WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name: Andrew Heffner
Date: 11/03/14
Length of Lesson: 21 Periods/3 Weeks
Content Area: AP Physics
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS: (Content standards, assessment anchors, eligible content)
objectives, and skill focus)
Two Dimensional Motion – Vectors & Vector Interactions, Relative Motion,
Projectile Motion, Circular Motion
S11.A.1.3.1: Use appropriate quantitative data to describe or interpret change in
systems (e.g., biological indices, electrical circuit data, automobile diagnostic
systems data).
S.11.C.3.1: Use the principles of motion and force to solve real-world challenges
Motion is described in terms of position, velocity, and acceleration.
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
The position, velocity, and acceleration of an object can be measured and
quantified (in magnitude and direction), using appropriate tools and units, in a
reference frame.
Position, velocity and acceleration are examples of vectors, quantities relying
on both direction and magnitude that combine with other velocity and
acceleration vectors according to specific mathematical rules.
The motion of a projectile can be represented as two independent motions, a
horizontal motion with constant velocity, and a vertical motion with constant
acceleration.
An object traveling in a circular path experiences a centripetal acceleration
directed toward the center of rotation.
Why are physical vector drawings a useful way to represent motion?
How can vectors be added, subtracted and analyzed without the use of mathematical
operators? How can trig be used to assist in understanding directions and magnitude?
Why might velocity measurements be different for people in different frames of
reference? How can we account for those differences?
What is a projectile? How can the motion in two dimensions be evaluated
independently?
Why do objects move in a circle? How can this be counted as acceleration?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Resultant, Component, Frame of Reference, Relative Motion, Projectile,
Centripetal
… Graphically and mathematically find resultants and components of vectors.
… Describe motion from changing frames of reference.
… Calculate the relative velocity of an object in a different reference frame.
… Analyze the motion of a projectile as two independent motions.
… Determine range, hang time, maximum height, etc, of a projectile.
… Explain the acceleration of circular motion as centripetal
… Relate the acceleration of circular motion to tangential velocity and radius.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Vector Graphics, Projectile Launches, Centripetal Calculations
Labs w/ Reports, Reasoning Skill Tasks
OTHER EVIDENCE:
Exit Slips, Interactive Polls, HTML5 Concept Check Results
Peer Review & Argumentation, MOPS Codes
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
DO NOW : Daily Collins
Warm-Up Questions
ML : Direct Instruction
Examples with demos and
student participation
GP : Lab investigations,
reasoning skill tasks
IP : Physics Interactives, MOP
Modules
FA : Peer Review and
discussion of lab results, epolling, exit slips, individual
reflective writing.
Maps, Protractors, Metersticks,
Building Diagrams, Projectile
Launchers, Accelerometers, tCharts, notes, practice
questions
Homework assignments, inclass examples from class
book, teacher notes.
INTERVENTIONS:
ASSIGNMENTS:
Students will be working on
the board on graphing
examples and present to the
class throughout unit.
Vector Map Decoding
“Crow Flies” Lab
Relative Motion Analysis
Students will be working in
cooperative groups on labs and
in class work.
Projectile Launch Labs
Homework
Physics Lab Tutoring
Edmodo Supplemental
Resources
Procedural writing prompt
within the discipline.
Physics Interactives
MOPS Concept Checks