Physics Unit Plan

Teacher Name: Tameshya Dockery School District: Baltimore City Public Schools
School Name: Vivien T. Thomas Medical Arts School Location: 100 N. Calhoun St. Baltimore Maryland 21223
Academy
Subject: Physics Grade: 11th Grade
Unit Overview
Unit Title: 1- Motion and Momentum Timeline: 22-23 74-minute class Periods 9/10/2018-10/10/2018
Unit Summary: Throughout this unit, students will use mathematical representations such as v=d/t and position vs. time graphs to support
the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Target Standards: HS.PS2.A: Forces and Motion
HS2: Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system,
total momentum is always conserved.
HS3: If a system interacts with objects outside itself, the total momentum of the system can change; however, any such
change is balanced by changes in the momentum of objects outside the system.
Student Learning Students will:
Outcomes/Objectives: -Develop a mathematical equation that can model the strength of the spaghetti bridge.
-Use Logger Pro to graph data and develop Mathematical models based on Graphs
-Describe the motion of an object by analyzing its position vs. time graph
-Calculate speed using the v=d/t formula and by calculating the slope of position vs. time graph.
-Interpret velocity vs. time graph and perform v-t graph matching.
-Predict and model the collision of two cars that are moving at different speeds.
-Determine the factors affecting momentum of an object.
-calculate the momentum of an object.
-Design and conduct an experiment to compare the change in momentum of bouncing balls.
-Apply the laws of conservation of momentum to investigate crash casted.
-Clearly define the system of the two interacting objects that is represented mathematically.
Overarching Unit In a collision, who wins?
Question:
Essential Questions: What are mathematical models?
How can computers help make graphs and predictions?
How are position vs. time graphs interpreted?
What does the slope of the position vs. time graph mean?
What does the velocity vs. time graph say about the motion of an object?
How do scientist apply models to real-world problems?
What factors determine who wins in the collision?
How much momentum does a moving object have?
 What happens to momentum in collisions?
What is conserved in collisions?
How does the law of conservation apply in different situations?
What kind of problems can be solved by the law of conservation of momentum?
Is momentum conserved in a real collision?
Can conservation of momentum be used to find out how fast cars were moving before collisions?
Vocabulary: Momentum Motion Distance Velocity
Position Collision Speed Slope
Law of Conservation of
Momentum
Pre-requisites/ Prior Rearranging Equations to solve for a variable Analyzing Graphs
Knowledge Graphing data with X,Y data points Finding the Slope of a line
Lesson Sequence: Lesson (75 min) Description
1. Spaghetti  Engagement: How many marbles can seven strands of spaghetti support?
Bridge  Spaghetti Bridge Challenge
o The students will work in small groups.
What are o The students will be provided with 20 strands of spaghetti, cup with a string handle, and a
mathematical cup of marbles.
models? o The students will suspend the cup from strands of spaghetti bridging two neighboring
desks. They then measure the maximum number of marbles that bridges (of up to five
strands) can support.
o The students will graph their data by hand and use the graph to make a claim predicting
the maximum number of marbles a bridge of seven strands can support.
o The students will test their prediction.
o This activity will help the students develop the following idea:
1. The number of marbles that a spaghetti bridge of certain number of strands can
support can be extrapolated from the graph.
 Formative Assessment
o The students will rank the strengths of the bridges based on the graph of the number of
marbles vs number of strands. They will use the Spaghetti Bridges worksheet.
o The teacher may just project the exit ticket to the class and call students to answer the
question.
 Homework: The students will complete their lab report.
2. Graphing &  Engagement: The teacher will ask the students “Do you like graphing your data by hand? Is there
Modelling a better and easier way of graphing? “
with Logger  Graphing with Logger Pro
Pro o The teacher should install Logger Pro on the school computers ahead of time.
o The students will graph their data using Logger Pro.
How can o The student will perform curve fitting (linear) using Logger Pro in order to obtain the
computers help mathematical model for their data.
make graphs and o This activity aims to help the students realize that computer programs can be used to
predictions? graph data and perform mathematical modeling more easily.
 Close Reading
o The students will read Experimental Design and Graphical Analysis of Data, p. 13 (Rex P.
Rice, 2000; edited M. Schober 2002).
o The students will take notes and the class will discuss the concepts learned from what
they have read.
o This activity aims to help the students develop the following ideas:
1. The different shapes of the graph indicate different relationships between the
dependent and the independent variable.
 Formative Assessment
o The students will perform Mathematical Modeling to write the equation that represents
the points that are plotted on a graph.
 Homework: The students will write the mathematical model given the graph or the data chart.
They will use the Mathematical Modeling Using Graph worksheet.
3. Graphing  Engagement: The teacher will demonstrate how to use the motion sensor. The teacher will show
Position how a motion sensor placed on a table captures the motion of your hand as you wave it up and
down in front to the sensor.
How are position  Interpreting Position vs. Time Graphs
vs. time graphs o The students will be given the Interpreting Position vs. Time Graph sheet. The students
interpreted? will describe the motion of the object represented by each segment of the position vs.
time graph.
o The class will discuss what each segment of the motion graph means.
o This activity aims to help the students develop the following ideas:
1. The motion of an object can be represented by a position vs. time graph.
2. The segment of the position vs. time graph that is horizontal means that the object is
not moving.
3. The segment of the position vs. time graph that is diagonal means that the object is
either moving away from the sensor or moving towards it.
  Position vs. Time Graph Matching Competition
o The teacher will open the graph matching activities, 01b Graph Matching.cmbl and 01c
Graph Matching.cmbl, in Logger Pro on different computers in the classroom. The
students will work in small groups and take turns to match the graph shown on Logger
Pro. The groups will write their best score on the board. The group with the best score
wins. [Note to the teacher: If you have not used the sensor before, it is highly suggested
that you practice using it before you do this activity in the class. You may refer to the
Graph Matching document on how to set up the sensor. To access these activities, launch
Logger Pro on the computer. Go to File > Open > Physics with Vernier > 01b Graph
Matching.cmbl. In order to determine the score, on Logger Pro, click Analyze on the
toolbar then click on Integral and put a check mark on Integral for: Latest Position. The
closer the magnitude of the integral to zero, the better the match.]
o This activity aims to reinforce the following ideas:
1. The motion of an object can be represented by a position vs. time graph.
2. The segment of the position vs. time graph that is horizontal means that the object is
not moving.
3. The segment of the position vs. time graph that is diagonal with positive slope, the
object is moving away from the sensor. The diagonal segment that has a negative
slope means that the object is moving towards the sensor.
 Formative Assessment
o The students will be given a position vs. time graph. They will describe the motion based
on the motion graph. They will use the Position vs Time Graph worksheet.
 Homework: The students will write about the importance of position vs. time graphs. This will
cite instances where position vs. time is applied or necessary.
4. Calculating  Engagement: The teacher will ask the students “What other information can be obtained from
Speed the position vs. time graph?”
 Slope of a Position vs. Time Graph
What does the o The class will discuss what they have learned from the homework reading assignment
slope of the about Determining the Slope of a Position vs. Time Graph.
position vs. time o The class will ask the students “What physical quantity has the same unit as the slope of
graph mean? the position vs. time graph?” Using the unit of the slope of the position vs. time graph,
the class will define speed (v) as distance (d) divided by time (t) and write the definition
mathematically as v = d/t.
o The students will compare the slopes of the position vs. time graphs of objects that are
moving at different speeds. The students will be given position vs time graphs and use the
 graphs to determine the speed of the object. They will use the Slope of a Position vs. Time
Graph worksheet.
o These activities aim to help the students develop the following idea:
1. The slope of the position vs. time graph is equal to the speed of the object.
2. The position vs. time graph of fast-moving objects are steeper than that of slow-
moving objects.
3. When comparing the speeds of different objects using the position vs. time graphs,
the graphs do not necessarily have to start from the origin.
 Applying v = d/t
o The students will apply the equation v = d/t to solve problems on constant speed.
o They will use the Applying v = d/t worksheet.
o This activity aims to help the students develop the following idea:
1. The formula v = d/t can be used to solve for one variable if the other two variables are
known.
 Homework: The students will finish solving the practice problems at home.
5. Speed  Engagement: The teacher will ask the students “How would you prove that someone is speeding
Cameras, Day or not?”
1  The Speeding Ticket Activity
o The students will be working in small groups.
Was the car o The students will be provided with a tumble buggy, meter stick and stopwatch.
speeding? o The students will be given a copy of the speeding ticket that was issued to a tumble buggy
and the prompt for the activity. They will also be provided with the rubric for grading the
activity. The students will use the Speeding Toy Cart sheet.
o They will plan and conduct an investigation to verify or refute the speeding ticket.
o Based on their findings, the students will work either as a prosecutor or as defense
lawyers against or for the tumble buggy driver. [Note: The teacher should make sure that
there is a balance on the number of tumble buggies that can move above and below the
speed cited in the ticket.]
o The rubrics for the presentation will be discussed.
 Homework: The students will finish preparing their arguments and evidences that they will be
presenting to the jurors the following day.
6. Speed  Engagement: The students will be given 5 minutes to prepare for their presentation. The class
Cameras, Day will review the rubric.
2  Presenting Arguments
o Each group will be given 3 minutes to present their case to the jury.
Was the car  Homework: The students will read on the slope of the position vs. time graph. They will use the
speeding? Determining the Slope of a p-t Graph sheet. The class will discuss what they have learned from
the reading.
7. Speed Quiz  Engagement: The class will discuss the remaining problems from yesterday’s practice sheet.
 Describing Speed
See previous o Then students will be given this scenario: Four students are arguing about the speeds of
lessons. four cars. They are identifying the fastest car. They are looking at the position vs time
graphs that are drawn on the same x-y coordinate. Your task is to state whether each
student is right or wrong and explain why. Use the Arguing About Speed worksheet.
o The students will be given the data for distance traveled and time of travel of four tumble
buggies. They will rank the buggies from fastest to slowest. The distances are measured in
either meters or centimeters. The times are measured in either minutes or seconds. This
assessment will also give the students the opportunity to do unit conversion. The
students will use the Speed of the Tumble Buggy worksheet.
 Quiz
o The students will take a 10-15 minute teacher-made quiz. The quiz includes position vs
time graph analysis, mathematical modeling, and applying the v = d/t equation.
 Homework: No homework.
8. Graphing  Engagement: The teacher will demonstrate how a Vernier motion sensor pointed at the ceiling
Velocity captures velocity as the he/she raises and lowers his/her hand in front of it at different speeds.
 Vectors and Scalars
What does the o The teacher will call the attention of the students to the part of the velocity vs. time
velocity vs. time graph that is below the x-axis. The teacher will ask the students “Why is it that there is a
graph say about segment of the graph that is below the x-axis? What does it mean?”
the motion of an o The class will discuss that the segment of the velocity vs. time graph that is below the x-
object? axis corresponds to the velocity that is towards the sensor.
o The class will then discuss scalar and vector quantities and will cite examples of scalars
and vectors.
o This activity aims to help the students develop the following ideas:
1. Scalar quantities are quantities that are fully described by magnitude alone. Examples
of scalars are mass, distance, height, etc.
2. Vector quantities are quantities that are fully described by magnitude and direction.
Examples are velocity, displacement, momentum, etc.
 Velocity vs. Time Graph Matching
 o The teacher will open the graph matching activity, 01e Graph Matching.cmbl, in Logger
Pro on different computers in the classroom. [Note: Open Logger Pro. Click on File, then
Open, then Physics with Vernier, then 01e Graph Matching.cmbl.]
o The students will walk back and forth in front of the sensor to match the velocity vs time
graph.
o The students will work in small groups. Within their group, the students will take turns in
matching the graph. The groups will write their best score on the board. The group with
the best score wins. [Note: To score the graph, click on Analyze, then Integral, then click
on the box for Latest Velocity. The closer the magnitude of the Integral to zero, the better
the score.]
o This activity aims to reinforce the following ideas:
1. The motion of an object can be represented by a velocity vs. time graph.
2. The segment of the velocity vs. time graph that is horizontal means that the object is
at constant velocity.
3. The segment of the velocity vs. time graph that is inclined (diagonal) away from the x-
axis means that the object is speeding up.
4. The segment of the graph that is above the x-axis means that the object is moving
away from the sensor (positive direction).
5. The segment of the graph that is below the x-axis means that the object is moving
towards the sensor.
 Formative Assessment
o The students will be provided with the velocity vs. time graph. They will rank the
segments of the graph based on greatest to least change in velocity.
o The students will use the Velocity vs. Time Graph worksheet.
 Homework: No homework.
9. Collision  Engagement: The teacher will tell the students “Two toy cars drive along a single lane road, from
Course opposite directions, at different speeds. How can you predict where they will crash into each
other?”
How do scientists  Modeling Motion/Predicting Collisions
apply models to o The student groups each get two battery powered toy cars that drive at different speeds.
real-world Students then test each car individually and collect data which they will use to predict the
problems? collision point.
o The students will create graphs to predict where the two cars will collide when they start
out facing each other from a set distance apart.
o The students will verify the prediction from the graph by using the speed formula.
o The students will use the Activity – Cart Collision sheet for the instruction and rubric.
  Testing Predictions
o The students will setup their toy cars so that they will collide, mark their predicted
collision point of the floor, and then test to see where they actually collide.
 Homework: The students will complete their lab report.
10. Catching Up  Engagement: The teacher will tell the students “Two toy cars will drive along the same lane and
head in the same direction at different speeds. The two cars will start at the same starting
How do scientist position. The slower car has a 5-second head start. At what point will the faster car catch up with
apply models to the slower car?”
real-world  Activity: Catch Me If You Can
problems? o The student groups each get two battery powered toy cars that drive at different speeds.
Students then test each car individually and collect data which they will use to predict the
where the faster car catches up with the slower car.
o The students will create graphs to predict where the faster car will catch up with the
slower car.
o The students will verify the prediction from the graph by using the speed formula.
o The students will use the Activity – Catch Me If You Can worksheet for instructions and
rubric.
 Testing Predictions
o The students will setup their toy cars facing in the same direction so that at some point
the faster car will catch up with the slower car that is given a head start, mark their
predicted catch up point of the floor, and then test to see where the faster car actually
catch up with the slower car.
 Homework: The students will complete their lab report.
11. Momentum  Engagement: The students will watch The New Yorker’s video Dangerous Helmet-to-Helmet
of a Ball, Day Collisions in N.F.L. Games (Youtube-2:41). The teacher will ask the following questions: 1. What
1 factors contribute to the seriousness of the injury that the football players get when they take a
hit? 2. Why did the narrator in the video mention “speed” several a few times? 3. What does
What factors speed have to do with the hit that the players receive during the game?”
determine who  Lab: Sinking Balls
wins in the o The students will be provided with Play Doh, marbles of different sizes, pingpong ball, and
collision? golf ball [the balls should be smaller than the diameter of the container of the Play Doh
and ruler.
o The students will design and conduct an experiment to determine the factors affecting
the amount by which the ball will sink into the Play Doh.
o After conducting the experiment, the students will answer the following questions:
1. How would you compare the depth by which the balls sunk into the Play Doh?
 2. What factors affected the depth by which the balls sunk into the Play Doh?
3. Is it possible for the depth by which two different balls sink into the Play Doh be the
same? How could this happen?
 Homework: The students will complete the lab report at home and turn it in after the class
presentation the following day.
12. Momentum  Engagement: Each group will present their experiment to the class.
of a Ball, Day  Lab: Sinking Balls
2 o The students will present their findings to the class.
o This activity aims to help the students develop the following ideas:
What factors 1. The amount by which the ball will sink into the Play Doh depends on the mass and
determine who velocity of the ball.
wins in the 2. Two balls of different masses can sink into the Play Doh by the same amount provided
collision? that the lighter ball was moving faster when it hit the Play Doh.
 Close Reading: Momentum
o The students will read The Physics Classroom’s discussion of momentum. They will use
the Momentum sheet.
o This activity aims to help the students develop the following ideas:
1. Momentum takes into account the object’s mass and velocity.
2. The momentum of an object is equal to product of its mass and velocity.
3. Momentum is a vector quantity.
 Formative Assessment
o The students will rank the momentum of different boxes from greatest to least.
o They will use the Momentum of Objects worksheet.
 Homework: The students will complete the lab report at home and turn it in the following day.
13. Calculating  Engagement: The teacher will ask the students if the following statements about momentum are
Momentum true or false:
1. Momentum is a vector quantity.
How much 2. The standard unit on momentum is the Joule.
momentum does 3. An object with mass will have momentum.
a moving object 4. An object which is moving at a constant speed has momentum.
have? 5. An object can be traveling eastward and slowing down; its momentum is westward.
6. The momentum of an object varies directly with the speed of the object.
7. Two objects of different mass are moving at the same speed; the more massive object
will have the greatest momentum.
8. A less massive object can never have more momentum than a more massive object.
 9. Two identical objects are moving in opposite directions at the same speed. The
forward moving object will have the greatest momentum.
10. An object with a changing speed will have a changing momentum.
 Momentum Problem Solving
o The students will solve practice problems on momentum.
o They will use the Momentum worksheet.
 Homework: The students will solve problems on momentum. They will use the Calculating
Momentum worksheet.
14. Velocity and  Engagement: The teacher will ask the students “Do you have any questions about momentum
Momentum before you take the quiz?” If there are questions, the class will go over the questions before the
Quiz quiz.
 Quiz
What happens to o The students will take a 10-15-minute teacher-made quiz velocity and momentum.
momentum in  Lab: Bouncing Balls
collisions? o The students will be provided with Vernier motion sensor, meterstick, stopwatch,
marbles of different sizes, pingpong ball, golf ball and a triple beam balance.
o The students will design and conduct an experiment that will allow them to compare the
change in momentum of the balls.
o The students will have to record the velocity before and after the bounce, the momentum
before and after the bounce, the change in momentum and the percent of momentum
change.
o After conducting the experiment, the students will be asked the following questions:
1. Where did the lost momentum of the ball go?
 Homework: The students will complete their lab report.
15. Conservation  Engagement: What does “conserve” mean? What are some things that are conserved in your
Laws daily life?
 Richard Garriott’s ISS Momentum Demonstration (YouTube-1:58)
What is o Show video clip to demonstrate conservation of momentum in a system.
conserved in  Lab: Colliding Dynamic Carts
collisions? o The students will work in small groups.
o Each group will be provided with two dynamic carts, a dynamic cart track, meterstick,
stopwatch, triple beam balance, Vernier motion sensor
o The students will design and conduct an experiment to determine the momentum of each
cart before and after the collision.
 o The students will try different cases [both carts moving the other; one cart moving, one at
rest; two carts moving in the same direction with the slower cart in front; the carts stick
together after collision].
o The students will present their findings to the class.
o If the dynamic carts are not available, the students will use the Phet simulation Collision
Lab.
o They will design an experiment that will try to find out what quantity is conserved in a
collision while trying to create as many difference scenarios in the simulation such as
same masses, different masses, one moving while one initially at rest, both are moving
towards each other, both are moving in the same direction with the slower ball in front,
the balls separate or stick together after collision.
o They will conduct the experiment to collect data. They will analyze their data and present
their findings to the class.
o This activity aims to help the students develop the following idea:
1. Momentum is conserved in a closed system.
 Close Reading
o The student will read The Physics Classroom’s discussion on conservation of momentum.
The students will use the Reading Assignment – Momentum Conservation Principle sheet.
o This activity aims to help the students develop the following idea:
1. The conservation of momentum means that the total momentum of the system
before the collision is equal to the total momentum of the system after the collision.
In equation form this is written as m1v1i + m2v2i = m1v1f + m2v2f.
 Homework: The students will finish the Collision Lab report.
16. Conservation  Engagement: A student volunteer who can ride a skateboard, a skateboard, a helmet, and a
of medicine ball are needed. The student with the help of a classmate will perform the
Momentum demonstrations described below. Before each demonstration, the teacher will ask the rest of the
class what their prediction is. After the demonstration, the students will be asked to say whether
How does the their prediction was right or wrong and explain. [Note: Take necessary precaution by requiring
law of the student to wear a helmet. This demo might require to be done in the hallway if the classroom
conservation is small or congested.]
apply in different 1. The student, holding the medicine ball, is standing at rest on the skateboard. He
situations? throws the medicine ball in front of him.
2. The student stands on the skateboard that is at rest. The student catches the
medicine ball thrown at him by another student.
3. The student, carrying the medicine ball, is riding the skateboard that is moving
forward. He throws the medicine ball forward.
 4. The student is riding the skateboard that is moving forward. He catches the medicine
ball that is thrown to him by another student.
 Applying the Law of Conservation of Momentum
o The class will use the law of conservation of momentum to solve practice problems.
o The students will use the Practice – Law of Conservation of Momentum worksheet.
 Homework: The students will finish solving at home whatever practice problem that was not
solved in class.
17. Conservation  Engagement: Using a Newton’s cradle, the teacher will ask the students to explain why if one
of sphere is lifted and released from one end, only one sphere will swing on the other end and
Momentum when two spheres are lifted and released on one end, two spheres will swing on the other end.
Problem-  Problem Solving: Conservation of Momentum
Solving o The students will solve problems on conservation of momentum.
o The will use the Classwork – Conservation of Momentum worksheet.
What kind of  Homework: The students who did not finish the classwork will complete it at home and turn it in
problems can be the following day.
solved by the law
of conservation
of momentum?
18. Colliding  Engagement: The teacher will distribute the Colliding Captains assignment and ask a student to
Captains, Day summarize the scenario.
1  Show Colliding Captains (0:15)
o The students will analyze the video of two cars on a collision course and calculate the
Is momentum momentum of each car and the total momentum of the system before the collision.
conserved in a o The students will analyze the video of the two cars after they collided and calculate the
real collision? momentum of each car and the total momentum of the system after the collision.
 Homework: The students will read about conservation of momentum in car crashes. They will
read The Physics Classroom’s article using the Reading Assignment – Car Rear-Ends Truck sheet.
19. Colliding  Engagement: The teacher will ask the students “What are the common causes of car accidents?”
Captains, Day  Reading Assignment: Common Causes of Car Accidents
2 o The students will read about the common causes of car accidents and discuss what could
be done to avoid these causes?
Can conservation  Colliding Captains Continued
of momentum be o The students will apply the law of conservation of momentum to determine the speed of
used to find out a car prior to a collision.
how fast cars o They will construct an argument to present expert testimony.
o They will write their lab report.
 were moving  Homework: The students will finish their lab report and prepare it for submission the following
before collisions? day.
20. Testimony  Engagement: The teacher will ask the students “Who is at fault in this accident?”
Presentations  Show and Tell
and Review o The students will present their arguments to the class.
 Review
What do I know o The students will answer the following:
about motion 1. Differentiate distance from displacement?
and momentum? 2. Differentiate speed from velocity?
3. What information can be obtained from a position vs. time graph?
4. What information can be obtained from velocity vs. time graph?
o The students will answer questions on momentum using the Review – Walker ConcepTest
Clicker Questions.
 Homework: The students will prepare with the quiz.
21. Unit  Engagement: The teacher will ask the students “In a collision, who wins?” The students should be
Assessment able to describe what happens when two objects collide.
 Unit Assessment
o The students will take a unit assessment to demonstrate their mastery of motion and
momentum.
 Homework: Bring a pullback car to class tomorrow.
Assessment: Daily: Weekly: Unit Exam:
Check for Understanding Quizzes every Wednesday Given at the end of the unit.
Exit Tickets
Accommodations: Extended time, Modified assignments, calculator,
Materials and Printed Materials Supplies Technology
Resources Dynamic carts Classroom Computers
Dynamic cart track Calculators
Meterstick Projector
Stopwatch Vernier Equipment
Triple beam balance
Tumble Buggy
Spaghetti