Subject:Physics
Timeframe Needed for Completion: 3 weeks
Grade Level: 11,12
Unit Title: Unit One-Two: Linear – One Dimensional
Grading Period: 1st 9wks
Motion
New 2009 objectives are in red
Big Idea/Theme: Motion in one Dimension
Understandings: Students will understand how to graph constant and accelerated motion in one dimensional motion.
Students will understand how to use the 6 basic equations of linear motion to solve word problems on linear motion.
Students will understand the differences between scalar vs. vector quantities.
Velocity
 Identify a frame of reference for measurement of position and identify the initial position of the object.
 Develop the definition of velocity as the rate of change of position conceptually, mathematically and graphically (see 2.04).
 Apply the equation developed to several applications where objects are moving with constant velocity:
v  x
t
 x f  x i  vt
Velocity as a Vector
 Define vector and scalar, incorporating magnitude and direction.
 Apply concepts of speed and velocity to solve conceptual and quantitative problems.
 Distinguish between distance and displacement conceptually and mathematically.
 Clarify that a positive value for velocity indicates motion in one direction while a negative value indicates motion in the
opposite direction.
Acceleration
 Develop the definition for constant (uniform) acceleration as the rate of change of velocity conceptually, mathematically,
and graphically (see 2.04).
 Analyze visual representations of constant and changing velocity. (see 2.04)
 Use kinematics equations for acceleration:
x f  xi  vit  1 at 2
2

v
a
t
2
v f  vi2  2ax
 Apply concepts of constant (uniform) acceleration to objects in free fall.
Application of Graphical and Mathematical Tools
Constant velocity:
 Measure position versus time of an object moving with constant velocity.
 Plot a position versus time graph of the measurements.



Recognize that the relationship is linear and construct a best-fit line.
Identify the slope of the line as the change in position over time (velocity) and the y-intercept as the initial position for the
given time interval.
Using the slope y-intercept equation (y = mx + b) from the graphs above, derive the mathematical relationships:
o final position=average velocity*time + initial position
o final position - initial position=average velocity*time
o
v  x
t
Define change in position as displacement and show the average velocity equation ( v  x ).
t
Constant acceleration:
 Measure position and time of an object moving with constant acceleration.
 Plot a position vs. time graph of the measurements.
 Recognize that the relationship is not linear but fits the shape of a parabola indicating that position is proportional to time
squared.
 At various points on the curve, draw lines tangent to the curve and develop the concept of instantaneous velocity
(represented by the slope of the tangent line at that time instant).
 Give several examples of and compare position vs. time, velocity vs. time and acceleration vs. time graphs.
 Recognize that the slope of the line on an instantaneous velocity vs. time graph is the acceleration.
 Develop the equations for objects that are experiencing constant acceleration (rolling down an inclined plane or objects
falling toward the earth):
x f  xi  vit  1 at 2 a  v
t
2
2
2
v f  vi  2ax

Essential Questions:
1. If a baseball player hits a home run, how
far has he traveled?
2. What variables of motion are needed to
graph it?
3. How do you know an object has motion?
4. If a skydiver falls dives out of a plane,
what type of motion
does he undergo?
5. What types of motion do we experience
on a daily basis?
6. What is Physics?
7. What information can be determined from
Curriculum Goals/Objectives (to be assessed at the end of the unit/quarter)
1.1.1 Analyze motion graphically and numerically using vectors, graphs, and calculations.
• Identify a frame of reference for measurement of position.
• Compare scalar-vector quantities (distance-displacement and speed-velocity).
• Use vector addition to determine resultant displacement and velocity.
• Describe (conceptually, mathematically and graphically) the velocity of an object as the rate
of change of position; distinguish between constant, average and instantaneous velocity.
• Clarify that a positive value for velocity indicates motion in one direction while a negative
value indicates motion in the opposite direction.
• Analyze position versus time graphs of an object moving with constant velocity:
recognize a linear relationship provided by a best-fit line where velocity is the slope of the
line , ;
apply the slope-intercept equation, , to derive the relationship for final position,
• Analyze position versus time graphs of an object moving with constant acceleration:
analyzing the slopes of position vs. time
and velocity vs. time graphs?
8. How does constant velocity affect the
position of an object traveling in a straight
line?
9. How does distance differ from
displacement?
10. How does speed differ from velocity?
11. What is the relationship between position
vs. time and velocity vs. time graphs?
12. How does the rate of change of velocity
reflect an object’s acceleration?
13. How can the concept of constant
acceleration apply to the study of gravity?
compare to the graph of an object moving at constant velocity;
recognize the shape of the curve as parabolic indicating that position is proportional to the
square of the time;
relate the concept of instantaneous velocity to the slope of the tangent line.
• Describe (conceptually, mathematically and graphically) the acceleration of an object as the
rate of change of velocity.
• Clarify that a negative value for acceleration indicates that an object is slowing down.
• Analyze velocity versus time graphs of an object moving with constant acceleration:
recognize the slope of the line as the acceleration,
recognize that the displacement during any time period is equal to the area under the
graph;
develop the relationships for objects moving at constant acceleration (such as rolling down
an inclined plane or falling toward the Earth),
• Analyze position vs. time, velocity vs. time, and acceleration vs. time graphs of objects in
motion; identify the motion as constant velocity or accelerating based on the shape of the
graph; interpret the graph in order to quantitatively describe the motion.
1.1.2 Analyze situations of motion in one dimension (linear motion) in order to solve
problems by applying mathematical relationships for the following:
• constant velocity
• constant acceleration




Essential Skills/Vocabulary:
Before I begin my unit of linear motion I
usually spend one week reviewing the
following skills to ensure each student
has a good foundation for physics:
significant digits
exponential notation
graphing (hyperbola, linear, parabola)
right triangles ( sine, cosine, tangent)
metrics
metric conversions
Identify a frame of reference for
measurement of position and identify the
initial position of the object.
Develop the definition of velocity as the
Assessment Tasks:
http://www.ncpublicschools.org/docs/curriculum/science/units/high/physics/unit1.doc
1. major test, quizzes, homework
2. lab on linear motion (bulldozers)
3. Lab on accelerated motion (falling object,timers)
4. Lab on Vernier (graphing motion)
5. 4wk project: mousetrap car race (with rubric)
rate of change of position conceptually,
mathematically and graphically (see 2.04).
 Apply concepts of speed and velocity to
solve conceptual and quantitative
problems.
 Distinguish between distance and
displacement conceptually and
mathematically.
Constant velocity:
 Measure position versus time of an object
moving with constant velocity.
 Plot a position versus time graph of the
measurements
 Identify the slope of the line as the change
in position over time (velocity) and the yintercept as the initial position for the given
time interval.

Constant acceleration:
 Measure position and time of an object
moving with constant acceleration.
 Plot a position vs. time graph of the
measurements
 At various points on the curve, draw lines
tangent to the curve and develop the
concept of instantaneous velocity
(represented by the slope of the tangent line
at that time instant).
 Give several examples of and compare
position vs. time, velocity vs. time and
acceleration vs. time graphs.
 Recognize that the slope of the line on an
instantaneous velocity vs. time graph is the
acceleration.
Materials Suggestions: http://www.ncpublicschools.org/docs/curriculum/science/units/high/physics/unit1.doc CHECK THIS FOR
ADDITIONAL RESOURCES)
 Air pucks (http://www.flinnsci.com/store/Scripts/hs_createOrder.asp?find=catalog&strSearch=AP5619) or Fisher item #
S52178 http://www.flinnsci.com/store/Scripts/hs_createOrder.asp?find=catalog&strSearch=AP6917)
 Washers, pennies or other small masses
 Meter sticks or measuring tape
 Timers (If you don’t have stopwatches there is a nice program that can be loaded on TI graphing calculators. Go to the
following website and look up “stopwatch”: http://www.ticalc.org/pub/83/basic/programs/)
 Vernier LoggerPro software (http://www.vernier.com/soft/lp.html). Powerful software package. Cost is only $159 from
Vernier. The $159 gets you a site license for you AND your students and can be used in activities throughout the year.
 Motion sensors (Vernier or similar) with data collection interface (LabPro or similar). Cost is $78.
 Digital video camera (perhaps your media center has one you can check out). If you do not have access to a digital
video camera, www.physicstoolkit.com is a free site that has sample videos as well as the software used to analyze
them.
 Bulletin board paper or a roll of “butcher paper”
 Magic markers
 Access to computer lab with internet capabilities.
 Objects to drop (bean-bag like balls, tennis balls, baseballs, etc.)
 Misc. supplies such as masking tape and graph paper. Free graph paper can be downloaded at:
www.mathematicshelpcentral.com/graph_paper.htm .
 Flip buggies (any vehicle that moves at constant velocity)
 Measuring Tapes
 Bulldozer cars
21st Century Skills
Communication Skills
Conveying thought or opinions
effectively
When presenting information,
distinguishing between relevant
and irrelevant information
Explaining a concept to others
Interviewing others or being
interviewed
Computer Knowledge
Using word-processing and
Activity


“Explain” section in all
activities
All activities


Team Quiz
Team Quiz
database programs
Developing visual aides for
presentations
Using a computer for
communication
Learning new software programs
Employability Skills
Assuming responsibility for own
learning
Persisting until job is completed
Working independently
Developing career interest/goals
Responding to criticism or
questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
Following written directions
Identifying cause and effect
relationships
Summarizing main points after
reading
Locating and choosing
appropriate reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately

Rollin on the Ramp

Rollin on the Ramp
All activities
All activities

Team Quiz

Rollin on the Ramp

Rollin on the Ramp

Most of the activities can
be presented as
opportunities for students
to follow written
directions. The teacher
will have to work with
most students to develop
this skill over time.
All lab activities

Organizing and relating ideas
when writing
Proofing and Editing
Synthesizing information from
several sources
Documenting sources
Developing an outline
Writing to persuade or justify a
position
Creating memos, letters, other
forms of correspondence
Teamwork
Taking initiative
Working on a team
Thinking/Problem-Solving
Skills
Identifying key problems or
questions
Evaluating results

All lab activities

Explain/Evaluate”
sections in all lab
activities
 Team Quiz
 All lab activities
Most of the activities are
designed to be done and
discussed in teams. The
following activities are well
suited to developing team
interdependence skills:


Team Quiz
All lab activities




Team Quiz
All lab activities
Team Quiz
All lab activities