Digital

Unit Plan Template

Unit Title: Newton’s Second Law of Motion Name: Paul Matsumoto

Content Area: Physics Grade Level: 11‐12
CA Content Standard(s)/Common Core Standard(s):
 NGSS‐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 non‐relativistic speeds.]
 CCSS.ELA‐Literacy.SL.11‐12.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 CCSS.ELA‐Literacy.L.11‐12.6. Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
 CCSS.ELA‐Literacy.RST.11‐12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and
corroborating or challenging conclusions with other sources of information.
 CCSS.ELA‐Literacy.WHST.11‐12.1.a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

Big Ideas/Unit Goals:
Big Ideas/Unit Goals
 What is it to think and act like a scientist, not only in academia, but in your everyday life (your job, your relationships, your choices)?
 What makes scientific models (or any model in your life) stronger or weaker?
 What does Newton’s Second Law of Motion say about the relationship between mass, force, and acceleration, and how do we know it is a good model?

21st Century Skills
 Students will use critical thinking and prior knowledge to creatively construct plausible models for the relationship between force, mass, and acceleration.
 Students will collaborate and use an iPad to test plausible models using the built‐in camera and software in combination with a spreadsheet to collaborate
with other students and determine which of their models best explain what is observed.
 Students will, using a word processor, guided by a graphic organizer, write about and effectively communicate how the scientific method works, about what
makes models stronger or weaker, and what they found as a result of their modeling and experimentation.

Unit Summary:
This unit has two key goals, to teach students how to think like scientists and to give them a deep understanding of Newton’s Second Law of Motion. The students
will be given a lesson on the scientific method and how to construct plausible models. The students will not be told what the Second Law is, but using their prior
experiences, they will derive plausible models relating force, mass, and acceleration. The students will then test their models to find which one which most
accurately predicted the motion of an object of known mass under a known force. Finally, the students will then report which model was most accurate and what
this model says about the relationship of force, mass, and acceleration, using content vocabulary. In completing this unit, the students will not only learn what it
is to think like a scientist, but they will also gain a deep understanding of Newton’s Second Law of Motion, much greater than if they had simply been given an
equation to memorize and use.

Assessment Plan:
Entry‐Level: Formative: Summative:

 Prior Knowledge Quiz – Physics concepts  Post‐Lecture Quiz – Physics and math concepts and terms.  Mind Map of Newton’s Second Law and the
and terms.  Lecture Guided Notes on Newton’s Second Law Model Creation Scientific Method.
and Scientific Method.  Essay/Lab Report on Newton’s Second
 Newton’s Second Law Lab Notes and Data Collection Videos. Law and the Scientific Method.
 Table & Plot of Newton’s Second Law Models and Data.

Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
(Assessments):
SWBAT derive plausible  The pre‐lecture begins with a Prior Knowledge quiz using Survey Monkey, at the end of the day before
models for Newton’s The students will write up the day of the lecture as an Entry‐Level assessment. The teacher will use this information to modify the
Second Law of Motion from at least two equations lecture to shore up any deficiencies in understanding, in addition, to not spending too much time on
their personal experiences describing the relationship material which the students already know.
and write them out. between force, mass, and  The students are given a lecture in combination with guided notes. The notes are designed to focus on
acceleration which are key concepts as well as to engage the students’ higher level thinking skills. These guided notes will be
consistent with their prior used as a Formative Assessment to determine if more instruction is necessary.
 The first part of the lecture focuses on teaching the six steps of the scientific method.
and current experiences.
 In the next part, the students will be shown a review video powered by Animoto which cover content
which the students should already know and lead up to preparing for this unit.
 In the next part, the students will be given a review of algebraic equations which are relevant to this
unit. The students should be able to answer the questions with very little help from the teacher.
 In the next part, the students will be given a thought experiment, relying on prior experiences,
regarding a hockey pucks on ice and the effect of different forces being applied to hockey pucks of
different sizes. The students should be able to answer these questions with very little help from the
teacher.
 The students are then asked to write out two or three equations which would be consistent with their
thought experiment answers in combination with their algebra review answers. These answers are the
plausible models from the Student Learning Objectives for this lesson. The Guided Notes sheet is a
Formative Assessment of student learning and knowledge.
 The students are shown a plot of which they are told they will be creating something similar in the next
lesson so as to prepare them for where this unit is going.
 There might be a couple of questions in the Guided Notes, which, as previously stated, is a Formative
Assessment, which the students have not yet filled in. A think‐pair‐share will be used as the first
activity to complete the notes, followed by a class discussion on any remaining questions left
unanswered. If there is a question(s) which is giving any students undue difficulty, scaffolding may
need to be applied and the lesson may need modification. If more time is needed then it should be
made available.
  At the end of the lesson, a Post‐Lecture Quiz will be given using Survey Monkey as a Formative
Assessment to test the students understanding of the physics and math concepts. At this point, all the
students should get nearly 100% on this test. If not, a think‐pair‐share should be implemented on
questions which gave the students difficulty, followed by a class discussion if necessary.

Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

SWBAT, using the various The students will use  Students will create a spreadsheet using Google Sheets. If they have never done so before, they are
models they derived, create collected data on an iPad in given instruction on how to do so.
a multi‐plot graph which combination with their lab  The students are instructed on what to name their sheet and how to fill in the first six cells in the top
will show the model which notes to create a row.
best predicted the data spreadsheet on their  The students are divided up in to lab groups of 2 to 4 students.
collected of a falling ball iPad/computer which will  The students set up a meter stick hanging vertically on a well‐lit wall.
bearing in front of a meter show which of their models  The students will position and clamp one of their iPads viewing the full length of the meter stick and
stick using their iPad by more accurately predicted use the Camera App to record video in SLO‐MO (i.e. 120 fps (frames per second)).
showing a graph the data collected during  The students measure the mass and weight of the ball bearing they will be using for this experiment.
comparison of the model the lab (it should show that  The students are instructed to record the fall of a ball bearing from top of the meter‐stick (which
plots with the collected a=F/m or F=ma is the should be the zero position) to when the ball bearing hits the floor. It is important that no initial
velocity be imparted to the ball bearing as that will give bad data.
data points and their error‐ model which best describes
 This is done several times with all students taking turns at different positions.
bars. the motion of an object of
 The students will analyze the videos using the iMovie App which allows the user to increment through
known mass experiencing a
the video frame by frame so the student will be able to determine the zero position frame in addition
known force (i.e. Newton’s the students will be able to determine if the ball bearing started at the zero position on the meter‐stick
Second Law of Motion)). and if there was any initial velocity imparted to the ball bearing.
 After the students choose a data video, they will explain why they chose that particular video.
 The lab notes and videos are a Formative Assessment that needs to be checked off before the students
start to work on the spreadsheet data and model plot.
 Using the iMovie App, the students enter the displacement data into their spreadsheets (in meters).
 The students fill in the time related to each displacement using the knowledge that each of the frames
is only 1/120th of a second.
 The students enter three different models in the following three columns.
 The students produce a plot of the displacement data along with the three models including error‐bars
for the data.
 The students then analyze the plots for random or systematic error, and revisit their data if necessary.
They are told to make note of any errors which they find, as it will be mentioned in their lab report.
 The students are then asked to write out their conclusions based on the results of the plot.
 This plot is the one referenced in the Student Learning Objective for this lesson, in addition to being
one of the Formative Assessments for the unit.

Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

SWBAT explain in writing, Students will be able to  The students will then be given written directions with a rubric to construct a Graphic Organizer/Mind
using content vocabulary, follow the Graphic Map using Mindmeister using the guided notes from lesson 1, the iPad Lesson/Lab product and notes
the scientific method and Organizer instructions to from lesson 2, the class text book (Conceptual Physics by P.G. Hewitt) and the resources in the Unit
which model more generate a mind map Plan. The students are encouraged to seek out other resources if they think it will add to their Mind
accurately predicted the organizing what they have Map and Essay/Lab Report.
motion of an object of a accomplished in this unit.  The students are instructed to use content vocabulary and examples whenever they can do so and to
known mass under a Then, using the graphic mark anytime they are unable to do so, so they can come back to it later after they collaborate with the
known force in their organizer as a framework, other students or by other means.
experiment. This should students will write up,  The graphic organizer/mind map is to be titled “Newton’s Second Law of Motion” as will the main or
root topic.
include both equations and using content vocabulary,
 The three first level topics will be,
what the equations means; how they used the scientific
o “How were our hypotheses created?”
in addition, the SWBAT method in this unit, and
o “How were our hypotheses tested and analyzed?”
relate this to what it is to which of their models more o “What conclusions were made about Newton’s second law of motion and what does it mean?”
think and act like a accurately predicted the  For “How were our hypotheses created?”
scientist in their everyday motion of an object under a o The students are asked what they did and didn’t do with regard to the first three steps of the scientific
life and what makes models known force in their method. (They are told that “Scientific method” is probably a good 2nd level topic)
stronger or weaker. experiment. This should o They are also asked what prior knowledge they did they use in this step?
include both equations and  Math (dependent and independent variable equations with constants).
what the equations means.  Physics (Force, Net Force, Mass, Acceleration)
(Some of which should be a  Experience (Applied to a hockey puck)
variation of Newton’s o They are also asked how the application of math and physics applied to their personal experience led
Second Law of Motion). In them to their hypotheses (i.e. their different models)
addition, the student will  For “How were our hypotheses tested and analyzed?”
write what it is to think and o The students are asked, “With the scientific method steps in mind, what test was constructed?” The
act like a scientist and what students are advised again that the “Scientific Method” is probably a good second level topic.
makes models stronger or  The students are asked, “What assumptions were made with regard to the motion of the object?”
weaker.  The students are asked, “How was the experiment setup?” and “What tools/equipment were used
and how were they used?”
o The students are asked, “With the scientific method steps in mind, how was the data analyzed?”
 The students are then asked,
 “What data was used for the analysis and why?”
 “Were there any initial errors/mistakes?”
 “What was done with the data not used?”
 “What was done with the data used?”
o “How were the models used?”
o “What graph was produced and how was it analyzed and used?”
o “Were there any errors?”
 For “What conclusions were made about Newton’s 2nd Law of motion and what do they mean?”
o The students are asked, “With the scientific method steps in mind, what were the conclusions of this
unit?” The students are advised again that the “Scientific Method” is probably a good second level
topic.
 The students are then asked,
 “Why must it be net force and not just force?”
 And they are told to investigate inertial frame reference and how it might apply to our conclusion.
 o The students are asked, “What does Newton’s 2nd Law of motion mean?” It is suggested that they
consider each of the terms fixed and then look at the proportional relationships of the other two
terms.
o The students are then asked what would happen if they had not considered a model where a=F/m,
and why it would have still been a good scientific process/methodology.
o The students are then asked what the more common form of the equation for Newton’s Second Law of
motion would be.
o The students would then be asked what role this mind map plays in the scientific method.
 The students are then instructed to compare their mind maps with the mind maps of other students
and discuss the differences and similarities, allowing the students to both collaborate and
communicate and possibly scaffold where necessary.
 The mind map is also a Summative Assessment for this unit.
 Now the students are instructed to write an Essay/Lab Report using their mind map as a structure
 They are told to answer the following prompts
o What steps of the scientific method did they us and how did they use them in completing this unit
exploring Newton’s Second Law? They are told to be as specific as possible.
o What difficulties did they encounter and how did the overcome them? They are told if they didn’t
encounter any difficulties, they should write about potential difficulties which they may have
encountered.
o What conclusions were they able to make about Newton’s Second Law of Motion and the scientific
method? They are told to include examples.
o Finally, what make scientific models stronger or weaker, and how can one think and act like a
scientist, not only in academia, but in one’s everyday life?
 The students are told to be sure to use content vocabulary whenever possible and equation and
pictures whenever appropriate and to us the rubric as a guide as that is how I will be grading their
paper.
 This paper is the final Summative Assessment for this unit as well as being the Student Learning
Objective for this lesson.

Unit Resources:

Acceleration by Khan Academy: https://www.khanacademy.org/science/physics/one‐dimensional‐motion/acceleration‐tutorial/a/acceleration‐article
Camera App https://support.apple.com/en‐us/HT207260
Force by Khan Academy: https://www.khanacademy.org/science/ap‐physics‐1/ap‐forces‐newtons‐laws/introduction‐to‐forces‐and‐free‐body‐diagrams‐ap/v/types‐of‐
forces‐and‐free‐body‐diagrams
Force by the Physics Classroom: https://www.physicsclassroom.com/class/newtlaws/Lesson‐2/The‐Meaning‐of‐Force
Google Docs https://www.google.com/docs/about/
Google Sheets https://www.google.com/sheets/about/
Hewitt, P. G. (2006). Conceptual physics: The high school physics program. Pearson Education, Inc., publishing as Pearson Prentice Hall, Boston, Massachusetts 02116
iMovie App https://www.apple.com/imovie/
Mass by New York University: https://www.nyu.edu/pages/mathmol/textbook/weightvmass.html
MindMeister https://www.mindmeister.com/
Newton’s Second Law of Motion by Khan Academy: https://www.khanacademy.org/science/ap‐physics‐1/ap‐forces‐newtons‐laws/newtons‐second‐law‐ap/v/newton‐s‐
second‐law‐of‐motion
Newton’s Second Law of Motion by NASA: https://www.grc.nasa.gov/www/k‐12/airplane/newton2.html
Prezi https://prezi.com/
Scientific Method by Khan Academy: https://www.khanacademy.org/science/high‐school‐biology/hs‐biology‐foundations/hs‐biology‐and‐the‐scientific‐method/v/the‐
scientific‐method
Scientific Method by Science Buddies: https://www.sciencebuddies.org/science‐fair‐projects/science‐fair/steps‐of‐the‐scientific‐method
Scientific Method by Sprouts: https://www.youtube.com/watch?v=yi0hwFDQTSQ
Scientific Method by Study.com: https://www.youtube.com/watch?v=BVfI1wat2y8
Scribd https://www.scribd.com/
TEDx Talks: The scientific method is crap by Terman Cooke, PhD in astrophysics (In actuality he points out the problem with being too rigid and linear about the scientific
method and/or thinking that the results are some sort of truth. His Cycle of Scientific Thinking is a very good interpretation of the scientific method)
https://www.youtube.com/watch?time_continue=38&v=j12BBcKSgEQ
Utah Education Network Rubric tool https://www.uen.org/tutorial/rubric/tutorial_index.shtml
Vocabulary and Content Review and Introduction to Unit done on Animoto: https://animoto.com/play/1B2lVVHkGARAG5rREXbXNA

Useful Websites:

(See Unit Resources above)