Treasure Coast Science Scope and Sequence
Courses: Physical Science
Course Codes: 2003310
Quarter: 2A ~ 3.5 weeks
Topic(s) of Study: Force and Motion Dynamics
Bodies of Knowledge: Nature of Science; Physical Science
Standard(s): 1: The Practice of Science, 10: Energy, 12: Motion
Essential Questions: Why must a variety of industries take Newton’s Laws of Motion into
consideration when manufacturing their products? How do the four fundamental forces affect our
daily lives? How is the motion of an object related to its velocity, acceleration and frame of reference?
How are work and power quantitatively and qualitatively alike and different?
NGSSS
OUTLINE OF
CONTENT/CONCEPT)
SC.912.P.10.10 Compare the I. Recognize the contributions
magnitude and range of the
of others that paved the way
four fundamental forces
for Newton’s concise set of
(gravitational,
dynamics laws (e.g. Newton
electromagnetic, weak
and Galileo)
nuclear, strong nuclear).
II. Overview of the laws:
Cognitive Complexity:
A. Objects at rest will remain
Moderate
at rest and objects in motion
will remain in motion with a
SC.912.P.12.3 Interpret and
constant velocity
apply Newton's three laws of
(magnitude AND direction)
motion. Cognitive
unless acted upon by a net
Complexity: High
outside force. This
resistance to a change in
SC.912.P.12.2 Analyze the
motion that objects have is
motion of an object in terms
called inertia.
of its position, velocity, and
B. If an object is subjected to
acceleration (with respect to
a net outside force the
a frame of reference) as
object will accelerate, and
functions of time. Cognitive
the magnitude of the
Complexity: High
acceleration will be directly
related to the object’s mass.
(F = ma)
SC.912.P.12.4 Describe how
C. For every force exerted
the gravitational force
ON an object (Action), there
between two objects
is an equal and opposite
depends on their masses and
force exerted BY that object
the distance between them.
(Reaction)
Cognitive Complexity:
III. There are 4 fundamental
Moderate
forces in nature, and every
force we perceive is a
manifestation of one of
these.
OBJECTIVES
 Understand the difference between
static and dynamic equilibrium
(balanced and unbalanced forces),
and understand that an object that is
moving with a constant velocity has
NO net force on it (II)
 Identify action/reaction pairs of
forces (II,III)
 Draw Free Body Diagrams (FBD’s) of
objects and compute horizontal and
vertical components of these forces
when necessary (II, III, IV, V)
 Understand and apply the different
nature of static and kinetic friction
(II,IV)
 Use the FBD’s and Newton’s 2nd Law
to solve statics and dynamics
problems with and without friction
(II,IV,V)
 Recognize that an object in uniform
circular motion (centripetal) is
accelerating and thus it must have a
net force on it (II)
 Describe the motion of an object in
terms of its position, velocity, and
acceleration (with respect to a frame
of reference) as functions of time. (VI)
 Determine if an object’s speed is
increasing or decreasing by examining
the velocity and acceleration of the
object (VI)
 Use qualitative or quantitative
descriptions of an object’s motion to
Treasure Coast Science Scope and Sequence
SC.912.N.1.1 Define a
problem based on a specific
body of knowledge, for
example: biology, chemistry,
physics, and earth/space
science, and do the
following(Cognitive
Complexity: High):
1.
2.
3.
4.
5.
6.
7.
8.
9.
A. In order of strength, they
are the Strong Nuclear
Force, Weak Nuclear Force,
Electromagnetic Force, and
Gravitational Force.
B. All contact forces (pushes,
etc.) that we feel ultimately
come down to electrostatic
repulsion between nuclei of
pose questions about
atoms in close proximity.
the natural world,
C. Even though the nuclear
conduct systematic
forces are the strongest,
observations,
their strength decreases
examine books and
rapidly with distance.
other sources of
IV. The practical matter of
information to see
dealing with objects on a
what is already
macroscopic level forces us
known,
to define forces of tension,
review what is known
normal forces, friction,
in light of empirical
applied forces, weight, etc.
evidence,
V. Free body diagrams of an
plan investigations,
object are drawn and used
use tools to gather,
with Newton’s 2nd Law to
analyze, and interpret
compute an object’s
data (this includes the
acceleration from known
use of measurement
forces or an unknown force
in metric and other
from an object’s
systems, and also the
acceleration.
generation and
VI. The motion of an object can
interpretation of
be described as functions of
graphical
time by its:
representations of
A. Position
data, including data
B. Velocity
tables and graphs),
C. Acceleration
pose answers,
D. Frame of reference
explanations, or
VII. Universal Gravitation
descriptions of events,
A. Gravity is a universal force
generate explanations
of attraction between every
that explicate or
pair of objects in the
describe natural
universe.
phenomena
B.
The force is directly
(inferences),
proportional to each mass and
use appropriate
inversely proportional to the
evidence and
square of the distance
reasoning to justify
between the masses. If air
these explanations to
resistance is negligible, the
others,
construct the set of motion graphs
(VI)
 Use a speed vs. time graph to analyze
distance and acceleration (VI)
 Calculate relative velocities of an
object in different frames of
reference (VI)
 Calculate the gravitational force of
attraction between two objects as
mass and distance change(VII)
 Compare and contrast work and
power both quantitatively and
qualitatively. (VIII)
Objectives below are from Quarter
1A and should be embedded in this
topic of study.







Define a scientific problem or
question based on the specific body
of knowledge correlated to the
Physical Science course
Use appropriate reference materials
to support scientific investigations of
various types, such as systematic
observation or experiments
Explain that science is based on
evidence based facts
Determine tools and methods that
should be used to collect valid data
Recognize that scientists who make
contributions to scientific knowledge
come from all kinds of backgrounds
and possess varied talents, interests,
and goals
Distinguish between laws and
theories by understanding that laws
describe what and theories explain
why
Compare and contrast the terms that
describe examples of scientific
knowledge such as: theory, law,
hypothesis, and model
Treasure Coast Science Scope and Sequence
Give examples of how advances in
acceleration due to gravity
technology have affected scientific
near the surface of the earth
theories and laws
is a constant for all objects in
 Give examples of visual/physical,
free-fall REGARDLESS OF THE
mathematical, and conceptual
OBJECT’S MASS (heavy objects
models as used in science
DO NOT fall faster than light
objects).
SC.912.N.3.3 Explain that
C.
To determine if an
scientific laws are
object’s SPEED increases or
descriptions of specific
decreases, the direction of
relationships under given
BOTH the velocity and
conditions in nature, but do
acceleration need to be
not offer explanations for
considered.
those relationships.
VIII. Kinematic Equations in 1-D
Cognitive Complexity:
If an object maintains a
Moderate
constant acceleration, a set of
algebraic equations can be
SC.912.N.3.5 Describe the
used to describe the
function of models in science,
subsequent motion of the
and identify the wide range
object.
of models used in science.
Cognitive Complexity:
IX. Kinematic Graphs
Moderate
A.
An object’s motion can be
described using the set of
SC.912.N.4.1 Explain how
three graphs: position vs.
scientific knowledge and
time, velocity vs. time, and
reasoning provide an
acceleration vs. time.
empirically-based perspective B.
The velocity of the object
to inform society's decision
can be determined from the
making. Cognitive
slope of the position vs. time
Complexity: Moderate
graph.
C.
The acceleration of the
LA.910.4.2.2 The student will
object can be determined
record information and ideas
from the slope of the velocity
from primary and/or
vs. time graph.
secondary sources accurately
D. The CHANGE in the object’s
and coherently, noting the
velocity can be determined
validity and reliability of
by the area between the
these sources and attributing
acceleration curve and the
sources of information
time axis.
E.The CHANGE in the object’s
MA.912.S.1.2 Determine
position can be determined by
appropriate and consistent
the area between the velocity
standards of measurement
curve and the time axis.
for data to be collected in a
X. Relative Velocity
survey or instrument.
An object’s velocity may be
10. communicate results
of scientific
investigations, and
11. evaluate the merits of
the explanations
produced by others.
Treasure Coast Science Scope and Sequence
measured differently by
different observers depending
on their frame of reference.
VIII. Work vs. Power
A. Work refers to an activity
involving a force and
movement in the
direction of the force.
B. Power is the rate of doing
work or the rate of using
energy, which are
numerically the same.