Motion in 2 Dimensions - Lesson 3

8/6/2019 Motion in 2 Dimensions - Lesson 3

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Teacher Candidate: ___Christopher Reeves__________________

Lesson Plan Template

Unit Title: _____Motion in 2 Dimensions_____Subject: ___Physics_______ Grade Level: _12_

Essential Question(s):__What is motion? How can it be used to describe events in our daily lives?

(*****You may not use every box everyday during field experience.)

Lesson

Title/Number

Lesson 3 : Projectile Motion (Cooperative Instruction/Technology)

Lesson Question (s) How can we divide the projectile motion into two separate motions? How

can we use our formulas to predict a projectiles movement?

State Standards

and Performance

Indicators

Key Idea 5: Energy and matter interact through forces that result in

motion.

Performance Indicator 5.1: Students can explain and predict different

patterns of motion of objects.

Major Understandings5.1f: The path of a projectile is the result of the simultaneous effect of the

horizontal and vertical components of its motion; these components actindependently.

5.1g: A projectiles time of flights is dependent upon the verticalcomponent of its motion

5.1h: The horizontal displacement if a projectile is dependent upon thehorizontal is dependent upon the horizontal component of its motion and

its time of flight.

Lesson Objectives(Blooms Taxonomy)

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Acceptable

Evidence*Could be collected for

accountability/auditingpurposes.

1. Students will be able to use the formulas from the previous dayslesson to determine time of travel, initial and final velocities, anddistance of travel for a projectile.

2. Students will complete a lab experiment that utilizes pastknowledge and students abilities to think critically. Prior

knowledge that will be referred to will include finding

components of velocities, analyzing a problem-solution situation,and applying motion formulas to a real-life example.

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1. Students will solve an example using the formulas that were usedin previous lessons.

2. Students will complete the lab experiment.3. Following the lab activity students will compare and discuss

results from the experiment.


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Bell Ringer and

Prior Knowledge

Tap

This can be together or

separate. Also may becalled: set induction,anticipatory set,

introduction/review

_______________

Procedure

Teacher input,development,instructional

method(s), modeling,guided practice,

independent practice,

and/or activities

*Accommodations

for learning

modalities are

required.

Labelvisual,auditory, and

kinesthetic

Students will complete a motion example that involves the three formulasthat have been discussed preciously in class. The problem will be on the

board and students will begin working on it as they enter the class. Theproper set-up and solution to the problem will be gone over. This will

reinforce the students ability to solve such problems and prepare themfor the days lab activity.

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The teacher will have the bell ringer on the board and students will workon it upon entering the class. (Kinesthetic/Guided Practice) (RBIS:

Practice)

The problem will be gone over and any questions concerning it will be

addressed before continuing.

The teacher will introduce the days lab activity and distribute andmaterials that may be needed. (Auditory)

The teacher will ask students to repeat directions as a check for

understanding.

The teacher will load a 2-Dimensional Motion simulation on onecomputer. If students still have any uncertainties or would like to clarify

an idea, the computer will be available for them to use throughout the

period (Technology).

The teacher will also explain to students how to use the photogates

connected to the computer at each lab area. The photogates will providestudents with a more accurate velocity and allow them to utilize modern

day technology in a classically based experiment (Technology).

Students will separate into small groups (3 or 4) of their choice and beginworking on the activity, using the lab handout as a guide

(Kinesthetic/Independent Practice/Activity) (RBIS: CooperativeLearning, Generating and testing hypotheses).

Towards the end of the class the teacher will tell groups to finish getting

any additional information they may need. The teacher can assess if anyadditional time is needed to complete the activity.

In the final minutes the class will discuss their findings and propose

possible answers to the labs conclusion questions.


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Checks for

Understanding

Label: directions,procedures, routines,

and content(formative)

A review of the bell ringer will check for understanding of previous

content before the lab begins (Content).

After the lab is introduced students will be asked to repeat the procedurefor the experiment (Procedures/Directions).

Students completion of the lab with accurate results will demonstrate the

mastery of the content (Content).

Assessment

Type and purpose

(sometimes calledevaluation)

Students will gather data and form conclusions from a lab experiment.

(Summative)

Students will prepare a formal lab write up that will be handed in on apredetermined date. (Summative)

Closure

At the end of class the teacher will ask groups to share some results. The

class will reflect back on theories and techniques used in the experiment.The teacher will briefly discuss conclusion questions for the lab and

possible answers that students may come up with.

Accommodations

No accommodations are required.

Materials

Students will be required to have everyday materials including notebook,

reference tables, pen and calculator. Students will be provided with theworksheet they will use in class. Materials the teacher will need for the

lab experiment include: Ramp, Marble, Catch can, Stopwatch, MeterStick, Tape


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Duration This lesson can be completed in 2 class period (~80 minutes)

Documents

Motion in 2 Dimensions - Lesson 3