Mrs. Walton Physics Page

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Team P Science

Force and Motion Unit

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General INFORMATION

Study all notes, (ACTIVITIES AND LABS, TOO!) daily to improve your understanding of how the concepts being explored are connected together. Daily review is the best way to prepare for class discussions and for assessments!

Please visit Calendar page for additional daily assignments if ABSENT class was MISSED!!

STUDENTS WILL BENEFIT BY HAVING THE FOLLOWING SUPPLIES DAILY IN CLASS:

1. three ring binder

2. (2) folders specifically for science materials

3. highlighters carried to class daily-(encourage any color other than yellow)

4. pens, pencils and erasers

5. CALCULATOR-bring to class daily!!!

Also....students are expected to bring all necessary supplies and those materials given by the teacher to class daily.

The success of students depends on how well they are prepared for class each day. That preparation includes completing all written work, studying/reviewing daily, looking over your work prior to class, and bringing all required and necessary materials to class!!


FORCE AND MOTION UNIT- Current Unit of Study

Investigation #1 - Here to There -Students are introduced to motion as a change of position, and distance as the magnitude of a change in position. They work with air trolleys to define terms, gather and graph data, and analyze outcomes. They analyze graphic representations of races between several different competitors in both print and multimedia formats.

Essential Question:  What is motion and how is it calculated?

Guiding Questions:  

1.  How are position, motion, and distance defined?

2.  How are reference points used to measure the distance moved by an object? 

3.  How is distance calculated?

Investigation #2 - Speed -Students learn that speed is the rate at which an object changes position. They gather data from cars rolling down ramps and representations of moving vehicles to investigate and solve speed problems. They are introduced to making and analyzing distance-versus-time graphs.

Investigation 2

 

Essential Question: How fast do objects move?

 

Guiding Questions:

1.  How is speed defined, what is the symbol, and how is it calculated?  

2.  How can speed be displayed on a graph?  

3.  How is the slope of a distance vs. time graph related to speed?

 

 

 
Investigation #3 - Comparing Speeds - Students learn how to analyze and represent speed to solve problems. They gather data for students walking and running, and use representations of boat races and the Iditarod race to investigate and solve speed problems. They practice making and analyzing speed graphs.

Essential Question-What is meant by "average speed" and how is a graph used to determine an object's speed?

Investigation #4 - Representing Motion - Students learn to represent motion in graphs. They distinguish between position graphs and distance graphs and analyze both to describe motion. They extract data from word problems, create data tables, and construct motion graphs. They also collect and organize data for their own motion, using meter tapes and stopwatches.

Essential Question- What is a complex motion event and how are charts and graphs used to interpret and analyze the data within the event?

Investigation #5 - Acceleration - Students learn to identify and measure changing velocity and calculate position and velocity from time and acceleration data. The experience constant velocity and acceleration with their own movement. They collect and analyze velocity and position data using mechanical and electronic Dotcars.

Essential Questions-

1. How are constant velocity and acceleration different?

2. How can graphs be used to explain acceleration?

3. How do mass and slope affect acceleration?

4. What is the difference between speed and velocity?

Investigation #6 - Force - Students are introduced to forces and their relationship to motion. Students use pushers and spring scales to explore the idea that forces add; the sum is net force. Friction is introduced as a force opposing motion. Students explore friction with real-world and simulated force-bench activities.

Essential Question-

Investigation #7 - Gravity - Students learn that gravity is a universal force pulling objects to Earth with predictable acceleration. They use spring scales to establish the relationship between force and mass. They explore real and hypothetical falling objects and replicate one of Galileo's experiments.

Essential Question-

Investigation #8 - Momentum - Students learn to analyze collision interactions in terms of momentum and impulse. Students use the Dotcar to collect data for analysis. Understanding Car Crashes, a video, is viewed and discussed. The finale is a version of the egg drop called Bean Brains, in which students apply their knowledge of momentum.

Essential Question-