Unit: Newtons Laws of Motion

Unit Length: ~4 weeks (Including Jet Car and Rocket Projects)

Stage 1: Identify Desired Results
Established Goals:
Understand the relationship between force and motion.
1. Demonstrate velocity as the rate of change of position over time. [S5C2PO1]
2. Identify the conditions under which an object will continue in its state of motion
(Newtons 1st Law of Motion.) [S5C2PO2]
3. Describe how the acceleration of a body is dependent on its mass and the net applied
force (Newtons 2nd Law of Motion.) [S5C2PO3]
Plan an investigation to provide evidence that the change in an objects motion depends
on the sum of the forces on the object and the mass of the object. [MS-PS2-2]
4. Describe forces as interactions between bodies (Newtons 3rd Law of Motion.)
[S5C2PO4]
Apply Newtons Third Law to design a solution to a problem involving the motion of
two colliding objects. [MS-PS2-1]
5. Create a graph devised from measurements of moving objects and their interactions,
including:
Position-time graphs
Velocity-time graphs
[S5C2PO5]

Understandings:

Essential Questions:

Students will understand

1. The concept of velocity as defined
by change of position over change in
time.
2. The idea that when a body is at
equilibrium the sum of all forces is
zero (Newtons 1st Law).
3. The definition of the sum of all
forces.
4. The concept that the motion of an
object is determined by the sum of
the forces acting on it.
5. The idea that the motion of an object

Students will be able to answer

1. What is the difference between
acceleration and velocity?
2. When is an object at equilibrium?
3. What is meant by the sum of all
forces?
4. What forces are acting on a stationary
object?
5. What forces are acting on a moving
object?
6. 5,000 N are required to accelerate a
car at a rate of 4.0 m/s2. What is the
mass of the car?

will change if the sum of all forces is

j greater than zero.
6. The idea that the greater the mass of
an object, the more force is needed
to achieve a change in motion.
7. That idea that force is related to the
acceleration of the object (Newtons
2nd Law).
8. The use of the equation F=ma.
9. The idea that for every action there
is an equal and opposite reaction
(Newtons Third Law).
10. How to create graphs of position and
velocity in relation to time.
11. The concepts of static and kinetic
friction.

Students will know:

1. The definition of velocity,
acceleration, speed, mass, static
friction, and kinetic friction.
2. The three laws of motion.
3. The conditions when an object is at
equilibrium.
4. How to construct basic free-body
diagrams.
5. How to graph position vs. time data.
6. Equations for force, velocity, and
acceleration.

7. A bug hits your windshield and

splatters. Which was greater the force
of the bug or the force of the
windshield?
8. Bill and Greg have on rollerblades.
Bill weighs twice as much as Greg.
What will happen when they push
against each other?
9. Which object is accelerating? (Given
a position vs. time graph)
10. How does friction affect the motion of
an object?
11. When does static friction become
kinetic friction?

Students will be able to:

1. Distinguish between an objects velocity
and its acceleration.
2. Identify the forces acting upon stationary
and moving objects.
3. Calculate force, mass, acceleration, and
velocity given a word problem.
4. Describe the three laws of motion and
provide real world examples.
5. Create a graph given position and time
data.
6. Apply equations for force, velocity, and
acceleration to real life situations and
word problems.

Stage 2: Assessment Evidence

Performance Tasks:
1. Exploring Motion Packet: Students are asked to conduct a number of lab demonstrations
that explain concepts such as friction, inertia, speed, and velocity. They will be required
to answer questions regarding their preconceptions and about their observations from the
demonstrations they perform. Students will also create models of what they think will
happen during the various demonstrations. After the unit has been completed, students
will return to their models to make modifications based on what they have learned.
1. Modeling: Students will create a model that demonstrates one of the laws of motion
using real life situations such as a person skateboarding or performing a start in
swimming.
*The modeling activity will be done if time permits.
The following two performance tasks are done after Bernoullis Principal is discussed, but they
both are based on an understanding of the laws of motion.
1. Jet Car Project: Students are challenged to design a jet car that is powered in one of three
ways: compressed air, compressed H20, or propellers. The goal is for students to cover a
measured distance within a time limit using the third law of motion. The students will
also create models in order to ensure that the connection between the laws of motion and
the jet cars are being made.
2. Rocket Project: Students will be asked to design a rocket (either individually or in pairs)
that will later be launched on the baseball field. Major elements to consider include the
engine, the fins, the nose cone, and the parachute. This project incorporates all three laws
of motion. The students will also create models in order to ensure that the connection
between the laws of motion and the rockets are being made.
Other Evidence:
1. Bell work: Everyday the students will complete a 5-minute bell work that reviews the
material from the day before or introduces the topic that we will cover that day.
2. Study Island Quizzes (Object Motion and Newtons Laws of Motion): Study Island is an
online site that has lessons, flashcards, and practice quizzes. There are two quizzes that
correspond to this unit. The students are required to answer a minimum of 10 questions
online and are given a grade for completion. Later in the week, they are given a paper
version of the same test and are graded for accuracy. The students can take the online
version of the test as many times as they choose until they have mastered the material.

3. Final Exam: At the end of the semester there will be a comprehensive final that will
include questions dealing with the laws of motion.

Stage 3: Learning Plan

DAY 1: 3/10/15-Thursday
Engage/Explore: Exploring Motion Packet with Demos: The physics unit is introduced by
having students perform basic labs that illustrate inertia, friction, and the three laws of motion.
Students are asked to draw conclusions regarding these concepts after performing the lab demos.
The finer details of the packet are filled in after having completed the unit. The teacher monitors
the class and provides assistance as needed. This packet is kept and gone over at the notebook
inspection.
DAY 2: 3/11/15-Friday
Explain: PowerPoint Presentation (Notes 3-1): After demonstrating some of the common
concepts involved in physics, the teacher introduces the terms kinetic energy, speed, velocity,
acceleration, motion, work, inertia, forces, mass, and kinetic/static friction. Students take notes
along with the presentation. If they fall behind, copies of the notes are available in the back of
the classroom for them to look at. These notes are kept and gone over at the notebook
inspection.
Elaboration: Bill Nye The Science Guy Motion Video: After having discussed the basic
principles of physics and motion, students watch a video that goes into more detail and provides
real life examples. Students are required to take one page of notes on this video (notes are taken
freestyle; no note-taker provided.) These notes are kept and gone over at the notebook
inspection.
3/14/15-3/18/15 Spring Break
DAY 3: 3/21/15-Monday
Explain: PowerPoint Presentation (Notes 3-2): The teacher explains Newtons Laws of Motion,
which are the foundation of the unit. Students take notes along with the presentation. If they fall
behind, copies of the notes are available in the back of the classroom for them to look at. These
notes are kept and gone over at the notebook inspection.
DAY 4: 3/22/15-Tuesday
Elaboration: Reading and Questions from Chapter 1 of Textbook: For additional review and
practice, students read Chapter 1 from their textbook and answer the corresponding questions at
the end of the chapter. These questions are kept and gone over at the notebook inspection.
Elaboration: Exploring Laws of Motion Video: After having learned the basics of the three
laws of motion, students watch a video that goes into more detail and provides real life
examples.

Students are required to take one page of notes on this video (notes are taken freestyle; no notetaker provided.) These notes are kept and gone over at the notebook inspection.
DAY 5: 3/23/15-Wednesday (Early Out)
Evaluation: Modeling: Students will create models that demonstrate the laws of motion using
real life situations such as a person skateboarding or performing a start in swimming. Students
will work in groups of three. After they have created their initial model, students will provide
feedback on sticky notes to other groups. Finally, students will make corrections to their own
models. Students are evaluated on participation, their contribution to their group, and how well
they incorporate suggested changes to their models.
DAY 6: 3/24/15-Thursday
Evaluation: Study Island Laws of Motion Quiz: Students answer 10 multiple-choice questions.
These questions come directly from the online homework that was due earlier in the week.
Elaboration: Reading and questions from Chapter 2 of Textbook: For additional review and
practice, students read Chapter 2 from their textbook and answer the corresponding questions at
the end of the chapter. These questions are kept and gone over at the notebook inspection.
DAY 7: 3/25/15-Friday
Elaboration: Elements of Physics Video: Students watch a video that reviews and goes into
further detail regarding motion and the study of physics. Students are required to take one page
of notes on this video (notes are taken freestyle; no note-taker provided.) These notes are kept
and gone over at the notebook inspection.
Evaluation: Study Island Object Motion Quiz: Students answer 10 multiple-choice questions.
These questions come directly from the online homework that was due earlier in the week.
DAY 8: 3/28/15-Monday
Elaboration: Physics Worksheet Packet: Students complete another lab packet that involves
answering questions, solving word problems, and creating free-body diagrams. This packet is
kept and gone over at the notebook inspection.
The next unit (Bernoullis Principle) is gone over and then the Jet Car and Rocket Projects are
introduced. After these projects are finished, there is the Physics Notebook Inspection and a
Final Exam that covers both chemistry and physics.
Bernoullis Principle: 3/29/15-4/4/15

Jet Car Project: 4/5/15- 4/11/15

Students design a jet car that is powered in one of three ways: compressed air, compressed H20,
or propellers. Once the cars have been designed and built, there is a competition to determine
the fastest car. The students also create paper models in order to ensure that the connection
between the laws of motion and the jet car are being made.
Rocket Project: 4/12/15-5/3/15
Students design a rocket (either individually or in pairs) that is launched on the baseball field.
Major elements that are considered include the engine, the fins, the nose cone, and the parachute.
One day is devoted to researching in the library and practice launch days are provided as well.
The students will also create paper models in order to ensure that the connection between the
laws of motion and the rockets are being made.
Notebook Inspection: 5/4/15
Students must have their work completed and organized by this date. Notebooks are switched
with a partner of the teachers choosing and evaluated using the provided grading sheet. Grading
is based on accuracy, neatness, and completion.
Final Exam 5/5/15
Students take a test that consists of multiple choice and short answer questions. Material comes
from the entire second semester, which includes the topics of chemistry and physics.