Title: Up and Down We Go -- Author(s): Regina M. Sourwine -- Grade Level: 11/12 -- Subject Matter: Regents Physics -- Synopsis: Students involvement in learning process.

Title III Technology Literacy Grant

Learning Unit

LU Title: Up and Down We Go	Author: Regina M. Sourwine
Grade Level: 11/12	School: Lyme Central School
Topic/Subject Area: Regents Physics	Address: 11868 Academy Street Chaumont, New York 13622
E-mail: rsourwine@lyme.moric.org	Phone/Fax: (315)649 - 2417- phone (315) 649 - 2812 - fax

Overview

This unit was written to combine the Regents Physics syllabus and the New York State learning standards with the use of technology. The goal of this unit is to have students actively involved in the learning process with the aid of group and individual learning experiences. This is done with the students integrating, extending, refining knowledge with the aid of lecture, mathematical problems, internet links, pictographs, CD-ROMs, writing activities, comparison activity, and a Projectile motion lab. The culminating activity is one in which the students will have the opportunity to hit the teacher with a water balloon. All students find a unique and stimulating experience.

Pre-requisite Skills

Mathematics requirement: Keyboarding using Microsoft Word

Course 1 and 2

Science requirement: Lesson on Microsoft Excel use

Physical Science

Modifications

Resource people will be advised and given a written description of student responsibilities. Resource teacher may attend all lab and class activities if needed. Spell checker will be used for all labs and written work to check and correct spelling errors. For those that are ESOL, there are texts and ancillary materials available in Spanish.

Unit Schedule/Time Plan

1 period = 45 minutes

Lesson 1: 1 period

Lesson 2: 1 period

Lesson 3: 1 period

Lesson 4: 1 period

Lesson 5: 1 period

Culminating Performance: 6 periods

Content Knowledge

Declarative	Procedural
The students will know the definitions, symbols, and units for velocity, acceleration, and gravity.	Students will be able to analyze and solve two-dimensional problems.
Students will know that the slopes of initial velocity are composed of x and y directions.	Student will be able to create a safe roller coaster.
Students will know how to create a lab given specific parameters.	Student will be able to determine s_x, s_y,v_x, v_x,T, and t of a projectile fired horizontally and at an angle.
	Student will be able to make a chart.
	Student will be able to create and perform his or her own projectile lab.

Essential Questions

What are some common day instances in which projectiles are seen?

What is the best angle to throw a baseball to attain the highest altitude?

How does air resistance affect the maximum range of a golf ball?

How can you use the information about projectiles to make a safe roller coaster?

Connections to NYS Learning Standards

ELA Standard 1 - Language for Information and Understanding

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

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.

ELA Standard 2 - Language for Literary Response and Expression

Students will read, write, listen, and speak for literary response and expression.

Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Speaking and writing for literary response involves presenting interpretations, analyses, and reaction to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multi-layered.

ELA Standard 4 - Language for Social Interaction

Students will read, write, listen, and speak for social interaction.

Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

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.

Benchmark:

Use algebraic and geometric representations to describe and compare data.

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

Benchmark:

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

Scientific Inquiry

Key Idea #1: The central purpose of scientific inquiry is to develop explanations of natural phenomenon in a continuing, creative process.

Benchmark:

Elaborate on basic scientific and personal explanations of natural phenomenon, and develop visual models and mathematical formulation to represent their thinking.

Key Idea #2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations.

Benchmark:

Carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.

Key Idea #3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomenon.

Benchmark:

Use various means of representing and organizing observations (e.g. diagrams, tables, charts, graphs, equations, and matrices) and insightfully interpret the organized results.

MST Standard 2- Information System

Students will access, generate, process, and transfer information.

Information System

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

Benchmark:

Use spreadsheet and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.

Key Idea # 2: Knowledge of impacts and limitations of information systems is essential to its effective and ethical use.

Benchmarks:

Understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.

Identify advantages and limitations of data-handling [programs and graphics programs.

Key Idea #3: Information technology can have a positive and negative impacts one society, depending upon how it is used.

Benchmark:

Use various means of representing and organizing observations (example diagrams, tables, charts, graphs, equations, and matrices) and insightfully interpret the organized results.

MST Standard 3- Mathematics

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

Modeling/Multiple Representation:

Key Idea #4: Students us mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

Benchmark:

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

Uncertainty

Key Idea #6: Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.

Benchmark:

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

MST Standard 7-Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Strategies

Key Idea#2 : Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

Benchmark:

Students participate in an extending, culminating mathematics, science and technology project. The project would require students to:

work effectively
gather and process information
generate and analyze ideas
observe common themes
realize ideas
present results

Initiating Activity

Students will act out a "Corner’s" activity and then go to

http://www.wigner.byu/ProjectileMotion/Projectile.html

to see the different graphical relations of projectiles.

Corners:

Teacher’s responsibility:

Pick four questions that are related to the culminating activity.
Place the questions on a large paper on four corners of the room.
Attach the papers at the four corners of the room with masking tape.

Student’s responsibility:

Each student will choose which corner that they want to go to.
Go to that corner upon the teacher instruction.
Pick another individual in the group and share your reasons for picking that question with that person.
Choose a spokesperson for the.
A spokesperson from each corner shares reasons with the class.
Review the reasons supporting each choice.

After this activity the students will go to the following site to see graphical representation of a projectile. This will show them both the horizontal and vertical axis of direction.

http://www.wigner.byu/ProjectileMotion/Projectile.html

Learning Experiences

(class period is equal to 45 minute)

Lesson 1 (1-class period)

Concept:

A demonstration will be shown to the students using a Microsoft Power Point presentation called "Projectile Fired Horizontally". This lecture will include a distinction between v_x and v_y. Students will then solve a mathematical problem dealing with projectile thrown horizontally using the "Pairs Check" method.

Problem: An airplane traveling at 100 m/s drops a package from a height of 3000 meters. Calculate the time it takes to hit the ground. How far in front of the target must the package be dropped?

Pairs Check:

Partners will work on the above problem together.
Use the following as a guideline.

List all known variables.

List all unknowns.

Develop a strategy.

Show all calculations.

Once the partners agree on the answer, they will then discuss the question with the class.

Lesson 2 (1 period)

Concept:

Students will be able to manipulate the angle a cannon ball that is shot out of a cannon to get the farthest height and longest distance. Students will then solve mathematical problems dealing with projectiles fired at an angle. The method used will be "Pairs Check".

Activity:

Shooting a cannon at various angles can be found at http://www.cs.utah.edu/~zachary/isp/applets/Cannon/Cannon.html

Problems: A baseball player hit two balls. The first ball is hit at a 30-degree angle and the second ball is hit at a 60-degree angle. Determine the components of the initial velocity in both situations.

A projectile is fired into the air at a 45-degree angle with an initial velocity of 50-meters per second. Calculate the maximum height, the time in the air, and the horizontal range of the projectile.

Activity:

Pairs Check with pictograph representation of the variables involved such at an initial velocity as well as the x and y components in vector form.

EXTENDING AND REFINING KNOWLEDGE

Lesson 3 (1 period)

Concept:

Students will use the Glencoe CD-ROM: Physics for Computer Age: 2-D Motion- Projectile Motion as an introduction to the lesson. Students will then draw a pictographic representation of the variables discovered with the aid of the CD-ROM. Next students will write a story about a real life experience that is related to projectiles. At the end of the lesson student will share with the person next to them what they have learned and share with class. This is done using the "Three Minute Pause" technique.

Activity:

Create an experience

Students will write a story of a real life experience, using Microsoft Word, that they have had in their life that is related to projectile motion. Included in this story must be some reference to the vertical and horizontal components determined from this experience. Students will have ten minutes to finish this activity.

Activity:

3-minute pause:

Summarize what they have learned.
Identify anything interesting that they found.
Identify any confusions.

Lesson 4 (1 period)

Concept: Students will do a comparison between projectiles thrown horizontally and projectiles thrown at an angle. To do this, students will draw a table using Microsoft Word to help the student with organizational skills. The student will use these values with the aid of Microsoft Excel to make a graph depicting both projectiles.

Activity:

Comparing horizontally and vertically thrown projectiles.

Student questions:

How are projectiles thrown horizontally and an angle different?

How are projectiles thrown horizontally and an angle the same?

Here is a sample chart that the students may come up with.

Variables	Thrown Horizontally	Thrown at an Angle

Lesson 5 (1 period)

Concept: Students will link to the Amusement Park Physics internet site and create a safe and fun roller coaster. Take a show of hands of those students that got a thumbs up for safe and creative roller coaster ride. After this, students will be given an assortment of problems from the textbook to work on in pairs. The choice of problems is up to teachers discretion. Students will be using the "Pairs Check" method. Students will be on the clock for this activity. They have 30 minutes.

Activity:

Amusement Park Physics site: http://www.learner.org/exhibit/park/physics/coater.html/

Activity:

Problem solving (use the Problem Solver Rubric)

Problems are related to both horizontally thrown and those thrown at an angle. Students will do four problems (two of each) and will have 20 minutes to finish questions. Here are some sample problems.

You left your coffee cup on top of your car and the cup sides off the back of the car at 2 m/s. The car is 1.5 m high. How far from the your initial starting point did the cup first fall.
A child knocks a soda bottle off a table in the kitchen that is 1 meter high. If the bottle hit the floor 0.5-m from the edge of the table, (a) how long did it take for the bottle to fall?
A pitcher throws a baseball at a 30 degrees angle and just clears the fence in the outfield that is 100 meters away. What is the velocity of the ball when is left the bat?
What is the best angle to hit a softball that will give the batter the greatest distance?

MEANINGFUL USE OF KNOWLEDGE (Culminating Activity)

Lesson 6: Design a lab to throw a projectile at the instructor’s feet.

Experiment: Projectile Water Balloon Lab

Purpose:

Students will design a lab that will determine the maximum height, velocity, and distance of a softball and a water balloon that can be launched to reach a predetermined location. Each lab group will then perform both parts of the lab.

Materials

stopwatch red or blue yarn protrangle marking tape meter sticks

balloon wooden stake goggles rain coat

Procedure:

(determined by students) (the throws are to be done outside on a grassy area)

Observations:

Flight time: Distance: Angle thrown: Mass of a foot ball: Mass of the water balloon:

Knowing the total time in the air and the horizontal distance traveled, use the standard equations of motion to determine the following for your best trial.
In a diagram, represent the vertical and horizontal velocity as vectors using appropriate scale and using SI units.
From the vector diagram, determine the resultant velocity. What is the resultant velocity? Determine the resultant vector. Measure the angle at which you threw the ball.

Calculate the % of errors using the formula below:

% error = actual value - expected value * 100

expected value

Questions:

Did you hit your target? If so, was it luck or skill? If not, what changes could you make to make the target?
What is the important factor we did not take into account that could have increased your % of error.

Comments:

Conclusion:

RUBRICS

COMPARISON TASK RUBRIC

Task Component	4 points	3 points	2 points	1 point
Identifies Items	Selects appropriate items for comparison and shows originality.	Selects appropriate items for comparison.	Selects appropriate items but create some difficulties for completing the task.	Selects items that not completely appropriate.
Identifies Variables	Selects variables that are most appropriate and present an unusual insight.	Selects variables that are appropriate and address the basic objective of the comparison.	Selects variables that present a partial comparison.	Selects variables that are not appropriate.
Identifies Similarities and Differences	Strongly identifies similarities and differences of the desired variables.	Has identified similarities and differences of the desired variables with some minor flaws.	Has identified similarities and differences of the desired variables with some major flaws.	Show some similarities and differences without any backup of choice..

PROBLEM SOLVING RUBRIC

Task Component	5 points	4 points	3 points	1 point
Identifies all variables	Accurately and thoroughly identifies all variables.	Accurately identifies most variables.	Identifies some variables but not all.	Omits the most important variables.
Identify all unknowns.	Accurately and thoroughly identifies all unknowns.	Accurately identifies unknowns.	Identifies some unknowns but not all.	Omits the most important unknowns.
Develop a strategy	Develops an effective and valid strategy.	Strategy is complete but missing some important elements.	Strategies are incomplete and important elements are omitted or ignored.	Strategy is incomplete and is not logical.
Show all calculations	Shows clear, and complete calculations that answer the problem fully.	Describes the entire process that leads to the correct answer.	Describes most of the process that led to the correct answer.	Calculations do not make sense and does not lead to a correct answer to the problem.

PROJECTILE WATER BALLOON RUBRIC

Task Component	4 points	3 points	2 points	1 point
Purpose of lab	Purpose is an accurate explanation of projectiles using facts and principles related to projectiles which student has a clear understanding of projectiles.	Purpose is a good explanation of projectile motion with no significant errors.	Purpose is a fair explanation but misapplies some important facts or principles.	Purpose is not supportive.
Hypothesis	Hypotheses are easily verified and are appropriate choices.	Most of the hypotheses are verifiable with some inappropriate choices.	Hypothesis reflects some misunderstanding of the explanation. May present difficulties for verification.	Hypothesis cannot be verified.
Procedure	Sets up and carries out a valid and complete test of the lab and address all-important questions.	Sets up and carries out a fair test of the prediction and address the most important questions.	Sets up and carries out a test that addresses some important aspects of the prediction but omits others.	Sets up and carries out a test that does not address the central feature of the prediction.
Data Collection	Collects complete and accurate data.	Collects accurate data.	Produces some errors in data collections.	Inaccurate data collected due to design flaw.
Conclusion	Conclusion is complete and an accurate explanation of the chosen hypotheses. Provides insights into phenomenon.	Provides complete explanations of the outcomes in terms of relevant facts, with no important errors.	Provides general explanation of the outcome but omits several important aspects that may not effectively relate motion of a projectile.	Provides inaccurate, highly flawed explanation of how the motion of a projectile occurs.