Learning Unit
Get A Move On

OVERVIEW

This unit was written to combine the Regents Physics syllabus, the NYS standards, and the use of technology. The goal was to have the students actively involved and engaged in learning: starting with the motion of Nerf balls and toy cars, and then going to traditional ticker tape timer activities, and finally on to computer gathered data and analysis. Problem-solving and interpreting graphs were emphasized.

The computer was IBM compatible, Windows based. Software from Visual Systems called Physics Lab Simulator was incorporated. Software, interface, and probes were obtained from Vernier Software. Specifically, the MPLI (Multi Purpose Lab) interface, Student Force Sensor, and Motion Detector probes were used. The Calculator-Based Laboratory System (CBL) could also be used.

Lab reports were done using Microsoft Word and Excel.

The textbook used was Physics: Principles & Problems, Merrill Publishing Company, but any high school physics text could easily be adapted.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

• How would you describe the motion of a race car at the Indy 500?
• What happens to a person on amusement park rides?
• What might a race car driver be thinking about during a race?
• What would a perfect car be like?

INITIATING ACTIVITY

In small groups, students will describe the components of a perfect car or vehicle.

LEARNING EXPERIENCES

Unit time line included: Single period=36 minutes, Double period=72 minutes

1. Concepts: Kinematics, Vectors & Scalars, Definitions, Symbols, and Units, for:

Distance, Displacement, Speed and Velocity (Double Period)

The teacher will start by throwing nerf balls to various students and asking the class to describe the motion of the Nerf balls and compare and contrast the motions.

Notes will be given in an outline format on the board, stopping to give real world examples as appropriate and inviting students to think of other real world examples.

The teacher will also physically show distance and displacement by illustrating with the teacher’s movement and students’ movement. The teacher will use students and toy car and trucks to illustrate speed and velocity, establishing positive and negative directions. The teacher will talk through and model the steps of solving problems with distance, displacement, speed, velocity, and the formula v=Ds/Dt.

The students will be able to solve mathematical problems dealing with distance, displacement, speed, velocity, and the formula v=D s/Dt. The students will read p36-41 of the text and complete worksheet with practice problems.

• Concepts: The slope of a distance time graph represents speed. A straight line represents uniform speed and a curved slope represents acceleration.

(Double Period)

Using the MPLI Computer Interface with a Motion Detector, students will attempt to match the motion represented on the computer monitor. In attempting to match the motion, the student will move toward or away from the Motion Detector. Throughout this exercise, both the "ideal curve" and the student curve will be displayed on the screen.

• Concept: Uniform Motion (Single Period)

Using Physics Lab Simulator, students will observe a truck moving on a straight road at constant speed. The motion will be described by a graph showing distance as a function of time. Next a car driving in the same direction as the truck will be added. Special attention will be paid to the overtaking. The distance needed for safe overtaking will be determined. A third vehicle, a bus will be added. The situation of overtaking will be shown using animation and graphics. The speeds of the 3 vehicles, as well as the distance of the approaching bus from the overtaking car, will be chosen. (The above was taken from p13 of the PLS manual.)

• Ticker Tape Timer Lab (Double Period)

Students will use ticker tape timers to obtain experimental data, average velocity, and total displacement for a moving cart. The students will graph the experimental data using a spreadsheet, Excel, and analyze/interpret the motion of the cart by graphical methods. The student will then prepare a formal lab report using Microsoft Word. See the rubric attached.

5. Concepts: Definition, Symbol, and Unit for Acceleration. Slope of velocity vs. time graph represents acceleration. A slope of zero represents constant speed or zero acceleration. A straight line represents acceleration. Direction is indicated by positive and negative slopes. Area under the curve is the distance traveled.

(Double Period)

The teacher will have a long ramp set along one side of the classroom. The students will roll a ball or car down the ramp. The students will be asked to describe the motion.

Using MPLI Computer Interface with the Motion Detector, students will attempt to match their motion to the motion given by the computer as previously done, only the graph will display velocity vs. time as well as distance vs. time.

• Concepts: Formulas involving Acceleration, Displacement, and Velocity (Single Period)

The students will solve mathematical problems using the formulas:

a=Dv/Dt, s=v_IDt + 1/2a(Dt)², v_f²=v_i² + 2as. The students will complete a worksheet with practice acceleration problems.

• Concept: Free Fall, g=9.8 m/s² (Single Period)

A Feather and Guinea tube (a glass tube containing a feather and guinea) will be evacuated with a hand vacuum pump. The teacher will rapidly invert the tube and ask the students to observe. The feather and guinea will fall at the same rate and both will reach the bottom at the same time. The teacher will then let air enter the tube and repeat the experiment. The coin will land before the feather. The effect of air friction will then be discussed.

• Free Fall Lab (Double Period)

Students will demonstrate that (neglecting friction) bodies undergoing free fall from rest, fall equal distances in equal times, regardless of their mass. Working in small groups, student will calculate the frequency and period of a ticker tape timer. They will attach ticker tape to 5 different masses and then let the masses fall to the ground. The students will compare the times required for the masses to fall equal distances.

The students will prepare a formal lab report using Microsoft Word.

• Concepts: Free Fall Formulas (Single Period)

The students will solve free fall problems using g=a in the following equations:

A=Dv/Dt, s=v_IDt + ½ a(Dt)², v_f²=v_i² + 2as. The students will complete the worksheet, Free Fall.

• Concepts: Statics, Definition, Symbol, and Units for Force, Concurrent Forces,

Resultant, Equilibrant (Single Period)

Using a cardboard box with two vectors drawn in marker at right angles, the teacher will illustrate the resultant using a piece of red hair yarn. The teacher will accompany this with notes and example drawings. Using a dynamics cart loaded with several weights, the teacher will use a demonstration scale to pull the cart along the bench. The teacher will start by holding the scale parallel with the bench and then raise the scale so it acts on the cart at increasingly large angles. This also illustrates the resultant.

The students will be able to solve mathematical problems where the sum of the forces is zero. The students will read p 92-98 and p98-106 of the text and then complete p107 questions #2-5 and p108 exercises #2, 5, 6, 15, 16.

• Concepts: Dynamics, Newton’s 1^st and 2^nd Laws of Motion (Single Period)

The teacher will set up a board with a pulley attached to one end. Then the teacher will attach one end of the string to a dynamics cart and put the string over the pulley. The teacher will hang weights on the other end of the string. The teacher will have a student set different masses on the cart and accelerate the cart with the same weights hanging on the string over the pulley. The teacher will ask the students to describe their observations and explain how the two runs differed. The teacher will develop the idea that the same force produces less acceleration when the mass is greater, thus supporting F=ma.

The students will be able to solve mathematical problems using F=ma. The students will read p 72-78 from the text and complete a worksheet with practice force problems.

• Comparing Force and Acceleration Lab (Double Period + Single Period)

The students will use the MPLI Computer Interface, Motion Detector, and Force Sensor to plot graphs of force vs. time, acceleration vs. time, and force vs. acceleration. The students will given the objective to use the Force Sensor, dynamics cart, set of weights, and Motion Detector to prove F=ma. They will be required to produce graphs of force vs. time, acceleration vs. time, and force vs. acceleration to illustrate F=ma. They will prepare a formal lab report using Microsoft Word and import the graphs from the MPLI .

• Concepts: Weight, For graphs of weight vs. mass, the slope is g, w=mg (Single Period)

To illustrate the concept of weight, the teacher will load kilogram weights onto a bathroom scale, which measures newtons. A graph of weight vs. mass will be constructed using the values read from the scale. The slope found to be the acceleration due to gravity, 9.8 m/s².

The students will be able to solve mathematical problems using w=mg. The students will complete a worksheet, Weight, containing practice problems.

• Concepts: Friction, F_f, F_N, Types of Friction: Static, Maximum Static, Kinetic, or

Sliding, Rolling, Fluid (Single Period)

To show that friction depends on the force pressing the surfaces together, the teacher will drag a block of wood across the demo bench at a constant speed with a spring balance. Then the teacher will have a student load the block by placing a weight on it and measure the friction again at this speed. If this is done for several values of load, a graph of friction as a function of the normal force should be linear. The coefficient of friction may be calculated by determining the slope of the graph.

To show that starting friction is greater than sliding friction, the teacher will have a a student pull horizontally with spring scale on a loaded wood block resting just as block starts to move, and again when it is sliding steadily.

To compare rolling and sliding friction, the teacher will slide a cylindrical kilogram weight across the demo bench and then turns it on its side, and roll it.

The students will able to solve mathematical problems using u=F_f/F_N. The students will complete a worksheet, Friction, containing practice problems.

• Culminating Experience: Model Cart (2 weeks)

See entry below.

CULMINATING EXPERIENCE

Based on what the students have learned, the students will design a model of a cart which will be used to illustrate the principles of displacement, velocity, acceleration, and force, and their relationships. The model cart must be built to register within the limitations of the MPLI Computer Interface, Force Sensor, and Motion Detector.

CONNECTIONS TO NYS STANDARDS

MST Standard 1 - Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Mathematical Analysis

Key Idea #1 Abstraction and symbolic representation are used to communicate mathematically.

Performance Indicator

Use algebraic and geometric representations to describe and compare data.

Key Idea #3 Critical thinking skills are used in the solution of mathematical problems.

Performance Indicator

Apply algebraic and geometric concepts and skills to the solution of problems.

Engineering Design

Key Idea #1 Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.

Performance Indicator

devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

MST Standard 2 - Information Systems

Students will access, generate, process, and transfer information using appropriate techniques.

Key Idea #1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Performance Indicators

understand and use the more advanced features of word processing, spreadsheets, and data-base software.

model solutions to a range of problems in mathematics, science, and technology using computer simulation software

MST Standard 3 - Mathematics

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world setting, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Key Idea #4 Modeling/Multiple Representation

Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

Performance Indicators:

represent problem situations symbolically by using algebraic expressions, sequences, tree diagrams, geometric figures, and graphs.

model real-world problems with systems of equations and inequalities.

Key Idea #6 Uncertainty

Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.

Performance Indicator:

judge the reasonableness of a graph produced by a calculator or computer.

MST Standard 4 - Science

Key Idea #5 Physical Setting

Energy and matter interact through forces that result in changes in motion.

Performance Indicator:

explain and predict different patterns of motion of objects (e.g. linear and angular motion, velocity and acceleration, momentum and inertia).

ELA Standard 1

Students will read, write, listen, and speak for information and understanding.

Key Idea #2 Writing

Students will write at least 1000 words per month across all content areas and standards.

Performance Indicators:

write technical reports or instructional manuals

analyze and integrate data, facts, and ideas to communicate information

take notes and organize information from written and oral texts, such as lectures and interviews

use charts, graphs, and diagrams to support and illustrate informational text

use prewriting activities; for example, brainstorming, free writing, notetaking, and outlining

write clear, concise sentences

observe rules of punctuation, capitalization, and spelling

use correct grammatical construction

use computer technology to create, manipulate, and edit text

ELA Standard 3

Students will read, write, listen, and speak for critical analysis and evaluation.

Key Idea - Writing

Students will write at least 1000 words per month across all content areas and standards.

Performance Indicator:

state an opinion, or present a judgment by developing a thesis and providing supporting evidence, agreements, and details.

RUBRICS

Scientific Investigation Report Rubric