Chapter 6: Motion in Two Dimensions

Motion in Two Dimensions:

In this unit, the concepts of kinematics and dynamics developed in the previous units are extended to motion in two dimensions. Projectile motion is analyzed by applying kinematics of motion with constant velocity horizontally and motion with constant acceleration vertically. Newton's laws are used to analyze circular motion.

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.
Students will be able to distinguish between horizontal motion/forces and vertical motion/forces when discussing and solving motion/forces in two-dimensions.

Learning Targets:

Learning targets are what the students will be assessed on.

Physics Knowledge:

PK 6.1 - I can differentiate and describe horizontal and vertical components of motion and be able to describe the trajectory of objects with an initial horizontal velocity. Chapter 6, Lesson 1
PK 6.2 - I know how speed, period, frequency, distance, and centripetal acceleration affect the motion of an object moving in a circle. Chapter 6, Lesson 2
PK 6.3 - I can explain what happens to an object when spinning on an internal axis and the radius increases/decreases. Chapter 6, Lesson 2
PK 6.4 - I can explain what happens to an object when spinning on an external axis and the object moves closer to the center of rotation or farther away from the center of rotation. Chapter 6, Lesson 2
PK 6.5 - I can explain what centripetal force is and how centripetal force and Newton's first law of motion relate to objects moving in a circle. Chapter 6, Lesson 3

Math:

M 6.6 - I can use the five steps to solve for an unknown variable with the equations given in this chapter and previous chapters. This includes being able to distinguish horizontal motion/distance from vertical motion/distance in a math problem. Chapter 6, Lesson 1 (a) and Lesson 4 (b)
M 6.7 - I know the abbreviations/units for all the previously learned terms, radius, and period. Chapter 6, Lesson 1 (a) and Lesson 4 (b)

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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