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HCPSS Curriculum Framework*
(using essential components identified by DOI and MSDE structure)
1D Kinematics Unit Plan.*
Overview* This unit covers concepts of kinematics in one dimension through the approach of
using Universal Design for Learning (UDL). Students will be able to describe motion through the
analysis of graphical and algebraic interpretations. The major goals of each unit are to integrate
scientific literacy, provide writing opportunities, foster data collection and analysis, and allow students
to prove their learning through a variety of academic outlets.
Enduring Understandings Students will have a knowledge of the important and
enduring concepts in science and the cognitive processes that can make sense of that
knowledge. Students will gain thinking skills that use the facts and concepts in science to
learn for understanding. Students will be provided with the opportunity to develop their
thinking skills-reasoning, problem-solving, making connections, and communicating the
context for learning basic skills and facts. Students explore the essential questions in the
disciplines, with the aim of experiencing the disciplines as a set of dynamic ideas rather
than as a list of facts.
Essential Questions*
○ How is motion measured relative to a frame of reference?
○ What is the difference between distance and displacement, speed and velocity
(vector and scalar), and average and instantaneous quantities?
○ What can be determined by various position-time and velocity-time graphs?
○ What are the different mathematical methods of interpreting position-time and
velocity-time graphs?
○ Given a set of data on position versus time or velocity versus time, how would
you calculate: change in position, velocity, and acceleration?
Interdisciplinary Connections* This unit supports the Maryland Common Core State
Curriculum Frameworks as well as Maryland’s new STEM Standards of Practice and
STEM Frameworks. The content areas that this unit covers to aid in interdisciplinary
connections are Mathematics, English Language Arts, Technology, and Social Studies.
Curriculum Standards*
UNIT I: One Dimensional Motion and Analytical Techniques
Goal 3. The student will demonstrate the ability to define, describe, calculate, and
differentiate among position, displacement, speed, velocity, and acceleration.
Objectives - The student will be able to:
a. Define position as a signed number relative to an origin.
b. Define and calculate displacement (Δx) as the change in position of an object.
c. Identify the frame of reference used in any problem.
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d. Define and calculate speed as the distance traveled divided by the elapsed time.
e. Define and calculate velocity as the change in position divided by the elapsed time.
f. Identify cases where average speed does not equal average velocity.
g. Describe a situation when the velocity is negative.
h. Define and calculate acceleration as the change in velocity divided by the elapsed time.
i. Describe how the physics definition of acceleration differs from the everyday definition of
acceleration.
j. Interpret position versus time and velocity versus time graphs for motion at constant
velocity and for motion at constant acceleration.
k. Solve motion problems using the equations,
and
.
Concepts/Topics/Vocabulary*
This unit will cover 1D kinematics including constant velocity and uniform accelerated motion.
Vocabulary introduced in this unit include position, distance, displacement, speed, velocity
(instantaneous and average), and acceleration.
Student Outcomes *
Students will carry out a project that demonstrates their understanding of 1D kinematics by
collecting, analysing, and graphically presenting data. Students will gain experiences
demonstrating their work by using technologies such as Web 2.0 programs.
Skills/Engagement*
This unit is designed to be integrated smoothly into a teacher’s normal routine while
encouraging literacy activities and performance-based student outcomes. A unit timeline with
suggested topics and activities is provided for the teacher to use as a guide. Students will be
engaged in the unit by the multiple and various activities involved, including labs,
demonstrations, group activities, and assignments. By the end of the unit, each student must
demonstrate a level of understanding of 1D kinematics that will be evaluated by the teacher via
multiple assessment strategies (described below).
Assessment*
Students will be assessed using a variety of instruments during the unit. The following
assessments should be conducted:
Preinstruction quiz
Formative assessments throughout instruction
Summative assessment at the conclusion of the unit
The preinstruction quiz should check for the student’s prior knowledge and skills that will
explored during the kinematics unit. Suggested skills to check include interpreting a graph of a
line including slope and coordinate points on the line, solving a three variable equation, and
solving a word problem for distance, velocity, or time.
Formative assessments should be conducted during each class and can be either formal or
informal. These assessments should use a variety of instruments such as warm-up or drills,
checks for understanding during instruction, “clicker” questions, periodic traditional selected
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and constructed response quizzes, whiteboard presentation of lab/activity results, graded
homework and classwork assignments, lab reports, and exit tickets.
The summative assessment for this unit will include two parts: a traditional constructed and
selected response quiz and a performance based assessment in the form of an end of unit
project.
Lesson Plans/Seeds*
1. Introduce End-Of-Unit Summative Project expectations and objectives to students.
2. Describing motion?
a. Show students a video of a runner and ask how they would describe his motion.
Provide the students with P-T data for the runner if available and have the
students if they can provide a different description of the data.
3. Explain position, distance and displacement [# of Days=1]
a. define terms
b. P-T graph introductory lesson
i.Suggested Activity: Have students define their positions relative to other
objects (use tiles on floor to simulate a coordinate system and translate
to a pictorial representation on the board)
c. example problems
5. Speed and velocity [# of Days=3]
a. define terms
b. V-T graph introductory lesson
i.Suggested Activities: Physics 500 Lab
c. example problems
6. Instantaneous vs. average [#of Days=1]
a. short lecture
b. graphical interpretation
7. Acceleration [# of Days=3]
a. define terms
b. Graph Carl Lewis or Usain Bolt’s 100 m time splits
c. Pullback cars acceleration activity
d. example problems (including uniform and non-constant calculations)
8. Developing P-T, V-T, and A-T graphs
a. Suggested Activity: Tell students a story (or have them come up with their own)
and have then graph it on a P-T, V-T and A-T plot. For example, “John woke up
late and ran to school, afraid he would miss the tardy bell. He left so fast that he
forgot his physics homework and had to turn around, grab his papers and start
out for school again. Halfway to school, he saw a little old lady trying to cross
the street and slowed down to help her. After he started running again, he
noticed his shoe laces were untied and stopped to tie them and catch his breath.
Then John realized he was very late and sprinted even faster the rest of the way
to school.” Students can “act out” the story in front of a motion detector.
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b. Suggested Activity: The Moving Man PhET simulation (Site includes many teacher
written activities)
c. Suggested Activity: Motion with Constant Acceleration Applet
9. Analyzing P-T, V-T, A-T graphs and disseminating their meaning [#of Days=5]
a. (slope, interpretation, area under the curve)
10. Free fall [#of Days=2]
a. Falling balls/objects activity (determining g)
b. Hammer and Feather Video
c. example problems
d. Reflect Activity
11. Literacy component with experiment
Read excerpt from Two New Sciences by Galileo Galilei [Lexile Measure: 1570] using
reciprocal teaching technique. Students then design and present their own experiment
verifying Galileo’s notion for uniform accelerated motion.
a. For a summary of reciprocal teaching go here.
b. Supplied reading with directions and worksheet here.
c. Link to online copy of “Two New Sciences” here.
12. Kinematic problem solving
a. Introduction of kinematic equations
b. Kinematics Problem Solving Worksheet
c. example problems (and a lot of practice)
13. End-Of-Unit Summative Project
a. Project requirements
i.Choose motion to be analyzed (must include both constant velocity and
uniform acceleration segments)
ii.collect motion data electronically
iii.produce and analyze data graphically
iv.quantify motion using calculations
b. presentation via any Web 2.0 technology
i.Suggestions: video, powerpoint, voki, digital storytelling, web page,
How will you teach the content or how will students learn the content independently?
(Multiple Means of Representation)
The UDL framework encourages creating flexible designs from the start that have customizable
options, which allow all learners to progress from where they are and not where we would
have imagined them to be. The options for accomplishing this are varied and robust enough to
provide effective instruction to all learners. For more information about UDL, click here.
The above unit aims to incorporate several different modes of teaching students and
encourages students to perform independently and in groups to learn through cooperative
learning, laboratory exercises, interactive lecture, and hands-on activities. The “What” of
Learning is addressed via graphical and algebraic interpretation of motion.
How will students be engaged in the content? (Multiple Means of Engagement)
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The “Why” of learning is addressed by providing multiple modes of teaching and learning.
Using cooperative learning, laboratory exercises, interactive lecture, and hands-on activities
students will be engaged in their own learning.
How will students show you what they know? (Multiple Means of Action and Expression)
The “How” of Learning is addressed via verbal and written descriptions, use of Web 2.0 tools,
and use of laboratory procedures. Students will complete a performance based project using
web 2.0 tools. Students will complete a traditional assessment with selected and constructed
response items.
Resources: Substantial lists of suggested literary and/or informational texts and other
supporting resources.
Suggested Texts
informational)
(Literary
and/or Suggested Media to support Technology
this unit
resources
Lexile