Chapter 2: Motion in One Dimension

Motion in One Dimension

This unit introduces students to the idea of formally describing and analyzing motion. Students learn how to construct and analyze motion diagrams. Students then work with measurements of position, displacement, and time interval. Position-time graphs are introduced, along with some qualitative analysis of these graphs. Finally, students are introduced to velocity as the slope of the position-time graph and learn to distinguish between speed and velocity.

Power Standards:

Students will be able to read and solve physics problems by writing down what is given in the problem, choosing the correct equation, and calculating the correct answer with the appropriate unit.
Students will be able to read laboratory investigations, follow the directions, use laboratory equipment properly, follow safety instructions, and analyze the data to help apply physics concepts learned.
All students will be able to explain velocity for objects in one-dimensional motion. Students will use graphs, written expression, and laboratory investigations to apply those concepts to everyday life.

Learning Targets:

Learning targets are what the students will be assessed on.

Physics Knowledge:

PK 2.1 - I understand and can use mathematical/science terminology correctly (rate, accuracy, precision, parallax, vector, scalar, magnitude, position, distance, and displacement.) Chapter 2, Lesson 1, and Lesson 2
PK 2.2 - I know what speed and velocity are, and the differences between speed, velocity, average speed, and instantaneous velocity, and how they affect the motion of an object. Chapter 2, Lesson 2

Math:

M 2.3 - I can use the five steps to solve linear motion problems (d, t, v.). Chapter 2, Lesson 3
M 2.4 - I know the abbreviations/units for distance, time, and velocity. Chapter 2, Lesson 3
M 2.5 - I know how to convert units into the three fundamental units. Chapter 2, Lesson 3

Graphing:

G 2.6 - I can draw and interpret graphs for objects that are stationary, moving with a constant velocity, or a changing velocity using a distance-time graph. Chapter 2, Lesson 4
G 2.7 - I can find the slope of a distance-time graph and I understand what that slope represents. Chapter 2, Lesson 4
G 2.8 - I know how the graph on a distance-time graph changes if the object is moving to the right/left or moving faster/slower than another object by looking at a graph. Chapter 2, Lesson 4
G 2.9 - I can find displacement when given a distance-time graph and interpret motion diagrams. Chapter 2, Lesson 4

Standards Based Grading Scale:

All of the above learning targets will be assessed with the following scale:

4 - Advanced. The learner has demonstrated a high level of conceptual and procedural understanding of the specific knowledge and skills.

3 - Proficient. The learner has demonstrated understanding of the specific knowledge and skills.

2 - Beginning. The learner is emerging but does not yet demonstrate understanding of specific knowledge and skills.

1 - The learner has provided some evidence, but not enough to assess proficiency.

0 - The learner has provided no evidence of the skill.

Learning targets will be added to MiStar at the beginning of the chapter and grades (0-4) will be entered as the students meet with the teacher and demonstrate their understanding of the learning targets. Learning target grades may not be added at the same time. If there is a blank, then the student may not have had the opportunity to demonstrate thier knowledge yet. A grade entered as zero means that they had the opportunity to demonstrate their knowledge and they chose not to.

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