Youngstown City Schools
SCIENCE: PHYSICS
UNIT #3: LINEAR MOTION- - (4 WEEKS)
SYNOPSIS: This unit focuses on the concepts of linear motion and the many practical applications in everyday life. Students will
perform lab exercises to evaluate and measure linear motion. To highlight the completion of the topic, students will build a projectile
launch system and demonstrate the system in class..
ENABLERS: acceleration, average acceleration, average velocity, constant acceleration, displacement, free
fall, free-fall acceleration, velocity, and force
STANDARDS
V. LINEAR MOTION
A.
reference.
B.
The students will analyze and evaluate projectile motion in a defined frame of
The students will design and conduct investigations of two-dimensional motion
of objects.
1.
2.
3.
C.
components of projectile motion.
1.
360.
Adding vector forces
Motion down inclines
Centripetal forces and circular motion
The students will analyze, calculate, and evaluate independence of the vector
Net forces will be calculated for force vectors with directions between zero and
D.
The students will demonstrate their understanding that projectile motion is when
an object has both horizontal and vertical components of motion, as in a projectile, the components act independently
of each other. For a projectile in the absence of air resistance, this means that horizontally, the projectile will continue
to travel at constant speed just like it would if there were no vertical motion. Likewise, vertically the object will
accelerate just as it would without any horizontal motion. Problem solving will be limited to solving for the range, time,
initial height, initial velocity or final velocity of horizontally launched projectiles with negligible air resistance.
E.
The students will evaluate, measure, and analyze circular motion.
F.
The students will analyze and evaluate the nature of centripetal forces.
G.
The students will investigate, evaluate and analyze the relationship among
centripetal force, centripetal acceleration, mass, velocity, and radius.
H.
The students will demonstrate their problem solving skills involving horizontally
launched projectiles.
LITERACY STANDARDS
RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks; analyze the specific results based on explanations in the text.
RST.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible
and corroborating or challenging conclusions with other sources of information.
WHST.3 students must be able to write precise enough descriptions of the step-by-step procedures they use in their
investigations or technical work that others can replicate them and (possibly) reach the same results
TEACHER NOTES
MOTIVATION
1. Grab students’ attention by using the on-line video on projectile motion
http://www.brightstorm.com/science/physics/linear-and-projectile-motion/linear-motion
review key ideas and make sure that students get the key ideas.
2. Review angular motion from Unit 2 and relate it to linear motion.
3. Use Angry Birds (or http://jersey.uoregon.edu/vlab/cannon)
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TEACHER NOTES
MOTIVATION
4. Students set both personal and academic goals for this Unit.
5. Preview the authentic assessment
TEACHER NOTES
TEACHING-LEARNING
1. Remind students about previous unit; give practice questions - - 2 and 4-point questions and
if students need additional help, spend time on details of the roller coaster and centripetal
force. (Amusement Park Physics: Roller Coasters; note: most amusement parks have
specific activities for this if you contact them).
2. Students investigate, evaluate and analyze the relationship among centripetal force,
centripetal acceleration, mass, velocity, and radius. Students examine equations and create
a “cheat sheet” of equations that can be used as a reference sheet for working problems
involving centripetal acceleration, mass, velocity, and radius. (VH)
Teachers: note that the
following website has
lots of great lessons for
different subjects in this
as well as other units.
http://phet.colorado.edu
3. Conduct Centripetal Force Labs: Constant Radius and Mass Lab, Constant Radius and
Force Lab, and Constant Mass and Force Lab (this one is the best). Students graph data
collected in labs to address speed and velocity and potential and kinetic energy (students
can go back to the work in Unit 2 if necessary). Students must follow complex multistep
procedure when carry out labs; analyze the results based on explanations they have heard
or read. If possible, include the concept of radius and centripetal force in the discussion.
(VB3; VF; VG; VH; RST.3)
4. Students perform either the Acceleration on an Inclined Plane Track (Pasco) or the
Acceleration Due To Gravity Lab (Pasco); discuss pre-lab, safety, etc. and read
information about the topics; students evaluate the hypothesis in the article, the data
collected, the analysis of the data and the conclusions drawn. Corroborate or challenge the
findings in the readings with what is found in their own experiments. Explain why results are
the same or different. Data are collected, recorded and discussed. (VA; VB2; RST.8;
WHST.3)
5. Students use data collected from the first activity, and predict how changing the angle of the
incline will affect the acceleration of an object (e.g., car); each car will not yield the same
result (e.g., hot wheels car A compared to hot wheels car B); test prediction by setting up
the track; no adjustment allowed. Students then examine other factors that might impact the
acceleration (e.g., car doors open, weight, counterbalances, etc.). Students must follow
complex multistep procedure when carry out labs; analyze the results based on
explanations they have heard or read. (VA; B2; RST.3)
6.
Finish discussion on acceleration and inclined planes using PPT presentation. Do
Question-answer session from PPT; students take notes (IEP students get copy of PPT); all
students have a flashdrive and could download the PPT if they wanted; they can also
download labs and websites for student to access on their own. (VA; B2)
7. Have students do sample problems with teacher, and then do some for practice. Teacher
corrects any misconceptions or student errors (these are teacher-made problems). VA; B2)
8. Teacher addresses adding vector forces and combining vectors: (a) Forces acting in the
same direction; (b) Forces acting in different direction; (c) Forces acting at angles (bumper
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TEACHER NOTES
TEACHING-LEARNING
cars; football with forces pushing against each other, soccer, volleyball; pushing a car that
ran out of gas - - 2 people better than one; movement of an airplane with headwind and
direction). Look at direction of the movement of an object depending on the forces pushing
in certain directions (e.g., friction, gravity, force of an object pushing up) Look at two cars
colliding in an accident and how to determine fault in an accident. Pose several questions
for students to investigate and make predictions. Practice problems include calculating net
forces for force vectors with directions between zero and 360. (VB1; VC)
9. Teacher uses PPT presentation on Projectile Motion; students take notes (refer to
Motivation #1) (VD)
10. Teacher introduces the project for students to design a launcher (from whatever they want)
and using only rubber bands for power. They decide if they want to do a canon or a
catapult. This will be the Authentic Assessment. Corroborate or challenge the findings in
the readings with what is found in their own experiments. Explain why results are the same
or different. Data are collected, recorded and discussed (VD; VE; RST.8) NOTE:
introduce at beginning of unit and complete prior to the Unit Test). Could also be done
with eggs.
11. Students do virtual lab on projectile motion; website: (VD)
http://phet.colorado.edu/en/simulation/projectile-motion
12. Teacher explains practice problems on projectile motion. Students will solve problems,
including predicting landing spots of projectile. Teacher uses Question/Answer to assess
understanding. (VD; VE)
TEACHER NOTES
TRADITIONAL ASSESSMENT
1. UNIT TEST
TEACHER NOTES
TEACHER CLASSROOM ASSESSMENT
1. 2- AND 4-POINT QUESTIONS
2. LAB REPORTS
TEACHER NOTES
AUTHENTIC ASSESSMENT
1. Students evaluate their goals for the Unit.
2. Students work in small groups to create the ping pong ball launcher. Materials are
common things found around the house. Students have 2-3 weekends to do this project.
When students demonstrate their launcher, the teacher asks questions to each student
about the concepts they are to know. See attached for the Ping Pong Ball Launcher
on pages 4-5
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AUTHENTIC ASSESSMENT: PING-PONG BALL LAUNCHER
PURPOSE: To obtain the highest possible score while launching a ping-pong ball via a catapult from three (3) different
specified distances and having it land on/in a circular target.
ENTRIES: Each team will be limited to one entry. The same device must be used for both launch distances, although it
may be modified for the different launch distances. Each team will consist of one official competitor who may have
up to two (2) assistants, depending on the needs associated with the individual catapult.
APPARATUS:
1. The catapult will have a base that is up to 30 cm3 that will not scuff the gym floor.
2. When in its ready-to-launch position for the 4 meter competition, the catapult must completely fit into a box 30 cm
on aside (i.e. 30 cm x 30 cm x 30 cm).
3. The catapult itself can be either metallic of non-metallic materials; only rubber bands can be used to give it power
4. The catapult must be self-sufficient (i.e. no electric motors, human help, compressors, etc.). A release mechanism
(i.e. a trigger) MUST be utilized to launch the ball.
5. The target will consist of a series of concentric circles, as illustrated.
6. The projectile used will be provided by the teacher (e.g., ping pong ball, marshmallow, egg, etc).
COMPETITION:
1. Each competing team will launch four ping-pong balls at the horizontal target on the floor at each of 2 distances.
2. The distances will be 4 meters, and 7 meters, as measured from the center of the target to the shooting box.
3. The catapult may be placed anywhere within the taped off launch area at the two designated distances; and the
base of the catapult must fit inside it.
4. The point of initial contact between the ball and the target will be considered for scoring purposes.
5. The score for each distance will be determined by the three (3) balls yielding the highest score. The score yielded
by the 4th ball will only be used to break ties.
6. The final score will be arrived at by adding up the scores from each of the 2 phases of the competition. The team
with the highest score will be the declared the winner.
MECHANICS AND SCORING:
1. A competitor must have all four launches completed for each distance within 5 minutes of the start of each phase
of the competition. Launches that are not made by the end of the 5 minutes time limit will be recorded as 0
points.
2. There will be a three (3) minute time period allotted for adjustments from 4 m to 7 m distance. No adjustments
may be made prior to this three (3) minute segment of time nor may any recorded launches be made during this
adjustment period. (Practices may be taken but they will not count.)
3. Any ball that is launched during the two 5-minute competition periods will be counted for scoring purposes and
any launched ball will be worth a minimum of 10 points.
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4. Scoring beyond the 10 points may be achieved only by balls which initially hit the target (not the floor). A ball
must land completely in an area to receive a score. Any ball partially in each of 2 areas will receive the LESSER of
the two scores.
APPARATUS
Complied with measurement
requirements for the base of the
launcher
Catapult fits in the designated
area
Catapult is powered by rubber
bands
Catapult is self-sufficient with
release mechanism
COMPETITION
Launched 4 projectiles at target
from 4 meters
Launched projectiles at target
from 7 meters
Score obtained at each distance
showed understanding of design
for the launcher
All 4 launches for each distance
were accomplished within 5
minutes timeframe
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RUBRIC for PROJECTILE LAUNCHER
1
2
3
Did not comply with Complied with some of Complied with most
measurement
the measurement
measurement
requirements for the requirements for the
requirements for the
launcher
launcher
launcher
Catapult designed,
NA
NA
but it does not fit in
the designated area
Used rubber bands, NA
NA
but did not use the
best number for the
task
Catapult is not selfNA
Catapult is either selfsufficient and does
sufficient or has no
not have a release
release mechanism
mechanism
1
Launched 1
projectile at target
from 4 meters
Launched 1
projectile at target
from 7 meters
Score obtained
showed little
understanding of the
best design for the
launcher
The 4 launches at
each were not
accomplished in the
5 minute time frame
2
Launched 2 projectile
at target from 4 meters
3
Launched 3 projectile at
target from 4 meters
Launched 2 projectile
at target from 7 meters
Launched 3 projectile at
target from 7 meters
Score obtained
showed some
understanding of the
best design for the
launcher
The 4 launches at one
of the distances were
not accomplished in
the 5 minute time
frame
Score obtained showed
understanding of the
best design for the
launcher
NA
4
Complied with all
measurement
requirements for the
launcher
Catapult fits in the
designated area
Used rubber bands
for maximum
performance for the
launcher
Catapult is selfsufficient with
release mechanism
4
Launched 4
projectile at target
from 4 meters
Launched 4
projectile at target
from 7 meters
Score obtained
showed thorough
understanding of the
best design for the
launcher
The 4 launches at
both distances were
accomplished within
5 minute timeframe
YCS Science: PHYSICS Unit 3 - - LINEAR MOTION 2013-2014 5