Physics Unit 2

Big Idea:

Motion can be predicted, described and analyzed based on the laws governing motion.

Student Expectations:

Priority TEKS

P.4(A) generate and interpret graphs and charts describing different types of motion, including investigations using [the use of] real-time technology such as motion detectors or photogates;

Focus TEKS

P.4(B) describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration;

P.2(E) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;

Ongoing TEKS

P.1(A) demonstrate safe practices during laboratory and field investigations; and

P.1(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

P.2(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

P.2(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence.

P.2(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change;

P.2(D) design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness , and identifying causes and effects of uncertainties in measured data;

P.2(F) use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (H, He, Ne, Ar), electromagnetic spectrum charts, laser pointers, micrometer, caliper, computer, data acquisition probes, scientific calculators, graphing technology, electrostatic kits, electroscope, inclined plane, optics bench, optics kit, polarized film, prisms, pulley with table clamp, motion detectors, photogates, friction blocks, ballistic carts or equivalent, resonance tube, stroboscope, resistors, copper wire, switches, iron filings, and/or other equipment and materials that will produce the same results;

P.2(G) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;

P.2(H) organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs;

P.2(I) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and

P.2(J) express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.

P.3(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;

P.3(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

P.3(C) explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society;

P.3(D) research and describe the connections between physics and future careers; and

P.3(E) express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically

Student Learning Targets:

• I will describe the shape of a position versus time, a velocity versus time, and an acceleration versus time graph for an object moving with constant or changing velocity.
  • Describe the displacement:
    • Towards or away from the reference point
    • Positive or negative
    • Standing still
  • Describe the velocity:
    • Constant as zero or non-zero
    • Changing as increasing or decreasing
    • Positive or negative
  • Describe acceleration:
    • Constant as zero or non-zero
    • Changing as increasing or decreasing
    • Positive or negative
• I will analyze a velocity versus time graph for the following quantities:
  • The velocity and acceleration of an object at any given time.
  • The initial velocity of an object.
  • Calculate the displacement of an object from the area under the curve.
  • The direction of an object’s motion.
• I will analyze an acceleration versus time graph for the following quantities:
  • The acceleration of an object at any given time.
  • The direction of an object’s acceleration.
• I will express the directional (sign) relationship between velocity and acceleration of an object:
  • In constant motion
  • In changing motion
    • Increasing speed
    • Decreasing speed
• I will qualitatively reproduce the two remaining graphs of motion, when given one of the above three graphs of motion
• I will solve constant acceleration kinematic problems.
• I will conduct data collect, data analysis and inferences, and develop well-defined conclusions while demonstrating proper and safe use and care of scientific equipment.

Essential Questions:

• How can the motion of an object be described?

Extra Information:

Adopted Textbook: Conceptual Physics - Pearson, Prentice Hall

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