Physical Science Unit 5: Matter, Forces, and Motion Unit Portfolio Presentation Felix Norman V. Macainan III Fair Park High School

Unit Summary STUDENTS CAN: Develop the basic understanding of how matter, motion, and forces are related, along with a comprehension of Newton’s laws of motion and the effects of forces on objects. Design experiments to accurately test hypotheses about motion, speed, and direction. Explore thoroughly Newton’s laws of motion. Develop the ability to construct and interpret graphs of motion building on Newton’s second law. Explore conservation of momentum in collisions.

Curriculum Framing Questions Essential Question: How and why do things move? Unit Questions: When is an object in motion? How can we know if an object is accelerating? How can you describe motion as constant, and determine speed, acceleration, and velocity? How do you use Newton’s laws of motion to analyze and describe how things move?

Curriculum Framing Questions Content Questions What is speed? What is velocity? How do the position, direction, and time help us determine the speed or velocity of an object? How can you graph motion? What does the slope (rise/run) of a graph “Distance vs. Time” tell us about the speed? Why? What is acceleration?

WACKY RACE CAR PROJECT BENEFITS: This Project Based Learning will develop my students the 21st century learning skills which include: Communication (oral and written) and presentation skills Organization and time management skills Research and inquiry skills (promote higher order thinking skills) Self-assessment and reflection skills Group participation and leadership skills. Reference: http://pbl-online.org/About/whatisPBL.htm

Gauging Student Needs Assessment The Essential and Unit Questions will help my students understand Physics concepts in a series of investigative experiments such as: Science inquiry and scientific evidence Identification of various experiment variables Speed, acceleration and Newton’s Laws Plotting of Graphs for position, speed and time Using a Scientific Model to predict variables, viz. speed. Develop analytical and higher-order thinking skills

Gauging Student Needs Assessment What will I learn from the assessment? Different levels of knowledge and understanding among students (differentiated instruction) Craftsmanship, adeptness or proficiency (artistic talent, creativity and dexterity) Scientific communication and analytical skills

My Goals for the Course Find motivation and techniques to make Science appealing to students. Apply arts and craftsmanship to various scientific investigation and experiments Instructional technology Time management and organizational skills Collaborative learning among students Constructive feedback from peers in school Experiential learning and higher-order thinking

WACKY RACE CAR PROJECT What is the Wacky Race Car Project? Construct a similar car that can fit specifications of the ramp of the CPO Motion/Acceleration Kit. Car and Ramp Kit Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

WACKY RACE CAR PROJECT What kind of materials do I need? A pinewood car kit and body builder kit for modifications and enhancement of the car. Or any other material that can make the race car faster and reliable on the ramp. Reference: http://www.derbymonkeygarage.com/images/TurnThisIntoThisFunnyCar400.jpg http://www.pinewoodpro.com/pinewood-derby-car-kit.htm

WACKY RACE CAR PROJECT What will be the finished product? Reference: http://deltackett.com/wp-content/uploads/2009/01/pine-car-8.jpg

Sample Investigation Using CPO Science Kits: Position, Speed and Time Graphs What kind of motion happens when an object rolls down a hill? Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

The position vs. time graph Sample Investigation Using CPO Science Kits: The position vs. time graph Position vs. time data tells you the runner’s position at different points in time. The runner is at 50 meters after 10 sec., 100 meters after 20 sec. and 150 meters at 30 sec. Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Graphs show relationships Sample Investigation Using CPO Science Kits: Graphs show relationships A good way to show a relationship between two variables is to use a graph. A graph makes it easy to see if changes in one variable cause changes in the other variable (the effect). Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

The position vs. time graph Sample Investigation Using CPO Science Kits: The position vs. time graph Two variables may have: a strong relationship, a weak relationship, or no relationship at all. Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Graphs show relationships Sample Investigation Using CPO Science Kits: Graphs show relationships This table shows how quickly the car gets from A to B as the angle of the track changes. Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits: Newton’s Second Law What happens when force is applied to something that can move? Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits: Newton’s Second Law The second law is the connection between force, mass, and motion. Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Sample Investigation Using CPO Science Kits: Acceleration and mass Acceleration is inversely proportional to mass. When the forces stay the same, increasing mass decreases the acceleration. Reference: http://www.cpo.com/home/ForEducators/FoundationsofPhysicalScience3rdEdition/tabid/270/Default.aspx

Drat and Double Drat! Happy Racing