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Dynamics Extension Physics 12 - Unit 1

Table of Contents
Tab 1 2 3 4 5 6 7 Content Unit Details/Context/Rationale Curriculum Outcome Calendar Map Tabular Unit Plan 3 Consecutive Lesson Plans List of Activities Assessment Weighting Formative Assessment Quiz1 Quiz 2 Weekly Assignment Unit test weighting Unit Test Teaching Resources References Unit Details: The estimated time for Unit1 (Dynamics Extension) of Physics 12 is 25 teaching hours. Since the length of teaching time for fall and winter semesters are different. I have designed and planned for only 20 hours. It is wise to have a backup plan as there are usually some unexpected/unpredicted lost times such as snow days, and teacher sick days in each teaching year, especially in New Brunswick. Therefore, I have built 3-5 hours extra materials (lesson plans, teaching materials, activities, and assessments) in case I run out of material before I reach the designated deadline for my unit. Page No.

8 9

Topic Vectors to Analyze: Force and Motion Conservation of Momentum Technological Implications Collisions in Two Dimensions

Estimated Time (hour) 15 5 2 3

Tabular Unit Plan. Unit 1: Dynamics Extension Winter 2013 Teacher: Farzad Saeidi ( fsaeidi@unb.ca) Date/Reference M F 09:00-10:00 Jan. 7 Topics/Key Lesson Objectives/Activities/Approaches Lesson 1 OBJ: Students will learn to use vector analysis in two dimensions for systems involving 2 or more masses (ACP-1). ACT: Force on a ball demo APP: Students will be expected to represent the forces with vectors. Assessments /Assignments

Resources

Safety Issues Keep enough space near the demo desk

Jan 9

Textbook, Rulers, Marker, Pencil Measuring tape, Small ball (tennis ball or golf ball size are fine), straws, masking tape or large paper/pen Lesso 2 Ruler, OBJ: Student will learn two protractor, strategies to calculate the resultant Scientific vector Calculator ACT: Student will demonstrate the given example on Force on a ball activity APP: Students will reflect on problems given on the worksheet as well online activity and apply 5-steps technique.

Stay alert to the school announcement While students watching the video.

Jan 14 Jan 16

Review (Lesson 1 & 2) Quiz 1 OBJ: Vectors, Calculating resultant Forces using 2 methods. ACT: Students will have 20 min to answer the questions. APP: Students are expected to reflect on the quiz and come up with their comments once they finished their quiz. Lesson 3 Lesson 4 Ruler, protractor, Scientific Calculator

Jan 21 Jan 23

Jan 28 Jan 30 Feb 4 Feb 6 Feb 11 Feb 13 Feb 18 Feb 20 Feb 25 Feb 27 Mar 4-8 Mar 11 Mar 13 Mar 18 Mar 20

Formative Assessment Review ( Lesson 1-4) Quiz 2 Lesson 5 Lesson 6 Review Lesson 5,6 Field Trip/Outdoor Activity Lesson 7 Lesson 8 Online Physics resources March Break Using graphic calculator 5-Steps Problem Solving Strategy Unit test Q & A on Unit test

Three Consecutive Lesson Plans

Lesson 1
Name: Farzad Saeidi Unit: 1 - Dynamics Extension Date: Grade: 12

Class: Physics 12 Topic: Vector Analysis in Two Dimensions A. Intents / Objectives / Purpose

Curriculum Outcome: Students will learn to use vector analysis in two dimensions for systems involving 2 or more masses (ACP-1). This lesson will help them understand why objects move in the direction and with the force that they do when there are two or more forces involved. For example: boating or swimming in a current; impact of driving with wind; playing physical games or even video games. We will know that they understand the concepts by participation in class and through review of their completed pre-demo worksheets (the analysis and evaluation sections will provide the best assessment of understanding).

B. Activities Administration/Homework - Daily bulletin - Attendance - Have students check their homework against answers provided on Smart Board. Review any problems. 1.Introduction/Set/Advanced Organizers - Force on a ball demo (Scenario 1) o Table is marked with two straight lines, one running parallel to, and halfway between, the long sides of the table (this will represent the x axis), the other running parallel to, and halfway between, the short sides of the table (y axis). This can be done with masking tape or using a large piece of paper. o Two volunteers seated on either side of a table (at the short ends of the table). Each given a straw. Ball is placed on the intersection of the x & y axis. o Have students predict which way the ball will go: draw a line in their notebook. Mark the centre (starting point), the location of each volunteer at the end points of the line and their prediction of the final resting place of the ball (on the line).

C. Resources Seating plan Attendance sheet Daily bulletin Homework solutions on the Smart Board Small ball (tennis ball or golf ball size are fine), straws, masking tape or large paper/pen

D. Students are Getting seated and checking homework against posted answers.

Volunteering for first demo. Cheering on the two volunteers.

6 On Go students are to try to blow the ball (through the straw) toward their opponent, keeping it on our x-axis, until the teacher says Stop. 5-10 seconds. Mark the final position of the ball. Discussion o Both volunteers applied force (through blowing through the straw onto the ball), each force had magnitude and direction a vector. o If the ball stayed in the centre, forces applied were equal. If it moved to one side or the other the forces were not equal. o Represent this in numbers & pictures: FR A Starting position of ball FB o Potential Final position of ball FA B o

FA + FB = FR

2.Clarifiying/Creating-Understanding/ConceptDevelopment Hand out Pre-Demo Sheet Students complete prediction and evidence sections for Scenario 1. Provide numbers for evidence section (i.e. FA = 10N, FB = 4 N, then they will solve FR = 6N in the same direction as FA) which will be used when we get to analysis. Review scalar (magnitude only) and vector (magnitude and direction). Ask students for examples. If none provided ask students to raise their hands if they think example given is a vector (can use examples on slide). Introduce resultant vectors and the two methods for finding them: o Head-to-tail method (simple & visual) o Trigonometry (provides more accurate information) Scenario 2 Demo: o 3 volunteers

Have Smart Board presentation ready to go. Copy of slides attached in case there is a technical problem. All of this could be done at black or white board. Pre-Demo Sheet

Answer questions on vector vs. scalar and other questions as prompted. Volunteer as requested. Complete their pre-demo worksheets (prediction & evidence sections). Encourage volunteers during demos.

C A Starting position of ball B

Potential Final FR position of ball

FB

FA

FC

FA + FB + FC = FR Provide numbers for evidence section (i.e. FA = 10N, FB = 4N, FC = 6N in directions shown) Review Scenario 2 slide for solving vectors of this form. Scenario 3 Demo: o 3 different volunteers

C A Starting position of ball Potential Final position of ball FA 50o FC FR B

FB

FA + FB + FC = FR Provide numbers for evidence section (i.e. FA = 10N, FB = 4N, FC = 6N in directions shown) Review Scenario 3 slide for solving vectors of this form. 3. Coached/Guided-Practice/Seatwork Complete the pre-demo worksheet. Recommend students use the head-to-tail method

Students will be working alone or in groups to

8 first and check using the trigonometry. Students may work together to figure this out. Teacher available to provide support/assistance. complete the analysis and evaluation sections of the pre-demo sheet. Students considering real life examples. Students provide examples of vectors & scalars.

4.Closure/Summary Provide real life example of a boat crossing a river that has a current and the wind is blowing. Ask students for other ideas. (Airplane taking off is provided on final slide also, in case they are not coming up with others) Brief review of vector vs. scalar. Remind students of the two methods to find the resultant vector. 5.Homework Complete the Pre-Demo Sheet and the attached worksheet. 6.Review/Assessment Will be reviewed in future classes as we look at remainder of Unit 1. To be assessed as part of unit test of Vectors to Analyze: Force and Motion. Completed pre-demo worksheets will also be reviewed to assess understanding.

9 Vector Analysis - Student Demo Sheet Purpose: To use vector analysis to find the net force. Problem: A ball has multiple forces applied to it. Find the net force applied to the ball. The net force will be represented by a vector that has a magnitude and a direction. Prediction: Draw a graph showing the initial position of the ball and your prediction for the final position of the ball. Scenario 1 2 Forces in Opposite Directions Scenario 2 3 Forces (simple angles) Scenario 3 3 Forces (not so simple angles)

Materials: Tennis ball, Protractor, Straws, Paper, Pen Procedure: 1. Ball is placed in the centre of the X-Y axis marked on the paper. 2. Students are positioned at predetermined locations around the ball. 3. Each student is given a straw and when directed tries to blow the ball away from them. 4. After a few seconds, the teacher will give the stop command and the position of the ball will be marked. 5. Students will then solve for the net force vector on the ball. Evidence: Draw a graph to represent the forces exerted on the ball and the initial and final position of the ball. Scenario 1 2 Forces in Opposite Directions Scenario 2 3 Forces (simple angles) Scenario 3 3 Forces (not so simple angles)

Analysis: Using trigonometry solve for the magnitude and direction of net force. Use Head-to-Tail

10 method to solve for the magnitude and direction of net force. Compare your results. RX RY R Scenario 1 2 Forces in Opposite Directions ( )

Scenario 2 3 Forces (simple angles)

Scenario 3 3 Forces (not so simple angles)

Evaluation: Briefly tell what you have learned.

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Lesson 2
Name: Farzad Saeidi Unit: 1 Dynamics Extension Date: Grade: 12

Class: Physics 12 Topic: Vector to Analysis(continued) B. Intents / Objectives / Purpose

Curriculum Outcome: Students will learn to use vector analysis in two dimensions for systems involving 2 or more masses (ACP-1). Curriculum Outcome: (325-5) Students will be expected to use vectors to represent forces, normal, frictional, and acceleration of an object when acted by unbalanced forces. In this lesson students are expected to simplify the given problem and draw their vector diagram that represents multiple forces that applied (involved) in the problem. They are expected to use their knowledge of calculating resultant vector from the lessen 1. They can either solve resultant vector using trig method or head-to-tail method. This lesson completes the study of motion begun in Science 10. This lesson leads students to the more sophisticated concepts of momentum and energy that are necessary for the study of interactions between masses in lesson 3. We will know that they understand the concepts by participation in class and through review of their completed pre-demo worksheets (the analysis and evaluation sections will provide the best assessment of understanding).

B. Activities Administration/Homework - Daily bulletin - Attendance - Have students check their homework against answers provided on Smart Board. Review any problems.

C. Resources Seating plan Attendance sheet Daily bulletin Homework solutions on the Smart Board Ruler, protractor, Scientific Calculator.

D. Students are Getting seated and checking homework against posted answers. Encourage student to Volunteer.

1.Introduction/Set/Advanced Organizers - Watch a short video of multiple forces (5-10) min o After they watch the short video, they will be asked to list quantities that were shown on the video. o Two volunteer will demonstrate and record students information on the board and we will discuss why they choose those quantity as Vector or scalar.

Resultant of Forces (Addition of Vectors) (10-15min)

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http://www.physicslessons.com/phe/resultant.htm Student will use their scientific calculator, apply the forces (in a couple of scenario) that are viewed on smart board, and calculate the resultant forces using trig and/or head-to-tail method. Interactive software is helping them to understand and it allows them to easily check their answer against computer.
Have Smart Board presentation ready to go. Copy of slides attached in case there is a technical problem. All of this could be done at black or white board. Pre-Demo Sheet Answer questions on vector vs. scalar and other questions as prompted. Complete their predemo worksheets (prediction & evidence sections). Encourage volunteers during demos. Students will be working alone or in groups to complete the analysis and evaluation sections of the predemo sheet. Students provide examples of vectors & scalars.

2.Clarifiying/Creating-Understanding/Concept-Development (10min) Students will calculate the resultant forces as they use the interactive software. Review grade 10, force and gravity and the related formula. Ask students for examples. If none provided ask students to raise their hands if they think example given is a vector (can use examples on slide). Use sine and cosine law and Arctangent function to find the missing component of the given problem. Review resultant vectors and the two methods for finding them: o Head-to-tail method (simple & visual) o Trigonometry (provides more accurate information) o Give a couple examples for student to draw all the forces and find the resultant force.

3. Coached/Guided-Practice/Seatwork Complete the pre-demo worksheet. Recommend students use the head-to-tail method first and check using the trigonometry. Students may work together to figure this out. Teacher available to provide support/assistance.

4.Closure/Summary o Give a brief summary of Vector and resultant o Go over 5-steps an effective problem solving.

5.Homework Complete the Pre-Demo Sheet and the attached worksheet.

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6.Review/Assessment Will be reviewed in future classes as we look at remainder of Unit 1. To be assessed as part of unit test of Vectors to Analyze: Force and Motion. Completed pre-demo worksheets will also be reviewed to assess understanding.

14 Student Work Sheet Purpose: Apply 5-steps effective problem solving as stated below for the following problems. Problem s: 1. Is it easier to move a heavy box that is sitting on the ground by (a) pulling the box from a rope that makes an angle with the surface or (b) by pushing the box with a force that makes the same angle (but pointing downwards) with the surface? A ball has multiple forces applied to it. Find the net force applied to the ball. The net force will be represented by a vector that has a magnitude and a direction.

2. As part a of the drawing shows, two blocks are connected by a rope that passes over a set of pulleys. The block 1 has a weight of 400 N, and the block 2 has a weight of 600 N. The rope and the pulleys are massless and there is no friction.

(a) What is the acceleration of the lighter block? (b) Suppose that the heavier block is removed, and a downward force of 600 N is provided by someone pulling on the rope, as part b of the drawing shows. Find the acceleration of the remaining block.

Materials: Ruler, Protractor, Paper, Pen, Scientific calculator. 5-Step effective problem solving

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1. Read the problem carefully and develop a mental picture of the physical situation. If needed, sketch a simple diagram of the physical situation to help visualize it. 2. Identify the known and unknown quantities in an organized manner, often times record them on the diagram itself. 3. Outline a strategy for solving for the unknown quantity; the strategy will typically center around the use of physics equations and understanding of physics principles. 4. Identify the appropriate formula(s) to use, often times write them down. 5. Perform substitutions and algebraic manipulations in order to solve for the unknown quantity.

Evaluation: Briefly tell what you have learned.

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Lesson 3 (Inquiry-based)
Date: Jan 31st 2013 Grade: 12

Class: Physics 12 Name: Farzad Saeidi Topic: Unit: 1 Collisions in Two Dimensions Dynamics Extension C. Intents / Objectives / Purpose

Curriculum Outcome: Students will be expected : (326-3) to apply quantitatively the laws of conservation of energy to one and two dimensional collisions. (326-4) to determine which laws of conservation of energy are best used to solve particular real-life situations involving elastic and inelastic collisions.This lesson will help them understand the laws of conservation of energy before and after the collision of two objects through an inquiry-based approach. The collisions between billiard balls are elastic when one ignores, rotation, physical deformation, and the amount of the energy used for heat and sound is negligible. On the other hand, when two vehicles collide inelastic, they often remain stuck together after impact or separate only minimally.

B. Activities Administration/Homework - Attendance - Have students check their homework against answers provided on Smart Board. Review any problems. - Play a short video (car accidents) http://www.youtube.com/watch?v=czYxd9rqjH0 - Play a short video(magic triangle for other class elastic collision)) http://www.youtube.com/watch?v=yh7wGPuixrg 1.Introduction/Set/Advanced Organizer Opposing a question by teacher ( Level 1 from the article) Hit and run investigation The Ford Escape smashes into the stationary Honda Civic. They (both) leave skid marks that are 10 m long. Ford driver left the scene and the Honda driver is trying to specify the details of scene to the police officer. Given the data below, can you help the police officer to calculate the speed of the Ford escape before the accident? Mass of the Toyota 1200 kg, mass of Ford including its driver is 2350 kg and the coefficient of friction of the car's tires was found to be 0.45

C. Resources Seating plan Attendance sheet Daily bulletin Review homework solutions on the Smart Board

D. Students are Getting seated and checking their homework against posted answers.

Battery-operated toy car, toy truck, stopwatch, tape measure, ruler, weight balance, Pencils, papers, markers.

Working in a group of 2 or 3.

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In order to analyze a hit and run collision scene, students need to experiment with various angles of impact. I use toy cars to simulate the real hit and run in their laboratory. They will observe the results of toy cars collisions in different angles and record their finding in a detailed lab report. They will utilize these results to solve the real problem embedded in this lesson. Students will determine the average speed of the batteryoperated toy car by using velocity formula. V= d/t Later on, they will use 5 steps of scientific inquiry to formulate their findings through multiple experiments. 2.Clarifiying/Creating-Understanding/ConceptDevelopment Hand out Cheat Sheet Let the students lead the class path though the instruction of cheat sheet.

Have Smart Board presentation ready to go. Copy of slides attached in case there is a technical problem. All of this could be done at black or white board. Prepare a 6-8 copy of cheat sheet for each group.

Answer questions on vector vs. scalar and other questions as prompted.

3. Coached/Guided-Practice/Seatwork Divide students in 5-6 groups of 2 -3. Pass them the cheat sheet and materials to each group. Encourage them to come up with at least 3-4 questions that they should be asking themselves in order to tackle the given problem. Students should work within their group and teacher is available to provide them direction and support/assistance as they progress in their discovery method. 4.Closure/Summary

Linear Momentum The linear momentum p of an object is the product of the object's mass m and velocity v : p = m v Principle of Conservation of Linear Momentum

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The total linear momentum of an isolated system remains constant (is conserved). An isolated system is one for which the vector sum of the external forces acting on the system is zero. Collisions A collision is a process involving two objects, each of which exerts a force on the other. Object 1 exerts a force F12 on object 2. Object 2 exerts a force F21 on 1. m1u1 + m2u2 = m1v1 + m2v2 (elastic collisions) m1u1 + m2u2 = (m1 + m2)v (inelastic collisions) Work = Force * Distance = F d = W Where d is the displacement , Vi is the initial velocity, Vf is the final velocity, a is the acceleration of the object, and t is the interval of time If we have three known values, then we must choose equations that use the three values that actually we do have to find the ones that we do not. You also have to read between the lines sometimes to get three known values. The value of acceleration is not given but from the information in the problem we can pull out the friction force and the value of acceleration. Coaching questions and gradual steps for hit & run scenario: Is there any other force in this collision that causes both cars to stop? If so, what kind of force is that? Can we calculate it? What do we know about inelastic collision? What conservation laws and formula we need to use and why? Do we have enough info in this given problem?

5.Homework

19 Complete the Pre-Demo Sheet and the attached worksheet. 6.Review/Assessment In this lesson we test and evaluate students ability to work with measuring tool and their measuring skills. Ask students to provide similar examples involving elastic or non-elastic collision.

Student cheat Sheet

Exploring the concept: Tips: This discovery (toy accidents) is best done in groups, because while one person runs the toy car (battery-operated), another person must watch the car and meter stick to note how far the toy cars travel after they hit each other. Additional team members could hold the measuring tape ready and/or record the data. -Students will be given required material such as stop watch, measuring tape, metric balance to find out the weight and speed of toy car in order to start plotting their date in elastic or inelastic formula. List the following information from the given hit & run scenario: Evidences Facts Unknowns Variables

Step 1 - Brainstorming stage: In this stage students will think of questions that they believe investigators (police officer) may use to solve a hit and run accident of a parked car. Students will use their evidence from the problem and their observation from video and write down the possibilities or car direction and its speed. and then they may come up with a questions such as: What direction Ford truck was driving? What was its angle when it hit the Honda? Does angle really matter in this problem? Can we find whether this collision is elastic or inelastic? What do we need to know to solve the initial speed of the Ford truck? How much information we have from the given problem? Do we have enough data? Do we know what formula we need to use to solve this particular accident? And etc.

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Step 2- Students will look up the internet and other resources to find up the theory of both elastic or inelastic collision and conservation of momentum and energy. m1u1 + m2u2 = m1v1 + m2v2 (elastic collisions) m1u1 + m2u2 = (m1 + m2)v (inelastic collisions) where u represents for speed before collision and v represents speed after collision. Step 3- They Form a hypothesis that might explain the observation and see if they can fit this problem in any of the given collision forms. More like If this then what of hypothesis to eliminate other hypothesis according to the given evidences. Step 4- Students will test their hypothesis on toy cars to validate it. If it didnt work they go back and repeat the previous steps 1 to 3. Step 5- Students make sure to do multiple experiments that certify their findings and provides a stronger conclusion. Step 6- Each group communicate and compare their results and finally present it to the class.

Evaluation: Briefly tell what you have learned and represent your finding to the rest of the class. Resources: http://outreach.phas.ubc.ca/phys420/p420_96/danny/danweb.htm Brake, Mary L. "Physics in accident investigations." The Physics Teacher (January 1991) : 26 - 29. Home Work Sheet 1- Two opposite object are collided together and formed single objects that had speed of 2m/s towards east. Find the initial speed of the object that weighted 10kgs and was moving towards east that hit the other object that hit the other object that was speeding at 5.5m/s and weighted 4kgs. 2- Draw the vectors of velocity and momentum and their resultants on question 1. 3- A bicycle hit a car at perpendicular intersections and they both attached together. Traffic camera shows the speed of 15m/s for both of them a few seconds after accident. If the car was driving at 45m/s and weighted 1200kgs. Can you find the bicycle speed before the accident assuming that its weight (including the biker) was 95kgs?

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List of Activities

Online Interactive program (suitable for class activity or weekly assignment) Students will use rulers, protractors, scientific calculators, and the text books to practice different examples and double check their result with the following interactive programs.

1. Resultant of Forces (Addition of Vectors) http://www.physicslessons.com/phe/resultant.htm 2. Equilibrium of Three Forces http://www.physicslessons.com/phe/equilibrium.htm 3. Projectile Motion http://www.physicslessons.com/phe/projectile.htm 4. Elastic & Inelastic Collision http://www.physicslessons.com/phe/collision.htm 5. Conservation of Momentum and Energy http://www.physicslessons.com/phe/ncradle.htm Class Activity Calculating the Stream Flow of a River (2hours)
Stream flow is the volume of water that moves past a specific point along a stream over a given period of time. To calculate a rivers stream flow, a cross-sectional area of the stream or river is measured, and the velocity of the flow is measured using a flow rate sensor. The stream flow can then be calculated by multiplying the cross-sectional area by the flow velocity. Select a nearby stream that is easily accessible and can be safely crossed without any sand bars or objects in its path. Mark a straight path across the river at equal increments (at least six). 1)Record the depth at each location along with the distance from the riverbank. Once this is done, measure the water flow at each of these locations using the Flow Rate sensor. The flow rate sensor can directly be connected to the TI-84 Plus with the EasyLink cable and the EasyData App installed (otherwise it can be connected using the Texas Instruments CBL
TM

2). Be sure to have the flow rate sensors blades turned into the current, and be sure to hold the sensor halfway between the surface and the riverbed at each location while collecting the data

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Once the data collection is complete, average each flow rate and compute the crosssectional area by dividing the cross section into shapes for which you can find the area (trapezoids and rectangles). The flow rate for the river at this location is the product of the velocity and the cross-sectional area. Repeat this experiment several times over the next few weeks or months and resample your measurements. How does the flow rate change with respect to season and weather

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Assessment: The content of this unit is one the most important topics of the Physics 12 therefore student will be given a variety of assessment and assignment to master the content.

Assessment Weighting: Weight % N/A 15 15 15 55

Type Formative Quiz I Quiz II Weekly Assignments Unit Test

Formative Assessment

Common sense and common mistake

Step 1 - Teaching/Learning Goal: In this assessment student will learn a new technique that helps them to use graph for solving any given kinematics problem. In this figure students are asked to verify whether the procedure is correct or not? There is to keynote to this assessment: first and foremost, student become aware of their common-mistake and misunderstanding or their unit (e.g. better understanding of Displacement = Velocity x Time) and secondly they learn a techniques (using graph) that helps them to better understand the abstract of algebraic equation of kinematics problems. Step 2 A custom designed assessment In this assessment I have used K-F-L which is modified version of (KWL variations) from science formative assessment by Keeley(2008, p. 128-131) and also an modified example of (Dufresne & Gerace, 2004). This assessment provides opportunity for student to become engaged with the topic, particularly when it is asked this is what I think I know it makes them wonder to what they really know about the concept, and finally when they answered what they have learned, helps them to think about the connections between what they know, what they think they knew and what they learned as a result. In this assessment they learn that the area under velocity vs time graph is total displacement and also the slope of this graph is representing the acceleration.

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Problem: your car starts to run and speeds up to a constant rate for 2 seconds. Then slows down at the same rate (also for 2 seconds) until it stops 200 meter away. What was the acceleration of your car for the first 2 seconds of its travel? Procedure I: 1. Draw the Velocity vs time for the whole 4 seconds. 2. As per assumption in this problem, we expect to see a line graph(Fig. I). 3. According to the velocity definition the displacement is the area under velocity vs time graph. In this problem the area of the triangle (V x 4s)/2 is the Displacement. 4. By plotting the 200 meter know value in this equation you can determine the unknown velocity. 5. And finally by plotting the Velocity in (a = V/T) you can determine the acceleration for the first 2 seconds. Please note that V/T is also the slope of the graph. (Fig. I) (Fig. II)

4 4

Procedure 2: 1. Draw the velocity vs time for the whole 4seconds. 2. As per assumption in this problem, we expect to see a sinusoidal graph(Fig. II) 3. As we already know, the area under the graph is total displacement. Plot the known values to determine the unknown velocity and divide the velocity by 2seconds to determine the acceleration for the first 2 seconds. Question: Please indicate the correct procedure.

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K - This is what I KNOW

T - This what I THINK I know

F - This is how I FOUND out

Step 3 Differentiate how you will implement the assessment In this assessment, students need to know a little about graphing. However, being unfamiliar without graphing does not necessarily mean that they wont learn anything from this assessment. But it is not fair if someone cannot graph the V versus t or dont understand V(t). If there is a student that needs help with graph and mathematical/physics wording referred in this assessment I would make sure to teach him before I perform this assessment. Lets say I have some new student in this class that moved recently from different province or another city. I will attached this integrate this table with my assessment that will give me the words that I should be explaining to them.

Word Knowledge Rating Scale

Word or Term Know It Well Have Seen or Heard It Have No Clue

There are many tips and strategies that a teacher can do during his lesson plan or prior to designing a formative assessment to get a good idea about all the students in his/her classroom: Observation, providing choice of activities, asking about their favorite place, music, or art, by grouping them up with their peers and one-in-one interview. I may have to change the type of problem by changing car to something that they are more familiar with such as, a

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hockey player, a runner, a swimmer and etc. I may also have to play a little bit with vocabulary in the given procedures too, e.g. instead of using sinusoidal that it is basically mathematical term use non-liners. Depending on their learning levels I can extend the steps of each procedure or even eliminate some of them. I make sure to explain any new term or unfamiliar words that they may have difficulty to understand or may lead them to any misunderstanding.

Step 4 Describe how you will implement the assessment. Unlike summative assessment, I like to perform this assessment as often as possible and try to change it and use different strategies. My goal is to fulfill three main steps of formative assessment: Find whether they are in the right track or not? (What do they know?), where are they now? (How much do they know?), and finally how do I get them to where we are going (by providing feedbacks). At the beginning, I would explain them my reasons for performing this assessment. This is a tool to help me as teacher to find the weakness and strength of my students and it also gives a better understating of how can I change and what should I consider to modify and alter in my lesson plans. What are the areas that most students need support and what are the concepts that I dont need to focus. What are the strategies that I have used in the past that not only helped their understanding but also made them confused from the way I presented my material or the language and technical terms that I used? If student become more familiar with this type of tests as they are already accustomed with summative format. I can take this as advantage and jump to the next level and design a next learning goal and so on. Modifications/Caveat: Personally, I would like to change and alter my assessment to suit my students level of understanding. I guess my reason for doing so, is to seek and verify the things I am going to teach them in my assessment, every class is different and they are all have different weaknesses and strengths thus it is very important for me to have a good insight of my students and how I should design my assessment that suits them well. So the more I know my students, the better form of assessment I choose/ make. I used the technique of graphing in this assessment. Although, it may teach students something above curriculum - It may lead and misguide them too if they dont really understand how this graphing strategy really works. So it is good to discuss and ask question such as: When and where is graphing can be useful when we have kinematics problem. Their response to this question can help me to assess what is their level of understanding of kinematic formula and how they relate that to their knowledge in Mathematics. Quiz I Vectors ( a modified work sheet of lesson 1) Quiz II - Momentum and Energy Weekly Assignment

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Unit Test Weighting

Topic Vectors Momentum Conservation Collisions Total

Multiple Choice(1p) 4 2 2 1 9

Short Long Answer(4p) Answer(7p) 2 0 1 1 1 1 1 1 5 3

Total Question 6 4 4 3 17

Total Point 12 13 13 12 50

Percentage 24% 26% 26% 24% 100%

Unit Test Physics 12 - Dynamics Extension (Unit 1)

This unit test has 3 parts of A, B, and C. Points for multiple choice, short answer, and long answer questions respectively are 1, 4, and 7. Part A B C Type of Question Multiple Choice Short Answer Long Answer Total Questions 9 5 3 Estimated Time 18-20min 15-20min 20-25min Total Point 9 20 21

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Student Name:

Date:

Class:

Part A 9 Multiple Choice Questions of 1 point. A1-The diagram below represents a force vector, A, and a resultant vector, R.

Which force vector B below could be added to force vector A to produce resultant vector R?

A2-Which of the following term is not a vector quantity?

a. Velocity b. Force c. Time d. Acceleration

A3- How many different vectors are drawn here?

a. 5 b. 4 c. 3 d. Impossible to answer

A4-Using Head-to-Tail method, express the resultant vector (u) in terms of a,b,c

1. a+b-c 2. a-b+c 3. a+b+c 4. a+b-c

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A5-Which of the following is the unit of momentum? 1. N.m/s 2. Kg.m/s 3. g.m/s 4. answer 2 and 3

A6- which of the following statements are false? 1. Momentum is only for moving objects. 2. Momentum can be defined as "mass in motion. 3. Momentum is a vector too.
4. Momentum is directly proportional to an object's mass and directly proportional to the

object's velocity.

A7- which one of the following equations is represents an elastic collision? 1. m1.v1+m2.v2= (m1+m2).v 2. (m1+m2).v=m1.v1+m2.v2 3. m1.v1(before)+m2.v2(before) = m1v(after)+m2.v(after) 4. All of above.

A8- what does the area under the force versus displacement represent? a. Momentum b. Potential Energy c. Kinematic Energy d. Work done by the force

A9- What of the following statement defines an elastic collision (EC)? a. EC is an encounter between two bodies in which the total kinetic energy of the two bodies after the encounter is equal to their total kinetic energy before the collision. b. EC is an encounter between two bodies in which the total momentum of the two bodies after the encounter is equal to their total kinetic energy before the encounter.

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c. EC is an encounter between two bodies in which the total kinetic energy of the two bodies after the encounter is equal to their total momentum before the encounter. d. All of above.

Part B 5 Short -Answer Questions of 4points.

B1- Draw vector A+B, A-B, vector A is 3N with 45 degrees to west and vector B is 4 N with 45 degrees to east.

B2- Using trig methods only, determine the magnitude and direction of resultant force for these three forces; green force is 6N, red force is 7N and the gravity force (blue) is 10N.

B3- An ice skater who his weight is 65kgs, throws a ball weighting 0.3kg with speed of 30m/s. Find his velocity after she throws a ball.

B4- Initially a soccer ball is going 24.50 m/s, south. In the end, it is traveling at 5.5 m/s, south. The ball's change in momentum is 22.00 kg m/s, north. Find the ball's mass.

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B5- a 0.4 kg ball moving at 9.00 m/s east, strikes a 2.00 kg ball moving at 2.00 m/s east. If the velocity of the 2.00 kg ball after the collision is 5.0 m/s east, what is the velocity of the 0.4 kg ball?

Part C 3 Long- Answer Questions of 7 points.

C1- a Soccer ball is hit from the ground with an initial velocity of 30 m/s at an angle of 45 degree. Determine how far away the ball will be it hits the ground (show your work).

C2- A ball is at rest at point A as shown. It slides down the track without friction unit point B, where suddenly it reaches to a friction-surface and eventually stops in 4meters. The radius for the circle path is 2 meters. A How fast was the ball moving at point A. What is the coefficient of friction between the ball and the track past point B? 2m

2m

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C3- ball A which his amass of 10kgs moving with the speed of 5m/s to the west and hits a stationary ball B that has a mass of 5kgs. After they hit each other ball A moves with the velocity of 2m/s with the 30degrees to north-west. Find the direction and the velocity of ball B after collision.

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Teaching Resources: Online Resources: Science Netlinks offers dozens of lesson plans and online learning activities. The lessons and activities are cover a wide variety of science. http://sciencenetlinks.com Site has extensive collection of information about the teaching of science http://www.nsta.org The PBS is media learning objects, including videos, images, interactive, audios and ... http://www.pbslearningmedia.org NOAA deploys hundreds of drifter buoys each year. Make your own vector field by accessing the data at http://www.aoml.noaa.gov/phod/dac/gdp.html . You can view many animated vector fields and observe their behavior at: http://www.falstad.com/vector

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References

1. Acedemic!, A. (2011). Wordle - Beautiful Word Clouds. Wordle - Beautiful Word Clouds. Retrieved February 23, 2013, from http://www.wordle.net/ 2. Dufresne, R. J., & Gerace, W. J. (2004). Assessing-To-Learn: Formative Assessment in Physics Instruction. Physics Teacher, 42(7), 428-433. doi:10.1119/1.1804662 3. Keeley, P. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning. Corwin Press, Thousand Oaks, CA. 1. "Khan Academy." Khan Academy. N.p., 2006. Web. 23 Feb. 2013. <https://www.khanacademy.org/>. 2. "Lesson Plans & Worksheets for School Teachers | Lesson Planet." Lesson Plans & Worksheets for School Teachers | Lesson Planet. N.p.,1999. Web. 24 Feb. 2013. <http://www.lessonplanet.com/>. 3. Physics.org | Home. (2006). physics.org | Home. Retrieved February 23, 2013, from http://www.physics.org/ 4. The Physics Classroom. (1996). The Physics Classroom. Retrieved February 23, 2013, from http://www.physicsclassroom.com/