IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
A. Title of this lesson: Physics of Skydiving (Day 3)
B. Summary of this lesson
Work in Progress
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Work in Progress
D. Teacher Background Knowledge for this lesson
Work in Progress
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
Work in Progress
F. Standards covered in this lesson
Current California Science Standards
2b. Students know when an object is subject to two or more forces at once,
the result is the cumulative effect of all the forces.
2c. Students know when the forces on an object are balanced, the motion
of the object does not change.
2d. Students know how to identify separately the two or more forces that
are acting on a single static object, including gravity, elastic forces due to
tension or compression in matter, and friction.
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
2.e. Students know that when the forces on an object are unbalanced, the
object will change its velocity (that is, it will speed up, slow down, or
change direction).
Investigation and Experimentation
9. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept
and addressing the content in the other three strands, students should
develop their own questions and perform investigations. Students will:
a. Plan and conduct a scientific investigation to test a hypothesis.
NGSS
MS-PS2-2. Plan an investigation to provide evidence that the change in an
object’s motion depends on the sum of the forces on the object and the mass
of the object. [Clarification Statement: Emphasis is on balanced (Newton’s
First Law) and unbalanced forces in a system, qualitative comparisons of
forces, mass and changes in motion (Newton’s Second Law), frame of
reference, and specification of units]
1. Asking questions and defining problems
2. Developing and using models
3. Planning and interpreting data
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
CCSS that apply
Reading:
RST 6-8.3 Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
RST 6-8.4 Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and topics.
Writing:
W8.1 Write arguments to support claims with clear reasons and
relevant evidence.
W8.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
Listening & Speaking:
Math: N/A
G. Suggested time to complete this lesson
Work in Progress
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water – 2 liters)
Work in Progress
I. Materials Prep for this lesson (should include number of copies needed (e.g. one probe per student, one
set of directions per lab group)
Work in Progress
J. Lesson Plan – detailed, numbered step-by-step plans.
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
Day 3
What
Time
Details
Do Now
10
minutes
Video
10
minutes
Parachute Video
Pictures / Dot
Diagrams
20
minutes
Disucssion - Responses can be written on
whiteboard/notebook...
Show running - what’s happening?
Blinkie Light picture - what’s happening?
How is this picture related to the picture before?
How are parachute related to forces?
Probe
10
minutes
This guy is falling
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
(Understanding these words is essential for students to understand the key concepts of this lesson.)
Work in Progress
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural errors;
c. academic vocabulary issues, etc.
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
Work in Progress
M.Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
Work in Progress
N. Please list all worksheets used in this lesson.
The Physics of Skydiving (See Attached)
O. Please list all assessments that require a separate sheet.
The Guy is Falling Probe (See Attached)
P. Photos/Illustrations
Skydiving video
Q. Other Resource
Powerpoint: Parachutes 3 of 3
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
Name ____________________________________Date ______________________Period _______
This Guy is Falling! This Guy is Falling!
Imagine this guy has just decided to jump out of an
airplane. As he falls toward the ground, he stops
accelerating, and reaches a constant speed. The
force of gravity pulls him toward the ground.
Five students were asked the question:
What do you think about the amount
of the force pushing up on this guy?
Luke says: “The upward force is more than the
force of gravity.”
Leia says: “The upward force is less than the
force of gravity.”
Anakin says: “The upward force is equal to the
force of gravity.”
Yoda says: “No force pushing upward there is.”
Jar Jar says: “Meesa can’t tell from this information.”
GRAVITY
?
Which student do you agree with the most? Explain why you agree.
________________________________________________________________________________
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Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
Name ______________________________Date ______________Period _____
THE PHYSICS OF SKYDIVING
Answer the following questions from what you know about balanced and unbalanced forces…
1. Sitting in the plane, the downward force of gravity is equal to the upward force
from the floor of the plane, so the skydiver does not fall. His downward speed
stays constant at 0 m/sec because the forces are ( balanced / unbalanced )
2. When the skydiver first jumps out of the plane, gravity is
GRAVITY
the only force present. The forces are unbalanced. What
happens to the motion of the skydiver?
____________________________________________________________
GRAVITY
3. After a short time, the upward force of air resistance, or friction, becomes
equal to the force of gravity. The two forces are balanced. What happens
to the motion of the skydiver?
____________________________________________________
FRICTION
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012
IC Lessons
Parachutes
This is lesson __2_ of __2_in this IC
GRAVITY
4. The skydiver then opens his parachute. At first, the upward force of friction is
greater than the downward force of gravity. At first, these forces are unbalanced.
What happens to the motion of the skydiver?
GRAVITY
________________________________________________________
5. As the skydiver slows down, the amount of air resistance decreases to
where it becomes equal to gravity. Again, the two forces have become
balanced. What happens to the motion of the skydiver?
________________________________________________________
Created by John Iwawaki (West Contra Costa USD), Jocelyn Ting (South San Francisco USD), and
Michael Tom (South San Francisco USD); 2012