Grade Level: Tenth Grade Topic: Constant Velocity Learning Objectives Arizona Science Standards: High School Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11-S3C1, and R12-S3C1) PO 2. Develop questions from observations that transition into testable hypotheses. PO 3. Formulate a testable hypothesis. PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). Concept 2: Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations. PO 1. Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry. PO 2. Identify the resources needed to conduct an investigation. PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis: Identify dependent and independent variables in a controlled investigation. Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes). Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators). PO 4. Conduct a scientific investigation that is based on a research design. PO 5. Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. Concept 3: Analysis, Conclusions, and Refinements Evaluate experimental design, analyze data to explain results and propose further investigations. Design models. PO 1. Interpret data that show a variety of possible relationships between variables, including: positive relationship negative relationship no relationship PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis. PO 3. Critique reports of scientific studies (e.g., published papers, student reports). PO 4. Evaluate the design of an investigation to identify possible sources of procedural error, including: sample size trials controls analyses PO 7. Propose further investigations based on the findings of a conducted investigation. Concept 4: Communication Communicate results of investigations
PO 1. For a specific investigation, choose an appropriate method for communicating the results. (See W09-S3C2-01 and W10-S3C3-01) PO 2. Produce graphs that communicate data. (See MHS-S2C1-02) PO 3. Communicate results clearly and logically. PO 4. Support conclusions with logical scientific arguments. Strand 5: Physical Science Concept 2: Motions and Forces Analyze relationships between forces and motion. PO 1. Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). PO 2. Analyze the relationships among position, velocity, acceleration, and time: graphically mathematically Common Core State Standards Connections: ELA/Literacy - RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS2-1) RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS- PS2-1) WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-PS2-3),(HS-PS2-5) WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5) WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-1),(HS-PS2-5) Mathematics - MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 Reason abstractly and quantitatively. (HS-PS2-1),(HS-PS2-2),(HS- PS2-4) Model with mathematics. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4) Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) Define appropriate quantities for the purpose of descriptive modeling.
HSN.Q.A.3 HSA.SSE.A.1 HSA.SSE.B.3 HSA.CED.A.1 HSA.CED.A.2 HSA.CED.A.4 HSF-IF.C.7 HSS-IS.A.1 (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS-PS2-5) Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-1),(HS-PS2-2),(HS-PS2-4),(HS- PS2-5) Interpret expressions that represent a quantity in terms of its context. (HS-PS2-1),(HS-PS2-4) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-1),(HS-PS2-4) Create equations and inequalities in one variable and use them to solve problems. (HS-PS2-1),(HS-PS2-2) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (HS-PS2-1),(HS-PS2-2) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (HS-PS2-1),(HS-PS2-2) Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. (HS-PS2-1) Represent data with plots on the real number line (dot plots, histograms, and box plots). (HS-PS2-1) Unit Objectives LAB (Constructing and Testing Models Experimentally) Lab.C.1 Record Data with Precision: I can record and present experimental data in a neat, clear, organized manner. Include quantity labels and units. Record an amount of precision appropriate to the measuring instrument and technique. Lab.C.2 Plot Data Clearly and Correctly. Lab.C.3 Identify and Find Linear Trends: I can determine the trend (or lack thereof) in a set of linear data, and express it both graphically and algebraically. Graph data, labeling axes appropriately, with units. Proper fit made to data, equation reported, properly labeled with units. Lab.B.1 Describe Procedures: I can clearly describe the essential elements of an experimental procedure. Describe the equipment and set-up. Diagram if appropriate. Define variables and describe the variables changed, held constant, measured. Describe how measurements were made. Describe the steps taken to ensure precision. Lab.B.2 Describe Analysis: I can clearly describe and show the steps taken to analyze my data.
Describe step-by-step process, including calculations done, graphs made and trends found. Perform any necessary calculations correctly, showing work and results clearly (sample calculation with table of calculated values). Lab.B.3 Identify and Find Non-linear Trends: I can determine the trend in a set of nonlinear data. Proper non-linear trend identified. Trend found using an accepted method. Equation reported, properly labeled with units. Lab.B.4 Describe and Interpret Trends: I can draw valid conclusions by interpreting trends in data, and describe them clearly. What do the trends tell you about the physical system in question? What answer can be provided to the question being explored (the experimental purpose)? In what way, exactly, do the trends in the data justify the conclusions you have drawn. Lab.B.5 Build / Justify Model on the basis of Trends: I can use the interpreted trends in my and my classmates' data to build or justify a model to describe the system and similar systems. What answer can be provided to the question being explored (the experimental purpose)? In what way, exactly, do the trends in the data justify the conclusions you have drawn. What new terms need to be defined? What new model can be constructed? Lab.A.1 Design and describe an effective experimental procedure. Lab.A.2 Clearly discuss the sources and amounts of uncertainty and error in an experiment. CVPM (Constant Velocity Particle Model) CVPM.C.1 I can discriminate between position, distance, and displacement, speed and velocity. CVPM.C.2 I can draw and interpret position-time graphs and motion maps for CVP motion. CVPM.B.1 I can assign appropriate meaning to positive and negative positions and velocities. CVPM.B.2 I can model constant velocity particle motion using a variety of representations. Includes position-vs-time graphs, velocity-vs-time graphs, motion maps. Recognize the features of a diagram that represent constant velocity vs. changing
velocity. Be able to translate from one representation to another or to describe the motion in words based on the graph. CVPM.B.3 I can make predictions and solve problems using the CVPM. Find the constant velocity using the slope of an x-t graph or the associated equation. Find the change in position using the area beneath a v-t graph or the associated equation. Persist in exploring the model space until a solution is found or an impasse is reached. CVPM.B.4 I can identify when the CVPM is and is not applicable. CVPM.A.1 I can correctly apply CVPM to complex problems where analysis, approximation, synthesis and subtle assumptions are required or where multiple models must be considered. CVPM.A.2 I can solve problems and model situations involving average speed and velocity when multiple constant-velocity intervals are involved.