Graphs for position, speed and

time5. Using a Scientific Model to predict variables,

viz. speed.6. Develop analytical and higher-order

thinking skills

Gauging Student Needs Assessment

What will I learn from the assessment?1. Different levels of knowledge and

understanding among students (differentiated instruction)

2. Craftsmanship, adeptness or proficiency (artistic talent, creativity and dexterity)

3. Scientific communication and analytical skills

Gauging Student Needs Assessment

1. Find motivation and techniques to make Science appealing to students.

2. Apply arts and craftsmanship to various scientific investigation and experiments

3. Instructional technology 4. Time management and organizational skills5. Collaborative learning among students6. Constructive feedback from peers in school7. Experiential learning and higher-order

thinking

My Goals for the Course

WACKY RACE CAR PROJECTWhat is the Wacky Race Car Project?Construct a similar car that can fit specifications of the ramp of the CPO Motion/Acceleration Kit.

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Car and Ramp Kit

WACKY RACE CAR PROJECTWhat kind of materials do I need?A pinewood car kit and body builder kit for

modifications and enhancement of the car. Or any other material that can make the race car

faster and reliable on the ramp.

Reference: http://www.derbymonkeygarage.com/images/TurnThisIntoThisFunnyCar400.jpghttp://www.pinewoodpro.com/pinewood-derby-car-kit.htm

WACKY RACE CAR PROJECTWhat will be the finished product?

Reference: http://deltackett.com/wp-content/uploads/2009/01/pine-car-8.jpg

Sample Investigation Using CPO Science Kits:

What kind of motion happens when an object rolls down a hill?

Position, Speed and Time Graphs

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

The position vs. time graph

Position vs. time data tells you the runner’s position at different points in time.

The runner is at 50 meters after 10 sec., 100 meters after 20 sec. and 150 meters at 30 sec.

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits:

Graphs show relationships A good way to show a

relationship between two variables is to use a graph.

A graph makes it easy to see if changes in one variable cause changes in the other variable (the effect).

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits:

The position vs. time graphTwo variables may have:

a strong relationship, a weak relationship,or no relationship at all.

Sample Investigation Using CPO Science Kits:

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Graphs show relationships

This table shows how quickly the car gets from A to B as the angle of the track changes.

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits:

What happens when force is applied to something that can move?

Newton’s Second Law

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits:

Newton’s Second Law

The second law is the connection between force, mass, and motion.

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits:

Acceleration and massAcceleration is

inversely proportional to mass.

When the forces stay the same, increasing mass decreases the acceleration.

Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits:

HAPPY RACING

Drat and Double Drat!