Name Peter Sorrentino Class Physics Lesson Plans 10/15

Name Peter Sorrentino Class Physics Lesson Plans 10/15

Name Peter Sorrentino Class Physics Lesson Plans 10/15

Chapter 2: Motion in One Dimension - Start on Monday

Section 2-1: Displacement and velocity

Objectives

1. Describe motion in terms of displacement, time, and velocity.

2. Calculate the displacement of an object traveling at a known velocity for a specific time interval.

3. Construct and interpret graphs of position versus time.

National Science Education Standards Covered

UCP 2: Evidence, models, and explanation

UCP 3: Change, consistency, and measurements

SAI 1: Abilities to do scientific inquiry

SAI 2: Understanding about scientific inquiry

Monday

Motivate 5 minutes

Ask students to approximate how far they travel to get to school in the morning. Have them compare this distance to the approximate straight-line distance between their home and school. Explain that the distance they travel is different from their displacement; their displacement is their overall change in position regardless of the path they follow to get to school.

Teach 40 minutes

The Language of Physics, ATE p. 40. This feature explains that the term vector is not introduced until Chapter 3 even though some vector quantities are discussed in Chapter 2.

Visual Strategy, ATE p. 41. This feature stresses that the choice of a reference point for the coordinate system in Figure 2-3 is arbitrary.

Conceptual Challenge, p. 41. This feature tests students’ understanding of the concept of displacement.

Demonstration 1, ATE p. 42, “Displacement.” This demonstration shows the importance of direction in reference to displacement.

Sample Problem 2A, PE p. 44, “Finding the average velocity.” This problem demonstrates how to calculate the average velocity using the change in position and the change in time.

Classroom Practice, ATE p. 44, “Finding the average velocity.” This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector.

Tuesday

Teach 25 minutes

Conceptual Challenge, p. 45. This feature tests students’ understanding of the difference between speed and velocity.

Transparency Master 11, “Graphical Interpretation of Velocity.” This transparency master uses graphs to distinguish between the actual velocity and the average velocity of a runner. (Figure 2-6)

Visual Strategy, ATE p. 46. This feature uses Figure 2-6 to probe students’ understanding of average velocity.

Misconception Alert, ATE p. 46. This feature cautions students to use points on the best-fit line, not the raw-data line, to calculate the slope of a line.

Extend 10 minutes

Critical Thinking, “Land Speed Record.” Students answer questions about Segment 2 of the CNN Presents: Physical Science videotape.

Close 10 minutes

Section Review Worksheet 2-1, “Displacement and Velocity.” Graph Skills activities challenge students to make the connection between physics principles, equations, and the visual representation of equations in graphs.

Section 2-2: Acceleration Start on Wednesday

Objectives

1. Describe motion in terms of changing velocity.

2. Compare graphical representations of accelerated and nonaccelerated motions.

3. Apply kinematic equations to calculate distance, time, or velocity under conditions of constant acceleration.

National Science Education Standards Covered

UCP 2: Evidence, models, and explanation

UCP 3: Change, consistency, and measurements

SAI 1: Abilities to do scientific inquiry

SAI 2: Understanding about scientific inquiry

HNS 3: History of science

Wednesday

Focus 5 minutes

On the chalkboard or on an overhead projector, write the definition of acceleration followed by the following questions: “If an object has a large velocity, does it necessarily have a large acceleration? If an object has a large acceleration, does it necessarily have a large velocity?”

Motivate 10 minutes

Demonstration 2, ATE p. 48, “Acceleration.” This feature visually demonstrates acceleration and supplies data for the students to calculate acceleration.

Teach 30 minutes

Sample Problem 2B, p. 49, “Average acceleration.” This problem demonstrates how to calculate average acceleration using change in velocity and change in time.

Classroom Practice, ATE p. 49, “Average acceleration.” This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector.

Conceptual Challenge, p. 50. This feature tests students’ understanding of the relationship between velocity and acceleration.

Demonstration 3, ATE p. 51, “Constant acceleration.” This demonstration gives several visual examples of constant acceleration.

Transparency Master 12, “Constant Acceleration and Average Velocity.” This transparency master provides a graph of velocity versus time for the motion of the ball in Figure 2-10. (Figure 2-11)

Teaching Tip, ATE p. 52. This tip uses the graph in Figure 2-11 to derive the equation for the displacement of a constantly accelerated object that begins at rest.

Sample Problem 2C, p. 53, “Displacement with constant acceleration.” This problem demonstrates how to calculate displacement using initial velocity, final velocity, and time interval.

Classroom Practice, ATE p. 53, “Displacement with constant acceleration.” This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector.

Thursday & Friday (review of 2.1 and 2.2)

Teach 55 minutes

Sample Problem 2D, p. 55, “Velocity and displacement with constant acceleration.” This problem demonstrates how to calculate velocity and displacement with constant acceleration using initial velocity, time interval, and acceleration.

Classroom Practice, ATE p. 55, “Velocity and displacement with constant acceleration.” This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector.

Sample Problem 2E, p. 57, “Final velocity after any displacement.” This problem demonstrates how to calculate final velocity using initial velocity, acceleration, and displacement.

Classroom Practice, ATE p. 57, “Final velocity after any displacement.” This section offers problems that can be used as teamwork exercises or for further demonstration at the chalkboard or on an overhead projector.

Transparency Master 13, “Equations for Constantly Accelerated Straight-Line Motion.” This transparency master summarizes the four most commonly used equations for constantly accelerated straight-line motion. (Table 2-4)

Extend 20 minutes

Physics on the Edge, pp. 66–67, “Time Dilation.” This feature discusses how Einstein’s theory of relativity modifies the notion of time as discussed in the rest of Chapter 2.

Transparency Master 14, “Time Dilations.” This transparency master shows that time dilation becomes more noticeable as speeds approach the speed of light. (Table 2-5)

Close 15 minutes

Section Review Worksheet 2-2, “Acceleration.” Math Skills activities provide additional practice linking mathematical operations with chapter content.

Holt PhysicsChapter 2 Lesson Plan p. 1

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