Embedded Files
Accelerated Motion:
Accelerated Motion:
This unit introduces the concept of acceleration as the rate of change of velocity. Velocity-time graphs and position-time graphs are used to develop motion equations and an understanding of the concept of motion with constant acceleration. Students use these equations to solve problems involving motion with constant acceleration. This unit ends with a discussion of free fall as an example of motion with constant acceleration.
Power Standards:
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, and acceleration 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:
Learning targets are what the students will be assessed on.
Physics Knowledge:
PK 3.1 - I know what acceleration is and how it affects the motion of an object. Chapter 3, Lesson 1
PK 3.2 - I understand what happens to the velocity and the acceleration due to gravity of various objects that are dropped in the absence of air resistance. Chapter 3, Lesson 3
Math:
M 3.3 - I can use the five steps to solve problems with the equations that we have learned in this chapter (d, t, v, a, and g.). Chapter 3, Lesson 4
M 3.4 - I know the abbreviations/units for acceleration and acceleration due to gravity. Chapter 3, Lesson 4
Graphing:
G 3.5 - I can draw and interpret velocity time graphs for objects that are stationary, moving with a constant velocity, a constant acceleration, or a changing acceleration. Chapter 3, Lesson 2
G 3.6 - I can find the slope of a velocity-time graph and I understand what that slope represents. Chapter 3, Lesson 2
G 3.7- I know how the graph on a velocity-time graph changes if the object is moving to the right/left or moving faster/slower than another object. Chapter 3, Lesson 2
G 3.8 - I can find displacement when given a velocity-time graph. Chapter 3, Lesson 2
Standards Based Grading Scale:
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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