Physics Unit 4

Big Idea:

When objects move in two dimensions the motion in the x-axis is independent of motion in the y-axis

Student Expectations:

Priority TEKS

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

Focus TEKS

P.4(C) analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples

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 the conditions necessary for an object to be in freefall.
• I will qualitatively and quantitatively describe the motion (for example: position, velocity, acceleration, net force) of an object experiencing one-dimensional motion:
  • Describe the motion while the object is ascending towards its apex.
  • Describe the motion of the object when at its apex.
  • Describe the motion while the object is descending from its apex.
• I will qualitatively and quantitatively describe the motion (for example: position, velocity, acceleration, net force) of an object experiencing two-dimensional motion.
  • Describe the motion while the object is ascending towards its apex.
  • Describe the motion of the object when at its apex.
  • Describe the motion while the object is descending from its apex.
• I will describe the connections between one-dimensional motion and two-dimensional motion and how time links the two motions together.
• I will solve one-dimensional problems.
• I will solve two-dimensional problems.
• I will identify and describe motion relative to different frames of reference.
• 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 can the motion of an object be described?

Extra Information:

Adopted Textbook: Conceptual Physics - Pearson, Prentice Hall

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