Physics Unit 3

Big Idea:

Unbalanced forces cause changes in motion while balanced forces maintain an existing state of motion

Student Expectations:

Priority TEKS

P.5(A) describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces

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.4(D) calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects using methods, including free-body force diagrams.

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(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;

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

Student Learning Targets:

• I will identify and apply Newton’s Laws of Motion to a variety of qualitative problems:
  • Newton’s First Law of Motion
  • Newton’s Second Law of Motion
  • Newton’s Third Law of Motion
• I will draw free body diagrams (FBDs) for objects in constant and changing motion and identify the types of forces.
• I will analyze position versus time, velocity versus time, and acceleration versus time graphs for regions of zero and non-zero net force:
  • 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 the acceleration:
    • Constant as zero or non-zero
    • Changing as increasing or decreasing
    • Positive or negative
  • Describe the net force:
    • Constant as zero or non-zero
    • Changing as increasing or decreasing
    • Positive or negative
• I will apply Newton’s Laws of Motion to a variety of dynamics problems.
• I will identify when an object experiences frictional forces.
• I will conduct data collection, data analysis and inferences, and develop well-defined conclusions while demonstrating proper and safe use and care of scientific equipment.

Essential Questions:

• How do forces affect the motion of an object?

Extra Information:

Adopted Textbook: Conceptual Physics - Pearson, Prentice Hall

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