Unit Design Template EDUC 343

Objectives: In the space provided below, list your learning objectives for the lesson. These should be worded as behavioral objectives with criteria on how they will be assessed included. For example, if you plan to assess the objective in an essay, than the objective should begin, Given a word problem to solve, the student will be able to In addition, the NJCCCS that this objective addresses should also be identified (i.e. 4.1, 3.2, etc.) These Standards can be found at http://www.state.nj.us/education/cccs/ Given a laboratory experiment to complete, students will be able to calculate the velocity of an object and to design their own experiment, which requires them to manipulate variables in order to determine the effect on speed and velocity. Students will also extrapolate data to create a graph to predict the velocity at different points of time in addition to finding the acceleration involved. Content Standard: 5.2.12.E.1.- Compare the calculated and measured speed, average speed, and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. Essential Questions: What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit that this lesson supports? How does motion occur? Imagine that you could ride a baseball that is hit high enough and far enough for a home run. Using the baseball as a reference frame, what does the earth appear to do? What conditions must be true for movement to happen? Describe a situation in which unbalanced forces are acting on an object. What is the net force on the object, and how does the net force change the motion of the object? How is acceleration defined? Joshua skates in a straight line at a constant speed for one minute, then begins going in circles at the same rate of speed, and then finally begins to increase speed. When is he accelerating? How are position, speed, velocity, acceleration, and force related? How can we use graphs to determine these relationships?

Unit Design Template EDUC 343

Materials: In the space provided below, list the materials that will be necessary to complete this lesson. Include any sources, supplies, and multimedia that will be used. Speed, Velocity, and Acceleration Laboratory www.esdallas.org/.../PHY_Speed,_Velociy,_&_Acceleration_Lab.doc o Ramp, photogate detector, car setup o Logger Pro

Knowledge & Skills: In the space provided below, list the content topics that are essential in this lesson. Typically, this is the material that students will be held accountable for on a unit assessment. Explain the relationship between motion and a frame of reference Relate speed to distance and time Distinguish between speed and velocity Solve problems related to time, distance, displacement, speed, and velocity Describe the concept of acceleration as a change in velocity Calculate acceleration as the rate at which velocity changes Graph acceleration on a velocity-time graph Explain why circular motion is continuous acceleration even when the speed doesnt change A distance-time graph of an object moving at constant speed is a straight line, and the slope of this line is the speed. A velocity-time graph can be used to determine acceleration.

Hook: In the space provided below, please explain how you will grab the students interest and engage them to follow you on this learning experience. Students will be shown a demonstration of how the car and ramp system works and how data can obtained using the photogate detector. They will also be asked Which of the variables could you change to model the different effects on the velocity? How could you design an experiment using this information? The goal is to get students engaged by encouraging them to think about how this type of experiment can be incorporated in the real world and extensions of this type of procedure.

Unit Design Template EDUC 343

Procedures: In the space provided below, list the activities that the students will be engaged in throughout the learning process. Procedure statements should begin, The student will Also include an estimated number of minutes for each activity to assist in proper pacing. Est. Min. Activity

1. Hook: Students will view a demonstration of the laboratory experiment and think about ways to design their own experiment.

40 (lab period)

2. The student will participate in a series of laboratory experiments. Using the car, ramp, photogate and logger pro, they will: Calculate the speed and velocity given certain distances between photogates Change one variable to design two different experiments to discover the effect on velocity (using the first experiment as a control) Find the velocity at different points on the track Use a graph to predict the velocity and run an experimental trial to calculate the difference between the two values Find the acceleration

Unit Design Template EDUC 343

3. Closure: Students will begin working on a laboratory writeup and answering questions pertaining to the work they completed.

Assessment: In the space provided below, please articulate how you will evaluate whether or not each student has reached your learning objectives for this lesson. Please include the criteria in which they will be assessed and a rough outline of any rubric or test that will be used in the process. I will evaluate the students laboratory reports and responses to corresponding questions as an assessment for this lesson. Successful completion of each performance task in the laboratory experiment will demonstrate students understanding of the knowledge to be acquired. Assessment tasks range from creating graphs and extrapolating information from them, performing calculations, and answering conceptual questions.

Closure: In the space provided below, please articulate how you will conclude the lesson in a way that leaves the learner ready to continue the exploration. Students will be asked about other ways this simulation can modeled in the real world. In addition, they will complete extension questions about acceleration and the impact of force and friction, which will prepare them for subsequent lessons in this unit.