Physics Unit 5

Big Idea:

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

Student Expectations:

Priority TEKS

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

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

Focus TEKS

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.

P.5(B) describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers;

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 understand a torque is required to cause an object to rotate.
• I will solve torque problems.
• I will qualitatively describe the motion of an object in UCM.
  • Describe the relationship between centripetal force and net force of an object in UCM.
  • Distinguish between centrifugal and centripetal force and acceleration.
  • Identify all forces that can act centripetally.
  • Examine the vector quantities such as position, displacement, velocity, acceleration, and net force for:
    • Orientation.
    • Constant or changing.
• I will draw FBDs for an object in UCM.
• I will solve UCM problems.
• I will qualitatively apply Newton’s Law of Universal Gravitation to a variety of problems:
  • Describe the relationship between UCM and circular motion due entirely to gravitational forces.
  • Describe the vector quantities of position, velocity, acceleration, and net force for:
    • Magnitude as either constant or changing.
    • Direction as either constant or changing.
• I will quantitatively apply Newton’s Law of Universal Gravitation to a variety of problems:
  • Draw FBDs for objects experiencing gravitational forces.
  • Solve for mass, period of rotation, radius, centripetal acceleration, acceleration due to gravity, orbital speed, and gravitational force.
• 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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