Higgins Note: I will be revisiting and revising this course after I finish Astronomy 2nd Edition Final Draft, sometime during 2017/2018. Current version was designed a few years ago. ## Unit 2: MotionUnit Outcomes / Objectives Students will be able to describe motion with respect to displacement Students will be able to describe motion with respect to velocity Students will be able to describe motion with respect to acceleration Students will be able to apply the concepts of motion through classroom and lab activities
Lecture Presentations2A: Distance vs Displacement - 25 Minutes - YouTube EDU Link - Google Drive Link
- Concepts
- Frame of Reference - Point of View for taking a measurement
- Distance - How far you have come
- Displacement - How far you are from the Frame of Reference
- Summary Tasks
- Why is Frame of Reference important?
- Suppose you walk to your friends house, which is 3 blocks east and 2 blocks north, then you walk to another friends house, which is 5 blocks west and 2 blocks south. Make a labelled drawing and answer;
- What is your total Distance?
- What is your total Displacement
- Ancillaries
- Review Video: Distance vs Displacement (10 Minutes)
2B: Speed or Velocity - 25 Minutes - YouTube EDU Link - Google Drive Link
- Concepts
- Speed - Measuring Rate of movement
- Instantaneous Speed - Measured while moving
- Average Speed - Measuring the movement of a journey
- Velocity - Rate with magnitude (direction)
- Summary Tasks
- Explain a scenario in which you have witnessed speed. Explain how it was different than velocity, or how it could be velocity.
- When a police officer tags your car with a radar gun, which speed is he measuring? How do you know?
- Ancillaries
- Review Video: Velocity #1 (10 Minutes)
- Review Video: Velocity #2 (10 Minutes)
- Speed or Velocity Practice Print
- Speed or Velocity Practice Solutions #1-4 - 30 Minutes
- Speed or Velocity Practice Solutions #5-8 - 30 Minutes
2C: Acceleration (35 Minutes) - YouTube EDU Link - Google Drive Link
- Concepts
- Acceleration - Larger and larger Velocity magnitudes
- Deceleration - Smaller and smaller velocity magnitudes
- Acceleration caused by a change in direction
- Summary Tasks
- Explain the relationship between Acceleration and Velocity
- Imagine driving in a car. Draw a picture of each of the 3 ways that you could 'accelerate'
- What is the value for acceleration due to gravity? What does that mean for all objects that fall down on Earth?
- Ancillaries
- Review Video: Acceleration #1 (10 Minutes)
- Review Video: Acceleration #2 (10 Minutes)
- Acceleration Practice Print
- Acceleration Practice Solutions #1-4 - 30 Minutes
- Acceleration Practice Solutions #5-8 - 30 Minutes
- Motion Assessment A (60 Minutes)
- Motion Assessment B (60 Minutes)
Activities / Demonstrations / LabsCPO Labs Mr. Willem's and I found that CPO equipment (we like their stuff) is much better suited for the level of students that we encounter in the classroom. - Higgins- 2-1: Car and Ramp: Speed
- Part 1: Investigating the Timers - 20 Minutes
- Part 2: Data Collection & Math - 45 Minutes
- Part 3: Graph Creation - 20 Minutes
- Part 4: Graph Analysis - 20 Minutes
- Part 5: Lab Analysis - 15 Minutes
- Part 6: Review - 15 Minutes
- Studing Print
- Data for absent students
- 2-2: Car and Ramp: Acceleration Part 1
- Part 1: Introduction - 15 Minutes
- Part 2: Analyzing the Data - 20 Minutes
- Part 3: Graphing Speed vs Time - 35 Minutes
- Part 4: Calculating Acceleration - 15 Minutes
- Part 5: Conclusion & Analysis - 20 Minutes
- Student Print
- Data for absent students
- Averaging Data class discussion (20 Minutes)
- 2-3: Car and Ramp: Acceleration Part 2
- Part 1: Introduction - 15 Minutes
- Part 2: Calculating Acceleration - 25 Minutes
- Part 3: Graphing Acceleration vs Distance from A to B - 30 Minutes
- Part 4: Conclusion - 10 Minutes
- Student Print
- Comparing Motion Graphs class discussion (20 Minutes)
SciHigg Material - The Warble Races
- Part 1: Observing the Warbles - 20 Minutes
- Part 2: Next Day Observations - 10 Minutes
## Nebraska state standards assessed in this Module:- Inquiry, the Nature of Science, and Technology
- SC12.1.1.a Formulate a testable hypothesis supported by prior knowledge to guide an investigation
- SC12.1.1.b Design and conduct logical and sequential scientific investigations with repeated trials and apply findings to new investigations
- SC12.1.1.c Identify and manage variables and constraints
- SC12.1.1.d Select and use lab equipment and technology appropriately and accurately
- SC12.1.1.e Use tools and technology to make detailed qualitative and quantitative observations
- SC12.1.1.f Represent and review collected data in a systematic, accurate, and objective manner
- SC12.1.1.g Analyze and interpret data, synthesize ideas, formulate and evaluate models, and clarify concepts and explanations
- SC12.1.1.h Use results to verify or refute a hypothesis
- SC12.1.1.i Propose and/or evaluate possible revisions and alternate explanations
- SC12.1.1.j Share information, procedures, results, conclusions, and defend findings to a scientific community (peers, science fair audience, policy makers)
- SC12.1.1.k Evaluate scientific investigations and offer revisions and new ideas as appropriate
- SC12.1.1.l Use appropriate mathematics in all aspects of scientific inquiry
- SC12.1.2.a Recognize that scientific explanations must be open to questions, possible modifications, and must be based upon historical and current scientific knowledge
- SC12.1.2.b Describe how society influences the work of scientists and how science, technology, and current scientific discoveries influence and change society
- SC12.1.2.c Recognize that the work of science results in incremental advances, almost always building on prior knowledge, in our understanding of the world
- SC12.1.2.d Research and describe the difficulties experienced by scientific innovators who had to overcome commonly held beliefs of their times to reach conclusions that we now take for granted
- SC12.1.3.a Propose designs and choose between alternative solutions of a problem (Introduced in Module 1, applied in Module 3 "Mousetrap Cars", first application assignment due this Module)
- SC12.1.3.b Assess the limits of a technical design (Introduced in Module 1, applied in Module 3 "Mousetrap Cars", first application assignment due this Module)
- SC12.1.3.c Implement the selected solutionSC12.1.3.d Evaluate the solution and its consequences (Introduced in Module 1, applied in Module 3 "Mousetrap Cars", first application assignment due this Module)
- SC12.1.3.e Communicate the problem, process, and solution (Introduced in Module 1, applied in Module 3 "Mousetrap Cars", first application assignment due this Module)
- SC12.1.3.f Compare and contrast the reasons for the pursuit of science and the pursuit of technology.
- SC12.1.3.g Explain how science advances with the introduction of new technology
- SC12.1.3.h Recognize creativity, imagination, and a good knowledge base are all needed to advance the work of science and engineering
- Physical Science
- SC12.2.2.a Describe motion with respect to displacement and acceleration
Attributions on this page: Hybrid Race Car by Chistopher.foster CC3 - https://goo.gl/oTIoi2 |

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